001good evening I'd like to call to order the February 6th 2025 uh special board meeting um sorry get back to originally um before we get started I want to announce that tonight board members Jared Neil and Rose Ortiz will be participating via audio video conferencing they are both absent for qualifying reason under board policy 2- 220 school board meeting procedure if there are no objections we can continue okay um I'm going to now test audio and video for Jared and Rose can you guys see us yes and can you hear us all right and we will proceed and also I'd like to while we're doing this um Rose is our secretary but tonight since she's participating remotely I'd like to appoint Gina Sanchez to be our secretary Pro Temp thank you for our green to
002do so that cover all our housekeeping okay then I need um a roll call please Dr president wasowski here vice president boy um Ortiz president sorry secretary Ortiz here Neil here parage here and SES also good also present is Dr slimy Mr Barrett M alako Mr gr Mr kasta and Miss Han awesome thank you okay if you guys would join me in saying the Pledge of Allegiance I pledge alance to the flag of the United States of America and to the Republic for it stands one nation under God indivisible with liy and justice for all okay next I need a motion uh for the Board of Education to approve the agenda as amended moving the second reading and Adoption of policy 7-10 equal educational opportunities to action items with discussion and leading all other items
003as presented move by Mary second second by cynia CIA and that was just at a request of a board members we're moving that one off agenda onto action item with discussion y any questions or concerns sorry guys any questions or concerns uh roll call please it Neil hi Ortiz hi J SZ and what six eyes one uh zero yeah is yeah Bo just making sure and zero Nays a motion carries right it youve got it all right next we have um audience comments n um it's not quite an audience comments but we don't have board recognition tonight but we want to give a shout out to our awesome uh staff and teachers for weathering um the cold weather these past couple of weeks you've been outside at entrance and dismissals and salting and you know
004um doing everything and it's been really cold so we all appreciate all of that um I'm sure you guys have bundled and layers and warm coats and everything so we appreciate that um next we have um the agenda agenda the consent agenda um as a reminder consent agenda items are those items minutes business and Personnel matters that are routine in nature any item may be moved to the consent agenda to action items with discussion all items on the consent agenda are approved with a single motion unless removed before the roll call votes I need a motion to um approve the consent agenda as present mve by Cynthia I'll second and then tonight we have um the regular board meeting minutes open and closed of January 16th 2025 the second reading and Adoption of policy 4-15
0056-60 7-20 and 7-1 185 any questions or concerns okay please Boy music hi Neil hi Ortiz hi kage hi I and I six eyes zero Nam one absent motion Carri okay now for the big event um we have discussion items with no action and our first one is the state of the schools presentation so tonight um we start with our first one which is the Westchester Intermediate School um Sean the floor is yours if you want to get set up and Rose and Jared let us know if you can't hear anyone I I think we decided not to use the mic is that right yeah I hope we don't need the mic you guys hear us but let us know right now I guess yeah they're giving you a thumbs up all right and we
006are going to um hold all questions to the end okay ises that work yeah and we've received questions which they're going to incorporate perfect yes there were a couple of things that came up that we were we going to talk about it as we go perfect um so Dr s missako president wowski and the school board thank you for having us here tonight we are looking forward to sharing how the intermediate Journey has been going uh there are some really good things that we've done over the last couple of years in this past year too and there are some things that we're going to talk about where we've got some growth still to work on and we'll share those things with you but overall there's a lot of really good things that we've been doing
007as a school um I'm excited to have my team here with me me uh they always represent us very well and they have been a very insightful group over the last couple of years uh talking about what we need to do as a team and just continuing to grow and learn as a school so um jedy Berg uh Bob Kong Kumar cayasta who often uh is with us and offers a outside of the box kind of questions for us so that we think about things in a different way a lot of times Nancy is also on our team but she's uh presently on an FMLA leave right now but she'll uh but she would be here if that wasn't the case um Katie Menton Britney or M Paris and uh Laura tber are all here
008this evening with us just kind of talk about what we've been doing um and as with uh Dr slimy and Mr alako earlier this year we're just going to jump right into the data piece um again as they shared with you earlier we are we did get commendable again which was really cool which just means that our the majority of our kids are continue to do well our subgroups are doing okay and which is a good thing I mean uh I think overall our number went down a little bit but that's okay we were still well above uh the average so we were still happy with that we just um as we talk about our data and stuff like that you'll see um some areas where we just know we need to uh strengthen ourselves
009uh our enrollment is pretty steady we are a little bit these numbers are a little bit lower from where we are actually we have about 330 students in the building now so we're up actually uh from last year which is which is great I mean we have a lot of kids coming in um our uh ethnicity groups continue to be pretty stable our Hispanic group is continuing to grow um which is exciting we have a lot of fun kids that come keep coming in we've had a lot of movein and things like that over the last uh few months so um our as far as our student characteristics go uh we continue to be uh our low income numbers continue to be higher our English language Learners and our student IEP numbers are actually down
010this year which is really cool um we did one of the exciting from last year that was really nice is we did have 16 of our students who are English language Learners who did exit uh from due to their excess scores and things like that which that was really cool that's probably the highest number we've had exit in a very long time so we were uh really excited about that and we'll see how the sh goes um our student with I numbers are also down um although we'll see how that goes as the year goes out but that was nice to see that we did have a decrease in that um the mobility and student attendance there's a tiny little change from those are um both of those are down just a little bit uh
011but not but it's not like a huge difference so we continue to our kids who come to us they stay with us um and our attendance continues to be pretty solid as kids come into school so which is where we need them to be we want them at school uh we can help them learn the best they can and as you can see like the our chronic absenteeism continues to be pretty low compared to the state uh you know there's been more illnesses and things like that over the last year uh so we do have kids who have had had uh absences because of things like that but the numbers are still pretty low pretty happy with our kids that keep coming so and then our designation as I said earlier we did stay commendable
012which means we continue to be above the state average we continue to keep uh moving forward uh and our kids are doing okay but we did see an impact because of some of our uh growth and our proficiency so that's a reason it's a little bit lower than it was last year which we'll talk about that um our ELO our Ela growth um again like we got uh 75% of the way towards the growth we should get um so again like the majority of our kids did grow when you see the cohort score later on like the majority of our kids did continue to grow as a whole um the proficiency is where we stumbled a little bit and we'll talk some more about that we're still not seeing the proficiency level so our kids
013at grade level as much as we want them to be our math growth uh this past year was a little bit more stagnant than we would have liked we've seen a lot better growth in math in previous years so we did spend time at the end of the year and then throughout this year doing some things to kind of make sure that we were Shing up how that uh growth was going and when we actually talk about our winner map scores um there was some nice success there with our map so you'll see just the impact of some of the things that we adjusted and then our proficiency for math again it was a little bit lower than we would have liked our kids we've seen better progress for them uh ma the past few
014years and so we were a little bit off on but we're still well above where the state average is for that so I mean so that is good as far as like our kids making some of those Targets in subgroups is that that okay you can you guys hear is that that's so good you guys can hear okay all right um so our growth this was our cohort growth so this was our kids overall just as our all of our kids together and we were above the state average about 53% of our kids continued to show growth at math in in ela and then 52% in math so we're above but again we'd like that number much higher and then the proficiency so student being a grade level in El ma Ela and math I
015mean that's the spots where we're still not seeing them getting to that grade level standard that we want them to be at um when we talk about reading and things like that later on in our you'll see the things that we're doing to address that because we need that to we need that to be better and uh as a school just as a team and all of our teachers together like we recognize that and we all want this our kids to be moving forward so um and then Matt uh we did not grow as much as we would have liked so we did make some adjustments to how we're handling our math instruction year and some of the things we have students practicing inde depend to help us bu that back up to the growth
016you've seen in the P the really great thing was science like we went back to explicit instruction for science we had been trying it a little bit different with integrating it and we weren't seeing the kind of growth we wanted to so we went back to just having it have its own time uh be explicitly taught and we immediately saw our kids do better so we know that that's good strong explicit instruction independent practice and things like that does have a great impact so that's where we are as far as our proficiency goes and then uh reality so now I'm going to turn it over to the rest of my crew and they are going to share where our current reality is and how we are addressing all so for math as you can see
017our third grade exceeded their growth expectations here by 4.4 points which makes their growth 12 points from fall to winter which currently puts their score 7/10 of a point away from grade level uh we also had 45% of our students performing at grade level which is up 25% from fall uh 21 or 17 and a half% of our third graders are achieving add or above the 80th percentile for fourth grade they also exceeded their growth Expectations by two and a half points from fall to winter which puts them three points above grade level currently we currently have 68% performing at grade level which is up 15% from fall and 24 or 22% of our fourth graders are currently achieving a above that 80th per. our fifth graders also exceeded their growth Target expectations for um
018fall to winter as well by 2.6 points from fall to winter uh we have 41% of our fifth graders that are currently performing um at grade level which is up 10% from the fall and we have 20 or 18% of our fifth graders currently achieving at that 80th percentile as you can see our school conditional growth percentile for third fourth and fifth th grade are 99 percentile the 99th percentile and the 95th percentile this means that the growth was that much greater than that of similar schools that took nwaa as for our accelerated students um our second graders in third grade math Six out of seven met their growth targets from fall to winter our third graders in fourth grade math we had eight out of our nine students in that group met their growth
019targets um our fourth graders in fifth grade nine out of those 15 students met their growth targets and our fifth graders in sixth grade math 10 out of the 16 of them at their growth targets as well so as we continue to think about how we can improve our data later we'll talk about small group instruction Forefront for data analysis reflex math for foundational skills and more and for reading third grade grew eight points from fall to winter exceeding their growth targets by six sens of Point 52% of their students meant their growth projections and their achievement percen increased by 4% fourth grade grew Five Points from fall to winter but fell short on their growth Target by a point 46% of students met their growth targets and for fifth students grew three points but
020also fell short of meeting their growth by two points 44% of students met their growth role in fifth and in regards to our school condition of both percentiles and how we're comparing to other schools taking map our growth was 169 % for third 133% for 4th and 6% for 5ifth and in terms of how many students exceeded at 80% or above we had 21 students in 3D 16 and fourth and nine and Fifth and in the upcoming slides we'll be discussing how we are shifting our instruction and reading comprehension um our plans for small group instruction and fluency instruction for students for at grade level and below grade level so these are our intervention numbers for this year and so for math we're still using brid's intervention this year and we did have some of
021our students for math exit that tier three status and enter tier two from fall to winter which is always great we have some new students move into our district this year in between that fall and winter cycle which we did end up having to move into our tier three groups as well uh we also were able to increase the number of groups that were um were seeing in the winter cycle as we were a little bit more creative um to be able to see some more groups this time around and then we were also able to increase the number of students that are receiving both that math and reading intervention from fall to winter as well and for reading We are continuing to use skill-based interventions for our students we also had an increase in
022students receiving tier three interventions due to some new movements and we did have three students needing tier three support inste tier two and we'll discuss further as well our we're shifting tier two and tier three inion so this is our win time slide um and as you guys know from Phil and Stephanie's IR presentation they kind of talked to you about how we at Wiis decided to tackle win time a little bit differently this fall um and that was because we wanted to help all of our students get what they need and to help our teachers get a little bit more time to handle their small groups in their classrooms um and so we started by looking at each of the students map data and breaking it down by individual Strand and then we took
023each of their individual strands and looked at each students's lowest map Strand and grouped them accordingly so every student was getting exactly what they needed in that WID group um then each wi rotation for math and reading we started in the fall was 3 weeks long and they each got um 6 40 minute sessions at a time and then as you can see here um the math groups were very successful these numbers are the average RIT score by growth um by instructional area so the expected growth per strand for third grade from fall to winter is only 7.6 points and for fourth grade it's six and a half points and for fifth grade it's 5.4 points so as you can see they've more than doubled those categories for that rib band that they worked on
024in their Wen groups and for reading we uh also split up their our groups based on their greatest um need um and our comprehension groups were sorted by RIT and our phics and fluency groups were determined based on their ly scores and their our Benchmark ass with staran and for reading for phonics all grade levels grew an average of one to two concepts or gain Mastery or more understanding of those Concepts during when students are expected to retain six Concepts in a school year so three concepts is typical um growth for fall winter for fonet um for fluency for third the average growth from fall to winter is 23 boards per minute and third grade gr 22.7 wordss per minute the average word per minute growth for fourth is 18 words and fourth grew 24
025fifth grew 15 words per minute and the average Ro fall to winter is 16 so fifth was almost a target for their fluency and for comprehension third grade bre average of 12.7 Rich points and the expected growth is 7.4 fourth brew an average of 8.9 points and the expective growth is 5.9 and fifth Brew 6.7 rip points and the expected growth is 4.7 and teachers just created analysis plans for reading to break down the greatest area of need of for our students for our upcoming winter wi groups and this analysis will support adjustments that need to be made in teaching these Concepts in small group during their core time as well for example those students in need of expedited Mastery of phonics Concepts would need further instruction within the core classroom time and frequent formative
026assessment checkins to understand to assess their understanding um for those students receiving pullout interventions for tier two and tier three students um the interventionist and I have also been meeting to discuss adjustments needed for our interventions and support practice of those Concepts in the classroom toore in small group instruction in practice we are also um shifting what we are using to have students apply in practice a skill and planning and creating form of Assessments to assess your standing so and then as far as like our social emotional learning go goals go um our Behavior data is up there I know one of the questions came up about the disruptive behaviors and just how we handle that and um and just for frame of reference like disruptive behavior does encompass a lot of different kinds of
027things so it could be like kids who don't raise their hands before they blurt out something in class it could be kids who aren't walking in the hallway in the best way and a lot of those are even recess based where like they're not playing in the area they're supposed to be in they're not necessarily going in um uh lining up the way they should it takes too many times for them to get in line so it does run a lot of and if you look down at like the lunch detention number it's really close to the disruptive behavior for a reason um because a lot of the uh and it's not a lot of the same students if you look we do have it's just eight students out of our 330 kids that have
028repetitive referrals so the majority of the kids I can take them in for a lunch or a recess detention and we do some reteaching we talk about what they're supposed to do we do some practice and things like that if we need to and that tends to take care of the disruptive behavior when it's that based and then the classroom based things again they're those disruptive behaviors are more kind of uh frequent annoying kind of behaviors to where it's not necessarily disrupting the learning environment a big way but it's it's kids who Maybe Can't don't manage their space very well so they're uh they move a lot they uh and sometimes that can be distracting to them uh but it's not necessarily something that throws everybody off but it's still something to where we want
029to document talk to the parents about so that they know like you know they they're pretty good overall we realize they're not doing this on purpose but they definitely blurt a lot they move a lot they spin in their their stand and you know so they just have a hard time kind of managing um uh their spatial awareness um so a lot of those come from that so I think that's why that number is our biggest one just because those are those kind of they tend to be more minor based behaviors that just need a lot of ret teaching and a lot of practice but in each case like we are talking with parents we are working with them on what we need to do uh if it if it is super repetitive we'll do
030student support me and will'll come up with plans and we have kids who have goals and charts and things like that to help them kind of learn to manage those more active behaviors with those tend to be um the battery of a staff member I know that one came up a couple of times and in two of the cases uh I will say like parents were very involved with us when those things happened we don't want anything like that to go on uh one of them involved some uh discipline that was done uh for suspension uh meeting with the parents students been bu never since um uh without get too much detail the second one did result in a student having to be placed in a dou location um so but in both cases parents
031were very involved they were very supportive and we worked very quickly with them to make sure that we were taking care of um just those that much disregulation for a student so the rest of it we've been very focused on reteaching expectations all along the way um I I've had an SEO group that I've worked with I'm going to start a second one in another couple week in about two weeks I should have that one up going and then obviously Miss Menon and I together so sure a little bit sorry yeah no no so I can talk a little bit about this so um something that Sean and I have been working on we worked on it a lot over the summer but we did create a universal th sheet for our school um just
032so every classroom has some sort of action that they can do when a behavior arises and a think sheet is just so important um it doesn't always solve the behavior but it gets the student to think about their behavior and what can they do better next time and also one of the questions on there is taking responsibility what can I do to make this better and I think our students at their age third fourth and fifth they need to start taking responsibility for their actions so um the think sheet is just great to have across all grade levels it is the same there's some different variations of it for some different students um but it is the same language throughout the building which is super important important as well just having that common language the
033students know the expectations and they're not very confused if a teacher comes up and tells them something but that obviously is not all that's being done in the classroom right you can't just be do a think sheet and think it's going to get better there's a lot of reteaching of expectations modeling the expectations um student meeting with the teacher if it continues to escalate obviously reviewing the expectations with um Sean or I that does come there but again we do follow the discipline Matrix that we um that was sent out over the summer so we do follow that and go down that order as to what we do the student but I'm just going to talk quickly about kind of what I do when students need my help so obviously we have different tiered interventions
034tier one offered for all students um teachers put responsive classroom into their teachings morning meeting closing Circle quiet time calm Corner those are all integrated into everyone's classroom and this year here kind of made sure that colum Corners were in every classroom I created visuals and everything so it was just again that common language throughout the building seal is taught every Wednesday for 30 minutes so every classroom does that um and then I also provide lessons for teachers so I do Bully prevention month bread Ribbon Week I did a size of the problem um conflict resolution that's a big one and obviously if teachers reach out I am more than willing to share what I have and then how are students recommended for Social Work services so obviously parents or teachers can reach out to
035me of course I always need parent um permission before I meet with any student but I will take what the teacher says to me into consideration and then I will reach out to the the parent and sometimes it's not as big of a deal maybe they just need a quick check-in a little talk to and we're able to get through through to them the saber screener I've talked about that that is just the social emotional screener that all the students take and teachers and it just kind of bring up some students that might be struggling that we don't know about um and then obviously I have a form my Google form it is still up and running and students are able to fill that out um if they ever just have an issue going on
036at home or in the classroom that they just need a little more Guidance with um and then what services do I provide our students so I do a combination of push in pull out support so I push into classrooms and help those students and I also support the teachers when I'm in there as well um and then obviously pull out I pull out individual students or a small group and we work on certain goals so is that self-regulation self-control impulsivity anger and sometimes these groups are only six weeks and it's during their lunch and it's a fun little lunch group that we do but we're learning and it's a fun way to just get the students engaged and new adults in the building that they can maybe you know have a good relationship with um
037Sean already talked a little bit about the charts that different students are on so we have a few students that are on checkin checkout charts or self in match and these just hold students accountable really um we I set goals with the students if they meet them that day they get a reward if they don't they're accountable for their actions they can talk to me about what happened what went wrong so just again taking that responsibility um I also provide students with visuals and social stories just to help them throughout this the day um and then obviously I am trained to help students who are in crisis so I am there when they need me when they need to go to a safe space to just kind of you know let everything out that is
038what I am there for um I also consult with teachers administrators and parents to create plans for students to be successful in the classroom I utilize everyday speech which is amazing has great interactive videos for my students and my final thing is in order for students to be successful academically they need their social emotional needs met first if they're not regulated they're not ready to learn so and along with our inclusive environment along with everything that Katie does having Miss cartr with us too has been a great help this year just have even with part-time it's great having another social worker in there to help support students uh to a greater during Dee we're getting to more students than we would have if it was just she she so her me so um but uh
039the other thing I do want to highlight some of the Student Activities we have have some teachers they've run a husky helpers Club Miss Hannah um and Miss quen they have run that this year they've done some nice things just trying to inspire kindness in the building right now we have a little bucket in the office and students come in and they put little notes in there to celebrate some been kind to them and I read them out the morning along with my morning announcements our student council's also done some nice things with fundraisers and things like that to bring just support that train this part that we want kids to grow and be a part of so the students have taken some nice ownership initi with your guidance so that's hopefully in the long
040run that's done to help impact some of those things and then the rest of our going to just talk a little bit about our current reality we're going to start off with our schoolwide growth incentives so this year we had a whole school incentive for mat testing um as a school we set an eight point growth goal in got Buy in from the students by hyping it up putting up posters and promising a reward or all School celebration if you bu that goal um this was partnered with our newly structured win time this year as Britney and Laur have already talked about after fall map testing we dug into that data to identify the areas of highest need for each student and then based our groups on that information to structure our win time again
041as Britney and Laura presented we did achieve some huge gains in Mass and may did make our eight-point growth goal but unfortunately didn't reach our greeting goal our reading goal but that's okay we set a new goal and trying in in the spring uh we also started using lumos for targeted instruction during these wind times in order to increase student writing for I testing this will ultimately help with test strategies stamina for the students and then just to have some familiarity with those State testings on the computers um Melanie B and I will now discuss our cality for our small group instruction during core while we have win two days a week and our small group two days a week it has been a challenge to consistently fit in small group instruction during our reading
042Corp however we have dedicated ourselves to learn from each other to become more successful with this we are using our learning labs to observe small group instruction using a variety of strategies that my colleagues will dig deeper into in a minute and we're using discussing I'm sorry and we are discussing small group instruction during our plts our faculty meetings and personal development days professional development days we are committed to trying new ideas to reach Student Success on the flip side we are more successful getting to small group instruction during our math core as it lends itself to include small group multiple times per week Melanie and Bob will break down what small group instruction looks like including how we identify student learning gaps what the lessons entail and the resources that we use so I
043now handed off to Melanie to go over reading group instruction hello so during reading small groups we focus on various skills to strengthen students decoding fluency and comprehension we use a variety of tools to help identify skills or standards students are ready to work on next some of these tools include formative assessment like our hmh module assessments with Forefront data and selection comprehension quizzes it can also include formative assessments from class discussions we also use data from benchmarking um that includes students fluency with fastb CBM decoding with star phonics and map testing data we are now introducing lumos into our wind and core instruction the school strives to meet with students and small groups on a weekly basis while we share students for win twice a week that leaves teachers with three days a week
044for opportunities to have their reading small groups teachers can incorporate small groups during 10 to 15 minutes for reading as well these groups can include extending their understanding of skills in core or fundamental reading skills that the students need additional support in we use different resources like rby readers race strategy practice Jennifer sella strategies OG greed works newella and more pleas supplement this with graphic organizers and anchor charts to support students building these skills to help with student engagement the school surveyed students interest with reading most students share that they do enjoy reading but they also want to feel more connected and engaged with their reading experiences now Bob will share about math spell group I will now briefly describe how and what we do in small gr M instruction teachers analyze both formative and
045summative assessment data to guide their instruction and meet the diverse needs of our students we use exit tickets and book pages and informal observations to understand their understanding for summative assessments we review unit screeners before these unit begins post assessments bi- weekly checkpoints to determine areas of focus before forming small groups teachers also use Forefront data collectively to gather insights and information uh into students needs when creating wi groups within each grade level we consider students weakest math Trends and place them in targeted groups such as numbers and operations operations and algebraic thinking or measurement and data recently we started using the lumus app which provides individualized practice plans for students during win other effective programs like reflex math andl also line students practice skills with their math scores or their progress within the program
046we strive to meet with small groups daily or at least three times a week during their independent work time while students work on Bridges workplaces workplace games or concept as challenge problems we pull small groups to provide targeted instruction students use hands on manipulatives such as Bas stand pieces green papers du boards and driveway STS to reinforce the understanding of man Concepts in small groups we also incorporate Bridges intervention materials with uh the comping manipulatives to further support their learning overall our bridges program is well structured and the students are enjoying the activities while finding their skill areas meaningful and and relevant because we try to help them at their own pace and progress talk a little bit real quick about our science and St social studies instruction update um so it plays a huge
047our science and social studies play huge role in our student engagement and also to help with their learning for example for science we're using Mystery Science which includes an interactive video and experiment or an activity per lesson and the students really love that um also for science and social studies instruction we're using engaging texts where the students can practice application of text features text structures going back into a text to find evidence and answer questions and then also application of the strategy so put in a lot of [Music] cross-curricular activities as well can we answer all right you guys make sure you wave your hands so I can see if you have questions um further further away I'll start a question log but does anyone want to go first Stephanie's there she's locked out I'm
048sorry she's trying to get a hold of thank you okay did she text you she's texting yeah me too I didn't notice Perfect all right Stephanie is Jing had a work engagement um all right so we go forward or Gina yes no I'm usually I'm in Rosa spot you are in Ros spot I just wanted to start if I can with some like major celebrations in the growth data I saw some really great movement and then in areas that we're uh not growing as much as you mentioned you would like us to grow uh just like you're already thinking about how you're going to plan for that you're giving yourself time in the classroom five opportunities a week you're finding time for f Feld you call them um I'm sorry I'm sorry um and I
049just think that all of those things are recipes for really uh seeing growth if we stay at it it's going to take time it's not going to happen overnight um there were some other celebrations um from the last year to this year I see a new emphasis on skill-based groupings small group support lots of thought put into improving proficiency um and your entire presentation was like this is what's happening and this is what we're doing about it and I just really love love hearing all of that it makes our job easier as board members can I ask a really silly question when you say four can you tell me what that means oh that's our hmh and bridges curriculum so those are our core curricular is that Ela book yeah so yeah in that yes
050so we have a core math blot we that's what I wanted to make sure and then um I wanted to ask how you feel and I'm this is written down but I want to have it come more natural but what is the Integrity of your tier one instruction like how are you managing to keep tier one where all kids are getting the needs of grade level and then also having those small group times whether it's win or not to still get that skill-based practice in and furthermore is everyone in a skill group a small group depend it's not just intervention kids it's also kids who are enrichment right right okay I I'll stop talking now so during that wi time every for every grade level every kid is in a win based group depending on
051what they need so that those tiered students are getting pull out intervention at that time and then every kid in the entire grade level is getting what they need at that time whether it's their so those students that are in the 95th percentile are still getting what they need at their skill deficit area so every single kid in the building is getting some type of intervention whether it's a higher intervention or a lower intervention got it and then um to speak to really quick the Integrity of your tier one instruction making sure because sometimes we as teachers feel like we lack we have to take away from one to give to the other and I'm checking in to make sure that's not happening or if it is how you're balancing it so for math instruction
052they're given 90 they're they're have we have this daily schedules so math is given 90 minutes a day um we have a number for piece of that which is given 30 minutes and then the which is still part of their Core math block and then there is 60 minutes for the actual lesson part and that is like coveted math block time it is not taken um at all and then reading Ela is the same is the same yeah I mean we have like A5 minutes for yeah and we give yeah and we definitely discussed with our framework keeping to um that time where you have your sh reading time and your mini lesson you're pulling uh your small groups and also knowing that it's going to be differentiated B for each teacher based on the
053needs of the students so if a classroom needs more work foundational oral skills orics whole group that that classroom that teacher knows that they're going to spend more time on that in their for instruction on tier one instruction so we do balance um exposure to grade level and also providing students skill Bas skill Bas practice with what they need in the classroom outside of that when time with wonderful thank you I think that's all my questions hey cythia you were next right it's amazing you guys are doing but I wanted to focus more on the small group that you guys said you were working with and what the parent response is when you're working with a group of disrupted children or you know children that have a lot of referrals what's the parent respon like
054you know they're supportive they'll come in and meet with me if I ask them to um I think the same thing is true for Miss Mento um we do our best to work together to figure out what's going to be the best way for them to be successful in class um you know and a lot of those what over the years like the disruptive behaviors have become more of those little um just as a classroom teacher it is more of those things where they just don't sit still very well you know and um they don't necessarily raise their hand and some of those things are just social skills things that we've seen a I think over the last few years just their social skills are just they're not as good as I you know they
055used to be I think and so they don't necessarily yeah thanks that was changing right so um so I think a lot of what we have to do with them is helping them to we're very explicit with them about like this is how you need to raise your hand this how you to come in the classroom how you you know you don't come in from the hallway sliding into the room not how you you know I mean and after a couple of times teaching that to a student they tend to get it um so a lot of that is about us just meeting them where they are but then also having high expectation that you're at school this is what that needs to look like this is what you need to do um but also
056recognizing that for some students sometimes that is not necessarily within their control so then we're working with their families to kind of figure out okay what can we do to support them so it's um but I would say and just for me and my experience in working with parents I find most often they are very supportive they very helping us because they want the same thing too they want successful and at the same time they respect that every kid in the building has the right to come to a school they can be the best you know the other thing that I that I wanted to just kudos to the group um is so not also like teaching them and reinforcing them but telling them why like why do we have to do it this way
057Melanie it did it gave a survey to her students um and I it's the perfect thing to do and do you want to talk a little bit about what you did sure I'm sorry trying to stop my face is probably red now I do feel that since you had this this year I think I I've definitely learned how to use my words to not make it it feel like the kids are being punished but I'm trying to help everyone stay on track and I want them to have ownership and one thing I did when they they're very talkative at the beginning of the year very typical and I put out a form that said what do you hear the most talking um what can you do to help the class quiet down how does it
058make you feel yeah how does it make you feel that way the kids could recognize that oh my talking to me is just me making a joke but really it's irritating like the rest of the class who's trying to learn so I really want them to take ownership and lead them on that path not me just constantly you do this you do that but it's like a a partnership and success and I connected to life too I'm like as an adult like you know so I just make those con and I think they're buying into it which makes my job easier too so yeah and again it's that why right kids I don't know if it was so much when we were growing up but if they need to know why we're doing something why
059do I have to learn that it's all here at my house why do I learn this why do I learn this I'm never going to use this yeah yeah you might you don't know right but they want to know why or they don't think it's important to them and I really think that that's what we're really looking at in all the buildings is not just telling them what they have to do but why do we have to do it because then they can internal and you and having your Peters tell you like 94% of the kids said I'm bothered when you talk they they didn't know who said it but 94% said I don't like when you talk out and that's when it affects them right when your peers are telling you I can't learn
060because you're talking not when the teacher I mean the teacher we're just chirping at them but when you hear from your peers saying I don't like when you do this that's what makes change in Behavior right do we answer your question yes anyone else have one do you guys have any I have a question uh with regard to the student behaviors I think it's great that 95% of students have zero referrals this year and it sounds like Miss menton's put together a really like comprehensive uh program of supports I'm just wondering if uh that because I know that eight uh the eight students with five or more referrals like that can really sometimes C havoc on you know teacher morale Whoever has those eight students um as well as the classroom environment so I'm just
061wondering if um if you're noticing that the interventions are effective and that those numbers um are kind of going down as the year goes on and if um if they're not I'm wondering if there's anything like else that is needed that you know maybe admin or the board can do to to like support I think for most of our students depending and Miss Meo could probably chime in to but I think for the majority of our students when we have that when those was Aid kids that are like that I mean they um depending on the types of behaviors I are like I do think we see growth over time um but sometimes that growth is a little bit slower depending on what their needs are um but I I would say I know for
062the kids that I'm working with as far as like their classroom stuff there is they have grown and those behaviors have lessoned um uh you know they there's less times that I have to talk with them or Miss Menon has to talk with them and not that they don't EV and flow sometimes I mean with some of those behaviors especially with um due to can become emotionally disregulated for whatever reason I mean they'll hold it together and be on a positive path and then something will happen either outside of school or they'll get frustrated by something in class and then they'll have a moment we'll work them through it and then they'll get back to being on track so I do think over time from whether it's from third grade I think about some of
063our third graders who were strugglers and where they're at now and their their light years from where they were in third grade um I know that we have some fourth graders even last year who really struggled with some things but this year they're almost like completely different kids um so a big part of that is like once they trust us and they realize no we're here for you we're good we're a safe place we'll help you get where you need to go but these are the things you need to do there is some there is good growth in progress but but um for sometimes depending on the behavior it does take a little bit more time um but uh but we again like we're always working with the parents we're adjusting plans as needed whatever
064that looks like we work our way through um with Dr slimy with Miss Moran like if there's things that we need to do with that like we follow the path to get them the greatest supports that we can so Sean out of those uh the eight students that are how many you talking about a group you're seeing or any of those eight in the group that you have uh the kids that I'm seeing are the ones who are more from the repetitive behavior that small group that I was doing because they had similar classroom based behaviors the kids that date I do a lot more like oneon-one kind of check-ins with them uh and the same thing Miss meton will do the same thing with them like We There are kids that we just make
065sure like I see them in the morning do a talk to them hey what's it going to look like today like you're going to do great like you know with some of those kids we constantly having that positive um connection with them so that way if we do have to BU to have a conversation with them that's discipline related they know it's not personal um you know we love you but you can't do this you know and that's the place that we come from for them so that they know like this is we need you to grow um so and we do get them there um so I mean I personally feel we get them there uh because I do see a lesson in the numbers of times I have to go to their classroom
066because of they're in a crisis or the numbers of times they're making mistakes out recess and those unstructured times and things like that so um there are they they get there sorry I don't know if that's as clear an answer as you wanted Ral but uh but I mean but we do his question about what the board could do like we did this stronger connection gr which allowed us to get Brit and we also have a part of that is the Behavior Uh interventions and part of that Grant so supporting us in that Grant I talked a little bit about West 40 and the potential for opening up student advocate so there may be the potential for the board to support that moving forward I may have more information but that is something that the
067board EXC thank you very much did you have more Jared nope that's it thank you so much I really appreciate it not to put you in the spot but do you have any questions I have a couple um could you guys explain to me like with when is is it is there a math win and a a reading win or is it yeah so last year we kind of did it was both at the same time we just it was one or the other and so this year when we decided that we were going to do win this way we chose we knew we were giving map in December this year right before winter break and so we took the amount of time and kind of split it in half because we knew we wanted
068to give equal amount of time to math and we wanted to give it to reading wanted to make sure everybody got math and reading which is where that kind of time frame came from so everybody got math everybody got reading except the students that are in that pull out intervention they with a interventionist or Laura or myself they got whatever their need greatest need was so if they were in math intervention with myself they only got math that whole time they weren't in in a one or the other if that makes sense and does it happen did you say twice a week for the classroom teach yes it would happened twice a week every Tuesday and Thursday for those 40 minutes which essentially is the same thing as then 20 minutes 4 20 minute sessions
069every single week but that would was too many transitions every week for the students to do that when they're rotating classrooms like that so we did TW two uh 40 minute sessions instead but your pull out kids you see but pull out kids we see more frequently and you see them four days a week okay yeah and then um is science you said separate it is social studies or is it integrated no it's it's integrated but I mean you guys can talk a little bit more about that but I mean it it's you've got pretty good at how we integrated in with basically one be for hmh mod we um supplement with the social studies text I me we've also created um selection quizzes that go along with that race questions that go along with
070that hands- on activities so it's it's pretty there when you're teaching your Ela strategy through so it's they're not reading the same go ahead sorry that's important part to add on there while tricking them into like applying these strategies that they have learned like they're they're having fun applying what they're learning and do they get that every day or is it a rotating is it social studies one day and science no science is its own time okay yeah uh and it's three days a week for about 30 minutes um so just with everything else that's that's we build it in there um so think kid they do a nice job the kids have a lot of funy that so there oh always hands on along with videos and things like that so um it's it's
071been a nice way to we've changed that and I'm breaking my own rule about not asking questions ahead of time but as you guys were talking I forgot to ask can you give us a little just a little nugget um about how it's going with stem oh it's it's a one okay yeah it's absolutely one so I I I think being able to add that into the rotation of things that we do I mean what Miss OIC has done with that class I mean it really is so it's an elective right so no no not not elective I a special sorry was elective is Middle School sorry so but no it it's been uh it's been great I mean the stuff that she had Blended in with them I mean just uh some of the
072she did some really cool stuff with recycling where they actually buil they did a Thanksgiving little parade with like with recycled stuff I mean and it was you know it was fun to see I mean like it was on the social studies front I just shout out fourth grade like with like History Month like they put together um who am I project so and I get to use those because I would always highlight someone during that month and now I can do it who am I and that's created by the fourth graders so I do that in my announcements and then I was able to put the thing up and this kids come down the hallway there's a little thing they can flip up or they students email me and they stop me in the
073hallway because I tell them tell me what who it is and then they'll is it this person it today's was hard but uh um they uh but they but they're having a good time with that and that was something that do social studies e the day put together so I mean it was it's nice to have that some nice thank you Mary yeahia okay um I'm always interested in the number of act students in the accelerated map so can you give me a number for each grade yes I think you mentioned it kind I did sorry let me find my P up I think it's like I think it's 16 and yeah it's I have it I just don't want to mess it up yeah I going to say it might be 15 I just
074have to find the right page I know it's definitely uh 16 in fifth there's okay so there's there's seven second graders that take third grade math there are nine third graders that take fourth grade math there are 15 fourth graders that take fifth grade math and we have 16 sixth graders well okay I'm going to mess you up in just a second there are there is 14 fifth graders that take sixth grade sixth grade math and there's two fourth graders that take sixth grade math not not 15 no there's two two two there's two fourth graders that take sixth grade math and there's f h f 14 fifth graders they are all in the same class they're in the same class but two fourth graders skipped Fifth and go to sixth so in third grade
075you have 107 students right according to the according to that document so you have nine students out of this number getting into accelerated that oh it is is this the 107 year number right yeah it's pretty close it's I think it's I think that's what it is close to those numbers yes just want to get the numbers we had we had 10 and a parent opted their child out and put them and and have them go back that to regular mask thank you cyia yes just any [Music] thoughts after theed you know that's a good question what was the question sorry they took they took it earlier in I mean I think we should take math all the time I I don't think it I don't really I I I don't know that it had
076a I don't know that it made that big of a difference for our students per se um you know I think Ela I I think we've noticed a trend with reading with students that uh you know the scores for that were disappointing I'm not sure that it would have looked any different had we done that in January had they come back I I don't know that that would have made that big I wonder if we had done Ela intervention before math testing if our Ela because we did math right math right before math testing and we had great and then right didn't you reading was first then then ma ma win yeah yes second yes yeah so that so that was my Wonder and then they didn't get readings at all I mean normal Poe
077reading but not any kind of intervention so like we're we're doing this now at primary which they'll talk to you guys about we're starting with second grade just second grade with coming up now but we're going to do both all the time there's going to be no break we're we're wondering especially with that age is different 3 through five is a whole different animal but I was just wondering if it's because we did reading first well and and the one of the biggest things for reading just in and it's not an excuse in any way shape or form but like our kids love graphic novels they love everything in like these little short verse and then you look at a map test and you have to read a legit like passage and then and then
078and even for them they're like so you know I that's so I think that's a part of it and I think that's why we're so focused on the independent practice with reading with it with longer attex so that they get so that they can overcome that that stress of seeing someone's word um because I do think that impacts how they and so that's why I don't think it would have mattered we' have taken that it December right passages any other questions anything from you guys I just wanted to say real quick I really love the idea of the student surveys um you know asking them about how they feel about things happening in class I think it's a really great way to uh kind of get a point across to the students without pointing the
079finger and may be a really great idea to try out even the other schools thanks yeah awesome you do a good job you got share it now right thanks guys thanks foring it off we'll have I don't remember who is next uh mems middle school then primary big shoes to follow all right so we have um next discussion items with uh no action we have uh financ this year 2026 tenative budget timeline and process I ass that it's you Den yes that's correct thanks guys thanks good presentation of follow do my best heading the budget provides us with a minimum Authority for expenditures and taxing typically the board bring this before the board June of every year pass budget they publish it for the paper at that time for our September board meeting and would
080be by September 30th of every year the board approves the plan of budget a a PDF memo in there which kind of goes over the timeline of the budget in February I start plugging in no numbers I also send out an email to the staff letting them know the budget process has begun April I attend to meet with departments and a gathering all their information that they got from their staff after the staff has uh provided them the budget needs for the upcoming year in May I tend to factor in healthc care changes have to wait till open r one is completed and then that quickly has to be pushed into the budget for the final tenative budget to be brought forth the Board of Education in June lot of work going on right now
081just making sure salaries benefits that are current are there and that once the new rates are are updated I can update those pretty quickly and get that information updated once open Tak okay questions about the tenative budget the process who's the staff who's the department heads is that department heads each department or typically we'll meet with the building principles special education curriculum technology I'll meet with transportation department I'll meet with uh my buildings and grounds Forman Prov input they do you but you do you also use historical data they utilize a zerob based budget approach I start from zero every year and I Bild up oh okay so I'll enter in known salaries known benefit so I don't roll things from year to year right right right if you ask me Dennis the science department
082needs1 $100 just a number of more than $100 but for example right so ours is built from the bottom instead of top down it goes the other way okay and that's a pretty standardized bu an approach there's a few different ones tell you what your B well you know and as a teacher with that didn't work with zerob based budget it was you had $5,000 and you had to use every single penny of it or you lost it the next year here they don't we don't say no to you we just need to know what I mean we do say no on some things but really actually not right but they're getting everything they need spending not wasting that 5,000 we we've given them two you know but it makes sense it does I just
083wanted to know how it was how it was built out and so you get it from them if it's within do you give them a range or is it's just this is what they need and then they and then you Bu from that to typically the Departments are building principles are have a process down where they're going to approve or deny based on need of the building by the time it gets to me those things have already go and then I can bring that forth as long as there's not a significant issue I noticed within the budget that I bring it forth to the superintendent now do you share with them their uh their historical data for them to use to help with their budget department heads have access to the financial system their portion
084their off within there they can see okay so they can see kind of what my spending was year and and D has the principles too he'll say here's what we we allocated last year here's what you spent so it's a nice they can use that as a frame of okay I give a pretty good spreadsheet for the Departments these are the account numbers you have you know here's what you spent year to date this is the year before can you ke in and a lot of departments will actually create tabs and say okay this account people are asking for it makes my job a l okay thank you any questions from you guys Rose and Jared okay awesome thank you thank you thank you um next next we have uh the discussion of the 2025
085calendar so again this is a discussion item um no action um we have a draft calendar on there um they also writed us with the Proviso on just is historically our the board has tried to match um you know the breaks as possible not the ending and beginning of the school year but just the the big breaks if we can um and then we before we get started looking at it can you remind me this was this has been shared with both administrators and both okay um I'm still waiting to hear from wa because they told me uh and I told them like look this this meeting the board is looking at it next me the board will vote so um we did have a change that original we gave them we um there is
086an election next year now it's not a presidental election but it's an election and we were in school so we had to switch some things around to make sure that we don't have it'ss it's problematic when you have students in a building during an election so we didn't want to do that so we had to switch just that and and they had gotten one where we were in school we missed it CH is it very similar to this past year was it the the the timeline I mean the the lining up yeah so Proviso was going back a week earlier they're going back like mid August I that's super early and we're the 20 we're going back to 14th because they have more days off than us you know they'll take different days off where
087no attendance like you have to have the the minimum amount of days so they you'll see they take off like Veterans Day they're off alas day where we're not and so there's two days they're off the whole week of Thanksgiving they're not even in school and teachers aren't in school where we are our teachers are yeah our teachers have conferences those days they they do their conferences at night right um but I think the most important is spring break and and Christmas are the same and so the commitment from every this is really the first year where every school Feer every feeder every feeder school is on the same spring break that's nice we have not ever done that but this was you know with the change in leadership it was more like K there
088more of us let's kind of talk to them about what we want to see and how it affects us so can I ask a question on the um is March 17th is that the election day okay because I like why are we having a random Tuesday um and then is there a reason that because we usually have the Wednesdays towards the end of the month I don't know why but when we have them is there a reason that the uh February 4th is a hat day yeah that's our um dayto dat so that used to be end of January this year we moved it to the beginning the first the next week which is February that way the teachers have a faculty meeting and they look at data the same day so it's longer got
089longer and they're able to do more work with their data gotcha so you're done with M medar testing that's smart thanks good like ending School in me yeah yeah any questions concerns looks pretty pretty standard straightforward Jared Rose anything you guys okay all right so then we'll see this at the next um at the next meeting for approval then yep okay thank you yeah and then okay now for um great action items and La where did you put the one we move I put all the way on the bottom yeah see it says second reading yeah you might have to ref refresh sorry let me just refresh total now be item G okay I got it all right so um first one is the first reading of policy 2-40 board member qualification so this is
090um so this is one that we looked at last meeting um and made I think we went with press on this one um was pretty straightforward any questions on oh sorry I need a motion I know I I need it I need a motion to open the discussion for the approval of the uh first uh the policy 2-40 board member qualification second Mary thank you Stephanie I was just rolling I even turned to the page I was like I got I was asking field though cuz I wasn't trying to interrupt no but you needed to I was I was on a Rolls down a down the road yeah um okay now does anyone have any questions or concerns about this one all right roll call vote please oh that's me yeah boy hi P hi
091Neil hi Ortiz hi kage hi wasowski hi six no seven S I know I seven eyes zero NES zero ABS motion carries all right now we're on Rhythm here okay so the next one I need a motion to open the discussion for the approval of the of first reading of policy 2-7 vacancies on the school board uh first or Stephanie Cynthia any questions or concerns on this one okay we'll call vot please lowski hi hi per Ortiz hi Neil Neil oh hi sorry oh it doesn't count parage oh no not parage pic hi sorry about that and boy seven I zero nay zero absent ran car now we are going to town here uh first reading the next one I need a motion to open discussion for the first reading of policy 2-125 board member
092compensation expenses move by Cynthia second by Mary this one always is you know a little misleading because there is no compensation but thanks for reminding us right be open for discussion right leing right bold it's Bolding too they it prohibited any questions or concerns on this one all right R call vote please okay we have boy I denic I Neil I Ortiz iage what's up I seven I zero Nays zero absence motion carry right now I need a motion to open discussion for the approval of the first reading of policy 2-140 Communications to and from the board move Gina second second Stephanie and I think this one was a straightforward one we went with press score any questions concerns okay roll call pleasei I hi F hi Ortiz hi Neil hi music I and boy
093i s i zero nay zero absent motion carries all right um I need a motion to open discussion for the approval of policy s sorry did I say the first reading the first reading of policy 7-17 Vandal by Cynthia second second by Gina this one just had the updates on the legal and cross reference so nothing get changed okay roll call vote please okay um boy hi music I Neil hi Ortiz i i i z z motion carries all right last of the first readings so I need a motion uh to open discussion for the approval of the first reading um and Adoption of policy 2- 265 Title 9 grievance procedure by Gina second by Cynthia so this is the one there was a little discussion and I um I kind of um sent out
094an email about it too so um on January 9th 2025 um there was a a case state of Tennessee versus Cardona um that struck down the 2024 Title 9 sex discrimination regulations that just went into effect um in August which had just updated um all of our procedures for um so the regulations are no longer in effect in the prior version which was issued in 2020 is restored um as we noted uh hurt gave us a couple options we can do press is still working on getting all of the updates made and and they hoping to have it in their regular update in April um so H lurk is I think their preference was that we we update it now um this main one and then we'll do the other kind of pieces as um
095press comes along if we decide that we don't want to revert back to the 2021 now um they are recommending that we put out a disclaimer which they would work and WR with us so that's our um so the motion is for to this one the first reading and a option would go back to the um taking us back to the 2021 that we already had approved um and the only other note uh we wanted to make is that typically we have to do a first reading and a second reading but we're able to do a first reading an adoption and one motion because um our policy allows us to do this in order to be compliant there's a legal compliance that we're out of compliance on right that was a mouthful so did that
096make sense y me okay we can wait yeah yeah um unfortunately you know press just is working on getting all the updates through um so yeah so the motion on the floor on the table is to revert back to the 21 yes right going against the gr right that make sense okay uh Ro call vote please okay boy hi music hi Neil hi Ortiz hi kagei hi nice zero so motion carries okay and then this next one we'll probably for um okay so this um next one oops I click on it um I need a motion to open discussion for the approval of the second reading and Adoption of policy 7-10 equal Educational Opportunity move move by Mary I'll second it all right so Mary you said you have some questions on this one thank
097you for moving up discussion so before voting I just wanted to clarify so when we talk about in the first paragraph about gender identity like on I don't know this the right question to ask what kind of identities are the techn knowledging are we accomodating students are in position to accomodating students with gender this gender you know there's a lot of stuff that in there so I would like to clarify all those things and even branding access to facilities discrimination agendas sure well I I I mean you can probably speak to this a little bit more but I think um if we go back to the last meeting um would have like the the footnotes in there but um my understanding is that this is based on um state law right not under the district
098discussion based on the these yeah we're in align with what what the current law is the current you know whatever is happening that you're hearing on the news right now has it made its way to us but right now there we are adhering to what adhering to what right okay so so if there are you know for genders for people who identify as if they're they were identifying as a female then they have access to so do you have Gent neutal bathrooms or general neutal we have locations you do have a location yeah like they use a nurse's office okay so um I just want to uh clarify just to understand like if um somebody who was a boy comes next week saying that I feel uh girl and then you let that student access
099those that not that easily no because you know I just want to clar it yeah not that easily it doesn't I can't just say today you know I'm feeling like a boy I'm going to go in the boy bathroom I mean these are things that we've got we've got uh plans in place we've talked to parents we've talked to students I mean we had a student that years ago I mean you you know so this isn't like it's not my thing I get to change it it doesn't work like that there's there's a there's a system we have a process right we don't ever deny I you know I we accept and we we we help and we support but we don't ever just say I just wanted to clarify that because you know that's
100what people think people I'm glad you ask people do think that they just come in one day saying Hey I want to be a boy I want but no student has ever a community some parents are anxious they want to know like you know they don't want some other gender to be in other gender's bathroom especially so um and you will have gender ofer me care you have the facility or the service the school building like to provide con lady social do well I mean I it it I I don't know what you're actually asking for so like if if we've worked with a family and they have said that our child is not right um social work but that would be for you don't have a separate counsel or anything or no our counselors
101serve all our students so they're not so the counselors are trained talk to parents and the students are going through this process Council social workers Yeah Yeah we actually have service lawyers years ago to the administration about this too we have yes so we all train on you know the Z 12 yeah and then if you go back to um it was at the December meeting is when we first looked at it so like when you look at the Press version it has the footnotes of um so for the gender identity was footnote 3 and it it has the the legal um orders in here that it would you would be following so it's got accommodating transgender non-binary and general noning students for case for case procedures still officials may use um this form it's
102got that t-7 10 AP AP1 so so that will include part ipating in sports too or any other extracurricular I mean as far as I know as far as the legal requirements yes but again as Miss as um who said it is a process right yeah I get get to that SCH or get to that activity whatever it is yeah is strengthening our commitment to affirming and inclusive students it was established by the affirming and inclusive School task force which is at the state the state level do we have a designated person that kind of handles that or I I can't hear what I only hear bits I'm sorry I said is there aign I heard what you said I didn't hear what the question but she's just asking is there a designated person that
103works when we have students in this but it would be the principal and the social worker and the counselor the designated people yeah and if since I am a TA line person if they needed me I would I would help as well yeah but I think as we're seeing you know whatever is happening at the federal level there seems to be there's changes happening so when that comes down to us through usually through press through our lawyers they will acknowledge what we have to do or not do anymore so we just stay in line with what this says we're not like going off on our own we're just being so if they say that um you know however for sports if they say this is how you have to do it and that's how we
104do it we don't make our own rules I just wanted to clarify that it's better to get yeah information y okay any other questions on this one all right um I am in the wrong meeting so I you I tole I went to the December meeting so I could look at the footnotes I'm going back to tonight and on to all right we'll call vot please okay wasi hi Sanchez hi her hi Ortiz hi Neil hi uh music ni and boy I we have six eyes one a zero absent motion carry all right um second audience comments all right now we need to move to um consecutive session so I need a motion for the board to retire into close session to discuss the appointment appointment comment ation discipline performance or dismissal of specific employees
105litigation when an action against affecting or on behalf of particular public body has been filed or is pending before a court or administrative tribunal or when the public body finds an action as probable or imminent in which case the basis for the finding will be recorded and entered into the minutes of the closed meeting uh D Collective negotiating matters between the district and its employees or its Representatives or Del deliberations concerning salary schedules for one or more classes of employees and then e the placement of individual uh students in special education programs or other matters relating to individual students move by Cynthia second second by Gina uh Road call vote please wasi hi Sanchez kich Ortiz hi Neil I I and boy I seven eyes zero n zero FS motion carries and the board is
106at close session at 7:33