001Good evening, Oral Nation, and welcome to board meeting on 52025. [Music] All right. Brad, there's a rock in a place. [Laughter] You got it. All right, I think we're all ready. Awesome. All right, our next item is uh board mission statement and agreements. Yeah, our board mission statement is we will develop policy that is representative of our community, set goals, and lead our district by collaborating. And our beliefs are stand up and own it, we are one, encourage grow. Stand up and own it is that individual like I'm going to take on myself and do the best I possibly can. and I'm going to own what I you know I do for the best of the version of myself and others. And then we are one is really about doing it together. We need each
002other as a group to make things happen. And then finally uh courage girl. Every day we are learning. We got to be curious about what we do and we get to do that every single time we meet. All right. Awesome. Thank you. Our next item is uh approval of consent agenda. We have uh three items listed for our consent agenda this month. One is uh approval of special meeting minutes from May 12th, 2025. Uh number two is approval of regular meeting minutes from April 28th, 2025. And the third item is the treasures report all of which are in our board packet. So I'll just look for a motion to approve consent agenda. So move second call. Matthew, yes. H yes. Yes. Hempner. Yes. Goings. Yes. Awesome. Um, next item is board members share a moment
003of pride. So, this is the opportunity for us to share anything we got to experience over the last month. You want to share with the groups? I don't know if anyone like to go first. Sure. I'll start. Uh, had a chance to attend the senior award uh night, senior ceremony, I guess, uh, a couple weeks ago. Stephen, I know you were there. and uh really uh encouraged by, you know, so many talented seniors that received awards and recognition throughout the the evening and and of course the the support that they had from the scholarships and all of you know the uh you know awards that they they were recognized for and won. So, it was a a neat, you know, opportunity to see that and um you know, nice uh nice for the community and
004nice for those students. Nice. Um, I went uh to the middle school concert last th Thursday or Friday I guess it ended up being and it was good as always, but it was a little bittersweet with uh being the sergeants last uh concert with us. And uh from everything I've been told, she handled this whole situation very professionally. And from the reaction of the kids during the concert and after the concert to her, you could tell she really made an impact on those kids. So difficult situation which she handled with grace and uh sorry to see her have to have to leave. Well it may be in a busy month I well I'll go quick but I first of all coral cabaret I attended that with my wife and as always that was excellent. I
005tend to mention it most years and some years I mentioned that when I was in high school, which I'm not going to say when that was except I have my be stuck in community reunion on Saturday. So, um, but back then there were there was it was a high school about three times bigger than ours that there was one girl and one guy who stood up and would do a solo in front of front of the people. And we had just an outstanding number again this year. We got great great voices and and entertainers. So that that's always special. Um, as Jacob mentioned, the senior awards night. Um, as part of my role on the scholarship committee, I was able to present the two school board or superintendent scholarships, the the Kellogg and Bourne who
006were former superintendent here in the district. And uh, again this year, two outstanding winners. our friend from the student council member here, Luis Garcia won the Bornean and Sophia Adelmire uh won the um Kellog um and then I also came here to Friendship and was able to do the the multi-ing ling lingual ling the acronyms change so often I can't keep up but the night there and that was awesome too and all the community groups that were here to support our families and our students had tables with presentations. Um that was a lot of fun and the kids had a lot of fun too. They had activities for them. And then finally last Friday, last Thursday, I attended the final incubator edu pitch contest at the stair center at Marian. Um Mr. Whismer does an
007awesome job with that program and the kids were great. again the confidence that they showed that they obviously had um spent a lot of time on their product and their proposals and and that's always fun to see too. So that was my main um I also attended the multilingual night at FLC um and I've heard a lot of comments from parents and families that were there that loved the resource tables out in the atrium area. Um lots of work went into that. My kids had a lot of fun, so that was awesome. Um, I also attended Girls on the Run. So, we had a group from BAMS and a group from FLC there. And just kudos to those girls. That's a lot of hard work, especially for some of them. And I think, you know,
008they put the time and effort in. Then I got to celebrate on that day. And then just a testament to our staff, too, who, you know, that's extra time out of their their day to go do the practices for how many weeks and then go to the run on the Saturday. So, um, that was awesome. And then I also attended the gallery night at Treffort. I saw Steve and Gail there. Um really really cool experience. I loved the like glow-in-the-dark hallway. Um just a really neat way for the kids to showcase all their artwork and things. So that was it was good. Awesome. Um the only other thing that I had that was different was Project Grill. So I had an opportunity to go out to Festival Foods a couple Fridays ago. Um, while we
009won runner up there, the surprise came after on the weekend when they won the community award. So, um, I don't know if you've seen it's outside the high school. I think there was as of this morning still. Um, awesome grill. Yeah. I mean, were there posters on it though? Yeah, it was amazing. Not only I think the cool part was not only the grill and it was functional. It had a table that was attached to it's on a trailer, but the crew brought a ton of chairs uh that were stored in the grill too behind it. So, like multi-purpose and here they sold it which funds into the program which is cool. And um just thank you to the the group uh thanks to Josh the teacher and then also I think Murk Marine was
010our corporate sponsor this year for that one. So, thank you to them. All right. Thanks everyone for sharing. Um, next is our high horse Horseman High School student council. So, floor is all yours. Uh, good evening board members. My name is Leano and I currently serve as the student council president at Harassment High School. It's an honor to be here tonight and to share updates and highlights from our student body and school community. For student council, we recently have our kiss a senior goodbye event where seniors will receive farewell messages and a chocolate kiss during graduation practice. a small way to honor their next chapter. We're also preparing for oil fest and homecoming next year. The homecoming theme for next year will be golden hour. Our final student council meeting will be next Wednesday. For
011key club at the senior awards program, 19 outstanding seniors were recognized for their years of service and dedication. Their impact is reflected in the total hours contributed. So, one year members gave 77 hours of service. Two-year members contributed 179.5 hours. Three year members served 1,34 hours. Four-year members give 473.75 hours. Together, these 19 seniors contributed 1,764 hours of service to the school and committee during their time at harassment. Um, the newly elected Key Club officers for the 2025 2026 school year are President Kimberly Diaz, Vice President Briat Pollock, Secretary Aronza Morales, Tre Treasurer Ya Le Santos. This team is expected to continue building on the club's strong foundation of service. On April 30th, K Club hosted its annual breakfast for the sponsoring Fondelac Club, welcoming 21 adult leaders in appreciation of their continued support. During
012the event, five seniors members were honored with scholarships provided by the sponsoring club. Sophia Adam $1,000, Ella Armed $1,000. Kelsey Forset $1,000. Luis Garcia $1,500. Medaline Lingoff,000. Key Club expressed the sincere gratitude for this recognition and the club's continued investment in student success. At the final meeting of the year, Mrs. Hints and Mrs. Co were honored as they announced their retirement after more than 20 years of combined service as key club adviserss. Their guidance and dedication have shaped generation of student leaders. Moving forward, Michael Westbrook, a harassment high school aluminus, will take on the role of adviser. His leadership is expected to carry forward the club's mission of surface and empowerment. And I'd like to introduce to you guys SR, the student congalation for racial equality. S is a studentled group focused on promoting inclusivity,
013cultural awareness, and equity in our school and community. We make sure every student feels seen, respected, and valued. We host cultural celebrations and fundraisers during heritage months using posters, videos, and food events to highlight diversity. These efforts help raise money for scholarships with plans to expand support for students and financial aid. We also run a mentorship program where high schoolers support younger students, especially those learning English to help them feel included and confident. Additionally, we assist with Spanish translation during conference so all families can stay involved in their child's education. SAR gives students a voice, builds leadership, and helps create a school environment where everyone belongs. And lastly, student accomplishments. We have Morgan Fowler earned first place in the 800 meter event at the conference track and meet and outstanding athletic achievement. Project Grill was
014awarded best of showrunner up showcasing the team's hard work and innovation and several members of the incubator program received funding for their product ideas. Finally, Novel Love now Adler Mayor and Ree Seal were selected for the prestigious state honors choir and the state honors music project representing excellence in vocal performance and music musical talent. And that's it. Any questions? warm up, huh? Very cool. Any questions from the board? Thank you. We're excited for next year as well. So, yeah, absolutely. Great job. Thank you. Yep. Uh, next item is our clerk's report. Uh, donations this month were We Janet Shingan, $50 for Backpack Buddies. Betty Bombhart, $1,000 for Orio community scholarship. Chartwells, $500 for scholarship donation. Carrie Schumacher, $200 for FLC popcorn donation. North Lac Optimus Club, $200 for the Orio Athletic Hall of Fame. And
015Jim and Carol Vetta Scholarship for $3,000. So, thanks to all those donations. Nice. Yes. Thank you. Thanks for sharing, Rick. Um our next item is citizens comment. Gives an opportunity for uh anyone in the um district that lives in the district that's willing to share a comment. So just ask you to state your name and address before starting. I have a clarific clarification question first. Um if I want to make a comment but then also my daughter wants to make a comment. Is that under the same comment or are those separate? Um I think it can be a separate comment. A separate. Okay. Um Shannon name and address. Name and address. Shannon Zki 320 McKinley Street. Um I just wanted to say that I had I've come and I've had a good conversation with Dr.
016Amino before. Um prior to referendum conversations, I was part of the families who worked to get it to pass. And unfortunately, we all know um that did not go our way. Um I'm aware that we've had to make some really hard, horrible decisions. Um and I just wanted to share that I'm still have some concerns about the middle school. Um and the lack of curriculum. Um Audin is a sixth grader there. She's an incredible scholar. She works incredibly hard. puts a lot of pressure on herself and I do not feel that she would be succeeding where she is if it wasn't for her drive um and how hard she works. So, as I think of my next scholar that's coming uh up, he's got a while. So, I'm hoping that we can get going. Um,
017but from my understanding, there is not a lot of mandated curriculum in the middle school and the lack of dollars really concerns me and I know that our hands are tied. So, it really, really worries me. Um, so I just want I don't know. I know there's no magic wand. I know that we don't have a crystal ball. I don't know what we do. Um, I'm going to be as bold to say that in my district, not so far away, I don't want to go this far. I think we've gone way too far. I'm not allowed to show movies in my classroom at all. Um, the amount of movies she has watched in the middle school is a lot, a lot. Um, and I would ask each and every one of you, what do you
018learn when you're watching a movie when it takes multiple days? Um, I think taking them all away is too much. I think you can learn. I think there's comprehension questions. I think there's a way you can use them. But when she comes home and tells me weekly bi-weekly that she's watched this movie in this class and we watched this movie in science and we watched this movie in social studies and oh I created this 85 point PowerPoint in social studies that has nothing to do with this and I'm really concerned. Um she's a wonderful scholar but what is happening to our lowest scholars? So I am just asking that we really truly take the curriculum in the middle school seriously because I'm I'm concerned with the lack of budget. Um, and I know that we
019have new admin in there, and I'm hopeful that we can continue to to keep driving it, but I I I'm going to be the squeaky wheel that's going to continue to remind you that we have students who deserve better. Um, I've honestly thought to myself, Fondelac looks like a better choice right now. And I'm kicking myself in the butt for not open enrolling. Um, because they deserve better and they deserve a curriculum that's going to be rigorous. I'm going to push her um and my boys as they come up and every other scholar who um deserves it. So, I just want to say that I'm I'm worried. Um but and I know you have a hard decision. Also, I'm just want to tally on about Miss Sergeant. I know hard decisions had to be made.
020Autumn's going to say something extremely big here in a minute. She's panicking. Um the one and only staff member in the middle school that was a staff person for her was Miss Sergeant. And it is not just her. Um, I could cry talking about it. She is a safe person for not just middle school students. She was a safe person for a lot of high school students, for your LGBTQ students, for students who did not have any other people in their building. I think every one of you need to wonder why she is one of the only adults in those buildings that she was the only safe person for. The relationship building has me concerned. There's a lot of middle school staff that these kids are not comfortable going to. She has some really brave
021things to share with you and her only safe person is gone next year. And what she's sharing that is going to shock you. She did talk to Miss Sergeant about and she is aware of. So, I understand hard decisions were made. Miss Sergeant is amazing. But that is a safe person that's walking out the door. So, who's going to fill that spot next year? You can stand or you can sit, whatever. We'll just You can say your name and address. At P320 Mckenley Street. I am I am a I am a beluga whale. I am a fat I am a fat Did that shock you? I hear these comments every day while I'm trying to learn. While I'm while I'm at my locker, while I'm eating lunch, while I'm just being me inside the walls
022of Bessie Elementary Middle School. And I'm not the only one. This year, I was shoved to the ground because I finally responded to a bully. My response, wampwamp. Adult response: If you wouldn't have said that, you wouldn't he wouldn't have shoved you. You know what I heard? Your skirt was short. you were asking for it. Adults continues Adults continue to make me feel like it's my fault because I don't report. My answer hasn't changed. I don't feel comfortable. Nothing changes and I am not okay with the backlash from students. It's not just me. But I'm coming today to make sure every one of you know we need to make a plan because I am not a beluga whale. I am not a fat I am not a fat poor. This isn't me at all. I'm
023a funny straight A student. I'm Gingi from Shrek the Musical. I'm a first baseman and outfielder on three softball teams. I'm on a robotics team. I play volleyball. I'm a I'm a Girls on the Run participate participant. Bartholomew. My baritone is the coolest accessory I own. Besides all my lip gloss, I'm a big sister to two brothers and I make my parents incredibly proud every day. Just like we are just like we are taught at Bessie Allen to follow the oral way. This is me standing up to own it. Now, what are you going to do to follow the oral way and stand up and own it? What are you going to do to make sure students don't have to learn in this environment? Thank you both for your comments. I'll turn to see if
024there are any additional citizens comments. Okay. Thank you again. Um, our next item on the board uh or on the agenda is superintendent report. So, Dr. Mino, whenever you're ready. Yeah, we're going to jump around here quite a bit. So, just bear with the back and forth on the agenda. I'm just going to start out with this. Usually, we play under each of our buckets and our core areas in terms of our strategic plan. That's the social emotional healthy schools, learning, academics, engagement, and communication. And then the final is the final uh financial operations. So, we try to put all of our components under each one of those so you get an update in those areas. Uh, where we're going to start today is actually honoring our validictorians and salvatorans. Uh, and we have, I
025believe, one validictorian with us today. Ella is with us and we'll be graduating tomorrow night as validictorian for the class of 25. I just want to honor you and say congratulations. This is a major major feat and I'm sure there's been so much work along the way including you've had you know supportive family to get you through that too and um heading off to WMadison. Is that correct? Okay. Do you want to just share a little bit about yourself and maybe something you're going to say in the speech tomorrow night that your dog? Um well I'm going to Madison next year for kinesiology and then after that um get my doctorate in physical therapy or occupational therapy. I don't know yet. Something like that. Um I have a rabbit named Wilbur. I don't know. That's
026what I default to when people say to talk about myself. Why uh physical therapy? What was something that served you towards that? Um my mom, she's severed two tendons and two nerves cutting an avocado and so she had to go to physical therapy and I went with her and um yeah, just enjoyed helping her with that. So yeah, wonderful. Um I don't know if anybody else has any questions from the board. No questions. Congratulations. Absolutely. Excited to hear the speech. We also have another valictorian uh Valyriia Ralles. Uh she is not here tonight I believe right? Um but she will be speaking tomorrow night at graduation. And then we have a saludiatoran who is I believe playing soccer at the moment or yeah uh Sophia Adelmire will also be speaking tomorrow morning. So we have
027three speakers that will be sharing a little bit of their story with the rest of class of 21. So, uh, tomorrow night, shameless plug, 6:30 graduation and Luis Garcia will be speaking as well. Okay. So, Luis Garcia is on the docket, too. So, we've got a little a great show for everybody tomorrow night. Please join us at Cororus High School and the gymnasium. Okay. Uh, flip-flopping here. Let's see. I'm just working through this. Thank you. You do not have to stay the whole time. You're free to leave whenever you want. Anybody who's speaking to you have that same opportunity as well. Um, I'm going to move into I know you have to roll. So, we're going to dip into a little bit of the activities director as well as the principal review from BAMS from
028Miss Esavl and she's going to share a little bit with us because she's got to get back outside for soccer. Correct. And it's such a beautiful night, right, that we have that going. What night? Um so if you recall at the beginning of this year we had established um a goal for getting at least 85% of our students engaged in at least one or more club activity or athletic team. Um and our baseline was based off of our spring survey um last year. One of the things we talked about going into this year is we wanted to make sure that the information and the data we were gathering was valid because we weren't confident that students were reporting everything or accurately on what they were engaged in, especially at the middle school level. And we
029know we weren't getting 100% participation when we were sending out those surveys. So this year we tackled with the help of our administrative assistants is um tagging every student in Skyward what activities they were in whether it was an athletic team forensic robotics um SCR all those groups they were tagged in Skyward. So when we pulled the data at the end of this year I can confidently say that is the most accurate data we probably ever had for how many students are engaged in activities. So while we may have not we might not have reached that 85% goal or even the growth goal we established um we know where we stand right now moving forward which is going to be great. It's something for um for the next 80 to to take a springboard off
030of. So currently right now it is showing 59% of horse man students are engaged in at least one activity club or athletic team and 52% of Bessie Allen Middle School students. Um we did not um do any survey at the elementary level because we really rely on parents reporting. Um we had talked about is there a way that we can connect with all these outside organizations whether it's dance studios, Girl Scouts, Boy Scouts, can we accurately do that? It's possible, but now that we don't have that K12 activities role, I'm not sure who's going to take that piece on. Um, so that'll be something for um the district to consider moving forward, how we want to support the activity realm at the elementary level. Um, I think in terms of action steps moving forward, just
031continuing to streamline that process and make it easy for students to propose um ideas for activities and clubs in school. Um, right now it's been pretty smooth with students just coming to myself or Dwayne at the high school and say, "Hey, I have this idea. This is why I want to do it. Here's an adviser that I think could lead it. Um, this is what we're going to need." And we can kind of move through it. As long as we have an adult that can supervise the students, we usually can make some everything work. So, um, and the ideas still keep coming forward. So, I'm optimistic that we'll continue to grow. And I know esports is something we've talked a lot about and that to me should be like our number one um group to
032try to get off and running in the next year or so because I'm hearing a lot of rumble about that from students. So that really should be something we should focus on. Any questions on the activity lens? All right, we can jump over um to Bessie Allen um and talk about learning and academics this year. So, at the beginning of the year, um Mr. Gonzalez um with the assistance of Jen Towell, our reading specialist for 612, they focused on the Dibbles assessment to identify where students were at with their their reading comprehension. Fast forward to January when at um Adam Broden was facilitating their professional development, the the the goal was changed and they were now focusing on Ames web data. Um so when we look at our end a year data, you're going to
033see that the new goal that was developed in May was 80% of the students would be proficient on the Ames web. Um as you see on the data there, um there was a significant decline from fall to spring testing. you know, um, Jen Tel and I had conversations around the data, trying to figure out what could have caused such a decline based on what we were doing with our staff and the the laser-like focus that we were doing around vocabulary development and doing different strategies in the classroom. We saw it actively happening. Um, Jen Towel was in classrooms coaching teachers that never reached out to them before around in math class doing vocabulary and literacy based activities in class. Um, and so one of the things that Jen and I talked about is that she
034was still doing dibbles assessments at the end of the year. That data if we were reporting on that definitely showed an improvement for the beginning of the year to the end of the year. So one of the things we have to do next year obviously with this data the Ames web data that's a piece of information right it's a snapshot in the student and I don't think anyone's going to say that's good data that literacy has to be our focus at the middle school 100% moving forward um what I'm optimistic about is that Jen and I will hit the ground running we've been talking about plans what are we going to do for interventions we know we have students coming up from elementary with intervention plans how are we going to continue that momentum so
035those students don't slip back at all. And then how do we build the capacity of our staff members to make sure that everyone is a literacy teacher? It's not just an ELA teachers job to make sure that our students are literate. That's everyone um that works with students every single day. So, I am optimistic that we will have a a new assessment tool in place that we'll start with in the fall and we'll actually continue the entire year with so that we can actually look at data and have a clearer picture of where our students are at and what progress they're making. Um, and with the I Ready that we're moving towards, having used that in a previous district, that is going to be an a huge tool for teachers to actually go in and
036focus on areas where we know students are identified that they need some extra support in. So, I'm really excited about where we're going. Clearly not happy with the data. So, if you look at my action steps, is there all action steps for next year? The fall and the scoring here, the fall and the spring, those are both Ames Web's numbers, right? Yes. Yes. So, they did take Ames Webb at the fall, mid, and end of the year, but at the beginning of the year when they first established their reading goal, it was around the Dibbles assessment. They still took the AS web. Yes. But this data is around the Ames web data. It's very concerning 100%. I can tell you that if you look at based on conversations I had with Jen nationwide data, this
037is we're not unique. This is a nationwide trend that they're seeing. Why? We don't know. This is a new thing that everyone was it's a nationwide trend that as you go through the year, you get worse. There's a nationwide trend that they that students that scored in the in the spring were doing worse than they were in the fall. Yes. Not necessarily. I would have to look at the percentages by how much, but it is a nationwide discussion around that specific tool. It doesn't seem to be happening at the other schools in the district. Yeah. I mean, again, this is the continued work and picking up where Julian was at in this beginning of the semester, like trying to figure out like I think again working with Jen and Jillian and the rest of the
038team and really trying to quarter it. But there's there was a lot of moving parts this year, Rick, in terms of that and we'll own that. That's the the current state. I'm not trying to lay this on you. I know the spot, but the teachers have been there consistently. I mean, this isn't unfortunately a new trend at bands, right? I mean, and I didn't like I look back in previous years, it was always posted the honor rolls for the middle school. This year, it wasn't posted. So, I know last year the eighth grade, which 71 out of whatever it was, 100 kids were on the high on a roll. I guess I would like to know how many of these by grade these kids are in the high honor role because my concern is we're
039sending a message to the kids and the parents saying your kids on the high honor roll. So the parents are assuming they're doing well and you look at these test results and they're abysmal and they got worse from the be that's what bothers me is they're worse in the spring than the fall and I understand there's there were some administration issues and I understand Jillian's there to fix a lot of this stuff but my question is you know what are the teachers doing here that just went down so much I mean it just doesn't doesn't make sense to me. So, and then I hear comments like we heard in the citizens things and those are not new comments. I mean, you and I have had this conversation for a few years now. Um, so I
040guess I mean we'll go through your your list of what you're planning on doing, but I think we as a board need to really pay close attention to this, not just once or twice or three times a year. I think this has to be an ongoing topic with us. what's going on and what we're going to do to improve this. So, a couple different things on that topic. I mean, I think big part of it is getting the right tool to assess this as well and to continue with I Ready, which we are moving to, which we didn't have a consistent measure at that level. It provides teachers with the information that it shows them specifically where and what the students have not hit and what to address specifically. and how actually to do that
041too as well and students can actually access that and then work on that and progress in terms of that skill building that's both in literacy and math. So we're moving away from as web now we're moving away from Ames web and we're going completely die ready. Um and the other thing too that you know we definitely have to look at as we're sharing out information to y'all too. I've talked and this is something we got to bring up is how do we do it like monthly where you can get a snapshot of FLC the next month you get bam a full like scaled like information piece. So I think that's an important part of this process too. Um I also feel that the work we're doing with CIS 6 in terms of like tra trajectory
042and the timeline of what we need to do to move these scores forward now that you know things have changed quite significantly in terms of how we get this done in terms of our you know professional development our our planning our CT time and what that looks like now with some changes that have happened in the district. I see us moving in a different direction pretty quickly especially with some of those pieces in place. So there are things coming and we have to obviously own some of these components but at the same time uh as you know uh there's a lot of room to grow but I have no doubt that we're going to make these shifts and moves um in the next few years working on this. Um I don't know Jillian got anything
043more on I think I'll just make a comment on like the honor role and stuff like that. I can tell you in my observations in this semester, um, our grading practices need a complete overhaul and what we're actually grading. We're not grading for learning. We're grading for effort and all these other things. It's not an accurate picture of what students are able to demonstrate in terms of their knowledge and skills. And that's I've been trying to make that point for a long time and it just continues to happen. So hopefully with your guidance here, we'll see a change in that because having 71 eighth graders on the high honor role is when you get these kind of test scores. I mean, you're we're not encouraging parents to get involved and step in and step up
044because they're saying, "My kids's on the high honor role." And then they get their state forward test back and their scores are horrible. They get these results, their scores are horrible. So yeah, the grades have to be looked at. They're not meaningful, accurate, and consistent right now. And that's where we got to get to. And that's no, it's people don't know what they don't know. And we've got to support and train that up with our staff members. And so that's what we're going to do. And I'm fully confident Jillian's going to turn that ship and help with the support of everybody else in that making that happen. I think that's, you know, also just looking at the whole district, too. I mean, making sure that our grades really reflect our learning and our just marks
045because you raised your hand 15 times today in class. Um, in terms of action steps for next year, um, creating a literacy team that would consist of myself, um, our reading specialists in the district, teachers that is focused on looking at the data regularly. Um, I is going to be a great tool that we're going to be able to get more regular dipsticks as to where students are at with their specific skills. That way, we can plan strategically around what we need to do. Um, and my role is part of um, number three, when we get down to targeted professional development, what are we doing in our CT time that's actually building the toolbox of our staff members so that they have the skills and knowledge necessary to actually give students what they need? Right
046now, um, it's happening in pockets. There's some teachers that really have dove in to intervention work and are excelling and have done wonderful work with Gentle. We just need to replicate that across the board across all grade levels. Um, number two, prioritize reading comprehension as part of our CESIP next year. Clearly, this has got to be our main focus next year. Um, number four, ensure time for literacy instruction is um is happening across all content areas. Um, it has to be a mission of ours that literacy is being a major component in all classes all day long so that students see that I need to read, write, and communicate in all my classes. It's not just an English class. I have to do it in math. It looks different in each of those content areas,
047but they need to see how those skills cross over. Um, and it's helping students um, get into the curriculum in a different facet. like I'm gonna explain in writing why I solved the math problem that I did type of situation. Um number five, use data to drive instruction. Um historically I don't believe at BAMS they were ever using data data in a meaningful way. um they tested, they looked at it, and they moved on and they continue to spiral and do the same things they've always been doing, which is why we keep getting the same results. And over time, eventually those results continue to decline. And so it is making sure that we are having um a data protocol in every CT meeting that's driving the planning that we're doing each and every week. Um,
048and then I think another key component is we can't lose sight of the partnerships that we can have with families around what are some things that they can be doing at home to support in the literacy realm. Um, some easy free resources or guidance on, you know, it's okay even in middle school to read aloud a book at night with your child. So, that's a good thing to be doing at home that's going to help um improve their literacy. Um, and so it's just compiling those resources and finding ways to get those out to families, I think, is going to be key. Any questions around learning and academics? We can jump into safe and emotional. I just for your comment before about um like sharing out monthly the results important don't get me wrong like
049seeing the result but like we talk about like development that um the educators are doing like I know that's happening right there's intentional time for that we've set oursel up we're fully supportive as a board it's like the sustainability like what's the outcomes of it that's what I'd like to see more like not just you know um while getting a committee together is great But like what are the outcomes of that committee and you know as we go through next year like what are some of those milestones that we're trying to accomplish. I think that's the hard part that I see and then when I see the results I think similar to what Rick is saying is like okay is it the wrong play? You know what I mean? Like is it not productive time
050or not being used right? So I just holistic nothing about bams but just holistically I think that would be helpful um at least from my perspective. All right. Um, safe and emotionally healthy schools. We'll look at that bucket. So, the Panorama survey was given in the fall and the spring. And you can see the different bullet points of questions that students answered. Um, the green is our score from the fall of 23. And then that purplish is from the spring of 24. And then that bluish um is 90 um is from the fall of 24. And then the orange is spring of 25. So most recent. Um I I think some highlights from this data um especially is school belonging. Do you have a friend from school who you can count on to help you?
051I mean we're still over 90% so kids are at least feeling like they're connected with some people um within the school and that they can count on those. Um I do think under a student mindset when things go wrong for you, how calm are you able to remain? that's significantly dropped. And so we really need to focus on within our lessons um how are we building their skills um in order to know how to respond in those situations when things aren't going right because that's going to happen every day. Things aren't always going to go perfect. So that is definitely an area for improvement. Um there was a significant decline in school safety down to 72% this spring. Um, I would love to know a little bit more about why students are feeling less safe.
052I have some speculation. Um, especially if I look at just in the last month at BAMS, um, just some fights that occurred. Um, the issue with vapes and stuff in school, those are all playing into the students mindset. Um, and so those are some things that we've been working really hard, Carrie and I, in in this last um, few weeks to really try to get a handle on and make sure that um, we are following through with every report that we get to make sure that students understand that we're holding um, others accountable um, for things that are not appropriate for school. Um, I think the other highlight for us, even though it was a dip, um, under school climate, how often do your teachers seem to be excited about teaching in your class? We're
053at 85%, I always aim for 100%, but um, students are still recognizing that teachers are enjoying what they're doing and excited to um, share that um, learning with students. Um, I think, um, a big thing, and we heard it in Autumn's comment, if you look at the next page under supportive relationships, do you have a teacher like a trusted adult at school? Um, that, um, to me, 80% isn't good. What are we doing to identify those students that don't have those trusted adults and how are we connecting them and building those relationships with students? There really, again, has to be something around our seal lessons that we're doing. we are going to explore some different tools um because maybe what we've been doing with lessons haven't been giving us the results that we want. So
054we need to explore some different avenues of how can we get some different um ways to connect with students on these various topics questions and then do you want Carrie to talk about behavior and attendance right away? Could you do that and then that's okay? Yeah, that's fine. Okay, sure. Um, so if you scroll Yep, it's 78 I think. Right here. Yeah. Okay. Um, so um when we look at our behavior trends, we saw that BAM's um major behavior referrals increase throughout the year. Um we had an 18% increase um of major behavior referrals from the 23 24 school year to this year. Um notably though overall the number of behavior incidents um the number of actual behavior incidents decreased. Um so we're seeing just some I think just the shift in you know things
055that have been going on. Um we're just seeing a lot of of different things like Jillian mentioned already um fights and um some some vaping some significant vaping things going on. Um and so moving forward next year um we're looking at different strategies about how we how we can be a little bit more present in some of these areas. Um monitoring these behaviors so that we can be a little bit more proactive versus reactive um to those things. um our minor behaviors also increased. Um something to note is that we actually had uh consistent um supervision in uh the cafeteria uh this school year and I think with the consistent um monitoring in the cafeteria that brought along consistency with uh behavior referrals because we saw uh the most increase in both majors and minors
056were in the cafeteria. Um and so I think students are just being held a little bit more accountable in those in those spaces and the expectations are are being enforced. Um so some of the things that um we we'll look at moving forward for the next um school year is you know are our um rules and expectations um you know delivering the results that that we want and motivating students to make uh better choices. Um and if not what can we be doing um to address those areas. Uh and then if you talking about attendance. So the next um is attendance. Um although we saw uh an increase in chronic absenteeism by 2% um we still have 96% of our students who are meeting our district regular attendance um policy. And so that means that
057they're not tardy. They're not they don't have unexposed absences. So So overall we still have a great um attendance rate um at BAMS. Um we do follow the board policy with um you know habitual truency and truency and sending certified letters and things like that and meeting with families um to develop attendance plans to help um maybe reduce those barriers as to what what's getting in the way of students being at school. Any questions for Carrie at this point? All right, got to get me back out. Stay dry, please. Thank you for being here. Appreciate it. I'm going to jump around a little bit as I was saying before. Jill, do you want to just talk about briefly your trip and then we'll get into the new personnel that's coming in and then we'll come
058back to the principal um data review. So, I'm going to swing to your stuff and if you want to just talk about it, that'd be fantastic. Okay. Um I'm just seeking support to organize an educational trip in the summer of 2027 for our families at the school district of North. Um the proposal is through an organization called EF Tours. Um, the kind of the why behind it is I feel like it's a great opportunity to increase our students cultural awareness, offering them something that maybe their families would organize themselves or be confident in doing it. I have some personal background with it. I was uh I went with my daughter and her school on a trip in 2022 and then she went on a second trip in 2023 and I have seen how she navigates
059new things and how her confidence has grown um around individuals that maybe she wouldn't have had a lot of experience with before. And so I think it's a great opportunity for our students. Um, in each of the trips that are out there, there is definitely a fun component, but every day you're doing something educational. So on the trip that I went on, um, we toured caves and we went to ruins and we went to plantations and we went to a cocoa factory and they got to see what the cultural industry in that um, in that part of the world was as well as then they got to learn from the locals of what their day-to-day activities look like and the history behind that. Um I there's a piece in this document that has been sent
060to you if you scroll it kind of talks about how EF tour takes on um the liabilities and things like that that may be unfamiliar or as a district um would be some hesitation. So they explain how they cover that or what they do for safety. When we go on a trip like this, there are obviously adults that go along with as well as we have a tour guide the entire time that we were there. So like our my first experience, our flight was cancelled because of mechanical issues. So a trip we were supposed to be there in eight hours took us 40 hours. And through that whole time they were alongside us navigating as well as with the liability they could they compensated us for any of our lost experiences there. So I felt
061very comfortable with this organization have kind of navigated the the hiccups that can happen with anybody that travels. I know for um myself, we all had to sign including the adults that we would follow all school rules and that the program offers documentations and suggestions for that. So, I feel like we have really good guidance. Um I do have here that's not included in there if you guys wanted. It's kind of like the summary of what the itinerary would look like. So, I'm proposing that a a trip to Costa Rica. And then it gives you on this page three, you can see the the cities that we would go to, and it's in small fonts, so I apologize to that. What each day would look like. What year would this be? Again, summer of 2027.
062So, my hope would be that by doing this early enough, some of the students can take time to plan or the families could plan. Um, it would allow us to brainstorm if the group that's going wants to do fundraisers or if they would prefer to um self-fund those different things that are out there. I know that there is through the EF tours, they have a site that they could give a link to their aunts and uncles and grandparents like during the holidays instead of doing gifts of whatever for Christmas, they can put money towards their trip to that. Um, so they have a lot of things out there for us that I to be 100% this time of the year. I haven't dove a all the way into it. You know, getting through these this
063last week of school. Um, we'll this will be on my summer to-do list, but it's just something that I wanted to bring to our community to see if there's interest out there. Is there a uh like a requirement to amount of students that would need to participate to I know previous trips that we've organized there was like for this pricing it's this threshold. I don't think so. I do know that um it would probably change the pricing of the adults that from our district that go. So for every six students we are allowed to bring another adult. Okay. Ask that question. Um my daughter's first trip that we went on, it was a very small group because it started her freshman year of 2020 and then was delayed two years. So all of those juniors
064and seniors who had graduated and were going to go on the trip who were now in college weren't necessarily interested in that that at that point. So I think there was a group of like five or six that went and then I was an adult and then the teacher that organized it. Yeah. I just the reason I ask is just like I don't want the added disappointment if you know you sign up and you're excited for it as a kid and then oh we needed 15 people only seven did. I know that's happened in other not here necessarily but other programs that I've seen and that kind of has a negative effect on yeah what we're trying to create. I think Joe in the past we haven't done a lot of trips like this before
065and I think a lot of that is in the more in the distant past with social so economic level of our families that it was difficult to to pay for some of that stuff. Um, I think that that's changed and you're you're not talking about a huge number of of students, right? If you're talking sing I'd love to start small and get my feet wet in it a little bit. I mean, I feel like I have a pretty good background because I've participated in one, but Okay. Well, that would eliminate, you know, the thought of the people that can't afford to go, the kids that can't afford and seeing others go. I mean, but I guess the only small question I have is we do the band trip is what we've done here every four
066years and and with those smaller numbers there really won't be much competition there would it um to I think band is next right it's next year so it's going to be your 25 26 so this would be almost like right in the middle before yeah 2030 would be the next one after that before your thing Yeah. So basically this again just frontloading y'all giving you a little information start having the conversation Joe and then what would happen then I think you'd come back to us and say like okay this is the itinerary this is what we're doing so many people these are the chaperons and then we give the board would give the blessing in a new business in terms of the ability because it's an overnight and several days outside of the country I
067think it's important that we have you all be part of that uh that vote. Okay. Any other questions for Jill at this point? Thanks for putting it together. Yes. Good. Great. Okay. Uh moving right along. Uh if we could have our new folks coming in and and then we're going to flip back to the principles, but Matt, if you would come forward, Cara, Brad, even if you want to have a seat right in front and we're just going to talk through some of our new uh faces in the room. [Music] just talk a little bit and like get to know you all a little bit better as well. We're moving here somewhere. I'll get it. There we go. Good. Uh so we have three different interviews with us tonight. um really excited as you know
068part of the district and uh we got some amazing uh interview processes over the last couple weeks but we've got uh three individuals who are coming into our world or still in our world like moving forward uh with what we're doing um we had a position open at the high school for the AD and AP position so activities director and associate principal that became available because as Jillian pointed out the director position K12 12 was no longer and so we needed to still have someone help out with the activities and things like that were going on 612 and so we're really fortunate and the horse man team as well as the best uh team uh bringing on uh Matt Cuadra from the Oshkosh area and I'm just going to give you a few moments to
069just share a little bit about yourself and uh anybody here can fire away on any kind of questions uh moving forward. Okay, awesome. Well, thanks for having me tonight. Um Matt Cuadra. Um grew up in the Oshkosh area. So familiar with the area. Um went away college in Stevens Point. Um after a while, played football, wrestled there. My wife and I decided to move back to the Oshkosh area. We like the area. Um got back into education and I made that change. Um and couple years after that, kind of made the decision I wanted to go into administration realm so I could have a broader impact on more students. Um, in the meantime, while I was working on getting my administration degree, I was helping out with football, uh, assistant coach and I was assistant
070coach wrestling and then took over the head wrestling coach for four years. Um, the more I took over, the more I saw I could impact more students and that kind of the initial switch that I really wanted to be. Um, and just be that person to help them learn and grow and continue on. Awesome. Hey, another wrestler in the That's fantastic. Happy to happy to have you. What was it about North Fleck that brought you here? Um I really like the small community actually. Um I got to meet uh one of your teachers or guidance counselors at WO. Um they went to aspiring teachers. Um brought a group of your students there and I happened to be there and I just got to listen to their stories. Little did they know that I might be
071interested in coming to the district. Um, and I just got to know them more and just how more tight like niche they were and everything like that and what they said about the school and everything that really made it interesting. And um, again, I think the counselor said I get to know everyone in the school and I get to actually see them and talk to them know their names. And then the next day I went just Oshkosh West and I put like 20 30 kids I've never seen before because it's just such a large school. So having that smaller community to have a bigger impact I believe. Other questions for Matt? I kind of ran this by Matt before, but with the new rule changes where coaches have so much more access to kids. I
072know your official date isn't until July 1, but we've got some coaches struggling trying to get things organized for the summer and wondering if you're open to helping them. Absolutely. One of the biggest things I want to jump in and make sure that's handled properly because if we just cut those ties loose, it's not going to be great for our athletes. They're going to be drained. They're just we're the purpose of it is to make sure they're getting better and if we let everyone just have them, it's going to hurt more than anything. Um, I actually got to work on a committee at my old school with coaches and talking about it and hearing what their ideas were. I can bring some ideas here based on what I heard of those coaches, hear what these
073coaches want and make a good plan for everybody. Um, and really what benefits the students the best. Yeah, we have a lot of multiple sport athletes and if we have football, basketball, and track all trying to jam them in on a summer day, it's going to be chaotic. And I'm sure just like us, most of your students are working, too. So they're trying to figure out that working aspect on top of all this and what someone has to give. So there's got to be some good guidelines for that. And the wait room. And the wait room. Yeah. And the wait room. Absolutely. Any other questions for Matt at this point in time? Thank you and welcome. We're excited for you to be part of the our final act team. So very excited. Thanks for being
074here. Appreciate it. Uh next to Matt is Caroff. uh we uh created a position because we eliminated a position. We eliminate our math coach position at the elementary and we put together a lit coordinator and this position is really to assist primarily in the beginning a lot with our elementaryaries because of a state statute act 20 uh that's really about exactly what we were talking about before is increasing those literacy uh achievement scores for our kids. And one of the things that's really important obviously is to get right into the work and be there with the ste teachers as well as like learn from the kids and working with that and this job provides that opportunity but organizing it and helping out. This person also works significantly with Gentile. is right over there and Gentile
075has been amazing for our district and at the 612 level helping out our teachers with bringing those strategies as Julian was pointing out later to really foster that achievement and learning for our kids as well in that area. So, we're really grateful and thankful that this is again we're doubling down to make sure that we hit this stuff because we realize that we haven't been there and we got to do something for our kids and for our community. With that being said, Cara, welcome. if you want to share a little bit about yourself and maybe excitement about coming in. Definitely. So, I'm sitting back there bursting at the scenes listening to Shannon, the mom, share her concerns with the curriculum and um listening to Jillian share the data from the middle school and um I'm
076I'm just so ready to get started and get in and do that work. You know, just for my interview process, I feel I connected really well with the interventionists that are in those buildings and um just excited to start doing the work with that. So I'm coming from Oshkosh as well. Um and we have done CKLA in my building. Um and I so I have a lot of background to bring on how we can utilize the curriculum and the resources we're going to have and how we can impact students with that as well. So do you want to ask me what brought me to North Carolina? Okay. I'd love to tell you someone's walking out of the someone's walk. Uh, I've heard so much about this this district and, you know, coming from a larger
077district and seeing the impact that we can have with students is huge. Um, my interview sold it. You know, just meeting the third grade teacher and meeting the two interventionists and principles that I'm going to be working with and seeing that they I I feed so much much off of good energy and um, excitement on things and they picked up what I was putting down and and met me with it. So, um, that just kind of sold it for me, too, is that I feel really connected with the people I'm going to be having to do work with. So, do you have any questions for me? Just about inviting her to our close meeting after this to Karen, thank you so much. I'm excited for you to be part of the team. welcome and look
078forward to working with you very very shortly. So, uh running. Yes, absolutely. And our final position um and we've got Chris Schultz behind uh just who is retiring from our district. So, I thank you for all you've done for our district. And with that being said, we had a a position open obviously the director of student services. Uh Mr. Brad Ranky is here tonight um as that representative coming into that position. He has been the AP at FLC for the past three years. He's had AP experience prior as well in the Fondelac area. He's taught as a special education teacher in this district. This is his home and uh we are super excited that he's um taking on this role and picking up where Chris left off and really supporting all of our students but
079also all our students in the special education. Nailed it. Uh yeah, just super grateful obviously. Um, you know, my journey started in special ed and this has just always been that dream job and u, you know, super grateful for Lauren and FLC staff that giving me the opportunity to continue to grow in this district and learn from each other. And, uh, obviously Chris for the path that she's kind of plowed here and set set us up for some success in this district with special ed and just all kids in general. And I'm looking forward to kind of carrying that torch, so to speak, and um working with all kids in the district. That's my excitement is I get to get back in band and back in the high school and Trefford and other places to
080see kids that I've worked with along the way. And just um yeah, just very grateful and humbled and this is my home. Um yeah, I'm excited. So awesome. Congratulations to everyone. Thank you. Thank you. not not a rest, right? And and I really appreciate you all coming in tonight. That means a lot for obviously the board to see the individuals who are coming in who are going to be leading and influencing our students and our staff and just again just making our whole district better every single day. So appreciate you all. Thanks for being here. You are more than welcome to leave if you need to get on the road. You're more than welcome to stay. Uh, I guess I'm speaking for you, John, but that's usually the kind of thing we we welcome to
081stay, welcome to leave, whatever works best for you. Thank you for spending time with us. And then we're going to have Trefer uh pick up because we got guests here to take a part in the data review. [Music] Okay. crew, do you want to come on forward uh and do some introductions maybe to start out? Tiffany, if you want to introduce the rest of the players here that are going to share some of this data with us as well tonight. Yeah, absolutely. So, Dr. Ed Jedlaga um is a member of our governance board, has been with us kind of since the start of Treffort and has kind of taken the lead on some of the assessment data that they are going to be sharing with you. And uh Dr. Marley almost officially Dr. Marina um
082who has been our doctoral intern at Trep with us this year. Every year we get a doctoral intern who really assists us in the work and same with collecting data in different ways and um they worked to put together a really cool presentation of some of the data results that we've gotten over the last five sixish years. So do you guys want to go first? You guys can get out of town area and go or Yeah. Tiffany, is this where you want to be or where you want to be? Um, do you have this one? Yes, I do. Y do this one for them, please. And thank you. I'm going to just drop it back a little bit or maybe start. Do you have the PowerPoint or I do not have the power. So, we
083talk through it. All right. So, just to um clarify um I'm a psychologist hired by um SSM Health and um six years ago I was on the team that um wrote the grant and and started the Trevor Way and SSM has always been a big part um you know of the school especially in the beginning stages of it and I think one of the um the awesome things that that they do for us is provides an intern every year who has the ability to assess all the kids. So the So that's me. That's her. So every year we have a new new person or a new intern um that comes. We have a very robust um doctoral intern program at SSM Health, not only just in life, but all all the four states that um
084that we're in. So we're really, you know, privileged to have to have that. And this year you guys got me I've been a school psychologist for four years um and then went back to get my doctorate in neuroscychology. So the assessment process and collecting this data for cover was really rewarding and I'm excited to share all the data. So when we did start um we developed a hypothesis right um based on Dr. effort um who passed away a couple years ago who was a psychiatrist at Winnebago for several years and then and then came to SSM Health and our our hypothesis was that the Truffer approach and strength-based learning would have a positive impact on individual academic success and so one of the the ways that we would do that we would do that is
085through the assessment piece and we chose what's called the Woodcock Johnson for test of cognitive abilities. to really measure the kids to see if this approach truly um was successful. And then we also developed our own social emotional learning assessment. And then we also use an executive functioning assessment too. So we test um um the kids in SEAL and executive functioning every year or give them that survey and then we assess um all the students upon starting at the Trefford way. and then third, sixth, and ninth grade. And then I'm going to share some of that data as to why we think that hypothesis was successful. So, okay. So, if you see our fun sheet up here, um it really demonstrates the way that we are kind of projecting we are supporting the students learning,
086right? So, we do these assessments, but we're doing it based on the idea that the preferred approach is effective. And so the preferred approach, the goal is that it's effective at helping the students to access their learning. So I mean, we were just talking about all the data, all the numbers, and all the literacy and incorporating all of this into schools. But you can teach literacy to a room full of kids who don't have readiness to learn and they're not going to learn. And so then looking at access to learning, we can see if the skills and the things that the teachers at Trevor are putting into place are able to enhance that learning ability. So when we're measuring access to learning, right? Like what's what a strange thing to measure. So when we measure
087access to learning through the different assessments that we did, what we really want to do is see how the kids are able to demonstrate their capacity to learn. And so when we think about a capacity to learn, that's in essence their IQ, right? Your IQ is how capable are you to learn the information. And so to collect data to demonstrate that the students IQ's are increasing based on the approach that the Treer approach is providing in Trevor Way is phenomenal. So up right under 2025 data you'll see kind of a list there in orange and that's the data specific to the IQ testing that we did. So what we found was that 56% of students improved in their overall IQ score. That improvement on average was 15 points which is substantial. That is more than
088one standard deviation. So what that means is they likely went from below average to average or average to above average. That is a dramatic improvement. Um additionally we saw 66% of students demonstrate growth in their funological processing. And so as we know that's their foundational reading skills. So that's going to set the stage for them to really have future success in their reading. So it was very very exciting and this tells us that they're accessing their learning and now we want to understand like how right like what what is happening at Trevor that is helping them to access their learning. So that's where you'll see kind of these next three phases here. We have the regulation, belonging and the personalized approach. So I'm going to speak a little bit to the regulation. Um I know
089we've talked here tonight about like social emotional learning, right? Um and then executive functioning. So we're going to kind of touch on those two points. When we think about regulation, right, kids can't access their learning without regulation. The same way we can't access our day without regulation, right? Like we need to be able to regulate our emotional self, our behavioral self, and then also access our frontal lobe and those executive functioning skills to actually be able to focus on a completed task, right? And so these are the things that we want to know if they're growing and developing through the checkered approach. And so, as I'd mentioned, we do a survey for the parents, the teachers, and the students to look at both of those two content areas. And the results from those surveys are
090again fantastic. So, we're seeing really great improvement. 62% of the students improved in their total social emotional learning score. Uh, and again, an average of 11 points. So, that's 13% improvement from where they were. Really dramatic growth. Additionally, looking at their executive functioning, we looked at five different content areas and the students increased in scores. Their average scores increased in four out of those five areas. So, we saw growth in their behavioral regulation, emotional regulation, organization, and plan management. The fifth area that we did not see growth in is time management, but I believe that adults are still working on time management. So, as we know, relationships are really um a big key for students feeling like they belong in order for them to be prepared for um for learning. So, 94% of the students
091at Trevor report that at least one adult or they can go to at least one adult for help and 83% report that they have a friend from school that they can count on for help no matter what. So again, relationships um are extremely important there. And also kids learn best when um instruction is scaffolded um especially to their appropriate level that that meets them where they are while simultaneously um challenging them to grow and expand their skills. So 100% of students are placed in the appropriate level classroom for scaffolded learning and peer relationship development. And I think one of our unique tools at the Trefford way is our Truffford approach plans. And the the TAP, as we call them, tracks updated information on each student's strengths, their interests, community particip participation, projects, and mentorships. And
092these really tie into one of the six areas of our Trefford approach model. So teachers, students, and their families work collaboratively to create goals in each of those areas. And then the taps are re view reviewed at specific times of the year with students and their families. Any questions? So I was going to ask uh how were because seems like there's kind of a lot of different assessments that must have been done or observations. So was that series of testing or how did you collect that data uh to to get you know this? So the Woodcock Johnson is is about a 45 to 60 minute assessment because we just do um seven subtests. Um so that takes you know that individually with with each student. So you do that front end of the year and
093then in the Yep. So initially we tested 60 kids that first year and then um again every typically every three years is okay is what we um our goal was but a lot of students left right or some new students came and co of course changed a lot of um how we did things but so we had 44 students um that we were able to pre-est and then post test as well. Okay. And then the other ones are surveys that are given. She did um went to the classroom and and gave each student those assessments on their on their laptops. And then we also asked parents um you know they were also given um executive functioning I think or social emotional learning assessments and then the teachers do them as well. So we actually get
094um three in one and two in the other and that's done every year. And while it may not be reasonable to consider doing IQ tests for all the kids in all the districts, right? Um it is just data that tells us that the trepidate approach is effective. And so the things that the teachers are doing and the way that they're managing regulation and they're focusing on that social emotional in order to enhance education I think is really the takeaway because it's the let's literacy to learn literacy but we can't if they're not first accessing their learning if we're not first focusing on their regulation and on their social emotional skills. So that was really kind of my question is and when we opened these charter schools we had the conversation about using you as like
095an incubator for ideas on how so what can we take from this and apply to the rest of the district is the question. It's a great load question. I mean, at the same time, I I think there's a lot obviously, you know, and I think what I heard too is like if students aren't in a regulated state or even able to learn at that time, they're not no matter what you throw in front of them, it's going to be a very very difficult thing. And so what are some of the tools or strategies that they are doing in those classrooms or within their their tiers that we could potentially start looking at as a full group and saying how might that look in a elementary classroom? How might that look in a middle school classroom?
096And what would it entail to get to that spot with that teacher or those skill sets needed to make sure that happens? And that'd be more conversation with you all here and figuring that out. And I think that's a really important conversation discussion to have cuz you see the numbers. It's fairly I would say really impressive in in many of these areas and spaces. So um it's definitely something to look at as you said. Yeah. I'm just thinking of, you know, utilizing those uh, you know, our Friday uh, yeah, the development days to maybe share some of this in the future, you know, for how what techniques could be successful, right? Cool. Kelly says the exe executive functioning just in a short explanation of what is that looking at or what is that for? I
097mean what are you measuring? So our executive functioning skills are the skills that we need in order to identify a goal and then work towards that goal. And so it's planning, organization, um self monitoring, right? So like am I actually doing the thing I'm supposed to be doing? Initiation, a lot of times it's just getting started is really hard. So all of those like I said those frontal lobe executive functioning skills that you know little have a harder time accessing so they just need more support in getting that. Thank you. Any other questions for the doctors we will say at this point in time. Thank you so much for being here and being patient waiting and sharing this information. It's it's amazing the work that you've all done. So I appreciate you. Thank you. Thank
098you. No, you're Tiffany. I'm going to just jump back a little bit for you if that's good. Yeah, I just have our end of the year data here with our Ames web assessment. So, um our goal in literacy was to have um at least 50% of our students performing at or about the 50th percentile by the end of the school year. We started the year at 36% and we are at 51% right now. So we did see some really nice reading growth this year from our students. Um and then 84% of our students did demonstrate growth throughout the year. So obviously we want to keep shooting towards a hundred of that. We want all of our students to be growing. Um but keeping in mind too that as web is like that one moment in
099time when they take this. So we a lot of our teachers will say and it's evident too that there's other data that they have that even though they didn't show growth on this test, they're still growing throughout the year. Um and I just put our math data there as well. Um we had 47% of our students at or above the 50th percentile here in April. Um we started the year at 39. Um but 91% of our students did demonstrate growth in the AS web assessment when they took that. Um so not necessarily action steps. It's just reflection with our staff on like what are things that like really went well this year? What are things we want to keep doing? What are maybe some changes we want to do in the future? And just um
100I know especially in the K1 class like kids are reading and even some of the kids who are like I couldn't find my name on the first day of school and now I just read this book to my teacher and hearing the kids talk about the fact that they're reading has been really powerful this year and they're viewing themselves as readers. Um really digging in to meet kids where they were at. I know Heather in our K1 room spent a lot of time at the start of the year um and she was like our first graders are not ready to start CKLA first grade. Like they're still missing some skills from last year. I know I didn't get to these skills. What do I do? There was a lot of discussion. I know she talked
101to Jen. Jen, this is so clear. She talked to Jen a lot about like what should I do with all of this? And we decided, let's meet them where they were at. And by meeting them where they are at, they have now finished kindergarten and gotten through almost the entire first grade curriculum as well. So, really taking that opportunity to meet the kids where they are at. And then just being strategic. We don't have as big of a literacy block built into our day. So really picking which parts of CKLA do our students need, which parts of literacy are incorporated into our projects that maybe don't need a separate literacy block, but you're still getting all these literacy skills within the projects that our teachers are creating and that our students are creating. Um, we
102did a lot of small group instruction and centers in K3, especially helping kids find joy in reading. This was our first year really having an intervention time built into our schedule. So teachers really getting to dive into those specific skills in an intervention time was also something we want to maintain moving forward. Um and then just changes we can make or things to continue to do is um building that grade level vocabulary. That was one of our pockets that is sometimes a little bit lower when we dig into our data um through curriculum, through projects um looking if we can share students even more among our classes. So, we try to have schoolwide literacy at least for an hour block. So, if some kids need to bump up or we need to do review of
103skills with certain kids, we can share teachers. It's not necessarily grade level based. Um, continuing to look at our interventions and our intervention process and how we're documenting that. And then just continuing to build those centers even in our upper grades. Um, we have a lot of different levels of learners as do all schools. And how can we better meet that maybe through smaller groups and centers that are specific to their needs? So that's our academic data if you have any questions. I thought it was some nice improvement for the year. Um and then I put our survey results there. Um so our survey is a little bit different. We have some questions that are the same as the other buildings, but we also throw in questions a little bit related to our Trevor approach.
104Um, so you can see I just have um fall to spring data on here, but I highlighted in green just some of our wins. And um, one of our biggest wins this year is I know strategies available to me at school if I'm feeling upset, frustrated, or overwhelmed. Went from a 69% to 87% um, in the spring. And that kind of correlates with some of what Ed and Marina were talking about too, that the kids are more regulated. They're able to access their learning, but they're they're knowing and more familiar with those strategies, too. Um the one right below it, confidence in completing the work assigned to them. Um a little bit lower if they have a friend from school went from 83 to 87. Feeling safe at school went up 80 to 84. Um
105so definitely nice growth in some of those. Um couple goals for us like how excited about you going to classes dropped from 53 to 42 which is a little disappointing because usually we see that go up at the end of the year when kids are super engaged in that end of the year like schoolwide project that we're doing. So, we definitely want to dive into that more even before the end of this year. Um, going back to the kids and being like, "Hey, like what are things that you really liked about school this year? What are things we should keep doing? What are things we should maybe change or keep in mind for next year?" Just as we're thinking and planning over the summer, um, taking the students thoughts into account. Um, and then just
106if you walked into any class up, would your teachers be concerned? Dropped slightly over the year. So, I would definitely want to know more too about how we can help support that. So um reflections from this year and next year. So uh Karen Bartell, Beth Dardis, and Brenda Slattton read a led a book study on body brain brilliance that really focused on co-regulation between adults and students. And then they also pushed into one of our classes and did lessons with the students on regulation and understanding um their bodies and what their bodies might need. So, we want to keep that going next year and then also see if we can get pushing into more classes besides just the one. Um, just continuing to help students grow in their confidence to do things, continue focusing on
107relationships, both students to staff and students to students. Um, and just continuing to build on school safety and the plans that we have in place that we've created. um changes like I said diving into strengths even more or passions and see if that can increase our excitement about class a little bit. Um and then we want to just do better at diving into this data with specific students so it can drive conversations with specific students drive how we can help specific students. So any questions on that? I want not specific to this but just on safety in general. We I know Brad always shares a lot of great work that the team's been doing over the last couple years on safety. So like physical safety feels good. Like what do you think because this isn't
108the only one. What do you think the dip in safety is from? Like is it just a sense of safety or is it I think it I mean even though you heard some of that information, I think it really has to be tapped into that percentage of people like what I mean can mean so many different things. Am I emotionally safe? Am I physically safe? I and dissecting it from that one question is I think a really difficult thing to do without analyzing specifically interviewing those kids and saying what are you worried about or what are you worried about in terms of safety until we do that I can't give you like a definite answer I don't know I think just nationwide too what kids are seeing on TV I mean things are happening in
109schools nationwide yeah so when you ask a question of do you feel safe and you're entering school every day some kids are going to say no Sure. Um, and that's part of, you know, when we talk about at our safety team is, is that good enough for us? Not. No, it's not. Right. So, what what how do we pinpoint that? How do we look at what is some of those things that are topics that kids are feeling unsafe about, uncertain about? Is it that there are different school things going on nationwide? Or is it within our buildings that things are happening? Um, and how do we how do we, you know, find those things and then what do we do with them? Right? What are our action steps? that for us at elementary it's do
110you feel safe? I mean that could be hey on the playground you know that slide is really fast I don't feel safe about that right that that question gets tricky to try to distinguish what does that really mean and I think as we move forward just really looking at that question to pinpoint some of those you know highlight some of those things that kids are really worried about. Yeah. Um that's how I think we improve that. Um and that's going to take some work but I think we can do it. Yeah. I just all the amazing things that have been going on with it. That's that's the part I was like, what's what's driving that right when I looked through the packet before we came in today. So, it it kind of makes you wonder
111though like if that question needs to be like broken up or something like you talked about that as a cultural team. If you can't get good data from that, then you know, get a little more specific in some areas like what does that mean for people? So they have an understanding of how they can act. Right. Right. Right. Very fair. Any other questions for Tiffany? Great job. Thank you so much. Great job. Awesome. Um All right. We're going to go with the high school because Dwayne's got a long night tomorrow night and he's got a lot of stuff to get through. So I'm gonna turn over Dwayne and Carrie, too. So moving forward, I got you. Let me see my number here. Eight. Let me get to my go to page two right away. The
112first page is just our baseline data from the start of the year. Yeah. So on the second page I have that and our end of year. So uh high school we took some retired ACT questions our focus for the past two years since I've been here. Uh first off big shout out to Jen Tal and Kurt Wizmer helping create this assessment and b uh just helping provide those skills and that. So uh our goal remain with that is expanding our vocabulary knowledge and word meaning uh with the understanding that if your uh vocabulary expands your ability to read, write and communicate also expands with that. Uh so our baseline for our freshman was 47% end of the year we were at 53% on that. So we did see a slight increase there of 6%. We
113did not meet our end of year goal in any of our grade levels but I do think we maybe had that a little too lofty to be honest with you. Sophomore baseline is 48, end year is 53, so 5% growth. Juniors 53 with an end year of 55. And then seniors 56 to 57. One uh asterisk I'll put there is maybe trying to get the seniors to do a spring end of year assessment might not be my best step moving forward because we only had about 48 actually. Um so that number I would say is a little skewed to be completely honest with you. uh how do we get there? I mean this year and last year we spent a lot of time in our PD and our CT time on just how do we
114put vocabulary knowledge and expansion into every content area at the high school. So how does that look in our music, our FIAD, teched and ELA for that matter. So how can we do that in each class and making sure that we are being focused on our content area? So with that again we saw some growth there. Uh I'll go through some action steps at the end but then if you scroll down a little more Dr. another snapshot and I know Jen's here too in Mr. Mothy's class what we did we focused on a tier one intervention this year around uh fluency in his classroom. So that was all the students he encountered on a daily basis and Jenna would speak about 5 to seven minutes he would spend to kick off each class. Uh so
115just a small snapshot of time just focusing on their fluency a big gap I'll be completely honest with you at the high school historically has been any intervention whatsoever. Uh it's kind of just a word that if you bring it up, it's like what is an intervention? And again, no wrongdoing uh to anyone, I won't say, but this I wanted to include this in our data just because we're being really proactive with what we're at. And I know some in that conversation this morning, we know when we get students, uh what what is your baseline? How do we move you forward? And so much of that focus is on growth right now. And quite frankly, we're a growth district. Our achievement historically hasn't been phenomenal, but our ability to grow is a huge opportunity we
116can harness. So again, Mr. Mothy snapshot here, uh, his beginning of the year fluency rates like he averaged about a 36% growth. So if you scroll down to there's another table too, Dr. Camino, just again a 5 to 7 minute snapshot each day in this classroom. The ability for students fluency to grow this year was unbelievable. Uh, and the reason I bring up that this is proactive and why I want to include that is we're being very strategic on how we're putting interventions in place at the high school now with other teachers and staff members leaning into this on how can we schedule that in. Uh, so we also added supervisions this year like building rovers, things like that, but also now strategically finding what are those students now instead of tier one, how can
117we get to that tier two, tier three focus and our most struggling uh students. So, this is a good just little dipstick of where we're headed. Uh, and we're super excited with that. And again, Jen is working with that. We have about four staff already dialed in for next year to do a lot of this intervention work with us. And, uh, it's I mean, it's too good not to celebrate right there. And we're excited about that piece, too. And that brings up my next point. Next year, our focus will move a little bit from the vocabulary. We're going to start diving into because fluency feeds comprehension. uh it's is one of the buckets that feeds into it is how can we continue to build that comprehension skill and this is proactive knowing act 20 is
118only going to follow these students so right now it's predominantly in that elementary level but um we know that'll be in the high school's doorstep pretty quick here so folks there other things too we know we get a lot of other data act forward uh from there we did not do as web for our general education students at the high school that was only our special education which I Chris will report on later. Uh we were just told that's not necessarily great data for us to use at the high school level. Um just even I Ready moving forward that'll predominantly be a special education one for the high school, not general ed. Just again the data isn't necessarily super useful for us because they should be beyond those uh pieces. But again something we can
119consider uh but as we move forward that's a focus Jen and I have and even working with Cara who here are with coordinator for the district. How can we continue to do that? And I know the question was brought up earlier to like how do you make sure what you're doing, your CT and your PD times is what's the follow through? So fidelity checks is a big thing high school being in those classrooms working with staff having those conversations. Uh because what we found at the high school and Jen can even speak to that too is there's just a lot of good questions like am I doing this right? Uh a lot of the times it's they need that assurance that they're doing it well and kind of patting them on the back as they
120go too. So that's kind of the good stuff for us at the high school is just what are those non-negotiables in your classroom that you should be doing. So if I walk in a board member, Dr. Mino, like this is across the curriculum at the high school and making sure that's in place. Uh and everything we did this year CT- wise and PD on a Friday's tied to that. Another thing we dove into second semester is we really started to look at depth of knowledge questions. So what are we asking students? because we're we're getting really laser focused on what do we want to teach our students, but then how are we asking questions to prove they've learned what we've taught them. So, that's been a big focus on looking at our scope and sequence
121uh learning targets as a whole. What are we doing in our classrooms and our curriculum work to make sure the questions I'm posing to students is actually giving me the data I want. Uh kind of to Jacob's uh point earlier, like are we actually asking the right questions? And that's been a good organic piece working with John Graph at CS6 on that. And I'm excited to continue working with him as we look at our ACT data as that rolls in here that we just received on our juniors. We know that's lagging data, but what are those gaps we're seeing uh because those gaps will be there next year as well. But now, how can we get ahead of that and then keep attacking different angles? So again, though we didn't meet our goals, we are
122pretty just invigorated by the continued growth in our students there. So that's kind of it for academics. Any questions for us at the high school when you say do okay that you give a little better understanding of that for them cuz just concept and like how that links into assessment and other things for people. Yeah. So four levels of depth technology one through four. Four is very heavy on like a project almost like longterm sequence you know really showcasing it whereas a level one is just true or false. uh George Washington was our first president. Like that's a level one. Can they be useful? Absolutely. Should that be 90% of our questioning though? No. Because ACT is predominantly a level three and some level two questions. So that's been a big focus for us is
123are we actually getting to that threshold we want? Uh you know 2/3 or so being a level two or three layering in a few like uh Mr. Whismer and them do a great job. Techad I would say too for like a level four that whole project for you. Uh, and just making sure we pick our level ones when we need to. Great ways to warm up in class, get students started, settled in, but really just starting to focus in now. Are we being intentional on the questions we're even asking for what we want back? Thank you. Any other academic questions? Yeah, I guess I can you explain the with Mr. Mothy's class what that looks like when you say five to seven minutes at the beginning of the class or uh to gauge fluency and
124things like that. So Jenna maybe tag team in a little bit here. Uh so she actually screened every student in that grade level for us. Uh and so a huge uplift for uh Jen there and Mr. Mothy being willing to lead that work and kind of showcase it. So Jen, I don't want to misspeak. You just want to walk through what made those first few minutes look like? Sure. So, um, in the beginning of the year, I did I had every single freshman read to me. So, when you talk about discrepancy in scores, that's huge, right? If they're reading to a person or whether they even take the test, that's huge, especially in high school. So, I had every student read to me and scored them in both fluency and comprehension to figure out where
125are their deficits because we don't know. I thought it would be much lower, kind of lower down on the decoding, but it really wasn't. It was that fluency and understanding punctuation, reading it like the author intended, right? So, there is a system out there called the six minute solution that does take a little more than six minutes. So, in just my experience um over my 25 years in reading, uh I kind of tweaked it a little bit to how it would work in a class of 30. Um the kids pair up. They have their folders. They have their story that they're going to read that day. And they're reading about a pageish of um text to a partner. That partner is following along with them, writing down what errors they make, where they make those
126errors, not interrupting them, but just writing them down. Then you have about 30 seconds for that person to say, "Hey, here's where you missed. Here's what you didn't do well." And then you're like, "Oh, yeah. Next time I'm going to get it." So then you switch and the other person reads and they read for about a minute. So the following day or every other day I believe Mr. Mothy did you then read the exact same text you read the day before. So you're not reading anything new. You're just correcting what you've read before. And there's a lot of research and if you do repeated readings when you read something you've never read before you'll do better. I don't understand it as much as I know it to be true. Right? So, if they're reading these
127stories, they read the same story for one full week of time, which I believe in his class was three days. Then they move on to the next. And it's all grade level text. So, we're also giving them grade level material. So, no matter how low or how high they are, they're getting grade level text that they're getting exposure to and practice with. So, then then he had kind of this little uh you know, see what hour could do it the fastest. So get your folders, get them going, and then thus it brings it down to about five minutes a day. Cool. Thank you. Another cool part, Mr. Mothy's a social studies teacher. Yeah. So now getting that embedded into our ELAS as well, our sciences. So those are the nice next steps to take is
128we can do this in any content area. There's no reason not physical education class, things like that. So that's kind of the the cool exciting part of the high school right now. Staff are getting like this is a cohesive work. Um these are universal practices. we need to all be doing because it's good for kids. So, we're pumped about it. Uh I'll go into next then I'll try to move a little bit quicker through that one. Uh so on there we have the four color coded too. So our fall data from last year all the way to our spring data this year. A couple cool highlights for us. Uh our one of our biggest growth areas was do you feel safe at school? Uh, one thing to take with that fall data you get each
129year, but there's a whole new class in that data. So, uh, like this year, last year's eighth graders were part of our uh, fall data. So, we expect a little bit of a lag at times, but uh, so that was one. We're up to 83% to Brad's point before. Uh, is that good enough? No, absolutely not. We want to get that closer to 100. I will say I think an increase in the high school on that question was inadvertent. uh we had quite a few medical holds and emergencies at the high school where students firsthand got to see what our medical response teams look like. So to see eight trusted adults running to a classroom to make sure a student or staff member for that matter are safe and able I think kind of opened
130the kids' eyes and a lot of good com comments from them of like holy cow you guys have it together. So inadvertently I think that really helped uh that question. Uh, I'll add in uh one that always kind of intrigues me at the high school. How excited for you are you for class? 24%. Uh, I don't really know how to take that one sometimes at the high school. Uh, because I get it. Maybe we have different reasons, but that's one we want to dabble into a little bit more next year as well. What what does get you excited for class? Uh, because then they'll answer later that 90% you feel your teachers are excited for class and you're seeing that. So, uh, just kind of one I look at the school rules. I know we
131took a dip there at the fall. uh the cell phone policy which I think we'll talk more about later with some of our behavior data. Um but another good one that we also with our lessons. So the way we do it every Monday during oral time uh there is a canned lesson for our entire student population at the high school. Uh focusing on you know do you feel safe at school trusted adult uh just skills of their peer conflict things like that. So focusing on that it always takes a dip on how often we can do those in that February time because we're getting ready for state testing. But that's been a big piece. But one layer we added in because we knew this is just two data points. Um we started implementing our peace
132index and our hope meter. This really helped us with the question of you know do you have a teacher or adult at school you can trust. Uh so by the hope meter peace index what that did we did that about seven times this year. It gave us another snapshot just how kids are feeling on that given day. You know how are you doing at home? Do you have the food you need? Things like that. Just kind of layered it. And then I allowed my counselors to wrap around on those. So if they were rated it's a red, yellow or green there. So if you were red they took the time to meet with them. And what we found out on that question, and I highlight that is just pretty simple. Uh, a lot of kids
133said they don't need a trusted adult at school. They said, "I'm good. I got mom, dad, aunt, uncle at home. Like, there's adults here that care, but I don't necessarily need one." So, that was a good one. Uh, where are we going next? So, forward thinking. Uh, we plan to focus a little bit more on uh continuation of peer conflict next year. We saw a nice decrease in that this year and just building that school. continuing to dig in deeper again to Jake's point before on you know is that question good? Why don't you feel safe at school uh and just kind of going from there and continuing with that peace index and that hope meter just to get more dipsticks on kids to uh make sure they feel good because as they pointed out
134from Trefford if you're not ready to learn you can't learn. So any questions on before I kick it over to Can I close yours? Sounds good. Um, so a lot of great things to to celebrate at Horus Man. Um, when it comes to behavior, our um, behavioral referrals were significantly down this year. We saw a 40% decrease in um, in those referrals. Um, it's interesting to note that November and February um had some like a 53 and a 87% uh decrease. And I wanted to point that out because February historically has been high because people are like waiting for spring break and you know staff's getting antsy, students are getting antsy and so that's historically has been high. So that's a a great celebration. Um I think part of what played a role in in
135some of our data here is um you know incorporating those supervision duties that um Mr. Harkov had um put into place and really just having the presence around our building. Um staff are out in the hallways during passing times and in the classrooms and during instructional teaching time during class time. Um so really having a great uh supervision strategy for our students um which we know reduces behavior issues. We did see uh a pretty um pretty significant increase in our minor behaviors um and that is largely due to our implementing our cell phone policy. Um probably uh 75% of our minor behaviors were technology violations, not having their phones sit in the pouches where they belong or the falling out of your pockets or you know being on your phone or things like that. And
136then also the incorporation of um when we talk about technology violations, we also talk about um academic dishonesty, people using um you know chatp and AI, things like that um to complete their academic work. Um and teachers have just been a little bit more diligent about that. Um so uh again overall um we've seen some some great improvements um at Horseman when it comes to our um behavior data questions that and again I think we talked about this a little bit in the fall but like even in the commons how that's all spread out have we seen you know behaviors as many or is there any numbers on that as well or is We have what? Half a dozen and zero risk. Yeah. More space, more proximity, more staff. We have lunch supervisors now, too.
137I know I get called, Miss Nits gets called a lot when lunch is going. Sometimes that's when behaviors are. So, I made sure to have staff in those areas where there are adults at all times, not just falling on a couple people. And I think again, proximity deters so many behaviors. And we stress that so much out of the gate at the high school where you need to be near it, you need to hear it, you need to see it, and then address it. And that's been a huge piece. So your kids know, uh, there's really no cutting the corners with us. And the other reminder is there's cameras everywhere. Uh, so we get a report that you did XYZ, well, you did XYZ and they're going to be held accountable. And I think a
138big piece we didn't really talk about, we really just made it clear to our students, these are this our behavior matrix. If you do this, this is the consequence. If you do that, this is a con and holding true and consistent. Big shout out to Miss Nits on that because oftent times she kind of puts out some of those fires right in the moment and now students just know if I'm doing that be held accountable. So that again could change next year. You never know. Yeah. But each year is different but I think it's a huge piece right now. Any other questions from the group? Uh do you want to talk about tenants real quick? Oh yeah, sorry. Um so like we have historically seen um attendance once you get to the high school level
139kind of dips down a little bit, you know, as we go through our educational um buildings here. Um but we still have 93% of our students um meeting the district's uh attendance thresh threshold. Um and our chronic absenteeism um not great, but it um it remained the same. So it didn't uh it didn't increase. So that's that's a good celebration as well. Um yeah, questions. I forgot to mention this though. We've got a lot of celebrations tonight. There is a cake over there. We honor, you know, our sheetcake moments in terms of, you know, doing these great things. There's a lot of work behind all this and I mean you're only getting a fraction of what is actually being done by all these individuals but I just want to make sure that we recognize all
140the work that's happening and our our leaders right now are are moving it and yeah it it is going to be different in some places. I mean I even think about the supervision aspect of it that's going to be at BAM next year too. we, you know, those are things that just weren't there and all this stuff takes a little bit of time, but I am really excited about some of the things that are happening here at all levels that were going on. But appreciate that. I I think this Dwayne, I think this is awesome. Like just based on our conversation from last year and, you know, figuring things out and then sending your plan and seeing a maybe not to the all the percents you wanted, but consistent growth across all the spaces that
141were holding strong on other ones. I think so. Thank you for your leadership at that building and then I know there's a lot of people that support you and making that happen but it's good to see we got an awesome staff and great kids. So unfortunate for the record that is not a sheake sake. Talk to Natalie. Talk to Natalie. I'm gonna put Natalie on the spot here. You can record that right now. That is a Dwayne's gonna walk out with the whole thing. Yeah. finding ways to report. This was not on it. I will send it to you right after this. Um it just wasn't added. So apologize for that. Yeah. No, no, no, no, no. You're you're right on because I was looking for it to today and then we put it on.
142So you want a paper copy? I'd rather do you want me to cut you serving? People want it. That's fine, Chris. Yeah, we can do that. people wanted. Um, okay. Uh, I don't know. Chris or Lauren, who do you want to go? Oh, okay. Okay. All right. So, I'm just going to get you to your spot here. Let's see. There we go. I'm going to dip out. Thank you guys. Have a good night. Don't take the whole thing. So before I get into um the academic piece, I just wanted to highlight a few things in our special education department this year that really helped us to with our achievement. Um one is our joint federal notification packet. I think Matt may have gone over that with you. when that data came out. But a part
143of that packet is the IDA and um there's there's pieces of it. It's basically our special education report card. And this report helps inform our district with continuous improvement efforts so that we can strategically target and close gaps to support our student growth. Um so some of those things are our part our participation rate in math assessment in ELA. um our educational environment that it that talks about our inclusive efforts. So whenever we have students who are removed from from the gened environment, we lose points. So all of these different pieces um play into our score and I'm happy to report that we earned an 83% this year which is good. That means we meet requirements um and that's that's a good thing. Um when I started we were at 69%. So every year we
144keep inching up. Um we were at 94% in 22 23 but that's thanks to all the efforts um on behalf of our staff and really working hard to to meet compliance. So that is a win. Um another celebration is the continued increased collaboration between our special ed teachers and the buildings. Um, we talked about breaking down the silos and having um having more collaboration so that we have more consistency in how we're working with our students. So, a couple examples of that at ELC with our youngest learners. They start that transitioning planning already in January for kids who are moving from 4K or EC up to kindergarten. And um we have 4K meetings every month and we're planning for those transitions, but our EC teachers are always talking with FLC and we even have one
145of our parents from ELC and over to FLC on Fridays. And just that consistency of knowing the kids, what worked the year prior and carrying that over has really helped. We've had more communication with Lauren um and Brad um in the past year. So there's a lot of effort that's gone into that. Um, also our related services like our speech, OT, PT, they're in all of the buildings. And so all of those strategies that work, they're talking about that. So it's just it's a lot of communication because when you're working with special education students, you can really get focused in on what you're doing, but you have to think about where they're heading next and what is the big picture. So that's important. Um, in FLC, our teachers talk with BAMs and we're preparing for
146those transitions for fifth graders, fifth grade to sixth grade. Um, so that and that happens with emails with them visiting each other and then being invited to IEP meetings. So when a fifth grader has their annual IEP meeting, that sixth grade special ed teacher is invited and is learning about that student and what's working. what are you using for a math intervention or a reading intervention? So, that's all important work. And then finally, that transition from 8th to 9th grade. And I've really seen a lot of growth in that area where our special ed teachers are talking daily. And actually, our ninth grade cross categorical special ed teacher is actually teaching math in that eighth grade space. So, he's working with our students on those strategies and preparing them for what life is going to
147look like when they move on to high school because there's a big big change. Um, we require more independence and so we want to prepare our eighth grade students for that transition. So, that's a win. And then finally, I wanted to share um the percentage of students with disabilities in um our district decreased from last year. So our and I I figured you would ask this question, you know, is it comparative with the enrollment and it actually is our our enrollment in 2324 was 100 1,555 students. This year 1,561 students. So it's the same six six six students difference and last year we had 21% of our students receiving special ed this year 19%. And um if you look historically um in 1819 23% of our students were receiving special education services. And we can't
148control that. Um we we are here to serve students. um and based on their needs. But what we're doing is we're really taking a closer look at the criteria and if students really need and require special ed. And sometimes a student will have a disability, but they don't require special education services to progress in the general education curriculum. Every three years, we are required to re-evaluate our students and and have those conversations. And sometimes parents will say, "Well, I really like to have that student in special education because they get extra support, you know, with homework and things like that." And our team has really been more um clear about the purpose of special ed and that we're really here um to support those skills and development. And then there's that time when they're ready
149to move on from those services. So, um it also this approach ensures that we're not watering down our special education services because there are kids that need them and may need them through their whole um academic career and that's perfectly fine. So, those are some things I wanted to highlight. I'm really proud of our department. And then for a CIP, um we our baseline or I'm sorry, our goal was that by May um 50% of students with disabilities in K through 11 would be proficient in math in reading. And we used Ames Web and we've talked a lot about different assessments this year. This is the first year that we actually had um apples to apples data to compare. We've never had that before and Ames web was chosen because of act 20 we had
150to use that we were required to use that with elementary and so we use that districtwide well in the fall um the first slide that's okay you'll have to show that but um my very first slide we didn't have any data because Ames web wasn't even up and running yet for our 6th through 12th graders so we started midyear here. Um we we uh so our first dipstick was um if you want to go to the midyear just to show right there. There you go. So I highlighted highlighted highlighted it in green. So reading comprehension we have the different buildings. Now these are all students with disabilities. So um reading was at trerfort way was 0%. These are students who are above the 50 percentile FLC was 18 way was 50 BAMS was 23 horse
151man 38%. And if you look at the second bar, that's highlighting the students who were above the 50th percentile in math. So trumpet way was 26%, FLC 26, Treper way 6 through 8, 18, BAM 6 through 8, 21, Horus man 9 through 11. And we move to the spring data. So end of year and again as web is one data point. Um, we have a lot of other information, but this is what we are using to compare apples to apples. End of the year. Um, you can see highlighted in green. I won't read all of the scores. Keep going. Dr. Nina like scroll down to the orange. That's the summary of progress in reading for our um various buildings. And I put a little arrow to show if there was growth or if they stayed
152the same or if there was a decline. And again, this is a data point. It's not perfect, but this is what we used. And according to Ames Web, we had in reading uh 13% growth K through five. We had 1% growth K through five. At FLC, truck wave was 10% growth. Vamp stayed the same and horse man there was decline of 14%. Just I think there's some math errors in there when comparing them up above. So the the horse man actually went down 24. And then on the next one in the map Trafford Way didn't went down 13. It didn't stay the same. And the next one, the FLC, it went up one, not nine. This is actually compared to the beginning of the right the beginning. So, right, I'm comparing. So, I'm pretty positive
153I did it right. I'll take a look at that, Rick. And then, um, math trucker way stayed the same and then FLC saw 9% growth in math. Trucker way 6 through 8 stayed the same. Um we saw 1% decline at BAMS and then 47% growth um in math at Horus man and to be fair to Horus man not all took games as web um they were taking doubles so it's not perfect data but it is one point and it's the first time that we've had comparative data um across the district so I'm excited to hear that they're considering I ready next year I think that will give you even better data and you'll be able to drill down more to go and look at what those skills skills are. So um then action steps scroll
154down next year um all students with IEPs will take a common assessment in the fall, winter and spring. Um hopefully that will be I ready. Um the second after analyzing spring 2025 achievement data educators will identify specific ling skills in reading and math for students with disabilities that hinder that progress. um working with general education teachers to con continue to receive professional development and guidance and identifying high leverage universal reading and math strategies and embedding these into instructional planning at the tier one level through intentional collaborative time with special education teachers. And number four, special education teachers will select an intervention for reading or math that has the best potential to address ling skills and support growth. Sometimes we try an intervention and we don't see much progress and we need to adjust our sales.
155Um the special education teachers will receive ongoing guidance and support with delivering the invent the intervention. Um and this library of interventions continues to grow which is very exciting. and we added transmath this year to our fans and horse man um program. And then finally, we'll continue to monitor our achievement with our dashboard um that we have on edge of climber which will is already um being utilized on next path. Overall, um not we do approach all of our goals, but we're definitely making progress and I'm proud and it does take time. Special education students, um it's depending on the disability. We really are looking at some growth and hitting that 50th percentile may not be possible for some, but if we keep moving um in an upward direction, then we're really we're really happy
156with that. Do you have any questions for me? All right. Thank you. Appreciate it. Thank you. Are we ready? We're ready. Okay. I'm going flip out and then Is that what you want to be on this one right here? Yeah. The one I shared with you earlier. Yeah. Yep. Perfect. Of course. Yeah. No, you're going to go a little different here with slideshows. So, sorry about that. We did some screenshots so we tried to stay consistent but it's a little um yeah I'm just going to touch quickly on safe emotional healthy schools the FLC um we've done a lot of work around the restorative conversations in our building we continuously try to practice that and model that best we can as our team and others uh we have some really great leaders in our building
157teachers that have kind of rolled with this and have kind of spread the wealth so to speak on what those practices are and how we're doing them within our Um, a big win in general is our minors. Um, we're down 75 this year, which is, it may not seem like a lot, but it's a lot when you're talking about minors. Um, and just with some of those behaviors that we have there. Those are some of our top three. Keeping hands and feet south. Those are probably always going to be number one. Um, that's one of those biggest skills that we teach in elementary is, you know, how do you deal with problems not with your hands and feet, right? Um, but we're continuously work in that space. um difficulty with transitions. Um you know, we
158kind of eliminated recess, added some teacher movement and different things. So, we had a lot more transitions and had to do a lot more coaching and teaching around, you know, how do we walk in a hallway? What is our voice levels at? Um if you're in FLC, you can see some of our above the line behaviors, below the line behaviors that we continuously try to to uh teach our kids and remind them of those behaviors and expectations. Um and that difficulty just with redirection in general. Um, last year our top three were kind of playground, hallway, and classroom, but this year it's classroom, bathroom, and cafeteria. So, um, we really looked at some of the playground and the hallway areas and tried to pinpoint some things we could do differently in there. And obviously that
159works, but it brings up other areas that now we have to look at too. um classroom. That's a new one just in terms of just new curriculum and different things in that space that have created a kids more in that space so to speak um versus maybe some other places like the double recess using those transitions and those types of things. So bathroom is always a tricky one in elementary. Um we have it, it's great, but it's not the probably the best place because we don't have any supervision there all the time, right? Um that's what we have to get better in in that space is some of those um areas that lack that supervision sometimes. Uh cafeteria is one. Um that's an interesting one. Our team was really overloaded that as we looked at
160that mid mid year to say, "Oh boy, cafeteria recess, we're having some issues out there." Um we went from about three teachers out there to about seven or so or more. So, we really tried to overload that to help support some of those needs in spaces and be able to teach a coach in them out in in that moment with kids. Um, I think that's really helped. Um, majors are up a little bit. We had some pretty key, as you'll see on the next side, key players that kind of are the majority of some of those that we had to work through some situations and be able to help and guide their support. Um, increased us a little bit. Um but we want to make sure that we're transparent on what's happening in our building
161and and know what how we can help and support each kid. So obviously difficulty of hands and feet again uh getting along with others and then using appropriate language has been some of those big incident codes that we had this year. Uh classroom recess and hallway um you know those are our typical top three. So again it's supervision supervision and how much we can do that and keep voting in those spaces. So, can you talk about the you said you had 213? Yeah, we had 213 plus restorative conversations. Um, less than 20 of those led to majors. Um, so that work is it's going well. It's going very well. We just have a lot of people leading in that space right now and we're trying to track as much as we can to see are
162those conversations we're having, you know, are they leading to majors, are they not leading to majors? and you know if they are what is that and how can we get some action steps around that or help support those kids in different spaces seal or other um some of those kids may have different programming like special ed or BML and we just try to look at how do we support all those kids in that space so um then just just suspensions in general we had 10 in school suspensions um those are generally around the hands and feet a lot of those recess areas track areas teacher le movement um and then out of school We had nine we had like get like I said we had some pretty big key players early on in the game
163of the year that needed some different supports or different services that we provided and um we're able to get them in situations where they can be successful. Um talking about 17 kids here basically 23 days total in terms of what our suspensions look like. It's not a typical thing we like to do in elementary. Um there are pieces that we we we have to unfortunately do some of that so we can get kids regulated and talk about you know the restorative piece and have parents in have conversations with safety plans and different things. So that's kind of where they they originate from. Yeah. And then attendance um you know big shout out to Erica Harbath, Cotti Hernandez and um Nicole Garcia. They are part of our F FLC attendance team. Um, this is always a
164work in progress. This is this is one of the toughest, most time consuming things you can do and track. And my team is incredible and I wouldn't be able to do this without them. Um, 95% of the time our kids on a daily basis are in their seat. Um, that number, as you can see on the bottom, has been pretty consistent. Um, it's dipped a little, but not a lot. Um, kids want to be here. Um, and we put things in place to try to help support our families the best we can. Um unfortunately sometimes we do go to that chronic absentee as you can see. Um you know three out of 615 of our kids are at that high risk level. Um that's that's pretty good. That's that's really good. That's a huge win
165for us. Um Next Path has really started to open our eyes on what does our chronic absentee look like and how can we help and support those individual kids. Uh 49 out of 616 are are kind of in that some risk um area. And then when you look at on a watch and low risk, I mean, we have some pretty high totals there. So, I'm really excited about some of that data and just looking at 7.6 of our kids are chronically absent. Um, most of them are attendance plan or other um as we like to say in that area. Um, just different supports and help that we try to do. Um, it's a constant uh communication and just trying to knock down some barriers to help families get kids to school. So, And then just
166looking at some of our um panorama data um looking at school climate. So that was if you walked in class upset, would your teacher be concerned? 95% of our kids said yeah they would be concerned. So I mean that's that's a big number. Um it's obviously we want it to be 100% but 95% is really good. So always room to grow. Uh supportive relationships. Um do you have that trusted adult, that trusted family member, trusted friend? 91%. So, uh, although very high, yeah, we want to continue to build on those trusted adults within our buildings and, um, you know, obviously help them lean in on family members and friends. Um, and then you look at student mindset, we're at 89%, that's that do you feel safe? Um, that's where we have to look at how
167do we pinpoint that a little bit and what our kids are not feeling safe about. Um, 89% is fairly good, but obviously not good enough. Um, and then student engagement, we're down to that 53%. That's how excited are you for class? Um, yeah, there's different equations and different things that fell into there. Um, you know, I'll talk probably a little bit more on the next slide on that. This just kind of compares. We had we have one class didn't take it and then we had um some of our questions switched a little bit from spring of 24 to 25. So, the data is a little off. Um, there are some things to compare from. We were able to take a look at um a little bit of those comparisons. Um, you know, obviously the big
168one that sticks out is that school engagement piece and as we continue to try and um, you know, work through our new curriculum and building through circles, our morning circles and um, we're trying to build on those and those connections and how we can, you know, get kids engaged a little more on that. Um, and then obviously through CT and other of looking at how do we get our tier one instruction to the level of engaging our kids. Um, as you look through and you know, sitting in Lauren and I seat when we're evaluating teachers, you look at where they were in September to where they are now, it's incredible the growth that we've had within our CQLA and just I know those numbers will continue to grow. And, um, you know, math-wise, when you
169walk in a classroom, kids are engaged. They're writing on windows, um, sometimes desks, uh, which is what we want them to do, but hey, they're learning and they're engaged and they want to be there and participate. So, that's a big part of it. Um, when you look at the next slide, just that celebration. Um, you know, this is another big shout out to Erica Harbath and Rachel Plch, just team in general is, you know, we had some data early on that said, you know, we have kids that don't have that trusted adult. We had 18 kids. So, we looked at a mentor program and had different teachers sign up to help whether that's um twice a week or once a week checking in with kids or eating with them or doing different activities, shooting hoops
170in in the gym, whatever that may be to try to get that number and be able to build some of those connections. And um you know, we had nine of them indicated now they do have a trusted adult. Um you know, is that enough? Probably not. But we got to continue to push that number and continue to expand our mentor program and figure out how do we how do we connect with all kids. Um and then obviously the engagement piece on the next slide is the one that that's our growth. Um there's many different factors we need to look at and how we engage our our kids and our curriculum and instruction and uh how do we give them you know that voice and choice a little bit so to speak and you know relate
171things to real world. them. This is a hard one, I think, for us to swallow a little bit. And when we walk into a classroom during CLA or not even in a classroom at recess, other kids are talking about this stuff. You know, that's the first step and how we start to engage kids. Um, you know, I've never in my career I've heard so much conversations around what they're reading and what they're learning in CLA. I'm excited to see where that goes forward as our teachers get more comfortable in that instruction and just we're expanding some networking and getting other teachers in classrooms to network on great strategies to engage our kids. I do see that number going up. Um I'm also curious about that question and how people understand or students understand really what
172that means when they're class right talking about third, fourth and fifth graders. It changes a little bit. Um, but that's also, you know, that's that opportunity to growth and for us as a team to figure out like what is that what is that, you know, thing that we can do to help increase that. Um, is it those connections right away in the morning? Are we looking at, you know, morning morning slides and circles and what we can maybe do better in those spaces? We kicked a lot of that off this year and um, yeah, we just have some adjustments to make in that in that space. So questions about any questions on behaviors, attendance or surveys. Do you think with another PE option for students next year in addition to what they have already will
173have any effect on what you're seeing right now in terms of behavior and other places? Yeah, I think the more movement we get, the better. Obviously, we have to continue to coach our transitions and different things like that, but we're talking about we were talking about that today is like how do you how do you go get that movement and then get back get laser focused, right? We need 45 minutes to an hour of just, you know, we we need to hit it and it's going to be all all on board and we're going to get through these lessons and you know, assessments are other and then hey, how do we get that movement again? So, I know we're talking about how do we continue to get kids to move and looking at the master
174schedule to manipulate that a little bit to have maybe another PE session or um you know more movement. We do have that one recess. Um I think that's been a win. I know when we took it away a little bit, there was some conversation around that, but you know, just general behaviors and us being able to coach in the moment and do certain things has been a lot more structured and we've had a lot better, I think, results within the classroom because of that. Um, and I do think PE and another section of that may definitely help. Um, I don't see it ever hurting, especially in the elementary level. You know, we have about 8 to nine minutes of really good attention and then we get a little wiggly. All right. Um, so here is
175just a table of some different data. Like we've said, um, in all of the presentations, this has been year one of Ames web data. So I really wanted to kind of also like take a look back at what did our STAR data also show. So in comparison to you know 22 23 23 24 how were our kids scoring in terms of like the percent of kids who were at or above that 50th percentile. So on the far right you can see um we had some nice pockets of girls specifically kindergarten and fourth grade and then I would say first grade and third grade we definitely did not see some of the results that we were hoping for. um you know it's it's hard to identify for sure like why those things um or why the
176data I guess is reflecting that because when I think about all of the efforts and things that we've done within that ACT 20 space K through three are really those grades that we've been targeting the most. Um down below you'll also see just in general like the percent of students just like that average. So we are trending up in the area of literacy when you look back on the last three years. But then the other really important thing to note I think is just our overall total enrollment. When you look at first through fifth grade just seeing how we've continued to grow with our number of students like each year. Um special education at the elementary level has increased quite significantly. We have had a lot of um new students. So you'll see in a
177slide or two um you can go to the next slide. Um I'll I'll come back a little bit to the to the special education piece as well, but this is just a visual that also shows um if you look on the far right ELA growth. So, one thing that's been really neat about Next Path is they not only break down like the percent of students who are at the 50th percentile and above, but they will also break down how kids are doing in terms of their growth. So, in two slides, you'll see a chart that indicates how many kids had what they would consider typical or aggressive growth. So that has been I think the reassuring thing as we've kind of looked at our numbers and and really kind of factored in all things that
178we've tried to tackle this year with ACT 20. But as you can see um on the right in terms of the percent of kids who had that typical or aggressive growth throughout the school year, our numbers um look pretty good in that space, but definitely some work to do overall like within achievement within ELA and literacy. So these are back. Uh, where's my backspace on here? Can you arrow back on the keyboard? Thank you. Wow. Can we do we catch that publicly? Thank you. Uh, can we put that by evaluation in a couple days? Thank you. Oh my goodness. I I just trying to make sense of like in the kindergarten where it went from fall 25 to 22%. But then it says 68% of the kids experience normal growth. That doesn't seem like logical
179to me. Yeah. So one thing and I am not an Ames web expert but you'll see on the on in two slides where that growth is the cut score each window gets increasingly more challenging. So like it gets harder for the kids to reach those certain percentiles. Um possibly if you jump to the next two slides that that might um so you can see here like the green and the blue show the typical and the aggressive growth. So even kids if they were in the fifth percentile or if they were in the 80th percentile they're still factored into growth like the growth rate. explaining that. Well, yeah, I got to think about it tomorrow. I understand what you're saying. I'm still Okay. Not there yet. But yeah, and next path is is new, too. So,
180like we're learning as we go as well. But, um, there's been different charts that we've been able to look at and from my understanding, this is measuring their overall growth rate. So, how they're doing with growth. So the 22% could represent where they're at. 22% of kids like with kindergarten were at or above the 50th percentile. Got it. See what I what I struggle with is it went down, but it's saying most of the kids experienced You would think if 68% of the kids experienced growth or aggressive growth. that 25 achievement. Yep. I I hear what you're saying. Depending on that where they put that benchmark as a calculation if it goes up significantly. Are they reordering so that they can hit that? And that's only I mean there's still probably growth but it looks
181they still like they didn't do anything. Yeah. Right. The other interesting piece with all of this too and it it kind of I'm jumping ahead a little bit. Um Ames Web just came out recently and this is all connected to DPI. They are going to redo what they call their norms. So when Ames Web was originally kind of up for reorming the assessment, it was in the middle of the pandemic. So, we've all been told that right now these percentile ranks because when you're looking at percentile, you're always going to have a group of kids fall in that 25th percentile when you're looking at that specific measure. So, when they go to redo the norms, they're telling us that it's going to be a more accurate assessment because we're going to be comparing kids now
182to kids today. Right now, we're comparing kids to kids over 10 years ago, but we're not going to use this, right? We still have to use the diagnostic from K to three. Correct. The screener. The screener, excuse me. From K to three. But in those other areas when we look at four, five through 12 special ed, we'll be using I Ready. So we still have to do as that screener as a state through rack 20 we have to still go through as web that tool or as web has not shown significant good stats in terms of like in like just knowledge I mean basically understandable and it just there's a lot of like deficiencies within it. So, we are looking at I Ready because it's more proven and it's been around for a while that
183we can keep that consistency with that and honestly help our teachers a lot more with that as well. Yeah, I would say it's been a pretty heavily criticized tool by the state. I know they're continuing like it will be used again next year for the screener. Um, but like what Dr. Mina was sharing, we'll be moving to I Ready for more of the diagnostic and that's a piece that's also a part of act20 that we are required to do. And really what that's saying is the screener is going to flag us. They're going to say, "Hey, these are the kids that you need to pay attention to." The diagnostic is going to tell us this is what you need to do with this kid because they're falling short in phmic awareness and they need that
184before they can move on to decoding. Um here's another visual again as web so like take it for um what it's worth but you can see for example for with kindergarten and I think these are powerful visuals because it does also show that we are moving kids across the tiers. So the far triangle on the left for kindergarten shows how many kids would be considered in the green. So low risk and then I believe it's moderate risk and high risk. So even seeing from fall to spring how that green has increased like within that grade level and then fifth grade too like looking at how much green we're seeing within within that too. So just another way to kind of view the data. Another piece with as web that isn't I I would say as
185heavily criticized is they f they take um kids who are in the 25th percentile to the 74th percentile and they consider them average. So that average range is very very big. So like you're very different um abilities within that range. Um that's yeah that's the the the growth slide that just breaks it up. Um I think we kind of already covered that. um math data. You can see here those are the same numbers um from as web with the numerousy and then the math composite scores. We do not have our forward data yet. That was the SLO goal that we had last year that we focused on and really just looking at decreasing the number of students who fall in that below basic. So, I believe we will have results um for sure with literacy
186next week, May 27th, possibly with math. So, I'm excited to see what those numbers shape out to be as well, but they changed the I mean, they did. Yes. So, is I mean, is it going to be a valid comparison anymore going back? What have they've said a couple different things about? They haven't made a shift yet. they've talked about. I mean, so they're still on what they had last year and then we'll see what happens in the coming years because they haven't made that cross back. But that again, this is what makes it so difficult education with all these different targets and not really the consistency of keeping one and the benchmarks the same. Um, at the same time, I think we're we as a district are choosing something that's going to help us
187at least keep some more consistency in one tool that will share the story a little bit better than one has because I I don't know, it's probably a discussion for a different time, but on that forward exam, we've kind of shifted those things. Yeah. I mean, I think the only real accurate measurement out of that is where you rank statewide, right? So yes, because you're comparing your apples to apples to apples. So I would like us to look at comparing our state rankings and the I don't know. I just see the public data. So I don't I'm sure you guys get more detailed data than I get on online. I don't know how much that is possible with the data you get, but I'd like to see us start looking at where we rank in
188the state because I think that's the only value. And I can show you that next time. just in terms of like past as well because they show where North Fondelac is with everybody else in the state and in like reading in math in those areas and then they we're pretty much on a a graph and we're one of the dots on the many different plots that are there but it gives you a good representation and then shows you like where we have been where we are as well. Okay, so I've got that for you as well. Um we go to the next slide. This is just another visual. Again, I picked two different grade levels. Um, K1, we did not do the math assessment on Ames web just because we really felt like we were
189overassessing our students. A lot of their assessments K1 are one-on-one and so we just really felt like we were getting a lot of great information from our tier one tool, Bridges, and the teachers are doing a lot of assessments within that space. So here's a snapshot of again second and fourth grade just looking at that growth over time and overall the amount of kids that are falling in the green. Same thing with math. Um again growth numbers overall a lot of kids are being considered to have aggressive growth or typical growth within the math area. um next steps. So all things kind of act 20 I think fall within this umbrella but steps one and two from my original CIP really focused on professional learning um in structured literacy. Last year we were balanced literacy.
190This year we're moving to structured literacy. Like Brad had also mentioned I think our engagement numbers are definitely being impacted a little bit by this because it is just that much more direct instruction. So, I know one takeaway that I had from just the meeting tonight is connecting with Tiffany and really finding out like what are some of those things that maybe are happening within those classrooms at Trefer Way in terms of like how we're engaging our kids um with the curriculum. I know um our teachers as well like a lot of them still have to have that manual on their lap like they're really trying to do it to fidelity which is awesome but I think we lose a little bit of the art and craft of teaching when we're trying to be so
191scripted and that's not a fault to any of them. they are working super hard and it's and and one of Cara's responsibilities as that literacy coordinator is to assist with that like be it taking strategies from preferred or best research practices and like okay yes you're teaching a tool but you also have to teach so that the learning is happening too and it's not just going from one to one ear from the other and so that's a really important part of her position as well of getting to the teachers coaching them out showing them beyond on the textbook what they can be doing to engage the students. Yeah. And that's kind of um indicated there too as well. So we've started our online course module. So that's the required teacher training that all of our
192teachers K through three have to participate in as a building. We're doing that K5 because it's it's best instructional practices. So we had our first PD day back in April. So that's how our staff spent that April PD day on that Friday. And then as you can see ahead, we have three of those PD days slotted next year to work with um our coach from CISA 6 alongside Cara who will um complement that, you know, really well and just continue to I think build the capacity with all of our teachers on how to best um teach literacy. CLA implementation all kind of falls into that same bucket. continuing the work that we're doing during collaborative team times and yes just partnering um with car to really look at our tier one instruction. Step three continued
193is administering as web screener year two. So just the screener component which means some of the other tests that we were doing within as web will fall off because I ready will pick up those different um subtests within that diagnostic. I think the big thing that we learned this year, it was a lot of um compliance, like let's do this and let's try to do it well. And now it's really shifting to like how can we commit and continue to learn and grow and build off of what we know. Like now that we know that we have the structure in place to make this happen, it's really about making sure we're matching kids with the right interventions and not just saying, "Okay, you five qualify for a plan. let's do this with and just being
194more strategic and intentional with that with that piece. Um finally, um just some PRP data that I also wanted to show with you and just kind of where we're at within um that phase. We really need to think about how we can best communicate this with our families. We originally pushed out PRPs in Edge Climber. It was a little bit of a nightmare. There was a lot of glitches. we moved to next path. It's been a wonderful, wonderful thing. So much easier. Um I'm sure Katie can speak to that too, just in terms of how families receive those results. Yet, we probably only had 30% of our families acknowledge the plan. So, really trying to think about next year like how do we leverage conferences, how do we leverage parent meetings to make sure that
195they really are partnering with us in this work because that's a huge part of the ACT 20 initiative overall. We're piloting Jumpstart this summer. So, that kind of ties into the promotion policy that I know we might talk about a little bit later, but we want to just kind of see like once again, can we figure out the logistics of how we support the students who um will eventually fall under that umbrella in the years to come? Do you know how many students that would be and what that looks like for staff for jump start? Yeah, we have I think four total teachers. Yeah, we have two interventionists and then two teachers. So, we're kind of going K1 will be one teacher and then 23 will be another teacher and then we have um Amber
196Coats and Margaret Logman will be pulling kids out to do just more intensive interventions within that time frame of 8 to noon. So, um August, right? August. Yeah, August 4th and then August 11th. So, it's only about eight days, but it's trying to kick off what you know eventually might this might look like. Um, I just want to try to get a good feel of what that is and then obviously starting that communication with parents too of looking for this on a yearly basis so we have more higher percentage of people responding and showing up for jump start. So I think currently we have 12 or 13 kids right now. So you know as as we get to the end of the year we'll push out again and look at another group of kids and
197try to get try to get those kids here. So the final slide is just a breakdown of the personal reading plans. So you can see um just jumping down to the total we had 208 students uh K through three who qualified for a personal reading plan. Right now we are sitting at 187 tenatively. You can see in the red we have nine potential exits in third grade. students cannot exit their PRP unless they are proficient on the forward exam. And because we don't know those results, we can't technically exit those kids. I also just wanted to break down the numbers. Um, kindergarten is a really good example of this. So, we had 14 kids um exit their plan, but as you can see, like if you just go 59 to 49, that's only 10. we
198had four new students move into our district in between those testing windows and all four of those students qualified for a plan. So that's kind of what the table is just trying to break down a little bit um in terms of like the new students. And then we also had um a a population of our students who have IEPs take the screener in the spring and they did not take it in the winter. DPI kind of gave us the guidance that we should have all kids attempt even though like we've talked about we're not sure that it's appropriate for all students especially because we can't um have all the accommodations you know provided within that space for that assessment. So we saw some growth but obviously want to continue to just keep making that number
199smaller and smaller. [Music] questions. Oh yeah, 61% of 4K students are coming our way and they've already been flagged. So this is again not just a North Folac piece. This is every single district you go into. The percentages are high. People are trying to figure how they can work through this. Uh so I mean and I think we've got the right plan together to you know start tacking this. I think Lauren might come back in uh June to share a little bit more in depth on this information so you can get a better understanding of like where this all is and where it's going because there's a lot of intricacies that fall into this to make sure that we're doing the right work here as well. So, if I'm understanding that right, 61% of the
2004K students that took the Ames Web screener are going to enter kindergarten next year with a PRP. So, they don't actually have to have a PRP in 4K, but that just I put that number on there just so that like we kind of know what to expect when they come. But no 4K kids do not have to have a PRP at that time. And then DPI really is still trying to figure out like the different rules in how kids exit. Um right now, for example, there's a question out there where if a second grade student um does not exit their plan at the end of second grade, but in the fall they score high, can they exit? technically they're saying no because as a third grader you have to wait until they're proficient on the
201forward exam but if they change the norm so there's a lot of change um just yeah happening all the time Matt can you send that packet yes yeah I'll do both those two because that was not I mean we had some information in there but she wanted to go a little more detail of what was happening so yes absolutely all All right. Any other questions for Lauren and their team? I I do want to like get in the first read quickly here of uh something that actually dubtales exactly with what we're talking about right here. And this is the promotion policy and this goes along with act 20 that we have to have something and this what you've got in front of you and both Jacob and Katie, we read through this already together. You
202got to look at this as more of a bird's eye view kind of component where it's the general uh idea of what the third grade promotion retention looks like for uh this based upon the results we're getting back from these screeners. Okay. So I guess the gist of it is like how are we moving forward or keeping people back based upon what we have here. Um there is multiple different definitions But the biggest thing I think if you read any of this is that there's a plan, there's a process. It's not just a willy-nilly like, okay, no, you're staying back. There's a team that you create, you put it together, you really analyze everything that you have to do before going either forward or backward uh with all this information. This policy talks about those
203specifics and the and the needs that are part of that movement either for or back as well. And so it talks about where we're currently at, what we need to do. Um, and then it gets into promoting students with incompletes uh personal reading plans and what does that look like? What does that uh the PRP look like? How does that happen? But again, this is more broad scale. It's not as specific. Lauren's got a little bit more detail like in her area, which I think is good because I don't think we want this so specific as well. We want to keep it a little more broad. So that leaves room for some gray uh but allows us still to execute what we need to within um helping students move forward or backward depending on what
204the situation is. I don't know if you want to throw any Jacob. I mean it's kind what we talked about this kind of meets the need of the the district to have you know a plan and policy in this area. But, you know, like you had said with Lauren's plan going to is going to provide more detail on how we're going to do that specifically and this gives us the flexibility to do that, right? Yeah, I was happy to see that there there are several different extra points where kids could move on. Yes. But um you know it talks a lot about and reading through it the what what's in the best interest of the child and retention in my mind is not in the best interest of the child. There's so many other factors.
205I think our legislators were stuck a little bit back in the 50s and the 60s. You know you remember the word flunking and the stigma that was attached to that. And I think I recall that kids who get retained in kindergarten, first grade have high dropout rates by the time they reach high school and stuff. So overall for them and for society, I so I'm glad and and I'll leave you experts about how we're going to work that out. But um being able to use those exits to keep the kids moving on and still working, not forgetting. And that's the bigger thing too is if you're moving forward, even they're below, we're gonna have plans and processes together to make sure that they find success and support moving forward. And that's the whole part of
206this, too. In the original law, it was uh anyone who does not pass that must stay back in third grade. And people were like, oh wow, okay, so our third grade numbers are going to get very large over the course of how many years, you know, doing that. And so then there was some look at this. And that's what I think the policy and the template from the state and the federal are starting to like combine and put this together from the Neola lens. What Lauren has is like the more specifics like okay if we are moving forward what does that look like for that child who decides that and there's like players on that team. So it's not just one person making the decision or parent just saying yep we're going to do this.
207there's a calculated conversation discussion agreement before moving anything forward and that's basically what the gist of this goes into and I'm not going to go too far into it but I don't know Lauren if you want to comment any more from your lens but no I think I think you said it well I I am happy that there's obviously like the exceptions to the post promotion um for example our students who are limited English proficient and students with IEPs which is also like I didn't want to um you know draw attention necessarily to that within the numbers but I think it's also important to look at that on that visual to see like of those 50 kids for example who have PRPs how many of them are you know do have an IEP or have
208an ILP because those kids when they get to this point would have that good cause exception and it wouldn't necessarily apply to them as much as it would to some of the other kids because they're already getting services for that assistance and board knowing that's happening. Yeah. And not to say we don't want to continue to do everything we can to move them, but um I think it's important to factor that into the decision as well. So this is the first read. We will bring this back again. Uh this has to be approved by July 1. It's part of act 20. Um we need to make sure that these this policy is in our books in terms of the district. Okay. All right. The other policy and the first read was on the public comment
209which we had some good conversations about and I um I'm assuming most people have read through what we have currently in this. Obviously, we had example of this this evening. Um and see, let me get this back down. Um we had talked as a board about the possibility of again the factor of just sitting here and like listening and how does that you know perceived and how do we get more people part of the conversation. Um, one of the things I just want everybody to know too is I wrote nolo and just said like is this a practice around and are you seeing a lot of this and they're like no we don't usually like the idea of speaking immediately after the conversation but here's a couple different examples of how we've done it in
210some other areas to give the ability for response back to that individual. One of them being we hear the information and then within the next meeting's time or before or at the next meeting we respond to that as a board or the president responds to that either in writing and or like verbally within the next board meeting. That was just one example, but it was the I think the apprehension from uh Neolo and other things is if we give like John would have to answer right away or someone else answers and we might not really have a sole decision or understanding of like how we want to articulate this back. So that was like the question mark that Neola had for us. And I know Jacob and Katie if you want to weigh in a
211little bit of where we were at with this. But when we had more dialogue around that, that was really what we had identified. It kind of puts a lot of pressure on John to answer with alignment. I don't mean interruption, but there's no requirement that he has to answer to the person depending on what they're talking about. No, understood. We we had said we were trying to uh create the policy that would allow us to respond, not that we had to. Right. It sounded like what Niola was saying though is that it would put John or the president on the spot to answer if we weren't prepared yet. If we were going to answer, the presiding officer, the way it was written, would have to be the person to start that that answer, right? I
212thought he could recognize anybody else though to speak up. But then he's going to have to do that on the spot and try to, you know, how is he going to know that you're going to answer, you know what I mean, on on behalf of everyone with with aligned vision, right? Like we haven't all spoken about together, right? You can just speak from your point of view and you can say this is my particular point of view. I don't think I mean I don't want even John speaking for everybody. I mean John can get decide if he wants to give a response or not and then we can ask to be recognized but it doesn't mean we're saying that this is what everybody thinks. I mean, I understand the concern to a degree, but I
213don't I mean, and and I'm just stating that they didn't have any policy or template that they knew of that incorporate this kind of conversation. And so, they were just laying out what they knew. And the thing that was closest to what we're talking about here was the idea of, you know, the person has to have a written response if they want it responded to in addition to the actual comment. And then that response would be then taken into consideration by the president and anyone else in the board. And we'd respond at another time either via, you know, correspondence and like email or bringing it back to the board meeting the following time and responding back. So, that was what they were sharing because they hadn't seen anything like what I was talking about um
214with anybody that they'd worked with so far, at least from the person I was emailing from Yola who's our rep. To me, that that takes away the whole point of us talking about what we wanted to change. We wanted to allow somebody to be able to come here and say something and not walk out thinking, well, you know, why not even bother coming here because nobody even said a word. And I understand their concern of getting into, you know, um, everybody yapping and going going off on it, um, and creating problems that way, but it I don't I don't recall when we had that ability in our own policy before we went to Neola. Um, it it was really pretty minor. Somebody would ask a question and it could be answered. the president very often
215just referred to the superintendent and say can you answer this and superintendent answered the question. Um you know we didn't get into any big debates or you know back and forth with the person and you know but we let them it it accomplished letting him know that you know we're glad you came and told us about this but and I'm not saying one way or another I'm just telling you what I got as far as information and just I I think that's the conversation here. One of the things though that we did discuss was how can we accomplish that perhaps not in the moment but recognizing that with some formal structure. So meaning you know next next board meeting we would have one of the uh you know pieces of report out to to indicate
216that you know we had a public comment the last time uh appreciate they them coming. you did, you know, address their concerns either privately or perhaps you you share a response more publicly at that point. Um, that was one of the versions that we had talked about in in our conversation and policy reading. Well, yeah. And I I guess another thing that often happened is the superintendent would say it would be referred to superintendent. The superintendent would say, "Well, I I'll get back to you tomorrow. I got to look something up or I got to check this out." And they would just call the person and you know or like I will follow up with that person who's here tonight, right? Like that's just my normal like be that formal of Well, we think in
217terms of like visibility, right? making sure that we're being transparent. Well, you know, transparent, but also that we're willing to listen to them. I think that's to me that was the main point that, you know, we don't just sit here and stare at them and then go on to the next business item, you know, like do they feel, well, why did I even bother coming if I, you know, nobody even said a word in response? But if if it's something just cursory about the president answering it, if it's more of a question, it can be answered or it could be referred to the superintendent to answer it right there or the superintendent can say, you know, can I get your number? I'll call you back tomorrow or, you know, something with more detail or I'll
218look into that and then get back to you. Um, that was about all that ever really happened 90% of the time I would say when when people spoke. So, and it wasn't all that often, you know, we we've had maybe one or two meetings in the last year that I remember somebody even two meetings in the last three years. I mean, I would say that we've had people actually have comment and I was just going to say too, you know, not knocking the but I don't necessarily agree that that nobody no other district have a policy where they do be able to speak and answer to um put a question into jet chat policy by the time we leave today. But I mean, is it is it much different than when we get an email
219that's addressed to everybody on the board? I mean, I answered the last one, but I made it clear it was my opinion. I mean, what is do we need to have emails covered by a policy that says we can't answer them? I mean our our pattern has been I mean this is what we you know if there's something that we haven't addressed before that come to me so I could respond back before you all have to do anything within that frame um has been in the past but this one we don't have to do the first reading tonight right we want to get it in place yeah I mean this is this is not something we have to have done by July 1st but the sooner we get some more structure the easier it is
220for when that happens that we are good to go. I would like us to continue down the path of looking at the option to respond. Yeah. Well, and that's okay. Can I the email I sent you today which I should have done a month ago and I apologize again for that but this are these are items that I changed or added in in this policy the oldest policy that more mimics what we had in the past when we had our own policy manual we didn't have a service so there's like four items that if you want to look it over and see and then talk about it again at the next meeting that would be great again we can get this copies for I guess I get the urgency is like how fast do you
221want to throw through because that's versus take some time to look at it but I get it already again it's just to kind of give you some history about what we did in the and and it was more that's the other thing too. We did have people that would asked to speak to one of our agenda items, not just during the citizen comment. So, and I think what you all put together focus more on just that. Yep. Congratulations. There I thought there were some things missing too like we we didn't have a line in there about down the second from the bottom personal comments about specific staff members because we get sometimes have a parent come here and they want to yeah rip on the high right and that can't happen. But so yeah, that
222just puts it in there. I mean, even timing too. I don't know the exact Did they have a time on there? Was it 15 minutes or was it limited to I mean or five or what was the They had 15 minutes total. Total. And then wasn't it three? Three per person. Five. Well, five it said. Okay. Per person, but we I think we only had two in the past or three or something. And you know, and you have the discretion not to stop them if they're trying to finish their comment. But I mean I think thanks for putting this together first. I think we just look at this review and then because I I'm in agreement like with if we're going to make a change the purpose of it was for people to feel heard
223and given us an opportunity to respond live, right? That's our that was our goal. So I mean I think let's take a look at this and bring it back maybe next whenever our next meeting is to do a first read. I I mean, I I understand the what we talked about the purpose for it. I just think some there are a lot of variables perhaps maybe I'm overthinking it to your point like it doesn't there's not as much that it's you know they're pretty small items or or whatever but someone's going to have to filter that right like quickly on the spot and say does this need to be responded too is how should we respond and what you know who should respond right because we I guess that's the other question is it individual's
224point of view or is the board's response you know what I'm saying because if Rick's statement like you said like this is my point of view but is the public you know is the public comment a response from the whole board or is it just from multiple individuals I I mean this is a board meeting. It should be a on behalf of the board. Yeah, that's true. On behalf of the board if we've had discussion and agreement on that. If we haven't, then I think you easiest thing to say is that's a topic we have to take up as a board. That's why I'm a lot of the responses probably going to be either to you if it's something specific and you may say that for us it would be this is a topic. Thank
225you for your feedback. This is a topic we're going to take into discussion as a board, right? If we already we could Yeah. And I mean, yes, but I think a lot of I would of the 5% of the time we have someone 95% of it's probably going to be that, right? It's either going to be need to discuss more or go to you because it's something based on the operation. Absolutely. Right. Just to just using tonight's example, what I would have envisioned saying is that either Matt or if Matt wanted to refer to Jillian, what she said in her later presentation was was plenty for this meeting when she said, you know, to the effect that we're working or we'll work on that or you know, just something short and sweet like that for
226this meeting, but then they can always get together on their own. like she should have probably went to Jillian first, I would think, about the issue. That's been said before. I know Erin's Erin said that you talk to the teacher that Yeah. It's like a statement of acknowledgement, right? And and followup, right? Like this is how we could follow up and stuff. So I maybe when we were talking about is more about like formal answer like how to address it and and so that might be where we were getting hung up. Uh but I think you know certainly crafting some ability for us to do a statement of acknowledgement or you know followup pathway I think is is probably appropriate. I I you know if it's not a topic that we've talked about then I
227think we should steer away from trying to give a well and another thing we could say is well that item is not an agenda item the board can't discuss or make any decisions about that tonight but you know just kind of general answers right in some cases they may take it as a blowoff answer but at least we're able to say something to them. [Music] Did what did you I haven't read this yet, Steve, but you were saying something before about letting them speak to an agenda item. Yeah, that was always part of the policy also. And we can decide if we want to do that, but you know, stuff we talk about now may be different than it was 15 years ago, too, that maybe a little more, you know, factbased stuff where they
228might have an opinion. Would they do that during citizens comment section or they do it actual agenda item? Um most of ours is stuff now is stuff that we've talked about in close session and we're just coming out and approving it. So there's really I don't we we could limit that or that might well I just think if it's during it their their comment might get lost in the discussion right so like I think even from like an end user if I'm a community member and want to speak on an agenda it might get its timing but if they would speak on what we just went over for an hour and a half it might get lost in all that information right where if it's in the citizens comment section and we are able to
229give them that feedback of Thank you for sharing. You know, this is something that we'll definitely look into. I think to me that feel if I was in that position, that's what I would want. Um, yes, I'd want answers, but if there's not answers, I would want the due diligence put into it to find the answer. That's correct. And then closing the loop with them after, whether that's Matt or myself or any of us, you know, whatever that looks like. Are we still on there, Matt, or is that same? So, we got to jump on because Maria's still waiting for us like and yeah um for that last piece on the budget component. So, okay. So, what I'm hearing is review this, we'll discuss further next time around. Is that what I'm hearing or do
230we want to put more things together so it's a little more solidified the next time around that we can have a conversation? I'd like to I mean personally I'd like to see it to where we are reviewing like a first read next meeting like that Senator I don't know if that's something we can if we have to have something before or if the policy committee has you know what I mean I don't know what that looks like but because I I just think it's important yes summer will probably be quiet but once school year comes I think it's important we have a policy in place so that if there are things that are changes and community members want to share about that we're able to default to wherever our policy is. Just I don't did
231we check with the policy people at WSB because they have those things where they have all different districts types of policies that we can copy or use pieces of. So, Jacob, Katie, maybe I can open up a doc and I can share with both of you and we can have the policy in there and you can iterate, make comments, whatever you want to do. And then we can get that going at least so that before the next time rather than having a full out meeting for a while, we can just do it on our own online and start proposing particular language in those areas so that when we bring it back, they can have a little bit more of a solid, you know, like you'reing I think you're spot on with like the direction and
232then you can always reach out, right? If there's questions, we can get feedback at some point if needed. I don't know how that works. You know what I mean? Like even if it's So, right, if we don't start including everybody, you can we can give feedback individually. That's what I mean. Yeah. So, sure. Okay. I'm going to bring her on. Um, she's still awake. She's probably taking a nap. Maria, are you still with us first off? I am here. Wow. Wait. Applause. Applause. Yes. Um, little caffeine. Little caffeine. Um, yeah. Do you want to walk through? we're we're at that point in the meeting that we are talking about that last measure in terms of the budget and looking at it. So, I wonder if you could, you know, share a little bit about uh
233what that is and I can share the screen and then you can uh you know, start that conversation. I'm just going to get it to the spot where it needs to be though. Um and just give me a second here because I got to go back to my other one, which is crazy, but how it works. One second. Okay. I love that. Sherman did that all pretty much. Okay, I think I can do this now. I hope I can do this now. Are you seeing the the dock? I am seeing just the board packet. Okay. Um and I'm trying to move that dock and apparently it's not giving me the one that I want. How about you just if you could start walking through like what that what that letter is or what the proposal
234is and then we'll uh we'll work off of that. Okay. Sure. Um so the memo that I sent you just explains what um the what the why behind the budget revision. Um it's not mandated by state statute. We do it though or I started doing it when I first started because it then goes to DPI and DPI has the best and most upto-date budget which they base our um next year's equalization aid on. Our spending is in large part um part of that equalization aid calculation. So I want to give them the most accurate and up-to-date information that we have. Um, and that being said, there still is information coming, um, which I outlined on that memo at the bottom. We are still waiting for our high cost, um, allocation. We won't know that until
235the middle of June. Um, we still have two months of health and dental insurance um, claims that have to come through and right now that's looking phenomenal. um two months things. Our family savings plan um vet usage and our open enrollment final numbers also are coming. So there's still a lot of information to come, but this is this budget revision is based on the information we have today. So are you hearing a lot of buzzing? No. Oh, okay. Okay. Must be on my end. Okay. So, um the other so the the other document that is what gets published as soon as it's approved and um and it's in Skyward and then it gets uploaded to DPI. Um what we're looking at so those last two columns that's the 2425 column. um both of those. The
236second to last column is the original budget that you all passed in October, which projected a $633,000 loss um or deficit. And um the last column is the updated the the revision column um the revised budget and that is showing about a balanced budget right now. Um, and that is largely due to insurance. We've talked about that throughout the year. It's looking great. Um, most of that is due to prescription usage and the tools that we've been given um or that we were um that we that USI um helped us secure. So, that is working. It's definitely working. we've saved um around 400,000 just in insurance claims. Um so that's one of the things. The other is we just had some staffing changes. Some positions weren't filled um which also definitely contributed to that um
237whittling down that deficit. Those are the two main um contributors. There there are others. We had a dec because of the um closure of explorations. Um we're not using as much of those grant dollars. It and that's affecting both the revenue and the expenditure side of the budget. Um we were allocated about 500 over 500,000. We'll probably use around 300,000 of that of those grant dollars. Um so you'll see a decrease because of that as well. So those are the three main contributors um to a balanced budget. Any questions? Well, I just for those who may be watching this or that, I just want to make sure that everybody's clear that we're talking about the current year budget, not anything postreender that we decisions we've made for next year budget. Right. Exactly. This is this
238is 2425. This is still using that $800,000 um in referendum dollars that that we still had that third year. Um without that we would have seen a deficit and that falls off after this year, right? So everybody knows that $800,000 gone. Yes. Yep. So really good news. Um that puts us in really good shape for the next couple of years. Um, for sure it would it would mean that if we end with a balanced budget, we would be at almost a 19% fund balance at the end of the year. So that's that's really really really positive news. And of course then all the positions that we had to alleviate and changes we had to that will only be affected in that next year's budget. Correct. Correct. That's what's going to help offset That's what will
239help offset the $800,000 as well. Correct. Yes, we made we made enough cuts that we should be um we should be balanced next year as well. The cuts we made. All right. In terms of staffing, it will offset that $800,000 that falls off this year. We'll have I mean it'll offset it close a little bit closer and then depending on healthcare and all those other things that fall into it we'll get us into a spot where we could be close to balance as well again is what she's saying. Correct. Yeah. Right. Right. Yeah. Right now I mean I've done a really um it's a really raw budget for next year and right now we're looking at a deficit of under a h 100,000. So, um if if insurance keeps trending the way it is, it
240could be better than that. So, um and again, we don't know what the state is going to do. We won't know that until this summer. So, that could also um really help us. But right now, with just the changes that we made, with all of those staffing changes that we made, um it is looking like less than $100,000 deficit. for next year. Which was the reality of what had to happen, right? Yeah. Any other questions for Maria? Will you like when I drive by this evening, will you have a beverage for me in terms of hot cocoa so I can keep moving forward? Uh, you might as well just stay there, Matt. No, I'm all good. It's It's graduation week. This is the fun time. So, thank you for sticking on. Anybody else before she
241leaves? All right. Thank you so much, Maria. Appreciate you. You're welcome. Drive safe. Thank you. Have a good one. Good night, everyone. Good night. Have a good night. Good night. All right. Okay. That's my report. Okay. All right. Well, we have uh next item is our new business. We have three items. Uh the first one is to consider approval of new hires as discussed in close section. Um so we had eight total new hires, some of which were here, which was awesome. So thanks for getting that that group here. Um uh to go through those um we have multilingual teachers, Jessica and Ellen. Um, for FLC educators, we have two ashley G and Ashley S. Uh, for our, uh, ADAP role, uh, Matt, who we met here, uh, today. Uh, for the special ed, uh,
242excuse me, director of student service, we have Brad, uh, Ranky, who is here as well today. Uh, for literacy coordinator, Cara. And then we have a social studies uh sixth grade uh teacher, Michael, who was uh here already and is going to continue with us. So, I don't know. Yeah, if I can give just like I think maybe the public's like, why are we, you know, having all these positions that we're filling? Well, I'll just kind of run through this so everybody knows what's going down. Um first of all, the multilingual teachers, we had a resignation this year from one of our staff members. We also had an increase of students coming in uh in terms of Spanish speaking families which then allows us to do transferable funding so that it doesn't cost us anymore.
243It's just part of what we get to do within that frame. Uh and then looking at the FLC elementary positions, the two one of them is based off a resignation that happened earlier this past fall and the other was based off a retirement that we had. The lit coordinator as I stated before uh was the you know basically getting rid of the uh math coach position or eliminating the math coaching position and then bringing that in as lie of so not adding anything but replacing uh the AD and AP was the reorganization of the director of K12 uh activities with that going into the 612 to keep things float uh at that level. The director of student services was based upon a retirement uh in that area as well. And then the social studies position
244was based upon a resignation that happened past fall as well. Excellent. And then we do have some other positions based on some of these promotions internally that are opened as well. Correct. Okay. Awesome. All right. So, I will look for approval to uh consider um the new hires that I was just laid out in the previous discussion. I'll make move. I can second for discussion for the actual minutes if we could put the full names in. I think it was fine indicating who they were, but they should always be in there. Yeah, I wrote down in here. Good. Okay. All right. Matthew, yes. Hawk, yes. Grier, yes. Temper, yes. Gillings, yes. Right. Uh, next item is consider approval of summer school contracts which were shared with us. So, look for a motion for those four
245contracts. So, moved and I'll second then whenever you're ready, Rick. Um, Kickerman. Uh, Humpher first. Hump. Yes. Yes. Yes. Yes. Okay. And then our last item is a consider approval of budget revisions that Maria just shared with us. So, we'll put them in the motion. Okay. Second. Second here. All right. Who made the motion? I put pages here. Second. Yes. Hawk. Yes. Yes. Grier. Yes. Gings. Yes. Happy. Yes. Excellent. All right. And then our last item is adjournment. So we're adjouring today at 10:28 p.m. So thank you everyone. All right, good night light watchers and people who are watching back. Be well. I just I was going to add there that