001Calling the meeting to order. Roll call, please. Here, here. Here. Here. Here. Here. Here. Please stand for the pledge. I pledge allegiance to the flag of the United States of America. Uh, any additions to the agenda? Recognitions and celebrations. Who do we have? So excited to turn this over to Mrs. Urban. She's got some really big winners. student amount of bulldog bucks at the end of the school year. So they earned those by demonstrating our bulldog pride, which pride stands for prepared to learn, responsible, in control and safe, doing their best, and earning and giving respect. And so each of these students either they had big wins at the end or they saved bulldog bucks throughout the year. Some of them had upwards of 700 bulldog bucks. Holy. Yeah. Crazy. So we um we finished
002off the year having our last pet shop where we had a ton of memory makers and prizes that they earned because of all of their hard work throughout the year. So very proud of each of these students tonight who worked hard all year to demonstrate bulldog pride. Awesome. Yes. Yeah. All right. I have a list. Yes. Yes. So if you hear your name, boys and girls, come on up and you're going to stand right here in the front. You're going to get a certificate and a pen and then we'll take your picture, of course, too. Okay. So we have Jacob, Tom, Javier, Brooklyn. Come on up if you hear your name, friends. Kane, Emma, Nathan, Bod, Ila, this way. Go that way. Put your back. Logan, Amelia. There we go. Yep. Lena, Nathaniel, Mia, and
003Maverick. Nina, come on up. Did I get everybody? I'm pretty sure I did. All right. Good job, guys. [Laughter] I know you were always Are we getting out of the way? All right, you guys want to head back to your parents? Good job. Nice work. Um, right. Okay. All right. Uh, so, uh, we just, uh, really appreciate you bringing your students out, uh, for us to recognize them and celebrate them, uh, all their hard work. Uh, we are about to enter into the regular part of our business meeting, which is a little less fun than the recognitions and awards. Um, so if you would like to return home, maybe go get some ice cream, now is the time. [Laughter] Good job. Yeah. Bye, Sophie. Bye, Tommy. Bye. Bye, guys. Thank you. Bye, honey. Have a
004good summer. Okay. See you later, kid. Bye. Have a good summer. Have a good night. [Laughter] That's awesome. Oh, sorry. Inside. You have to stay. Just drink your Just drink your drink. Drink my tea. What a gut punch. You guys are still here. Like, wait. Everybody else got to leave. Hang on a second. They have to Okay. Yeah. No, daddy's almost here. All right. There's no ice cream in the staff bridge or anything. Popsicles. Brownie. Brookie. Brookies. Who brought Yeah. All right. Uh, no student report. All right. Uh, I don't see any report. Public comments items on the agenda? None. All right. right into administrative reports. All right. So excited to celebrate all the success that we had in the 242 school year. Shout out to the team. Um all of our staff members and
005students and families. It was really a collective effort to have an extremely successful year. But as soon as one year ends, we start planning for the next losing um any momentum here. We've already kind of begun planning. Uh thanks to she was able to pull registration numbers. So we have 1295amilies. of those 1295 we already have 922 that we're super excited. Then when we add new to the district students um we're currently very exciting. You'll also see in your packet tonight we did have a couple staff changes. So our principles are working really hard on filling those positions below. still still chugging along but super proud of the work there. Any other questions regarding two questions? One, we're looking for um uh my other question, have you seen enrollments from the new town homes? Are
006we seeing those or we're just still anticipating they're coming? I don't think any of those. Oh, okay. Not yet. Okay. So when we're projecting, we're not including. Okay. I mean, there's definitely we've seen some nice increase. Yeah. You know, 79 kindergarten students have already Okay. Wow. ease of convenience. So, and then two to three at every other grade level. So, that's cool. Uh, assistant superintendent for business services. presenter. requirements. I thought pretty provide priority. So, it'll take several weeks to identify all as well as looking at all the Uh, director of student services. That's cool. I love you. You're the graph or not graph but the chart spreadsheet. Um summary. Can you walk us through that just real quick because there was it it was unclear to me what what money So the the chart
007though did it was it showing money be expended and did not be were not reimbursed or right. But like is that money we it cost us to run the program? Okay. That is what we received from. Okay. one teacher, right? Yeah. Um Okay. Well, that's great. Uh what is the um other districts must be applying for that grant? What's the expected Would this allow us to do? Okay. Right. Okay. Um I think one she also met with Dr. And then standard based learning has been sent out to that presum. coming through as current. There was no report, right? Okay. Uh, school principles smart updates. All right. Oh, fair enough. You're good. I'm just kidding. Yeah, I just had Walsh open. Well, we in the winter were at 71% um and we ended in the spring
008at 77%. So, we fell still a little bit short of the goal. Um but if you take a look at our um our targets, there's a ton of progress. Oh, I'm sorry. We actually did make our goal. It was 81%. Um sorry. Um if you take a look at our spring our winter to spring targets um there was a lot of growth that happened um from winter to spring. And the nice thing is that when you look at ELA the standards remain the same, right? So um when kids start in sixth grade, sometimes they can really struggle to meet that standard because it's something that they're working on throughout the year. So like RL2 um is is a standard that stays the same um and and they work throughout the year. So you see that
009progress um you know in the winter the sixth graders were at 66% um uh that were so they were close right like getting there but not quite there and in the spring they jumped up to 87% of them were able to hit that uh meet that standard. So um and if you take a look at sixth and eighth they all kind of continue to make that growth. Um, and then same with the analysis skills, RL1 and RL6. Those really um get down to like do you can you identify text evidence and can you um can you support it um support a claim uh with evidence. So those are a little bit more of like the critical thinking skills where and the comprehension skills are a little bit more of like understanding vocabulary. Um and so
010you see that um each of the grade levels made a nice jump from winter to spring as well. Um, so they they met their met their goal at 81%. Okay. Like probably a week ago I did and then I pulled like at some more end of the year data to look at it and was able to update it. It was a 77. I think it was 77 and it's 81 now. So they did make it. Yes. Wonderful. And then um for math, our goal was by the spring 75% of our students will perform at 80% or better on com grade level common assessments. Um in the winter we were at 62, so had some work to do. Um but I honestly think that does reflect where we're at in math right now. As you guys
011all know, it's a it's a work in progress. Um, and we're really working at um, uh, making sure that our grade level common assessments are rigorous and making sure that they are targeting skills that our students need. And so that's continued work that we're doing. Um, I I'm happy to report that we we did get to 73% of our students um that were at 80% or above. Um, so again, a little short. Um, but I'm really happy with the work that our math team is doing. Um, like I said, there's a lot of work being done and looking at how do we continue and increase the rigor in math um to help our students um, you know, perform perform better on on standards. So, if you look at it, um, their summitive assessment scores did
012did go up quite a bit. 84% of our sixth graders are performing at 80% or above above or better. 80% or better. Seventh grade was at 57% and eighth grade at 71%. So they, you know, they are they are improving. They are slowly improving and that's I think what we're seeing overall uh for our students in math is overall we are making improvements. Um and so I think what we I'm encouraged that we're going to see that translate um over time. Questions on math? All right. And then our last one is our OP school culture goal. Um we had that kind of broken into some different measures. Student attendance, office discipline referrals, positive referrals, and student involvement. Um we did meet all five of the goals and I had to update this one. I made
013Penny pull me final final final attendance data and like four days before we were not there but we got there you know end of the year kids love to be at the end of the year stuff so we the last four day of the school like pushed us over and we made it to um above the 95% for attendance. So um and then t our target is to be less than one um office discipline referral a day and that does include um in school suspensions, out of school suspensions and detentions in and even uh technology referrals that end up in um some sort of uh referral. So we are we were below at um 082. So that is encouraging. Sometimes May can get a little dicey but we made it again. Um, positive referrals. We
014had 96% of our students receive a positive referral this year. So, that's always a great accomplishment. Um, and then targeted involvement. We had 84% that right? Yeah. 84% of our students um involved in some sort of school sponsored activity. And sometimes this it's a data point that gets a little tricky to calculate. Um, with all the stuff that we have going on, it's not always easy to track every single kid we have at events, but these are the ones that we document. Like with like the spring fling or uh the Halloween Frightfest, like we know we have a list of kids who are coming and and document that. But that doesn't include like you know all of the other events that we have going on that we don't record attend. So um 84% I think
015a pretty solid number. And then Yep. Does that include students in Okay. Yeah. So, any of our clubs, sports, activities, anything like that, um we calculate the big event plus big events. So, like I said, it's not a perfect, um piece of data or calculation. We try the best we can to, you know, get as close as we can to how many, you know, kids have participating. And then finally, um I have a principal advisory board that I meet with and um I had um the goal is to get 100% representation from all of the grade levels and um make sure that we have all voices heard as much as possible are represented and um all of the students that I invited participated and um so it's a great group. It was a great group
016again this year. So we met all five of our targets this year. He heed by to get get to a couple of them. What was um I know attendance. What were you you were like at 94 or 93? Yeah. What was it, Penny? It was like 90. Okay. Actually, no, it was like n Yes, it was really close. And last year, remember I rounded up and you guys all gave me a hard time about it, right? They're like, "Yes, I did. It was like the same." remember I I like rounded one up and one down and then he was like, "You can't do that." Um but I legit we got it this year. Yes. Yes. I didn't have to round. Yeah. That's too funny. But that's still a very solid number. Yeah. Yeah. You know,
017it's being reported student attendance. I mean, that's being reported to the state and that's a pretty solid number. So, right. You know, I'm really happy about it. Yeah. Good. Were there targeted interventions or Yeah. Lot lots of calls, lots of letters. Um, lots of meetings. Um, when there still wasn't improvement after a call, after a letter, after a phone call, um, you know, bringing families in to meet with them and just try to problem solve in a supportive way. Um, figuring out what's going on, if there's anything that we can do to help get kids to school that are struggling. So, um I I would say that most of the time those are effective. Um, of course, there's always still some situations where it's really there's there's just tough situations with kids and and families
018and and we try to do our best to help support them the best we can. All right. Any questions? All right. Awesome. It doesn't rain. Are we supposed to rain this early? It looks threatening. Well, be safe. Good luck. Good luck. All right. So, we're going down the line. We're just going down the line today, right? That's it. No. Um, so good evening board. Um, we are going to start with our culture smart goal here at Ludwig. So um you may remember some of these metrics from last year. You know this was a smart goal that our uh leadership team put together along with our committee and we really wanted to look at creating an environment where we have good moral decent human beings everywhere from our youngest students to our oldest staff members and
019everybody in between. Right? So you know how do we do that? Well we first wanted to recognize our staff for the accolades and their strengths that they bring to the table. Um, each one of our staff members is unique and they all are a little piece to the big puzzle at our building. So, what we strive to do is we we strive to go out of our way to recognize them when they do something above and beyond. Whether that's at our staff meetings, whether that's um just in and around the community. Um, we recognize um everyone that gets one of those CCC forms um turned in at the staff meetings. any emails that come through on my end. I'm always reading them out um with names redacted of course for privacy purposes, but just to
020recognize all the great work from our staff members. We have 65 key staff members that are in the building day in and day out. At some point over the course of this year through those emails, that CCC form, and then our staff feedback form, everybody was recognized in some capacity, which is really, really nice. We don't need the accolades, but it certainly uh validates and verifies the work that we do. When you come down here to our second target, um we looked at student behaviors. Um the goal here is for 96% of our students to receive less than three lunch and/or after school detentions per trimester. And you can see the trimester numbers listed out there. Um you know, 98, 99, and 98. Um you know, our our student discipline has looked pretty good historically,
021right? We're ranging from anywhere from a half to like.7 uh referrals per day at the building, which is is not that much. Um midway through the year last year, we instituted what we call minor referrals, which are just that I forgot to charge my iPad or I forgot my homework at home. Um you'll see some of those minors came up in our data this year. So the data may look a little bit inflated, but it's just because we're documenting other behaviors in our behavior system. So 0.7 referrals a day is pretty good. Um and uh the lunch detentions and after school detentions were really truly kept to a minimum over the course of the school year. The last metric on my um sheet here says 50% of the students will become a member of the
022principles 20 club. That is accurate. I think the one in your board book had a different metric. That one was incorrect. So for this year, we actually had 46% of our students um get recognized with the principal's 200 ticket, which was eye opening for me because I feel like I'm calling home all the time for these things, right? So there were 233 that were turned in. So I'm making a whole lot of positive phone calls home. Um and these are things that, you know, might not be happening in the classroom necessarily. It could be, but things that are happening in and around the building, maybe when your classroom teacher is not watching you, but somebody else is and you go above and beyond and we get our students recognized that way. So, something I'll have
023a conversation with staff about um is just making sure we're um keeping our eyes and ears open and taking advantage of every opportunity we can to highlight and honor those students. So, 233 calls still was was pretty good from students. They can receive more than one. So um you know when you took when you take a look at it 46% comes out to about 144 students you know some of those then are getting double and triple and quadruple over the course of the year. So making sure that our lenses are open there looking for for all students, right? And not just those select few. So the year prior I made 277 calls, right? So the more I call the less of the gasps I get when you know I call home for these calls, right?
024So the more the merrier in regards to that. Any questions about the culture goal? So two out of three with our culture goal this year. I love you always start with I'm calling with good news. Like I do as soon as you say hi like I'm calling with good news. Try to set the tone, right? Try to set the tone. All right, going over to math. So I'm really excited with um the data that I'm going to talk about here for math. Um to set the set the table here, our teams at the beginning of the year, we delve into the greatest area of need, right? We utilize last year's IR data and determine all right where are our discrepant performance descriptors what standards what content areas do we really need to drill into so
025if you remember earlier this year I talked about fractions both in fourth and fifth grade so our fourth and fifth grade teams um created their PDSA cycles plan do study act cycles all around fractions so the resources that we're using um how students are engaging with content making sure that we are utilizing bridges um the way that it is meant to be used. Uh making sure that we are including number corner in our instruction as well. That is one piece that with a busy school day might kind of fall off the schedule. Um so we really were on top of our math instruction specifically with fractions this year. So what did that do for us? Um our goal for fractions was a new goal. We've always revolved around a math in the past. This year
026we wanted to really get into the daytoday instruction. Therefore looking at our um our unit tests, right? So how are our students performing on their unit tests? Our goal was for 70% of students to score 75% or higher. Okay, when we look at the measures and targets, well, how are we going to make that happen? Right? We really focused in on Dreambox, utilizing Dreambox as a tool to um support our fractions instruction. So, we wanted 90% of our students to so show simple growth or be proficient in the selected fraction standards. And you can see 98% of our students as they navigated that Dreambox platform showed proficiency or simple growth in regards to their fractions um content that they navigated. going more to that day-to-day instruction for our exit tickets and our lesson checkpoints. These
027are our informal assessment. These are in the moment. How did that lesson go? Where are our students performing based on what just happened in the classroom? Um, we set a goal for 50% of our students to score 70% or higher on all of those combined for our fractions unit. And 88% of our students scored 70% or higher on all of those informal assessments. Then you get down here to FastBridge, right? So, we've kind of gotten away from FastBridge as the main goal, but there's still a metric here because it is important because FastBridge shows us overarching for all content, how are our students performing? Um, and this one was really exciting. So, um, we wanted 83% of our students to be in tier one for FastBridge by the end of the year. And we met
028that mark. We were 84%. And when I looked at the trend data, I went back as far as I could, right? I went back to 2017. That's as far as the data will take me back. Right? We have not had a year when we've had both fourth and fifth grade levels um with 80% or higher in math at the same time. Right? So this year, fourth grade, they were 86% of the students in tier one by the spring and fifth grade was 83%. So it averages out to 84%. So that is kudos to all of the teachers hard work, the PDSA cycles, the drilling down of data, um and and and really kind of just taking that next step in the area of mathematics. Um we know that that's a focus here. Even with these
029great scores, there's still a lot of work to be done, right? But at least this is a launching off point to say, hey, these are the things we did. We got great results. How can we parlay that into the next year and continue to grow? Um so overarching, you go way back to the goal. Um the goal was 70% of students will score 75%. For fractions it was 74% of students will score 75%. Uh so we did meet the math goal. So very exciting questions on math. All right switching gears over into ELA. Um want to start off by saying props to our teachers. We are in the last year of schoolwide with this excitement for getting into a new resource. Um so while this is representative of what's currently happening, this smart goal is
030going to look a lot different next year. Um and that excites me. So to go back to what we've been working through this year, um this data is representative of the classrooms that that didn't necessarily take part in the pilots because they're doing different things and they're using different metrics. So this is a reduced sample size. Okay. But our overarching goal was to ensure that our students were um performing at 80% or higher on all of our non-fiction and fiction common assessments. We wanted 70% of our students to score 80% or higher. When you look at this, when you break it down, overall we had 81% of our students scoring 80% or higher. And then you can see how it's broken down from fifth grade to fourth grade. Um high performers at fifth grade. fiction
031was 89%, non-fiction 83, and then fiction and fourth was 86, non-fiction was 68. So that'll be something we take a look at with that fourth grade team um next year and drill down that data. So how are we reinforcing that um in the classroom? Well, we were looking at our story works quizzes. We know that story works is an extra tool that we have to help with vocabulary acquisition and navigating at grade level passages. um we wanted our students scoring 70% or higher. So we said 50% of our students will score 70% or higher and overall at the end of the year we had 79% of our students scoring 70% or higher. When we look at fastbridge A reading again still a metric not our overarching goal but we wanted 90% of our students to
032make simple growth from fall to spring. We came a little bit short of this goal. We had 86% of our students showing simple growth. And when I really drilled down that data as to, okay, who who are our students that aren't making that growth, really it was our students in the 97th, 98th, 99th percentile where they scored incredibly high at the fall and maybe they scored the same again in the spring. We know that those high performers, it is very difficult to continue to um score higher when you're at the 99th percentile. And then we did have some of our students who have maybe a different set of needs with an IEP. Um and maybe they again were were stagnant or maybe they lost a point on the other end. Um the the meaty part
033of that curve, you know, that um you know 70% we are seeing consistent simple growth being made in those areas. So again, those are great conversations we have with our enrichment teachers, our our classroom teachers when it comes time for powertime, right? what other supports are we going to wrap around those students that maybe plateaued or didn't show the growth that we would expect come fall and then the last piece here was our CBM reading. So this is reading fluency, right? Historically um Lewig is right around mid60 percentiles of students uh being in tier one. So this is the rate and accuracy at which you read. So, we know that if you're able to read at an appropriate pace and be fluent in your reading, that's going to lead towards that uh comprehension of what
034you're reading. So, our goal was 61% in tier 1. Overall, we were at 63% in tier one. So, again, nice growth. Um, but I do expect this uh this smart tree to look significantly different next year moving forward. Questions on ELA, math, or culture? All right. Thank you. Okay, I will go ahead and get started with read smart goals. So, starting with ELA, I feel like a broken record, but it was it's been a while since we've talked about those goals. So, I'll kind of recap uh what our thought was behind planning for this goal. Um so, the measure that we were using was Stbridge reading CVM assessment. And similar to what Mr. Kick has just said, uh that is a student's ability to read a grade level and looking at their rate and accuracy
035while they're reading that passage, um their ability to selfrect, all of those things. And what we wanted to look at particularly for this school year was we wanted to delineate just um their CVM scores and pick apart to look at rate and accuracy as two individual measure individual measures um just because it was our thinking that if we happen to see the rate decrease, it's likely because their accuracy is increasing. Um we're doing our job right. Kids are reading more intentionally throughout the school year. Um they are selfcorrecting all of those things takes a little bit more time and you may see their rates start to decrease just because they're um they're truly making meaning of what they're reading and being able to read and realize hold on that doesn't make sense. Let me kind
036of fix that. Um which we love to see as well which is just going to help guide comprehension in the long run. So um our target for reading rate by the spring was for their reading rate to increase by 5%. Um, in the winter we had met that already. In the spring, it dropped to 3%. Um, but interestingly enough, when we look at reading accuracy, um, it did increase and our goal was for their reading accuracy to uh, increase to 94% and we increased to 97.5% of students in tier one. So, that was a 6.4% % increase from the fall. So we um met and exceeded our goal for accuracy. We missed the mark slightly for our reading rate, but again a lot of that is our thinking of we are just building more intentional
037readers. Um but we are happy to see that their accuracy is increasing and that they're making meaning of the grade level text that they are present. Uh I will shift over to math. Uh like Lewig, big celebrations for math for us this year. Uh so our measure was using fastbridge automaticity assessment. So this is student back fluency. Um and our goal was for students to improve their math automaticity by increasing the number of students in tier one by 5%. Um by the winter 7 and a half% more students scored in tier one than in the fall. had already um exceeded our spring goal um and actually in the spring 14% total more students scored in tier one than in the fall. So we doubled and almost tripled our goal. Um and before I I always
038steer that it looks like we undersshot ourselves. So I did a poll last year to see and from fall to spring we had only increased by 8% the number of students in tier one. So uh to increase by 14 that was pretty substantial for us. major celebration. A lot of the things that we attribute this to is we've had a lot of meaningful conversations around math this year. We've had some professional development on math and I think so much especially at the elementary level is focused on reading and the science of reading and the state focused on uh the pillars of reading and truly learning how students learn to read and how their brains are wired to learn reading. And I think we're now starting to look at math in the same way and truly
039looking at how brain learns math and far gone are the days of just rope memorization with flash cards. I think we're learning that students truly need number sense and concrete math applications um in order to truly understand the why behind two numbers equal each other or um seeing the relation between additions all of those things kind of go hand in hand and truly just having a strong number sense. So I think having those conversations it it challenges teachers a little bit to kind of rethink their way of teaching or even how they were taught. Um and I think it has definitely proven itself in the data that we have here. Um we also found 99 math which we started implementing this year as well which I think has been a major um engagement piece for
040students. I know I've talked about that before too, but it's um a web based kind of game for students where they're able to answer math facts and if there is an error that's a common error as a class when they're responding, it will present it to the teacher and show what the common errors were, which just gives it another opportunity as a learning piece for the class and it's motivating for kids. Um I think they even had like a March Madness competition 99 math where we had some second grade classes competing remotely with other throughout the country. So that was super motiv motivating. Kids are doing it at home. Um so things like that just make math fun. Math phobia is a real thing. Um so I think it's important to teach students at this
041stage and even remember that math can be fun and it's not. And lastly we have our culture goal culture goal. Um this was to improve trust and collaboration which was our same culture goal as last year using the same measure which was our staff trust survey that I sent out. Um so our goal was just to improve trust and collaboration. Um our target for May was that 90% of the responses on our scale uh would be rated a four or five which is the highest um for positive intent for trust and collaboration throughout staff in the building. We did maintain at that 77% which is what where we were in the winter. Um but I was very happy with that. Um teachers are coming up with a lot of change, new curriculum, standards day learning
042and grading. Um and I think that there's a lot of just kind of pressure about how are we going to adjust to that and you know change is always difficult and presents its own challenges. Uh so I know looking forward collaboration and trust is going to continue to be just a major So looking ahead in terms of next year uh we do have more time built into the master schedule to allow for 30 minutes of additional collaboration time for teams to across buildings. So I think that would be great even districtwide in terms of culture and building collaboration time. Um but then we also have awide theme or motto that we kind of like the end of every email at the beginning of our weekly agenda and this last year it was better together. Um
043this next year I would like to have our kind of be a part of not only coming up with what we want our staff theme or motto to be for the school year, but we want it to be uh relevant to what the year may present. And we know it may present some challenges and some difficulties just learning new things. So, I think that that will open the door for great conversation for where we want to be by the end of this next school year and what we want to accomplish together. question on the collaboration, the building collaboration. So, is it it normal just grade level, right? Because this is happening on PLC is what you're referring to. No, it's actually timed during the school day. Okay. During the school day, grade level teams are
044meeting. Um interventionists will have a chance to push instead as well. Um so, we were able to move our step to allow for more collaboration during the actual would be great because that's the first thing we hear like when presented with something new it's time is always yeah component so we think providing time will be for surebody there. Continue on with the celebrations. Um, my presentation might look a little different because I just changed the colors to identify the goals we've met, but all the numbers are still the same of what we have out there. Um so starting out with the map. Um so just to kind of recap how we established the goal on the far left is our yellow. Um that is the actual goal. So when we look at fastbridge data there's
045a composite score and there are different categories that feed into the composite score and are weighted differently. And we so our goal was to increase by 6% of our students falling within tier one. And then what you'll see in the blue um cells are those are the two categories for each grade level that are weighted the highest in that composite score. So they are what we like to keep the closest tabs on because they are the most likely indicator of whether we will meet that goal or not because they have the highest So what you can see is that our kindergarteners started at 81% of our students falling within tier 1 and we ended with 88% of our students falling within tier one. As well as our first graders started with 83% of our students
046within tier 1 and ended with 91% of our students within tier one for math. So both kindergarten and first grade met that goal of falling within above the 90% for both which when you think about numbers that's about 12 students not falling within tier one and that includes our students who might be our EL learners, our special ed students who have IEP goals. So that is a huge celebration um that we are able to achieve those numbers. our school psychologist was she said in all my years of being here we have never both had both grade levels achieving above 90%. So that is an incredible inel celebration for our teachers um all the hard work our specialists everybody that feeds into supporting student achievement for math absolutely questions about our math goal we're gonna you
047think that's probably like a like 100% is never given that you're including all learners, right? We're not excluding anyone with 504. No one gets excluded. Um we do have some of our students who don't take the assessment who might be in our our PE program because they take an alternative assessment. Um my goal is to get a 100% of my kids in tier one. Like I would never say, you know, who do we say that shouldn't meet that goal? I want all my kids to meet that goal. Um, and I I think it's we're so close. I think it's so possible, right? And so I I would never want to settle for less or always say there's going to be 10 kids that don't meet the goal, you know? But you're not including those kids
048that don't assess. Correct. So our student Yes. Yes. They're not included in the data yet. questions about it reading. We also met this goal. So it is set up in the same format and we historically Walsh has always used fast as an indicator. It is the most like uh the most indicated tool that will predict the achievement of Illinois learning standards. So we it's the consistent tool that we can use at our level. Um so we chose that to continue with ELA. These scores are much lower to start with you can see than our math scores are which is a historic trend. Um our kindergarten our goal uh was we were very lofty to increase by 11%. So we had 63% of students falling within that tier one for the overall composite. And um we
049ended with 82%. So we had huge growth for kindergarten going from 63% in tier 1 to 82% in tier 1. And for first grade we had 65% in the beginning and we ended with 72%. In the spring. So I made that bubble yellow because we did not achieve the goal of 11% for first grade. We've really kind of gone back and forth in conversation of what that indicator is. And we've we had a lot of conversation. So one of the composits that adds into it is sitewords. And site words, if you know anything about site words, there's a dulch list, there's a fry list, there's a fast bridge list, there's the curriculum list. There are a lot of different lists of site words. And so we discovered that a lot of the site words that
050were taught within our resource were not the same site words that were assessed on FastBridge. There was a discrepancy there. And so those site words weren't aligning. And so when it came to the RCBM, that reading fluency measure that everybody used, the site words weren't carrying over because they hadn't been instructed in the curriculum. So our team had a lot of conversation about what do we do with that, especially knowing we're going into a new ELA resource. Do we want to teach the site words that are on FastBridge to see the growth in FastBridge or do we want to teach the curriculum with fidelity and follow the resource as designed? So that will be something that our first grade team and really kindergarten also has a lot of conversation about because that is an indicator
051where we think it impacted our score for first grade. So a lot of thoughtful conversation on how to move forward with this goal for next year. Questions about ELA? your where do you fall on the in that um I think it's tricky because I think you don't want to teach to an assessment right but it is a big indicator of our student growth at the end of it so our team was really leaning towards just teaching the resource with fidelity for a year and seeing where we end at the end of next year and make adjustments as necessary Um, our school psychologist and our reading specialists did do kind of their own in-depth study um on some of the classrooms that did pilot and see how their scores varied in difference between our nonp piloting
052classes and our piloting classes. Um, and 94% of our students in one class for kindergarten met the siteword indicator and one was 82%. So that gave us hope that that resource might align better with the assessment tool. So we'll see what the future holds with that one for sure, but we know it's a big indicator of our students being able to read fluently as they progress through. So we'll keep an eye on that. And my last goal is looking at the culture goal. And if you could remember, we did our book study, the five dysfunctions of a team. And so this was um an assessment that uh our survey, not an assessment, a survey that our staff took and it was an indicator of um what are the areas of concern within our staff and
053how it impacts our team? What areas impact our team's efficiency? So just to revisit um so in the um you can see the baseline here in bold. Sorry I had to screen there for a second. Bless you again. In the rectangle here, you can see the baseline in the bold. Um, that is where we started. Anything above an eight means that is not an area of concern for our staff in impacting our ability to function well as a team. So, we ended um in the yellow areas. So, I would love to say we are at all eights, but we are not. we still have room to grow as a staff. Um, which I think we're always going to have room to grow as a staff and as staff retire and change and we have new
054teammates, we're always going to need to revisit the culture and climate of a staff. So, um, we are very close. I don't have concerns about the three yellow areas which are fear of conflict, absence of trust and lack of commitment. The two areas down at the bottom that really will be a focus are the avoidance of accountability and the inattention to results. So those are the two areas that indicate the biggest impact in our team. Um which aligns with a more informal subjective you know assessment of where our team's needs are as a staff. I think those are really very difficult areas, especially the avoidance of accountability has just been something that we've really challenged our staff with throughout the year to have hard conversations and think that and give the benefit of the doubt
055and know that our intention is what's best for kids. And that's just been an area that has made a lot of people very uncomfortable. It hasn't been a past expectation for our Walsh staff. And so we need to continue to grow in confidence that hard conversations are okay and it leads to the overall goal of increasing what our students need in the classroom. So we will continue to focus on that area as a staff for next year questions about the culture. Okay. Thank you. All right. So, um, thank you to the principles for all your hard work all year, for all the work you put into students and staff and families calls home the the easy one, the good ones and the difficult ones. Um, so thank you for all your your work. At this
056time, if you would like to leave, we're going to continue on with our meeting, but we know how busy you are and appreciate all your work. Thank you. Thank you so much, guys. Enjoy your summer. We'll see you in a couple months. All right. Uh, consent agenda. I need a motion to approve the consent agenda as presented. Well, rock, paper, scissors. Uh, any questions? So the cash at May that's kind of the low point of yeah we haven't gotten our we haven't received uh tax revenue yet I think that may correct. Yes. You could say that is unresent we're um we're pushing over 50%. Right. So when we look at what the board policy is, we obviously it would be great to be exactly at 25%. But there's risk with that, you know. So I
057think it's it's a it's not a it's not a fine line that you're you're walking where it's like yes, let's let's target 25% and stay there, you know, permanently. So it it does e and flow depending upon resources and and revenue that we do or don't see. Roll call, please. Yes. Yes. Yes. Yes. Motion carried. All right. I need a motion to approve the superintendent contract as presented. All right. Uh we discussed this last week. last month in post session. Um we're excited to extend the contract uh to 2030. Um so that's five more years on top of the one they successfully completed this year. Almost almost. Um so I'll just speak for myself. Uh right uh it's been a great first year and Um, I think uh you've really proven that you're um superintendent,
058a great superintendent and excited to lock you down for five more years and have you leading a great a great person. You're a great human, a great leader. I think But you handled it well. All right. So this question I don't know if we had a fouryear contract one year in three years to go. decided basically to replace that year. Yeah. Yes. The well it was a threeyear uh the initial superintendent contract was for three years and so this remaining. Yeah. We're adding three years. We're adding three years. Yeah. Three years on essentially the existing contract. uh and five is a lot of maximum and I think that uh from the board's perspective u speaks to how pleased we are that with uh Dr. Frank's performance and that we're you know extending it to the
059maximum allowed by school code. I'll also add that I know I'm skipping ahead a little bit. of our creat community. Yeah, our strategic plan. Yeah, is a discussion item coming up, but Adrian's point that's a fiveyear plan that we just invested. Yeah, that we just invested significantly in both time and effort. Um, and so yeah, that's all that does really well. All right, roll call, please. Yes. Yes. Motion carried. Uh telephone. I need a motion to approve the telephone for administration. Tidwell. All right. So, in in the board packet, there's a memo talking about this new plan. So, in the past, we've gone we we've done different things as as an administrative team. We've had district cell phones provided to some. A lot of our administrators didn't want to use a district cell phone because
060they don't want to carry two phones. Can't blame them. So, we've never really gone back and looked at it from the standpoint of of a uh a fairness standpoint where if you're using your personal cell phone for workrelated reasons, uh which a lot a lot of us do as administrators, it made sense to look at some sort of a a plan where we could do some sort of a statement. We modeled it off of what the high school does. So, the there's a a tier structure. So, we're looking at for directors, principals, and maintenance, it would be $55 a month. For um for superintendent, assistant superintendent, $75 a month. So, the two-tier similar a little different than what the high school had, still a two-tier system. Uh when you just look at, you know, Frankie's
061usage, um and um you being available 247 um mine with vendors and and employees as well. So it it seems to make sense but uh happy to answer any questions. What is the expectation this is just for administrators? Yeah, this is just for Yeah, absolutely. 12 month administrators if there's an emergency in the building, right? Yeah. If we have a, you know, first water pipe and Gary and I are on, we're both on it or if it's, you know, snow plowing season and we're checking the weather at 3:30 to see where we're at or oftent times or an alarm goes off or I'm Grand Prairie first contact with if there's god forbid any sort of a of an accident or anything else. Um, so it's just that kind of communication, Adriana. So we would just
062be looking at administrators. Totally. Yeah. Right. Is there any concern any discussion with legal about FOYA concerns? So the foyer rules have changed a little bit since um there there was a case several years ago the Chicago PD um Laquan McDonald that you know that that case has has changed and so really what we we don't have the same kind of concerns as what were um prevalent I think in that case. So it is a little bit of a different piece now where we can search our devices fairly easily um and kind of pull off the the personal from the business. Um but you know Jim it's a great question because that's truly is one of the drivers of why we did go to six years ago you know. Um so as a concern point
063yeah just Yeah, it just you know it's like incredible amount of frustration two devices you know I understand the reason so as long as you guys are safe that's the main thing you know you don't want you don't want somebody to say I need your advice yeah absolutely yeah I mean a lot of those originals Think about when people had regular laptops and download the device and all that other stuff. It's only a We do have our new phone system is it's not new any longer. Sorry. Our our phone system. Um there is an app that we can all download on our personal cell phones and then we can make phone calls from that app that makes it look like it's our desk phone, which is a nice feature. Some of the sound quality is
064not the best. Um sometimes it sounds like you're maybe going through a tunnel, but um it is what it is. And so it does allow us that feature to even though you're using your personal phone, you're still connecting through the app which makes it look like you're calling from a work phone. Yeah, you are. I mean, you are. It's the app that's connected. It's it's all web- based. I mean, that's the world we live in. So, yeah, absolutely. Yeah. All right. Ro, please. Yes. Yes. Yes. Yes. Motion carried. Uh read school. Oh, I am really not in I need a motion to approve the read school improvement. All right. So as a reminder from two years ago now regardless and all got together and really as well. So, How many more years do? Yes. Yes.
065Yes. Yes. I need a motion to approve the administrative assistant to the district office job description. Washington really One of the biggest responsibility. Roll call, please. Yes. Yes. Yes. Yeah. I need a motion to approve the second reading of the board. All right. question. Roll call, please. Yes. Yes. Yes. Yes. I need a motion to approve the village of Homer Glenn usage of the Pur parking lot during Homer Goodwill. All right. So, this is a sort of an annual uh request that comes to the board looking for overflow parking for Homerfest. We have a great relationship um with them and so it's been an easy back and forth. They give us notice. They've never left garbage or anything else for us to deal with. Um, so bring it bring it to the board for approval.
066Question. Um, they they they do it all. We don't do anything. Okay. Yes. Yes. Yes. Yes. Yes. Yes. Motion carried. I need a motion to approve the leap innovation. Good. Well, this question already staff members earlier this week. So, I'm super excited to start this question. Yes. Oh, boy. He's so m Yeah. Yes. Yes. Yes. All right. Discussion items. Uh first reading of the current board policy update. All right. So, we bought a few policy updates tonight. Um first policy 719. We added there was some changes that corporal punishment that's not happening. And they also addition to add language to address that policy and policy 72 language and also forward policy. added some language in regards to the board that was added. And then similar to policy that was just approved, also add some language
067for victims of domestic violence. Policy 727 added some language in regards to students that might diabetic medical reason to have that. And then there were just some minor changes to policy ban. Ever wellness policy update. So this was a great committee. This these committee if you're on this committee huge mad love to you because you met the first day of summer break. So, I just a big shout out to our our staff members and parents that came in to be on this committee. So, this this policy that we're going to be discussing tonight, it is a change. And so, um in discuss discussion with this committee, one of the things that they looked at was that we saw an increase in childhood obesity. Um from in 2015 16, we had about 18 % of children
068at 11 that were obese and we've seen a rise data in 2123 showed that jump 21.1 we also saw severe obesity rise in that same population to see in addition members and were able to share that we know and our teachers are desperately fighting. So the biggest change from this policy is that there will not be food. However, we still want to celebrate. This will be coming back to the board for approval in August. Um I blocked off I think two hours ago at where everyone stood very first started and said I don't like it and then everyone followed and I was like well this meeting's ending early I wasn't anticipating it but that that is the biggest change that you'll see several veteran staff members were able to give historical knowledge that this is
069When my daughter was in Walsh, I wasn't allowed to bring food to parties. So that's that's what they had said before and then it flipped. Okay. So the feedback was giving our students a lot. I wasn't aware that they were getting a donut, right? It was a teacher's birthday which seemed wonderful. But then you teacher that gave a happy meal. Exactly. A brought in something undocumented. Right. Right. I would agree with no answer. asked what stencil was. Oh, smelly pencil and they're huge. If there's any Yeah. Any I got to get out. I didn't know what it was either. Jimmy's so smell bad. They smell great. I will bring you all. Got it. It's like the jelly bellies, right? Weird butter. That's funny. Um, and finally, the strategic plan for 25 2025 through 2030, the
070draft. Super excited. Um, I know that we were able to have multiple board members and some new faces at our last meeting. So, I'll turn to this. I'm thrilled. Gina and I had so much fun. I told you we did. Yeah, we did. Changed my life actually. I learned about Chad GPT. True. I am telling you it has told me what to wear today. I'm just kidding. But but it will I mean I'm I'm asking it everything now. Yeah. actually it was it was cool to understand and kind of sit in on it and how much value I brought but well but I it was nice to see the collaboration. Yeah, I feel like they're like normal person strategic goals and not like so far above us non educators heads that we can't like put
071the dots together, right? So, and I I think they're very much achievable and I think progress will be easily tracked. My favorite thing is the core values bulldog I absolutely love. adorable. I have able to bring that back. Why are we focusing on this? looking. Yeah, they will sign. Nope. Nope. See? And kudos to Kathy for like keeping it like she kept it moving. She didn't you know we didn't you didn't derail. She kept you focused. Right. No, she's great. I'm really excited because I actually work on collaboration. Way to go team the variety of people that were around the table and just what everybody brought. I appreciate that. [Laughter] Like I said, it's normal people speak. The idea that a two page executive summary of some big document like two pages is what people
072can focus on and read not even just now with you know lack of attention historically that's for a good all right uh I don't think there's any old business discussion uh any new business information items request and student review were in the packet communications there was a thank you card from one of our retirees public comments not on the agenda um all right we are um not meeting in July. Uh we have not and we will continue that tradition. Uh so we will be back in April. April. April. August. April. Wow. We're taking a lot of time off. Yeah. Sorry. August. But August, not April. August. Oh. Oh. August 12th week, week early to get all that stuff done for the third school and not to conflict with correct. All right, I need a motion
073to adjourn. Washington adopted. All those in favor signify by saying I. I.