001member to thrive and to become future ready within the greater community. This is a business meeting of the board of education and we are pleased that you have taken the time to join us for the roll call. All board members are present except for vice president Melody McCrae Miller and she has been absent from recent board meetings and workshops. She has informed the board that due to some recent health challenges, she will need to take a leave of absence for an unstated amount of time. I have no additional information to share and request that her privacy be respected at this time. Please join me for a moment of silence. [snorts] Thank you. Our color guard tonight is from the Witchaw East High School JOTC program. Please stand for the presentation of the colors followed by
002the pledge of allegiance. >> Left face present colors. >> Ma'am requesting permission to post the colors. >> You may post the colors. >> Thank you, ma'am. Order colors. Colors. All post. reason arms. >> Ladies and gentlemen, please join me in the pledge of allegiance. >> I pledge algiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Order. Arms. How about face forward? [applause] >> Okay, Latona. First item, >> good news. Technology future ready center. Good evening, Eric. >> Thank you. >> How do we project this up here? Yeah, good there. [snorts] We are excited to announce the opening of the third future ready center this fall. Um, just the last couple of weeks we had
003our ribbon cutting for that. And so I just thought a quick overview too of our program. So as a reminder, we have three future ready centers currently in one in manufacturing, one in healthcare, and one in technology. The first two in manufacturing and healthcare and their they're really their fourth year of operation manufacturing. They're at 13th and Waco, right next to North High and Healthcare inside WSU Tech South, just just down the street from Harry and Hillside. Our technology future ready center also opened this spring or this fall, excuse me, at the what WSU Tech calls the hack, the hub for advanced computer knowledge. And so, um, just another reminder for for you and the community members here. Um, this is a free program. There's no cost to to us or to our students to
004do this. We're made that possible. The college credit is possible through Excel through CTE money, which is a state program that allows um students to free receive free tuition to technical and community colleges in high need industry programs. And so these qualify for that. This program is open to all of our juniors and seniors in the district. We work to help get internships for them, um provide transportation, and we start every spring and fall semester. Um it's it's not uh it's students attend on alternating days, so they don't attend daily, and it's not a special transfer. they they get to stay in their base high school. So there's an example schedule there that might work um with ninth hour being typically the advocacy period. Ribbon cutting for the hack or the technology F FRC at
005the the hub for advanced computer knowledge happened on October 16th just last um last week that was I think and or two weeks ago and and so we are excited for that with with a lot of media and people involved. Um I myself could not make that one. I was in Mexico at a wedding unfortunately. So um I had a conflict so I wasn't there but it did go off without a without a hitch. So just a little bit about our technology F FRC there's currently two pathways available one in computer programming and the second in cyber security and so we have been working very hard to get that going. We we do have possiblyility plans for a third in data analytics but that is still um really at the Kansas board of regents um
006kind of waiting for them to kind of greenlight that before we can move forward with it. Our two pathways our students are taking the classes that are up here. Things like CompTIA network essentials and network plus part one. That's in our cyber security program. Year two network plus part two and cyber essentials. So computer programming intro to JavaScript TDD JavaScript TD Python and C. So those are kind of the classes that our students are engaging in. Really what that means is they're learning the basics. They're learning the basics of how to um talk with computers, how the computers talk with each other. They're learning the basics of how to network, anything from how the internet, how to wire, how to build Cat 5 cables, all sorts of things. [gasps] Current enrollment for our students, too.
007We just went ahead and put up all three programs. Our technology started this fall. Um, as you might imagine, recruiting kids to a building that doesn't exist is is challenging. And so we we we started with a very small group around 25 students, which is pretty typical of what we've done with the other two programs as well. They both started very small and then quickly quickly bloomed. I will I will tell you technology is going to be slower. Um it there's just it's a little not understood as well by kids. Um which seems odd in this day and age, but they they may not understand really what the job is. And so it has been as we've been out the last two weeks at our base high schools, myself and some other future ready center
008staff talking with kids and and getting them to sign up. It's it's trickling in a little slower than the other two programs still. The other two are are uh doing well. So our total enrollment up there on the screen of around 453 students are in the future ready centers at some point. So that's all I've got for y'all. So very good. Thank you. >> Thank you. Eric [applause] Knock has a question. Sorry, our our hand raising system is a little >> Sure. >> There's room for improvement. Yeah, real quick. Can you tell me more about the uh data data analytics pathway? >> Sure. So, I mean, I'll be honest, I'm not a 100% great with it. Data analytics obviously is the idea that we're going to be able to recommend to a board um what
009changes a company can make to be more successful. And so, ultimately, right now, I know Matt Lewis, who's the dean at WSU Tech that I work with on that. Um the problem is is the job openings in the area in a field of like that. And so for WSU Tech to offer that, there have to be current job um openings. There have to be jobs that are there um for that to be there. I think a real trouble is going to be not that that's not valuable, not that it's not there. We know places like Ko Industries and others use it and are very highly valued. Um I don't know that the um my understanding is there's maybe not a value in the in the certification in it that there might be other opportunities to
010do that. I've met with a couple of our industry partners than that. Um and and they're I mean they would say we're looking what when I ask what sort of qualifications are you seeking in that and they'll tell me uh it's really about the person not the qualifications. So but yeah does that answer that question for you or no? >> Yeah I was going to say even u internally I imagine that students on the uh data analytics pathway there's probably a lot of opportunities for them to do uh research and evaluation projects uh within our own district. I mean, what are we talking about like products, uh, programs, uh, services? Uh, uh, yeah, definitely look forward to, um, seeing this data analytics pathway come to fruition. >> Yeah, I know. I know Matt and I've
011worked with Matt quite a bit. Um, is really, um, hopeful that the the Kansas Board of Regents will approve that pathway for WSU Tech, but unfortunately, we're kind of at at their discretion on when they're ready to do that. Thank you. Yeah, no problem. Okay, thank you, Eric. Appreciate your presentation and update. The future ready centers are >> a major highlight for our students in this district and for the community at large. It's a it's a great opportunity for students and I encourage community members who have not seen or toured the future ready centers to contact Eric, contact any of us, and we will get you a tour through the future ready centers. And they are something they are a sight to be seen. So, thank you, Eric. We appreciate all the work that you
012guys do. Okay, Lona. Next item. >> Implementation of code to the future program at Spate Elementary. >> Uh, good evening, Superintendent Bill of Feld and Board of Education. I'm Rob Dixon, chief information officer. I have with me >> Dylan Osborne, principal. Um, I want to start with the word intention because if you just listen to the hack and the good news and you saw like, you know, we have 25 students that are applied there. We're working our way back to build a program to basically flow into that. So, if you look at the code to the future initiative, it's more vital than ever that we prepare for a kids for a world that transforms through technology. Um, when I think about learning computer science today, it goes beyond knowing just the use of a computer.
013It's teaching students about the fi foundational languages of our time, coding, computational thinking, and digital literacy. Just as learning French or Spanish broadens culture understanding and stren strengthens those cognitive development, acquiring the skills in coding deeply trains the brain to approach challenges with logic, create c creativity and uh adaptability. Our student showcases, which we'll have two this year that are kind of modeled around what you saw at Creative Minds. For those of you that came out to see our student showcases at Creative Minds, it'll highlight computer science learning and inspires imagination and curiosity among students. These presentations will not only celebrate productivity and innovation, will also give students a chance to share unique projects and solutions that they develop. I think coding empowers our students to learn and express themselves in a new language that
014unlocks a future opportunity and hopefully a lifelong skill if they choose the hack later. Um, I'm proud that we applied for this DOC grant and uh we're funded through it and I think you'll see some amazing things happen from Spate Elementary School. Dylan, you have anything you want to share? Um, as far as like how it's going, uh, we got started kind of late just because of everything. The grant was awarded kind of late, so our training got started a little late. However, um, our teachers have been on board from the start. We did a half day training during uh in report week and uh but they were ready to jump in like using it on days when our coaches weren't even um in the building trying to figure out how to log our kids
015in. Um we have kids that during their [clears throat] free time that's what they're choosing to do is to go on and to practice um or add to their projects that they are already doing. Um, so it's what I like about it is not only is it uh technology that they're getting practice with, but eventually after we get done with the the basics, they'll teachers will be able to incorporate it into their lessons and use it for um things like retelling um you know, when it comes to stories and things because the kids can they create their own characters and they can add voices. So it's going to go further than just them using this computer and using this website. >> I would also say I one of the projects and one of the people
016that I'm most excited about is uh she has an art teacher who is extremely passionate of introducing coding in an artful way to students. And so I think you'll see some unique creative aspects of art being introduced into this that I think will be amazing. So this is the first code to the future school in Kansas. And yeah, we'll open for any questions you guys might have. Can you because you brought up art and so I'm not trying to make a pun here, but can you paint us a picture with your words of what is it's code to the future. So how is coding and art? How did those go together? >> Yep. So, um I would say one of the the key aspects of teaching a kid sentence structure and uh conditional formatting like
017um if this then that like there's an outcome from uh a creative writing, right? Uh that creative writing could be code for something like developing the structure of code in art to allow kids to be creative in what they're going to create. So, uh, with our kids early on, they're using, uh, tangible, uh, art and like cardboard pieces and other things to build code in a structure that's not on a computer screen. >> So, it's more about the structure of the code that students are learning about. >> Okay. So my art teacher actually went back to the history of coding and it actually started with art and so things like patterns and quilting. Um so she's teaching our kids where exactly it actually started from and so all of our pieces in our hallway right
018now and you'll see a lot of like weaving because that has to do with with coding. So >> very good. That's a very interesting. Okay. Seeing no further questions from the board, thank you very much and we appreciate updates on this to see how students are doing and excelling at at spate. So, thank you very much. >> Okay, Lona. Next item. >> Mlean Science and Technology Magnet Elementary honored as a 2025 National Blue Ribbon School. There we go. Good evening, Board of Education. Superintendent Beerfeld. We're here tonight not to celebrate good news. We are here to celebrate great news. [laughter] We are here to celebrate the really hard work and the dedication of the students and the staff and the families at MLAN Elementary Science and Technology Magnet. They are being recognized as the 2025
019National Blue Ribbon School Award. >> [applause] >> So briefly, this this award is a big deal. There were only three schools in the state of Kansas this year that achieved this award. And since its inception, Witchah public schools has received this award six times. So this is really a big deal for Witchaw Public Schools and for MLAN. And I have the opportunity to visit MLAN every month. And so I can tell you firsthand the hard work that goes into this award and truly the dedication and the fun that I see each and every day when I'm able to go there. So to talk to you more about what the programs are at MLAN and that great work that they do, I'd like to introduce you to Tina Young, principal at MLAN. >> All right. Thank
020you, Mr. Went. Um, greetings to our Witchaw Public Schools uh, school board, our superintendent uh, Kelly Boffield and elementary superintendent Michelle Ingenthrawn. Um on behalf of MLAN um school community as principal um I'd like to express sincere gratitude to the state of Kansas for recognizing the hard work, dedication and excellence that the staff and students at MLAN magnet embody every day. Um our focus like uh Chris said is science and technology. Um just in my short tenure there at MLAN, I'm honored to serve with committed parents and staff on behalf of the students at MLAN. For years though, MLAN has been known for its excellence in education and has earned already several magnet awards. The Blue Ribbon Award though recognizes the exceptional environment um and support system that exists within our school. Um we are
021truly thankful for everyone's contribution to this remarkable accomplishment. Um I'd like to give Sarah Leonard who is here representing our building leadership team and also as a fourth grade teacher at school. And then we have Tori uh Clark who is also our ESOL teacher um at our school. So at this time Sarah would you like to share? >> Sure. Um MLAN is truly a special place to learn and grow. Our teachers and students are like family. Many teachers were once students here and countless families return year after year. We take pride in knowing every student by name and creating a warm homelike environment. Our success is as a result of dedication of our entire staff to our students and families. At MLAN, we foster a community where cur curiosity drives learning and every child is
022encouraged to explore, discover, and thrive. >> So, I I have a quick question for Mr. Went. Maybe I think he knows the answer to this. How many schools in Sedick County won a blue ribbon for 2025? >> One. >> There was one. Okay. So, probably 150 200 schools in the county. >> Uh it wasn't from one of the suburbs. It was from Witto Public Schools. >> That is correct. Okay. Just making sure. Yes. Well said. >> Thank [laughter] you. [applause] >> We appreciate the hard work and dedication that you guys do and at all buildings, but especially at uh ones that have received such a high honor and recognition. So, thank you for everyone, especially at MLAN. Okay, Lona. Next item. >> United Teachers of Witchah. Welcome, Katie. >> Thank you. Yeah, it was hard
023to hear. >> Is that better? >> That's maybe better. >> Oh, yeah. Can you hear better? Okay. >> Thank you. Thank you. >> Yeah. >> Um, good evening, BO BOE President Albert, uh, Superintendent Beldeld, and BOE members. Uh, one thing that we've asked over and over again is what are we taking off teachers plates? And this year, as I've been talking to teachers, we're hearing that we've actually added even more. Um, some of the things we've been hearing from educators is there's increased documentation required under the DOJ settlement this year. More FBAs and BIPS, which I don't know too much about those. I just know there's lots of documentation and goal setting. Um, and it's a lot of work. Uh, we have a new everyday math series that takes a lot of prep time and
024has many hands-on games. Uh, Amanda Sharel is looking for ways to support teachers with this, but we've heard from [snorts] lots of teachers about how much prep time it's taking. uh a new tier three reading intervention program that requires time to prep. Our special education teachers and also now our regular education teachers have to document daily accommodations and um that were provided for each student with special needs. Uh Vicky Manning was discussing maybe getting an easier form for the sped department to make that process easier, but it's one more thing to add on our our teachers plates this year. Um and then there's been a lot with wildly important goals or wigs. We've had teachers having to make uh bulletin boards to put those things up and track those things. Last month, Diane Albert asked,
025"What are we taking off of our teachers plates?" So, we asked our educators what could actually come off their plates. And here are a few things that they told us. Fewer meetings and PD sessions. They need more time for planning and for documentation. They would like the materials provided for them for the new math series or have more time to make those materials. Eliminate the wigs and the bulletin boards and scoreboards that go with them. They'd also like people to re-examine SRGs. They feel that the grading, especially in middle school, is overwhelming. Elementary has some concerns with the alignment of the new math curriculum and um they're teaching at a level one or two right now and so they feel that grades have been lower for their students because of that. Um so those were
026just a couple items and I have a whole long list that I can get to you next time. So, another ma major concern that we're still hearing from our educators is uh the DOJ settlement and clarity around student behavior. Um some of the calls we've received have questions about uh cussing at teachers, hitting and spitting. Um they've been hearing that these behaviors are a level one and then the students are being sent back to class. The educators that we talked with feel that they're spending more time documenting and managing behaviors right now because of the settlement and less time teaching. The DOJ settlement was intended to create consistency across the district, but we feel that it's actually showing a lack of consistency from building to building. So, we recently invited the Office of Behavior Management
027to our next union meeting because we want to make sure our teachers are being trained and understand the different levels of um the code of conduct, but we also would like to ask that the administrators have more training so that expectations can be applied fairly and consistently across buildings. I think everyone here agrees that hitting, spitting, and cussing out teachers is not okay and that there should be consequences attached to that. I also would like to say thank you to Susan Willis and Vicky Manning. Uh they've been incredible with HR issues and any problems that we've had the past few months. Um and we've really enjoyed working with them. Uh we're excited to work with the new CHRO. Uh, finally, I just wanted to give a reminder that there's an election tomorrow. Some of you
028might be aware. Um, we know this is a volunteer position and so we're truly grateful to everyone that's stepping up to serve our community and our schools and thank you for your time. >> Thank you, Katie. >> Platona. Next item. >> Service Employees International Union. I don't see a representative from SEIU. Okay, seeing none, Latona, next item, >> public communications. >> Okay, for public communications, if you have signed up for public comment, you'll have three minutes to speak and we kindly ask that you acknowledge your allotted time according to the timer displayed on the screen. We encourage you to share your thoughts openly and honestly, but we ask that your remarks remain focused on school related matters and are respectful and constructive. The board will listen to your input, but will not respond during this
029meeting. However, we are listening and may follow up as appropriate. And with that, we welcome our first speaker, >> Lahi Miller. >> [laughter] >> Yes, I am Lahi Miller, retired USD259 educator. I'm representing the Peterson 150th anniversary celebration committee. I was a Peterson student in the 50s. Now you know how old I am. [laughter] Peterson teacher in the late 60s and a Peterson principal from 1995 to 2005 when I retired. Peterson is 150 years old this year. In 1875, Daniel Peterson, an immigrant from Sweden, donated farmland on the southeast corner of his 160 acre homestead for a school. A shedt type building was built and used as the school. Pupless came to the school on December the 13th, 1875. In 1898, a new white framed building was built in named in honor of Daniel Peterson.
030The building was used until 1935 when a little red brick building was built. It's called Little Red. still standing and still being used and it's never going to be torn down. Is it? Is that right, sir? We are inviting you and everyone to our celebration on Saturday, December the 13th, 1 to 4:00 p.m. at Peterson Elementary, 9710 West Central. There will be refreshments, t-shirts, hallway displays, little red ornaments, and pin souvenirs, and a video chronicling Peterson's growth. There will be a short program at 2:00 in the gym where former students and staff will speak. If anyone has connections to Peterson and has memorable items to share, please check Peterson's Facebook site for information on how to provide these items and how to either leave them at the school for pickup or be sent to McCormick
031School Museum. We would love to add your memorabilia to our collection tables. We hope to see you on December the 13th [clears throat] at Peterson Elementary and help us celebrate 150 years. Thank you. [applause] >> Thank you so much, Platona. Next speaker, >> Dave Fish. >> [clears throat] >> Welcome. >> Thank you. While you guys are doing that, uh, tomorrow's elections and I want to, uh, thank all of the board members for the volunteer time that you put into, uh, this. It's a lot of hard work and it is appreciated. >> Oh, you started the clock. >> I don't start the clock. It's start. I don't have any control over it. >> [laughter] >> Okay. In October's meeting, we showed the OK's age and size was misrepresented when the facility master plan was developed. Later,
032the facility team discussed the facility master plan and FCI index used in evaluation. The team used an analogy of an old Pinto and a new restored Pinto, saying older schools with more maintenance should be replaced with new, comparing already repres misrepresented schools like okay to Ford Pintos adding another level of misrepresentation. OK is not a Pinto. It's been successfully fulfilling a teaching mission uh which has supported for 150 years just much like Peterson uh appeal for the uh Ford Pinto Peak in 1974 and plummeted in popularity the very next year. One could respectfully ask if the facility master plan is actually a Pinto with a failed bond, special bond vote and advisories telling USD259 leadership they lost the district's trust and support with a flawed plan and bond in a year's time. Additions are being
033added to sell it, but will additions address root cause problems. The movie Moneyball was another analogy. Analytics have changed sports and business but no analytics of facilities will be accurate with misrepresentation by basic core uh facts of age and size. Uh BO members you really need to step up on this I believe uh okay factual statement. >> Got it. Okay. um facility master plan was based on a USD 259 narrative that replaced 60 to 80 year old schools. Most of OK is an 11 to 20 year old school according to the 2024 plan. It's the facts. Um tonight we'll hear about new tools. Will these tools correct age discrepancies in hybrid schools? Uh leaders first said not sure, then said probably not due to difficulty. Will OK's misrepresent ations be corrected? Will other schools be
034treated fairly? Are leaders listening, board listening? Will there be accountability, transparency in this flood process on Halloween? These were questions the parents asked us on asked us on our driveway. >> Thank you, Mr. Fish. >> Reopen the facility master plan discussions with a board. >> Mr. Fish, thank you. We do have a printed copy of your statement and so the board will review this and we have a copy of it. Thank you, sir. >> I shouldn't have opened with a uh congratulations. [laughter] >> I gave you a little bit extra time. >> Thank you, Mr. and Mrs. Fish. Latona. Next item. >> Jessica Amir. I don't know. I was like, look at me. >> Thanks. >> Good evening, members of the board. This past Saturday, I attended a racial and social justice summit in Topeka.
035The sessions I attended touched on elements of racial and social justice that were less familiar to me, especially the struggles indigenous people face in the United States every day. We sang Kyoa songs about prairie dogs and learned how to find resources specific to our region in various fields, music, ELA, etc. And in reflecting with other attendees that attended [clears throat] lots of different types of sessions, what the entire conference came down to was how can we better foster classrooms where all students belong? Not just students that look a certain way, get around a certain way, love a certain way, or pray a certain way, but actually everybody on purpose with intention and making a point not to leave out students because finding materials and curriculum about them is inconvenient or challenging. Tomorrow is election day.
036We've all we've all been noticing that. I would like to think that here in Witchah, there's something really special about being a canen. Um, I've lived How many of you have lived other places? People in Kansas don't act the way people in other states act. There is an ingrained part of us that wants to get along and find common ground and find a way to make things better for our people and our neighbors. And I would like to think that no matter what happens on the school board that we will still work to find that common ground and help instill a sense of belonging for every single child that enters our classroom and every single teacher, educational support professional and administrator in every building. And if our buildings are places of belonging for all students
037and staff, our students will learn and our city will be stronger for it. Thank you. >> Thank you. Latona, >> Kathy Johnson. [cough] [snorts] Welcome, Kathy. Um, good evening, Superintendent Biloffield, President Albert, and board members. My name is Kathy Johnson. I am the current music teacher at Lover Career Explorations and Technology Magnet and I'm here to share some good news that has been happening at my school. On the handout that I have passed out to you, on the back there is a QR code that you can at your leisure scan and you will see a presentation from our recent Hispanic Heritage Month um uh parent engagement night. Um, in the presentation you will see examples of student work that the students did during their social study um, time as well as a community dance group
038called Danza and some students from my fourth and fifth grade music concert. Even though our school will be closing in 2028, our staff continues to have many parent engagement activities to showcase student work and to keep our doors open to the community to show that we are still doing great things. The handout that you have in front of you has a few pictures from the Kansas African-American Museum's African-Americans of Witchah in which it talks about the history of Loverure. Loverure is the last school that was opened in our city for African-American students to attend when they were not allowed to attend white schools. The first African-American teacher that was hired by the board of education taught at Lover for 47 years. There is so much historical significance of the African-American community and in the McAdams
039neighborhood. Please, before you guys decide to close more schools, please do your research and just don't base it on numbers and stat statistics. Thank you for your time. >> [applause] >> Thank you, Kathy. Platona. Next item, >> education, middle school opportunities. >> All right, I'll have Dr. Hatfield come forward and we are going to share about all sorts of things. Board presentation by committee. How how does that how does that sound? >> Entourage. >> All right. We love it. We're just building the suspense here as this thing spins. We really want to leave you on the edge of your seat here before we get started. Need [snorts] some music. [laughter] Thanks, Isaiah. All right. Good evening, board of education members, and we are excited to talk to you this evening about middle school opportunities. I
040did bring an entire entourage of people um because they are the experts in each of the items that we are going to talk about and you would probably prefer to hear from them, the practitioners that are actually doing this work each and every day. um to table set. There are more middle school opportunities than than just these, but we figured there are other presentations tonight and at some point you might want to go home. So, we chose uh six opportunities to focus on this evening and these are the six um that have pretty substantial enrollment um across the schools between either kids and or the number of schools that offer these programs. So before they hop up here and give you information about their programs, I just want to table set about what our middle
041schools look like. We talk a lot about the district as a whole. We're going to narrow it down into into just middle schools. Um you see a middle school snapshot here in front of you. There are schools that are in a couple of the different columns because they have attributes of the different columns. So the schools listed in neighborhood, those are schools that do not have magnet at all. They are only neighborhood boundaried schools. In your next column you see our pure magnet schools. So pure magnet meaning they don't have a neighborhood component. Every kid that goes there is a magnet student. You will also see neighborhood magnet, which those are the schools that have some students are neighborhood kids and some students are magnet kids and they're in the same school. And then you
042have our K8s. The K8s are listed in other columns because they are other things, but they are also K8s. And then our special programs and schools uh which do not have a boundary area and are also not a magnet. Um you will notice Gordon Parks is the most unique because it's in three of the columns. Um Gordon Parks the elementary is a neighborhood magnet. The middle school is a pure magnet and it is a K8. So that is why Gordon Parks is on there three times. Um the most unique. There are 21 total special programs and middle schools K8s in the district. Those schools house sixth, seventh, and eighth grade. That's what we're talking about this evening. You can see our sixth, seventh grade, and eighth grade enrollment. They are all um just over 3,000
043kids in sixth, seventh, and eighth grade. And then you can see uh the male and female breakdown in those sixth, seventh, and eighth grades. Interestingly, our our sixth graders is the most is the most male heavy. Usually, it's pretty 50/50. That one, that one got a little couple percentages up on our male students. [clears throat] And there are 9,351 middle school students total in our district in sixth, seventh, and eighth grade. And you can see the demographic breakdown of our middle schools. And you guys know well what the breakdown looks like in our district. So, comparing what our middle schools look like compared to the district as a whole. Um the other is um American Indian, Alaskan Native, um Pacific Islander. Um they are all combined together because they are all less than 1% together.
044So that that's what the other uh category is comprised of. Okay. Okay. 21.2% of our middle school students are students with disabilities and have an IEP. Just a reminder that in Kansas that includes gifted students. Um Kansas is actually one of only two states that includes gifted under the special education umbrella. So that 21.2% does include gifted students. [clears throat] And then finally 29.4% of our middle school students are English language learners. And that is they are currently English language learners. Those are not students who have passed the Kelpa and been taken and had a monitored year and then been taken off. Um, these are active English language learner students in our middle schools. That [clears throat] is both newcomer and non-newcomer English language learners. So, now that we have a little uh snapshot of
045what our middle schools look like, here are the programs that we're going to highlight tonight. We're going to talk about afterchool program. Then we're going to talk about athletics, fine arts, leadership, which is the middle school version of JOTC for those of you uh making notes and wanting to compare the programs between middle school and high school. VEX Robotics, and then the Witchah Academic League, which is our middle school version of basically scholar bowl uh for high school. So again, if you're wanting to compare programs, um they are all prepared to come up and chat. And so we're going to let them uh come up in in order. They will introduce themselves. Um and then at the end on the question slide, I have everyone's picture on there and their name because you're probably going
046to forget as they all come up here. And I would like you to be able to uh address them by name instead of being, hey, the one that talked about. Uh that might help all of us as we navigate the questions portion. Um, we are going to have a couple of speakers on some of the topics. So, just to lead that off, afterchool program, we're going to have two sets of speakers because we have some middle schools that run a YMCA based after school program. They're going to go first. And then we have other schools that run their own afterchool program and they're going to go second. So, you'll get to hear about both of those. Um, and then our VEX Robotics, uh, they are tag teaming tonight as well. Um, so without further ado,
047I'm going to hand it over to Mr. Henning to start talking about the afterchool program. >> Thank you, Dr. Hatfield. Good evening, board. My name is Jake Kenning and I'm the principal of ME Middle School. I believe the ME after school program's greatest impact has been the strong positive relationships our staff have built with students. It has given them the opportunity to share passions that aren't always possible during the regular school day. As a result, students feel safer and more connected to our staff and school. a fact demonstrated by a 5.4 increase in positive responses on our fall safety and belonging survey compared to last year. Now in its second year, the program continues to thrive thanks in large part to the outstanding leadership of our program coordinator, Daniel Radcliffe. >> Hello. Uh my name
048is Daniel Radcliffe and I [clears throat] am the afterchool program director at ME Middle School. Our afterchool program is a partnership with the YMCA. It has been a great experience and we have 12 schools in our program total. The YMCA provides field trips, supplies, staff compensation and support to be able to bring a variety of clubs and experiences to our students. The first thing that makes the program unique is my staff. My staff brings to life so many clubs for the students ranging from sewing to agriculture to gaming to sports and so much more. The second thing would be the field trips. The students get to go ice skating. that was today. Roller skating, bowling, and more. Some students haven't had the opportunity to experience these activities, and this gives them access. The third thing
049would be our study hall. Each day we work on math or language arts if they do not bring work from class. It allows students to get extra time to finish work and practice skills they need. The program has been amazing for the school. When I started 12 years ago at Jardine, I was hooked in with my own club and saw the effect with the students. When students have a club, they have a sense of belonging and ownership of the school. [clears throat] The students want to be there and in turn act accordingly to that goal. When I was moving schools, I looked for a place where I could bring the program in me was a home for us. The program started last year with four staff and now we have over 20. This program is
050my passion and I hope to keep it going for many years. Thank you. >> [applause] >> Good evening board members. My name is Panchcho Bustos and I'm the proud principal of Marshall Middle School. Thank you for giving me a few minutes to talk about Marshall's after school program. A program designed to support students academically, socially, and creatively. Each afternoon, our program begins with something simple but powerful. Free snacks for all students. We know that hunger can be a barrier to focus and participation. So this ensures that every student starts with the afternoon ready to learn and be engaged. From there, we offer tutoring sessions led by teachers and peer mentors. These sessions provide targeted academic support, helping students strengthen skills, catch up on missing work, and build confidence in smaller, more relaxed setting. From there,
051we offer Oh, I'm sorry. But academics are only a part of the story. Marshall's after school program also offers a wide range of enrichment activities that give students a place to explore their interests, discover new talents, and build community. Our lineup includes inter mural sports, encouraging team work, fitness, and friendly competition. Coloring and crafts club, which offers calm, creative outlet for stress relief. GSA, providing a safe and welcoming space for students to express themselves and support one another. Esports, where students can build strategy, cooperation, and digital literacy. Cheer club, promoting school spirit and leadership. Yoga, helping students practice mindfulness and manage stress. Board games, which foster problem solving, patience, and social skills. Stage design, giving students hands-on experience in creativity, and production. And last, but not least, instrumental music, where students can explore rhythm, melody,
052and teamwork through performance. Together, these offerings make Marshall's afterchool program more than just an extension of the school day. It's a safe, inclusive, and engaging community hub that meets students where they are and helps them grow in every direction possible. We're proud of what we built and we're excited to see how it continues to evolve with the support of our staff, families, and of course, this board. Uh, thank you for your time and for your ongoing commitment and support of our programs that help our students thrive beyond the classroom. >> [applause] >> Good evening, board members. Uh, my name is Chris Aspenson. I'm the director of athletics for USD 259, and I want to thank you for your continued support of our student programs. Today, I'm excited to share how middle school athletics is making
053a difference in our district. Our program offers volleyball and cross country in the fall, basketball in the winter, track and field in the spring. These sports serve more than a These sports served more than a thousand students across middle schools, giving them structured opportunities to stay active, work as a team, and grow personally. Athletics isn't just about competition. It's a strategic investment in our student success. Student athletes attend school more regularly, uh show stronger engagement, and often perform better academically. These also develop resil res resil res resilience uh leadership and social skills that carry into the classroom and beyond. For many, middle school sports are the first step towards uh high school excellence. Uh we are proud of what sets our programs apart. We prioritize access for all students regardless of background uh or ability.
054Our coaches focus on character and growth. Uh and we integrate athletics with academic and behavioral support. Uh we also create community connections through events that bring families and schools together. This year has been full of highlights. Uh we use Northeast Magnet and uh AAC uh facilities for volleyball games. Um we've seen cross country participation rise thanks to a schedule change at zero cost. uh last spring celebrated a new middle school high jump record of six feet one inch by Noah Wilson from CMA. Uh to give you guys an idea, I am a little over 6'1, so he basically jumped over me. Um just recently, our middle school athletic contact uh contacts voted um to recommend flag football for sanctioned sport, which would include middle school athletics. Uh the impact of athletics goes far beyond the
055field. Students gain confidence and a sense of belonging. Staff build stronger relationships and schools strengthen trust with families. With our with your continued support, we plan to extend offerings, grow coach development, and ensure athletic aligns with our district goals for wellness and equality. Thank you for your time and help us keep these opportunities alive for students. [applause] Good evening everyone. Sean Chastain, fine arts. WPS Middle School Fine Arts consists of approximately 85 exceptional educators who instruct over 6,500 middle school students in 16 attendance centers and two special schools through a variety of fine arts course options. Building on the excellent instructions that students receive in their art and music classes, elementary aged middle school students have the chance to begin a beginning band or strings instrument as you see up at the top left at
056Marshall Middle School. There's instrument fitting and they may quickly rise to the level four teaching others on the proficiency scale. As you can see in the bottom left at Allison Middle School Strings's recent informance, middle school students can also join a choir as evident in the top picture there from Coleman's recent fall coral concert. They may also continue developing their art making skills. And if you'll notice in the 2D submission from Curtis, the horse is entitled Fierce Stallion, which is right next to me Middle School's stunning stamped ceramic chili bowl. Additionally, at six of our middle schools, students can enroll in theater, such as at the top right as our at our established Mayberry Middle School program or bottom left at Marshall Middle School's up andcoming program just in their third year. WPS Middle School
057fine arts students are not only our community's artists of the future, but they are the artists of today. Over 500 middle school students are annually featured on Century 2's concert hall stage in many of our local universities venues and in our city's top art galleries. In fact, these two works that I'm just sharing are part of 30 works representing nine middle schools currently on display at our Witchah Art Museum from now through November 30th. Middle school fine arts students also have the opportunity of using their creative talents to raise awareness, inspire action, and provide financial aid to those experiencing food insecurity by creating works of art to support the Witchah Empty Bowls Project. Some bowls from this initiative are on display tonight over in the cabinets, and I invite everyone to take a closer look
058following tonight's meeting. WPS middle school fine arts students also travel well as Mayberry Robinson and Marshall attended this year's Kansas Thespian Conference and two Mayberry students earned a perfect score on their duet which earns them a per a performance spot at the closing ceremony. Additional fine arts and middle school opportunities are provided in the document that I've shared, but cannot step away without recognizing you, the BOE, our district leaderships, and community support of tremendous fine arts capital and bond issued facility upgrades, education edge, WPS foundation, and other community partnerships for allowing those middle school and staff accessibility points to our dedicated rehearsal spaces, auditoriums, art labs, beginning musical instruments, visual arts equipment, and the list goes on. Thank you, district leadership, board of education for supporting these art essentials. They in turn help students gain
059a sense of belonging in their school alongside becoming future ready for life, college, and career through creativity, critical thinking, collaboration, and cultural understanding. Thank you for your time this evening. [applause] Good evening. My name is Sergeant Joseph Clay and I'm proud to serve Witchaw Public Schools as a leadership instructor at Hamilton Middle School. For 30 years, our leadership program has been transforming students here in Witchaw Public Schools. And tonight, I want to share a little bit about why that program matters. Every day, our cadets learn leadership through hands-on experience. They don't just sit in a classroom. They operate in an active learning lab where they develop real world skills that embody communication, teamwork, time management, and self-discipline. They learn personal responsibility and to hold themselves and others accountable. They practice career readiness and begin to
060develop self-confidence and focus. They train in physical fitness and health. And they even gain access to a plethora of scholarships and internships that open doors for a future of limitless potential. Our program is about shaping character. Cadets take on leadership roles. They learn how to influence their peers in a positive way and apply the process of ethical decision-making. They discover what it means to serve others both in school and in the community. Whether organizing food drives, cleaning parks, honoring veterans, they practice the ideas of servant leadership every day. Outside the classroom, cadets compete in drill and color guard, archery, and raider team obstacle courses. Activities that demand self-discipline, precision, and perseverance. These aren't just contests. They are crucables meant to test leadership under pressure. And for those who choose to continue to accept the challenge
061made in our leadership program through to Jotc in high school, it can lead to advanced placement within the unit and provide a powerful incentive for each future. The journey from student to cadet is one of transformation through our curriculum. G cadetses gain confidence, develop resilience, and tend to find a new sense of purpose. For three decades, this program has been making better citizens and stronger communities. Our only regret is that it's not available in every middle school yet. >> Imagine the impact if every student in Witchaw public schools had the opportunities that we provide. Thank you for being steadfast in your support for a program that truly changes lives. And I know that. I know it firsthand because it changed mine when I was a middle school student and a high school student in Witchaw.
062And I might go off script. It changed my sons who's sitting in that picture third from the right. It's leadership isn't something that we teach. It's what we endeavor to impart on the lives of each and every cadet in the classroom every day. Thank you. [applause] >> Good evening, Superintendent and Board of Education. And I just want to thank you guys for allowing us to take a couple minutes of your time to speak about something that both Mr. West and I are very passionate about. I promise I will try and keep it short. Um, just a quick overview about what VEX Robotics is. As you can see there, kids think, create, build, and amaze anybody that comes in contact with this program. Um, VEX Robotics is offered at not only the middle school, but high
063school levels in 12 different middle schools and six different high school programs throughout the district. They learn to design, build, program, and document. I'll stand over here. Um, >> with that documentation, they obviously design the robot, build it from piece to piece, very similar to maybe an advanced director set, and then they have to program and um, document it in an engineering notebook, which they will take to competitions, and they will compete in other um, local against other local programs um, in matches with their robot trying to score as many points as possible. Along part of those competitions is the um judging aspect where they go in front of a panel of judges and they have to present their engineering notebook as well as be able to explain in a coherent way to a panel
064of judges how and why they built their robot. Not only them as an individual but in that teamwork setting as well. Um every year this challenge changes that VEX Robotics gives us. So over the last 10 years I have been shocked and surprised at every single challenge they've given our kids. um to try and compete and solve. Um many of these programs operate just a little bit differently. Some of them build their robots only purely as an afterchool program. Some of us are fortunate enough to be able to have it as a classroom and meet our students every single of the week. Um throughout the season, as I said, they'll compete in local competitions trying to earn their way to a state championship which is going to be held this year March 6th and 7th.
065Um and we're proud to announce that we have partnered with Texture on Aviation to hold it at their activity center for the second year in a row. Um at that point, these high school and middle school teams will be trying to earn the coveted invitations to the World Championships, which are going to be held the end of April in St. Louis, Missouri this year. Um over the last 10 years, the district has been um privileged and honored to have uh where was the number at? >> Between six and eight different buildings represented at the World Championships. And I'm proud of my students that 14 of my teams over the last 10 years have been able to um achieve that honor of earning their way to the World Championships. Um I'm going to let Jason take
066a little bit before I take up our time. [laughter] some of the things that are unique about VEX Robotics. I'm going to tell you guys about it. Number one, um when the it's like a sport. Kids come in, they start building a robot right away in August and they are building the exact same like robot unless they tear it down and start over for over and over and over and over again. And one of the things that's unique about VEX Robotics is in other competitions you build one time. This one you are doing it six or seven times or 10 times or 30 times. It all depends on the team and they are working towards one goal and it's a season long. We have competitions starting in November and they go all the way until
067March is when the state championship is. So it's really a very long season just like uh basketball season sometimes uh feels like. And so they're they're doing what's called the arterative process. They're going over it over and over again and getting that design to get really really good. And some of our kids, I'm very, very impressed with what they're able to do. Um, part of the rules of us, we're coaches, we're mentors. We try to be as hands-off as possible. And these kids are really doing amazing things with just the opportunity um to be able to put them in front of it. And some of the things I always tell people whenever they ask me, "This is the greatest thing I've ever been part of." And I've been a part of some really awesome things.
068I coach a lot of sports. Um, and this is by far the most beneficial thing that I've ever been able to be a part of uh for getting kids the the career skills that they need um at middle school. And then I'm also going to talk to you about the impact. So, as far as staff members, we both host tournaments. It's like a community. It is takes a lot of people. You'll see uh Mr. McCracken will talk about they are Capital Showdown. The it is a team of people. Uh it's not just a little bit. It's not just him and I. We are we're taking we're asking teachers. We're asking parents. We're asking u you know aunts and uncles of the kids. The kids themselves volunteer. Our avocado kids. They're all volunteering at our competitions.
069Like it is a really big deal. Get everybody involved in these competitions. Um and then one of the other things is the impact. There have been so many kids that now go into the uh the future ready centers because of they're coming into our classes. So they're going into engineering fields. I stay in touch with several of my students and their their plans are engineers, their plans are designers, their their plans are computer programmers. Um and so even though they might not have started that way, they're once they go through our program, they're going to those careers that we we highly need. Um and I think that's all I have for that one. And just to touch one more thing on the impact of students, the first time I took some of my students to
070one of our larger national competitions, it was one of their first times to even leave Witchaw, let alone the state line. Um, I can tell you a couple several stories about students that are like just not meant for right here, but I'd be I'd love to chat with you about it. Um, but he did bring up the Air Capital showdown and just the amount of people that it takes to run that thing. Um, I want to first thank all 70 of the volunteers that are going to be helping us over this three-day competition and our wives who have had to put up with us spending countless hours on um, planning and organizing this event which we are going to be hosting um, this Friday and Saturday open to the public um, 9:00 to about 4:00.
071We'd love for you all to come out and join us. >> What's special about a signature event? [laughter] The signature event um is special because we invite teams from all over the world. Um currently we have 53 teams from eight different states and Canada that are going to be joining us as far as Washington, New Jersey, California. Um I don't have the exact numbers for each state here in front of me, but um 27 of the 53 will be represented by Witchaw Public Schools. um to earn the label of a signature event, we have to apply through the robotics education competition foundation and they have to then grant us that ability to to offer this as a signature event. And what is so special about this versus a local competition where you're trying to earn
072invitations to the regional championship is we are actually going to be able to hand out three invitations directly to the world championships as a golden ticket. As such, um, we have several sponsors that have come in and helped us. Uh, NWI, COO Industries, the WPs Foundation, NAR and Viking Wheel Blast Systems are just to name a few that have just stepped up and helped us with this to be able to host this fabulous event um, this weekend at Century 2. And we'd love to have you guys come out and join us. >> Most of the time they're in a middle school gym. This time it's at Century 2. [laughter] >> That's very cool. >> Thank you guys. >> Thank you. >> [applause] >> Um, good evening board members and thank you for having me. My
073name is Jonathan Nichols and I am the commissioner for Witchaw Academic League or uh WA. We also call it Wall. WAL is a middle school quiz bowl competition that gives students a chance to showcase their academic skills in a fun, fast-paced environment. It started as part of National Academic League, but three years ago, our coaches decided to switch to a different format and Wall was born. We're modeled after high school scholars bowl and students love it because as one told us, it's like Jeopardy and it's fun. Here's how it works. Two middle schools face off in three rounds of trivia. Points are tallied after each round and the team with the highest score wins. The questions cover a wide range of topics: social studies, literature, science, math, fine arts, current events, and even pop culture.
074This season, we have 11 schools competing. Allison, Chris McAuliffe, Coleman, Eley, Gordon Parks, Horseman, Marshall, Mayberry, Robinson, Stucky, and Trudale. We hope to add even more schools as in the future. Any students in sixth grade in sixth grade through 8th grade who is in good standing can join. And while is one of the few competitive activities available to sixth graders, that's one reason students love it. They get to work in teams, build confidence, and learn things they wouldn't normally learn in class. Coaches tell us wall is inclusive and gives every student a role and the excitement is contagious. It's amazing to see a student's face light up when they know an answer and buzz in. Our season runs November through Febru February with matches on Thursdays at 4 p.m. and a tournament on Saturday, February
0757th. If you'd like to see the energy and enthusiasm firsthand, we'd love to have you join us. W is more than a competition. It's a celebration of knowledge. It's making an impact on a big impact on our on students sta and staff across our district. Thank you. [applause] >> Before we get to questions from uh for I'm assuming mostly these amazing practitioners um I just want to highlight one of the reasons this presentation is important is activities of any kind one of the best interventions we have. Um, academically, all the research talks about if you're involved in school and you're participating in something that your academic scores are typically better. And socially, it's a social intervention that allows kids to have a safe place where they belong at school. And it connects the staff members
076that support these activities better to the kids and to the school. So, um, we are proud of all of the activities that we have. Thank you for letting us highlight these six tonight. And as I said, here's the names of everybody if you want if you have questions and there's a specific person you want to talk to so that way um you can you can get them all by name and or look this up later and say tell me when you told me I needed to come to an event because you got a lot of public service announcements and your calendars just got more full because of this presentation tonight. So thank you all and we're happy to take any questions that you have. Okay, thank you Kelly. >> Before the questions start, I just
077want to lift up one thing. Um, well, first off, thank you all. Uh, but I think what what Corey mentioned I think is critically important. I was actually going to say this during my superintendent comments, but since you're here, and I hope you leave when you're done with this, you're welcome to stay, but uh, tonight is uh, my son Max, his 17th birthday, and my family is eating Chinese right now, right? And it's one of the things we do in public education is we we give up time for our own kids for everybody else's kids. And you do it even more so than than than a lot of us. I remember when I coached middle or ninth grade volleyball, I knew nothing about volleyball. I was at [laughter] Goddard, but I liked Tish Demick and
078she invited me to and they needed a coach. I think I probably made $6 an hour if you figured the supplemental I got divided by the hours I spent on a bus with a bunch of freshmen. I loved it. Um, but you're you're you're laughing because it's probably like $2 or $3 an hour. Um, the hours you guys spend is we can't say thank you enough. Um, it's real. Your family sacrifice, your own kids sacrifice. Um, and it is a really it's a it's a big deal. It's a big deal. And this isn't just you guys. This is all educators. what we do as public ed uh employees is we give to other people's kids so that they can have opportunities uh which sometimes takes away from our kids. Um so thank you for that.
079Thank you for all you do and we just like the blue ribbon thing that we talked about earlier. Uh this the showcase event for VEX is a it's a really big deal. Um and I know it's a ton of work and it's it's really great uh that you guys put all that together. But um one of the answer one of the questions we get a lot is well why don't you have why don't why don't we have all these programs in every high school or every every middle school sorry middle school. Um and one of the one of the answers to that is because it does take a huge commitment and a lot of time um and that's a lot to ask of people that are trying to maintain a work life balance. So um
080so thank you for doing it. We want you to keep doing it because our kids it's worth it. Our kids benefit from it. Um, but I do want to acknowledge to you and all of our sponsors at the middle school level, um, it it does take a lot and it's it's a sacrifice. So, so thank you all. >> Very good. Knock. >> Yeah. Thank you all for, uh, presenting. As a board, as a district, we need to safeguard and ensure access to extracurricular activities and addressing barriers that you know make it difficult for either students to participate in these activities or especially for uh you know staff members to be able to provide these opportunities. I have two questions. Uh the first one of which has to do with the afterchool programming. Uh are there
081any fundamental differences uh in the afterchool programming between the YMCA run programs versus the uh school run programs? >> I guess I'd say the funding for it. Um, YMCA pays for about everything and it and it provides some extra money for my staff too to work the event. So, uh, it cost me very very very little to run the YMCA program at MEA. >> And ours going back in time started with our ESSER funding and then just continued from there. >> Okay. >> Funding. Yes. >> Yeah. They're they're more similar than they are different. Um, the biggest difference is if with the YMCA programs, the YMCA is actually paying the stipens for the people that work and we are paying the stipens for the people that work in the self funded programs. Um, it's really
082only possible in the self-funded ones if they are title schools with a very fairly substantial um, title budget. And so um we are very thankful for the YMCA partnership because that gives us gives us a chance to have an afterchool program at every single school. Um, I will also highlight just a few years ago, not every school, not every middle school had an afterchool program and now all of our comprehensive middle schools, so not all of the special schools do, but all of the comprehensive schools all have an afterchool program either self-funded or through the YMCA. >> Thank you. And then the uh second question, I'm wondering what the strategy is to ensure uh the leadership program isn't in all of our middle schools. >> Do you want me to answer that? Okay. Um so
083part of it is choice for the building. Uh leadership is an elective class during the day. So a lot of these activities were more after school. Leadership is an elective class during the day. And also there's the components after school like drill, raider, archery, color guard, those sorts of things. So it's really a matter of do we have the space to house a leadership program. Um they take up a lot of space in a good way. I say that lovingly, but they've got all of the uniforms and they have to have space to practice marching and all of that. Um and then what are we giving up to offer that elective? So in some community in some community schools it might be another elective that's actually more popular and so that makes more sense. So
084I'll give you an example. Um we surveyed Eley and said what sort of electives might you be interested in as we transition Eley to a K8 leadership is not one of the ones that that community highlighted at the top of their list. And so we will do things like have Spanish as an elective at Eley once we get it to a full K8 instead of leadership because of what that community desired. So there's a little bit of what does the community need and desire and what is our capacity to do it. Um but it's an elective class. So that's a little bit different than all of the other programs. [clears throat] >> Thank you. Knock Stan. >> Thank you. Um, you know, we just got through the summer of where we constantly reminded oursel uh
085when we were passing a budget that we can do anything but we can't do everything. And so it's but I I think we try to keep that in mind, the board does. But the other thing the board keeps in mind is, and I think it's really came home to us this year, is we live in a very competitive environment in order to get students. Um, it's no longer just where you live. It's people have more choices today than ever before. So, I guess what my question is, is there any area in these six categories, and I'm assuming you picked these six categories because they were probably the largest of all the middle school. >> Yeah, these are the most pervasive both in number of students and number of schools that have them. >> And that
086makes sense because if somebody would have asked me, I would have named these six programs. So, um is there any area that we are behind our competitors uh in our suburban school district then uh that we need to think about doing anything other than putting restrictions on ourselves about can't do everything. >> Yeah. So, I would say in terms of afterchool program, nope. I would love someone to challenge u what our afterchool programs are what we offer to kids and for the price that we offer it to kids which is nothing. Um for athletics there are definitely more athletic offerings in districts that surround us than what we currently offer. Um we do have partnerships with the city to try to expand some of that. Coach mentioned the change to the schedule. So we had
087a substantial increase in cross country percent participation. Coach Jay and I have a document which lists the number of what sports we'd add or what sports we'd expand and what the approximate costs might that might of that might be if we made that choice. Um it's just a matter of us making that choice which also means we have to divest in something else because money doesn't grow on trees. Um fine arts. No I would put our fine arts there. Sean I our fine arts um what what's the award that our school district wins every year Mr. Chastain um related to fine arts >> best education >> ninth consecutive year of best best community for music education. Um so come on and bring it with the fine arts a little bit a little bit there. Um
088leadership is something that's very unique. So that is very unique to us. Jotc exists in other places but leadership doesn't. Um, VEX Robotics, other schools have VEX Robotics, but I think where we've expanded and our participation and what our kids are doing on the national scale, um, is excellent. Obviously, we would love to continue to offer that and as many schools would have it. Um, and as Mr. Nichols mentioned, uh, we just transitioned to WAL instead of NAL, National Academic League, and we are up to 11 schools and participating, and we would love to, um, expanding that. That is something that is unique to it's Witchaw Academic League, so it's just our schools competing against each other. Um, some suburban schools do have like a quiz bowl or a scholars bowl that's similar in format.
089It's just a different name. >> I appreciate you um making my point, Dr. Hatfield. Um, five out of these six categories, we're either unmatched, we match, we're competitive, or we have a slight advantage or maybe a slight disadvantage. There's one category that I feel that we are definitely behind and that is uh athletics and our offerings. um when the timing is correct um and uh it's it's nothing that could be done overnight. Uh so but when the timing is correct, I just wanted to let this board know that uh I really think we need to look at middle school athletic offerings um in order to continue to be uh if we want to be the premier district of choice. um athletics is part of it. Uh as anybody can tell you, my commitment to the
090fine arts and u leadership and the robotics and I'm not taking anything away from this and I I don't want to pay Peter to pay Paul or whatever that however that saying goes, >> Rob. >> Yeah. [laughter] Yeah. Thank you. But it does this is something that we have to consider that we are behind our competitors on. So, I just want uh to give the board fair warning that when the time's right, uh this topic will be coming up again. >> Thank you, Stan. Kathy closer. >> Mr. Reer, I would echo that and I could get on board with that idea. Um all of you, thank you so much. the students that participate in your programs and the other ones that were not mentioned by far with the research shows us that academically they are
091more successful. Um, Coach A, I have a question for you. How's that flag football going this year? >> Well, we just finished our inaugural season. Um, and uh, it was one of the more participated sports. Um it is growing. It's growing very quickly. Um you guys know it's in the Olympics and all these other kind of things. And we actually put up put forward a motion or an item for case to vote on it cuz we do not like to wait. Um we're just going to push this uh and see where it goes. Um so uh we averaged about I'd say probably about 25 to 30 um kids per team. They it's a seven on seven. So that kind of gives you how many kids are are participating. And um we had three of our
092schools go up to their postseason. It's ran by the Chiefs flag. So we had three of our um teams go up there. And uh >> um all except one team won their first round game, so they made it into the second round. Um and then actually somebody from our league, which was Maze, they actually uh were able to get through their seating and got to be runner up. So, um, Witchaw and and we also, just to let the board know, is that, uh, and I could bring the person down, um, from the chief, Abby Brown, uh, who sets this up, they are very impressed with how Witchah, uh, the Witchaw area, especially USD259, um, runs it because we're running them in stadiums with lights, with scoreboards, um, giving them as big of big performance as
093possible. Our officials are the ones that do the high school football games, the varsity ones. Um, and so they're just really impressed because, you know, Kansas City still does it. And I'm not trying to knock Kansas City at all, but a lot of times it's done on soccer fields and it's done kind of where they can. So, uh, for our ads to actually provide space and opportunities and our admin to be there and all that kind of stuff is it says says volumes about what we're we're about and being progressive and and trying to get some some opportunities for kids. >> That's great. So, we'll do it next year, right? >> Uh, yes, ma'am. >> Yeah, that's good to hear. Um also um for music music and along with the athletics um your children your
094students in 259 are beyond the best. I have attended most of the concerts even before I was on the board when my kids were part of your group and I commend you your leadership to your educators who are in the trenches with our students. Um, last year there was a song that actually brought me to tears because they sounded so good. Music is a universal language and it doesn't matter and so is athletics. Universal. We all know that language of competing. And now I'm going to go to um, Sergeant Clay. Um, what middle schools might have a need for a leadership program that does not yet have one? All the neighborhood schools have great needs. I mean, they show that uh we can look at their scores and their academic testing and and see that
095there's always areas of improvement, but the biggest one is behavior, right? The behavior data inside the neighborhood schools were struggling. Um and when they go into that leadership classroom, they're asked to stand at attention. They're asked to respect the people around them, stand for the flag. um when you have those those neighborhood schools that feed to the communities around them, those those are where we really need to center our our focus because those are the kids who need us. That was the kind of kid I was myself. Uh you know, I was a poor young uh I grew up in a poor household and that the program really pushed me to see something in myself that I didn't see. >> Do you think as Miss Warren with the uh teachers union said tonight that they're
096spitting and biting and throwing things with the behaviors in the classroom? Do you think that um the leadership or the JOTC might um be able to help these students out if they had to attend a semester of JOTC? I absolutely think that the buyin for the students comes with their engagement in the program and by engaging in the program and by taking some of this education that we're offering them the showing the respect to their their seniors, they have to stand at its prayer request when they talk to me just because that's showing respect to an authority figure, right? So, if we're all on board and they walk into the leadership classroom, they're going to leave there a better person whether or not they get everything that we're trying to teach them or they get
09710% of what we're trying to teach them. Behavior is about relationships and we build relationships quick because we get these kids involved. Volunteerism is one of the greatest ways to develop a relationship in a child. And every single child that I've taken outside that school into an event is now a student that I can rely on to teach others and to guide the the peers around them as continue to commit to uh supporting the Jerotc leadership program of USD259 and do everything that I can continue to do to see the success of this program. >> Well, I appreciate you and I appreciate the board. Thank you guys so much. >> That's it. Thank you, Hazel. >> Yes. My question is for the afterchool programs um the YMCA and the um in-house after school. Um could
098you tell us a little more about um the students that qualify for this and what cost if there is a cost to the students and how many students participate in these programs. >> So I'm with the YMCA one. Um so like today we had 107 students in our program. Um we topped out at 132 two weeks ago. Um, sorry, I got nervous and forgot a little bit of your question. >> cost um with the partnership with the YMCA, it's amazing like um we do fundraising to pay for a lot of things, but they give us petty cash, they buy our supplies, they pay our employees, and it's a competitive rate they actually want. I went when we started, like I said, I had four and now I got 22 as of this week. So, they
099want to actually do it. Um, I think the main cost is me. I think I'm paid by supplemental. >> Um >> yeah, the cost for the students is nothing. And then >> nothing, just a permission slip. >> Um on the permission slip, it's almost all the information they give us as the school, their address, all that. There is an income spot because we do have um it's a grant >> through our donors that pays for all that stuff. >> And with that, I'd like to invite Tyrone Baker, who is our our partner from the YMCA. and I think he's also uh apt to answer this question for us a lot about this. >> Welcome Mr. Barry. Yes, >> G is [clears throat] awesome. So, thank you for uh let me talk to you this evening.
100Excuse me. So, yeah, the just real quickly, no, we've been together YMCA in the district for 32 years doing this program. Um so um way it is formed is that the district has came along and said you know we will pay for the site [clears throat] director which is like Miss Recliffe and then the YMCA will pay for all of the recck leaders. So um that could be anywhere from 20 people at a site to 30 people at a site and then also the district will also pay for the late buses which is a huge important part because if the kids can't get home >> they're not going to come to the program. Um so but then the YMCA we come along I said pay for the rec leaders pay for the petty cash which
101gives the site directors money to buy different things for the programs. We also pay for all the field trips too. So um it's a unique uh partnership u said 32 years old now. Um I do believe the program right now it will hit 3,000 kids enrolled uh by by next January or February. So it's a huge program. So, um, I say little Witchaw, but you know, we're a big big city and we have the largest middle school program in the nation right now. So, it's it's it's thriving. It's really going well. So, >> that's amazing. >> So, I have a second part to that question. So, what did what determines which program they participate in, whether it be the YMCA or the in-house program? >> The principal makes a choice based on what their what
102budget they have and how they can fund it and how they want to run it. So that determine that determines what the each student which program each student is placed in. >> Yep. >> Okay. >> Each school has one or the other. >> Correct. Each school has one or the other. >> Okay. I was confused [clears throat] about that. >> And students who qualify are all of them. >> Okay. >> You come to school here, you can come to after school program. >> Great. Thank you. Thank you. >> Thank you, Julie. So, um, and maybe this is a question for Superintendent Bill. I don't know. But um do we have students that want to participate in some of the options that we don't have programs available? I mean how what what is needed for us
103to expand >> one specific program or all of them in general? >> All of them in general. So after school program, you want to come, you come. Um, athletics, it does depend on the sport. So I'll give you an example. Volleyball is a cut sport. Um, which means there are cuts. You can only have so many kids on the team. You can only have so many girls on the floor at a time. Cross country is not. So if 48 kids come out for cross country, you can have 48 kids cross country team. So athletics, it can it can depend. Um there are some we do make some cuts for volleyball and basketball at the middle school level. Um fine arts, if you want to enroll in a fine arts class, you enroll in a fine
104arts class. We are an open enrollment district, meaning we will allow you to choose the courses that you want. It's open enrollment. We're not want to put barriers up to keep kids from enrolling in certain courses. Um leadership, same thing. If you want to enroll in leadership, you sign up for leadership during course enrollment. VEX Robotics. Um Corey and Jason mentioned some of them have it as a class. So some of them it's switching and some of them it's an afterchool activity which again you guys aren't turning away folks for VEX Robotics, right? Yep. They they want to be part of it. They're part of it. Um and and then the same thing for Witchaw Academic League. If if kids want to be part of it, um they are part of it. So very limited
105very limited restrictions. It's really only in the athletics where I I mean I could keep 23 volleyball players but I can only have six of them on a court at a time and so there. >> So other than these cut sports, kids that want to participate have a place to participate. >> Yeah. Now there of course are some right if you want to be in leadership and in VEX robotics and in drama and in you know the choir. Oh, your schedule doesn't fit that many classes. So, there are some situations like that where you they want to do everything and that's not possible. But other than that, that's a pretty safe statement that if they want to participate, they can. >> I would say too, um, I don't think this is something that we recognize
106in Witchaw public schools the way we ought to. My wife and I were just talking about this as we enjoyed a Robinson sixth grade band concert that was fantastic. um we essentially provide every student who wants to try an instrument an instrument that does not exist other places. >> You've got to at least rent it and there's a cost to it upfront. Um and our our instrument rental is a sliding scale. Um but essentially if you want to if you want to try something at band I mean you can you can go do it and that's because of the investment through you you all and through the budget and through education edge and all the other things we've done that is a significant uh low barrier opportunity for our kids that doesn't exist other places.
107Um I also think one of the things that I as I'm thinking about all this that could be helpful is some of these opportunities laid out in in somewhat of a matrix. you know, which which middle schools have leadership, which have VEX, which have uh national or academic league, etc. Um so that we can be as transparent as possible with parents who might want a specific opportunity for their students. Um you know, I if I go to if I go to GPA or I go to Brooks or I go to Coleman, I know I'm going to get these set of opportunities. Um drama is one that I don't know that we have at every school. if that's something your students interested in. I think we could we could do a better job of communicating with
108parents and community about where the opportunities lie because the opportunities are are outstanding. I was going to say we talk a lot about removing barriers and I think that is one thing that we don't talk enough about that I have seen staff at all levels in the Witchaw public school system work tirelessly to identify any barriers and to do whatever is necessary to remove those. And I think the band instrument is a great example of here's an opportunity that would be normally a quite an expensive investment for a student and a family to invest in and we're going to let you try it out at >> no cost >> sometimes absolutely no cost to these families to just try something out and if you like it great we're going to continue on with that and
109if you don't try something else and here's another opportunity. And so when we talk about removing barriers, let's also remember all the barriers that we are identifying, addressing, and moving forward just to to try to meet students academic needs wherever they're at at whatever school they're at, too. Okay. Are you done, Julie? Okay. Very good. Well, thank you guys very much. This was an excellent presentation. We talk a lot about different opportunities within the district and this was an excellent display of a wide variety of opportunities that students can participate within the district. A few things um for people don't forget about the VEX tournament that's this weekend. It's Friday and Saturday at Century 2. Sounds like all day. So people I assume can come and go and see that. Say what? >> Free to
110enter. So free entertainment for everybody during the days. Um, if people have questions or need further information about any of these programs, they can visit our website at usd259.org. And I just want to say a special thank you especially to our sponsors and partners with people like the YMCA. Um, what you guys do day in and day out to meet students needs and partner with us. Um, it's pretty astounding. and to know that we've got the largest middle school program in the country, that's that's something that's shines a bright star on what we're doing and the collaboration um between people within our community. And so, thank you for sharing that with us tonight. Um and so continue doing the great and wonderful work that you guys are doing within the district and thank you for
111for your hard work and dedication like Kelly pointed out, the sacrifice that you guys make, not just you guys, but all of our staff across the district. So, thank you guys very much and [applause] join Okay, Latona, next item. >> Spring 2025 state assessment update. >> So, we've uh we talked a little bit about this at a workshop last month. Uh now that we have official numbers from the 2025 state assessment, we have the expert in the house, Holly Ingram, is going to share an update for our assessment results. >> Maybe no pressure to follow up that presentation. >> [laughter] >> I don't have an entourage. >> Next time maybe I did it. >> All right. Good evening. I am Holly Ingram, assistant superintendent of learning services. uh we're going to go over the spring
1122025 state assessment results um that are now finalized. So, part of the reason why we didn't give this sooner, we will touch on here shortly. So, we're going to go over just general assessment information, some of the changes that were made with this year's state assessment, give you an update on the English language arts scores and the math scores. So some general information related to the state assessment. There are 40 to 50 questions on each of the assessments or points. And that really that difference is some questions could be worth multiple points like a multiple part question versus 40 individual or 50 individual questions. The state assessment is not adaptive. An adaptive assessment gives you a question. If you get it right, it gives you a slightly harder question. If you get it wrong, it's
113trying to find your level. State assessments are not adaptive. They are only giving questions at that grade level for that content area. There are, however, multiple forms. So, if you're sitting next to each other, you can't peek over at your friend and see if you're taking the exact same um uh question at that time. And students take the assessment in two sessions. And most students take on average about 90 minutes to take the assessment. So there were updated performance level indicators um adapted by KSDE this year that are here on the screen. The previous performance level indicators were more college and career focused where these are based on knowledge of grade level standards and skills. It's also important to note that this is how we should use and describe scores. So when we're talking about
114the student score, if they get a level one, we should say they have a limited ability to demonstrate knowledge on that assessment at that grade level. So these to help us describe what students and know are and they're able to do. The other key to know is that the assessments do not measure above grade level. Apparently I have automatic slide switches. Sorry about that. Um they don't measure above or below grade level standard. So, if a student gets a level four, it doesn't mean they are scoring above grade level. They're only tested at grade level. They get a level one, it doesn't mean they were tested. If they're taking the third grade math assessment, it doesn't mean they were scoring on second grade scores. They're on grade level questions and assessments. So, keys to know
115about the assessment. In 2025, there was a new assessment which resulted in new cut scores needed to be done. However, the standards remained the same. They did not change. It's just a new assessment with new blueprints, new test forms, new questions that were developed. Um, and then the new cut scores were set this summer. And we've talked about this a little bit, but you've heard feedback about how the previous scores were misaligned to other uh student success measures which resulted in some of this change. So, previously um only one in four Kansas students were scoring at level three or four, but more than half went on to succeed in college or career pathways. So, that led to this adjustment and as they developed the assessments and developed the cut scores, they aligned them to other
116measures like ACT, graduation, AP, dual credit, etc. So really took the time to make sure um these scores better aligned with other ways we measure student outcomes. So here are the grade level performance for Witchaw Public Schools from this spring on the ELA state assessment. So our students take it every year from grade three to grade 8. They take it once in high school in 10th grade. And then the bottom bar is our overall scores if you averaged all those grade levels for all of our students. So one thing to also point out. So even though the assessment changed, cut scores changed scoring students at level one, level two, level three, level four, that stays the same. So there is a different metric in the background, but there's still those four um levels. Here are
117the new assessment scores for the state of Kansas. So, you previously saw how we performed in Witchaw public schools. This is the performance across the state of Kansas on the ELA state assessment. So, prior to this year, as you know, we had been focusing around um third grade reading. So, this is our overall state assessment scores, not just third grade reading. So these are all grade levels. So we had been trending um in improvement on our state assessment scores and to where we are now in 2024. And really this is multiple factors that we want to highlight tonight. Um we have been focused on this. You've heard a lot of conversation around our early literacy screener scores. Amanda and Justin Castle gave you guys that update. So that focus on those early literacy skills, the
118letters, professional development, we'll talk about just in a second. So the work our teachers are doing, leaders are doing, support staff are doing, plus our students are beginning to show that progress and a better aligned assessment is giving us these overall results ultimately for a better future for all kids in the Witchaw public schools. So we're going to keep our focus and goals to continue to grow and improve in this area. So, as you know, we have spent the time with our elementary educators on letters. So, just couldn't put them quite side by side with the state assessment scores, but we showed you scores back to this time when we began planning for letters. You can see the three years um from 2022 to last school year where our elementary staff completed the letters learning
119and then this year now working for just a small group going through letters um to continue to sustain that. And then additionally, that seal of literacy legislation was added in 2024, which requires all elementary educators, all elementary administrators, and a few other groups to have the seal of literacy letters is one way educators can get that. So thankfully since we had been starting that work in Waw Public Schools a large number of our staff have been able to earn the seal of uh literacy on their teaching license which it they have to have in place by July of 2028. So now as we shift to math, this is our overall grade level performance for Witchaw public schools from this spring. Again, the same grade levels. Take math. Every grade 3 through 8, once in high
120school, in grade 10. And then you see the overall scores for Witchaw public schools on that bottom line. Similarly, here is the Kansas scores from the 2025 assessment for math. Again, new assessment developed in math as well with new cut scores. So, similarly, we have been trending with slight improvement in math. You'll always hear us talk about as our reading scores improve, math is going to come after that because as we are better readers and comprehenders in um reading that uh lays out to all the other content areas. So as our reading scores improve, so have our math to where we are this year. So again, we have had that middle school focus in the strategic plan around the math goal. Um our students have been growing in this area, the new assessment with new
121cut scores and then ultimately showing improvement across the board and we'll continue with those focus and goals um this year and beyond expecting to see the trend continue for both reading and math. That is the update. Not quite as exciting as middle school opportunities. Um, what questions can I answer for you? >> I thought it was a great presentation, Holly. [laughter] >> So, uh, going to kind of the history of the cut scores, can you explain why the cut scores were not originally aligned? So, the previous assessment had a different uh blueprint in the background. So, different test items, different score range. I believe they ranged from 100 to 400 previously and now they're from 300 to 700. So, they brought in that. Um, so previously in the assessment that was developed in 2015, so
122we had had that assessment for 10 years. So the longer you have an assessment, the more data you have to see how well aligned or misaligned it is. And across that time, feedback was growing of, hey, we have these students who are getting this ACT score, but yet this state assessment score or the superintendent shared at the workshop, he had one of his own uh children who got this on an IB or an AP exam, but a two on the state assessment. So that type of feedback had been growing. Um this state actually decided in 2019 they would do a new assessment. So this wasn't a quick decision. Uh it's pretty common that states develop an assessment cycle whether it's 7 to 10 years. So they had decided a while ago that they would have
123a new assessment began testing items developing the the blueprint. You don't just make a new state assessment overnight. So there was a lot of time that went into that. So why they weren't well aligned, I really can't give you a great answer. There was just enough data to say, "Hey, this assessment and these cut scores aren't aligned with other measures. We need to adjust as we develop this new assessment." >> Okay, very good. Hazel, >> yes, I was wondering uh you were talking about our growth rate. Is our growth rate moving as we expected? And um how do we predict what the growth rate will be and with the imple implementation of letters in the new math program? How I mean people want things to happen overnight, you know, and I know that that's not
124realistic, but how do you determine the growth rate and prediction of that? >> I think if we could do that, we could better predict where we will be this next year. It's especially difficult this year with the new assessment like we can't really compare 2025 to 2024. So I think after we have two years on this different assessment with different cut scores, we'll be able to see a more predictable like how much growth should we expect from year to year. But there are a lot of other factors that go into test scores than just numbers, right? the students uh what happened that morning they took the assessment um how many snow days have we had and lost instructional time. So there's a lot of factors that come into play. But given that we can look
125at trends across the last few years and see that we are improving and know the efforts that we are narrowly focused on. We can predict and expect to continue to improve. how much is a little harder, especially being in two different assessments. Um, with just this first year on the new assessment, I think after we see 2026, then we may be able to have a little bit more expected increase after we've seen a couple years on it. >> Okay. All right. Good. Thank you. >> Yeah. >> Okay. And Holly, if we can go back to slide number 11 on the history of letters, >> and I know you and I have been over this >> Yeah. many times. We went over this at the workshop on Friday and so but for the audience listening, can
126you please just kind of go over in more detailed how letters was implemented from the district? Um the professional development time that we used for staff, uh how that was implemented, when the completion, how long it takes to complete letters, uh the two different volumes and and where we are today. >> Yeah. So actually prior to the first year shown on the slide, we as a district had been doing a very small cohort. I'm going to say 50 to 70 a year going through letters. We knew it was good learning that there was shift nationally happening around science of reading. Then this we got this infusion of money with esser. So we knew that this was learning that we could provide and should provide all our elementary educators. So from 2022 through last school year,
127our elementary staff have essentially used I'm I can't say 100% but the majority of their during the day professional learning plus inservice time to get through letters. It is no small task. The two volumes, there are eight units. Each unit requires a full day of training. That's what we've done on the inservice days. if someone has missed they've come in the summer to make that up. Um and then in addition to their time in uh their during the week PL as well going through the online modules doing the bridge to practice with their colleagues. So I don't want to say every minute of professional development has been given to letters across the last three years in elementary but almost every minute has. they've buildings have had very little time to do other things. So we
128gave that time to do that because of the amount of time it takes as an individual but the importance it is to learn it. Uh so volume one was year 1 and year two. So 22 23 23 24 that is a lot of the brain research that word recognition phmic awareness decoding etc. Volume two was last year in year three. it's not quite as much time and er money was going away. So, we uh did a little perkier pace with our staff. So, volume two goes through comprehension as well as assessment, ways to assess, how to utilize assessments and screeners, things like that. So, we've just gotten through the majority of our educ elementary educators through last year. So, it's taken a lot of time to give teachers that knowledge. And it's not a curriculum.
129It is professional development for teachers so that they know and understand the ways to teach structured literacy. Uh those foundational skills that align with also there's a lot of um national things around teaching students with dyslexia. This is aligned to best practices with that. So just like you learn to do something which adults don't really learn as easily as kids do. Hallelujah. That we teach kids not adults. Um, now that we've given our educators that learning, now they'll have that in their toolkit to begin doing. Now, it's not like they learned it and they we said, "No, no, no, don't change." Like, as they learn it and got comfortable with it, you're they're already using those practices in class. Um, but it's it's still that muscle memory, that difference of learning to change something. The
130analogy I used last week was when cars those didn't work for Stan. uh when cars change to having the button push start versus a key, your hand still naturally went to turn the key. So there are some things teachers need to unlearn and do differently and then learn the new replacement strategy. So that takes time and as it gets more comfortable then we'll begin to see those results. Um so then now moving forward there will be teachers who will come to us who may need that seal of literacy. So, we'll continue to have the small cohorts go back to that model whether they come to us from out of state um or a new teacher who didn't do the lensure through their um college program. So, we'll continue to have that and even if they
131have it on there, there's teachers who still see the value in doing the letters learning. So, um it is a law, it is a huge time investment. It was an investment you all made as a board to approve the use of ESSER to do that with our staff so that we can intentionally stay focused on this goal to improve reading outcomes and give our teachers the knowledge and skills to be able to do that. >> Thank you. I ask because people often ask me, what are you guys actually doing to change student achievement? And I think this is one of the main things that we can point to is we're actually providing teachers professional development on how to do instruction. And the timeline is important because if it's taking about three years to complete volumes
132one and two of the letters training for for staff members, then this would be the first year the the current school year we're in right now where teachers are not they've completed that professional development and now they're they've got all that learning and knowledge and experience in the classroom. And that volume two, that's really the comprehension piece. And when you [clears throat] get to state assessments after third grade, what you're really testing for, you're not testing for letters, names, and sounds. You're testing 100% on comprehension. Yes. >> And so if we don't have that comprehension piece, then it's kind of harder to identify where the >> where the struggle is for students. And so I I want to point that out to the public that that we have taken great strides as a district to
133address reading, to address comprehension, and to change the trajectory of students and to change the trajectory of the of the student achievement outcomes that we're seeing on data. So I am very hopeful that we will start seeing greater growth as we continue to move forward. Um, but for the public in general, I think that's that is a key piece that I hope everybody understands of what we're actually doing to address the literacy uh issue. >> So, Kelly, did you have something? >> No, [laughter] I don't want to put you on the spot. Do you know when data central will be updated with this data? >> This these numbers match data central. >> Okay, maybe I'm looking in the wrong spot. I'll I'll catch up with you later. So, these are publicly available. Yes, >> these
134numbers you shared tonight. Okay, that was my question. >> Thank you. >> Okay, seeing no further questions. Excellent presentation, Holly. We really appreciate the update and uh look forward to future updates. >> Okay, Latona. Next item. >> Kansas alternative early literacy screener overview. >> All right, we're going to invite Nikki and Ryan up. And I don't want to I don't want to oversell, but I think this might be some information, even those of you that have been on the board a long time, is new information to you because uh this is not something we talk a lot about um as far as what do we do for our special uh special education students when it comes to uh some of the literacy things. So, take it away. >> Perfect. Uh we're going for three in
135a row with uh excellent presentations. [laughter] Y >> be prepared. >> No pressure. >> I'm Ryan Alman, Nikki Cely. Uh we're both executive directors for Student Support Services. Uh like Latona said, uh we're here talking about the Kansas Alternative Early Literacy Screener. Uh we'll refer to that as Kales. Uh so if we uh dive away from uh going with that long, uh phrase, we're going to mention Kales. uh really there it goes uh really pairs into what uh Holly uh shared tonight with state assessments um and screeners. What does state assessment and screeners look like for our most um for students with the most severe disabilities? Um we think of screeners, how many words per minute can you read uh for a student in second grade? What if the students non-verbal? So, uh, start thinking
136about, uh, that frame of mind, what we're talking about with screeners. Uh, the slide up right now, uh, was from last month with Mr. Castle and Miss Sharell. Um, talking about our strategic plan for student success. Uh, we have that high expectation for all of our students in our district, even those with uh, disabilities. And, uh, learning may look different in the classroom, but we still expect them to make progress. Um, Mr. Teresa and Miss Bond got to join us um at one of our district mixed abilities classrooms. Um and you guys all do a good job being out in the community and in our schools. But uh that day we got to see reading instruction um occur in our our classrooms. Um and if we went down to the second or third grade general
137ed classroom, we would have saw reading instruction going on at the same time. So we have those uh same expectations for for reading, writing, and math just like every single student. So I think that's just so important to um learning and and teaching may look different in our special education classrooms, but we still have that um high bar that they're making progress in learning. So who we're talking about, uh we currently have uh 8,900 students on IEPs. Um and then on the right there, um exceptionality categories. I get to correct Dr. Hatfield. She used disabilities earlier. [laughter] Um so, uh disabilities is um uh everything except for gifted. Exceptionalities is going to be the 13 disabilities that's um identified in IDA federally. And then Kansas does see gifted as well. Uh gifted is about 2%
138of our uh students in our district. um disabilities wise. Um so those other 13 categories listed up there around 17 um 17.7% of our district uh currently has an IEP for um having a disability. Holly kind of took some thunder on this and um it kind of ties in well for our evening. um our state was um forward thinking um with um structured literacy and the science of reading. Um so you can see back in 2018 um our our state government was already um looking at dyslexia um and structure literacy and and and planning um our uh state's response to um uh reading struggles for students. Um and our district um did make that a priority as well during COVID and and having those uh letters training for our elementary staff and also our special
139education staff. One piece I did want to tie into there last year with KISSA 2.0 our state accreditation. Um there is a specific fundamentals in there for structured literacy as well. Uh so this evening we're not talking about that 8,900. We're talking about 1% or less than 1% of our students uh with disabilities. Um that's the state requirement for students that should be on alternative assessments. In the state of Kansas, alternative assessments is uh referred to as the dynamic learning maps uh or the DM. Um as you guys are well know uh education loves their acronyms. So, uh there's another one for you to put on your shelf tonight. Um so, that is our uh state um alternative assessment for students with the most uh profound disabilities. Um a lot of that is um embedded
140into instruction every day. So, our teachers um work um one-on-one with students on the computer to um to complete the state assessments just like our general education students do. Um we have been or are currently under that 1% threshold that the state of Kansas um um expects us to be at. Um, we do get a a red flag report of students that uh the state wants us to take an extra look at uh that the qualifiers for the state assessment that there's um some abnormal abnormality in their eyes that we we need to take an extra look at. So, we get that that list um in the fall and and work with our IEP teams to make sure that um if it is appropriate for that student to uh take that alternative assessment. >> All
141right. So, a little bit about the Kale screener itself. Um it was developed by KSC as an alternate literacy screener um for our students with the most significant cognitive disabilities. um on one of Ryan's previous slides, if you were to go back, you won't see most um significant cognitive disability, but it is used as a um designation for specifically for state testing in our state um to determine which kids will have access to the DLM, which in turn then provides them access to Kales. So Kales was um created by the state. It is only for K through third grade students. So it is that screener for K through third grade. If a student does not take the Kales, they do take the FastBridge. So, it is one or the other. Um, so we're not we
142don't have kids that are missing out. If they don't qualify for the DM or the Kales, they would then take the FastBridge. Um, Ryan kind of mentioned the DM is computer-based. The Kales is a paper pencil rubric. So it is a teacher who would sit down with a student um and they will look at different examples of that student whether it is their own notes u sorry work samples classroom observations activities there's a lot of um data that's collected for IEPs and progress monitoring and progress report so they can use that as well and it is a separate rubric for each grade level so kindergarten first second third grade all have their own and all of those domains um or all of those are with literacy skills that are in the dom domains of ELA.
143The Kales rubric has five different ratings that you will see up there. Not yet emerging, emerging, approaching target, at target, or advanced. If um on the rubric, this one, the student score is a one through a three. There is an extra diagnostic that is needed. And that diagnostic really tries to pinpoint exactly um where that kid might be missing. And then we can design the intervention um and the instruction based on that. If they score a four or a five, it means we're doing pretty good. We just need to keep doing um what we are doing. See, so up there we're when we're talking about Kales, we're talking about only the students who qualify for DM. So if we only have 1% of our students who qualify for the DM, Kales is only K through
144third grade. It's a much much much smaller amount. So up in front of you there is the um data information from last spring the students who access to Kales and then in the fall. It's important to note that the DM is something that is discussed and reviewed at every IEP meeting. So it is a moving target. It is not the same every single year. It really just depends on where that student is at for that year. So that's where our numbers are going to be different every single year. But again, if a third grade student didn't take the Kales, they should have taken the FastBridge. And because everybody loves pictures um of our beautiful children, um this is some examples of a teacher who um was giving the Kales rubric. So up there your up
145there you will see a few different things. We have kids working on a variety of different activities. Um some of them are independent, some of them are with the teacher. Um, some students are using paper pencil, some are using technology. So, it's really about meeting the kid where they're at and then trying to determine where they fall on that kale screener. Um, so with that, that is the end of our presentation and we'll take any questions. >> Yeah, I'd just like to say thank you. Um, we intentionally wanted to to lift up every student, right? I mean, that's part of why we invited you guys to do this presentation. Um, these are students that are are just as important uh in our in our system as as any other student, but one we haven't we
146don't typically talk about a lot. So, I appreciate the the insight. I learned something. Maybe it was me that was going to learn something tonight. The board probably knew all about this, but uh thank you for uh being a advocate for our kids and for sharing this information. >> Very good. Thank you, Kelly. Stan, >> uh thank you. Um, thank you for this presentation. Uh, three for three. Good job. You did it. [laughter] Um, >> steal my thunder, man. >> We were following up after our visit with the mixed uh, abilities uh, classroom in NOL that Miss Bon and I were at. And um I want to make sure I I'm clarified on on the numbers uh cuz you threw out the numbers of total IEPs, but the actual number of people in mixed ability
147classes is 985. Is that correct? About 9 a little under a thousand. >> Oh, 995. Yeah, that's that's probably more accurate. Yeah. So um those others however many stu 7900 students are served not through a mixed abilities program. So um more inclusion um >> or one of our day schools >> still takes a huge amount of resources and time. >> Correct. >> Okay. And for and then let me congratulate you if my understanding is correctly our graduation rate among our disability community is almost 82%. >> I 81.9 >> can I for the graduating class of 2024? >> Yes. Um and hopefully or it will be higher this year. And then um well I think you should be very proud of that 82%. That's that's pretty amazing. I mean u I I guess my question really
148is we are expecting growth in this area correct. >> Yep. And that is be are people moving and coming because we have the programs to help their children uh or are there just more children with disabilities? What is what is the growth attributed to? >> Right. I think it's some of both. I think families and students with disabilities are sticking around Witchaw with the amount of resources we have. Uh we >> and there's resources outside of the public schools as well. >> Um for their >> Sure. Um but outside district like Maize or Andover, they could they could receive some of those in Witchaw supports. Um but talking educationally, I we have um a lot more resource than our districts around us or across the state. >> Well, again, I only bring this up because
149this is for the for my colleagues. Um, again, this is going to be an area of our budget. Uh, you know, we're going to have to keep attracting people into these these fields. We're going to have to keep attracting paras into this field. Um, and if this area continues to grow, uh, and we're going to serve everyone, we're going to make an honest effort. And I I love I love how you started the presentation by saying we expect uh improvement and with them just as much as we do with our so-called regular kids. Uh so this is something that we're going to have to probably put some more resources in into the future and to keep uh making our chief's financial officer nervous uh about uh we're out of the budget season now. So now
150we're got all these great ideas about what all we're going to need to spend money on. Uh and but this is one area that uh is going to demand the attention of the BOE in the future. Absolutely. >> Thank you, Stan. Kathy, thank you for this presentation. Ryan, I really enjoyed the tour at McCullum that we're referring to to to to go down a whole hallway of mixed abilities and know that these students are being cared for and their needs are being met where they are. Um I did uh pick up a class and I taught mixed abilities down in Derby and it's the first um class of that type in that school that I was at and um Superintendent Bip almost forgot your name. I'm sorry. um he uh asked me how it went
151and I said, "Yeah, actually, you know, I I please don't misunderstand this, but as an educator with third graders, it was a whole lot different being in a mixed abilities class. Um I I'm not trained for that." And um but I will say that um I was challenged. Um one parrot just decided not to come to work and didn't call in. So I was just with another parro who'd only been there for a month. And um it it was challenging. It opened my eyes to a different perspective of what our educators endure. Um what they have to know how to deescalate um a behavior that this child might not even understand what's going on because of their mixed ability. So I mean I'm I'm going to say Stan, you're right. This is going to be
152something that the board of education is going to need to address. And I even think that the educators need to be paid a little bit more who are in these mixed abilities classes because there is more than every educator is important. I I would love to see every educator make a lot of money more than what they're getting paid now. But these teachers with mixed abilities um go beyond and their their own training goes beyond what other educators um have to learn to do this. So I'm so grateful that 259 has got McCullum and I would in the future love to visit other classrooms that have these mixed ability classes. I would just love to see classrooms in every one of our buildings that could have a mixed abilities or even just to have a
153building that's just mixed abilities building just one central location where all the resources are right there in that building. Wouldn't that be nice? Anyway, thank you so much and um yeah, it's it's eye openening. I would encourage every board member to go and spend an entire day in a mixed abilities classroom. So, thank you. >> Thanks. >> Thank you, Kathy. So, interestingly enough, just a couple of weeks ago, I met with Grant Threckled, and he actually walked me through parts of the screeners to show me um just different different ways that we actually test students that don't fall into the Fastbridge screener. And I did not know this presentation was coming. So, [laughter] when I met with him, it was just to learn more about what is happening in the district. and it was a
154great meeting and time that we were able to spend together just learning about um some of the different students that we serve in the district. And so I do want to point out that having almost 9,000 students that have IEPs and fall into the exceptional categories, that's a that's a pretty large percentage of our student body population. So when we talk about increasing student achievement and the realities of what that looks like, that is something also to keep in mind where we still want to see growth, but we have to have realistic expectations of um students with severe learning disabilities of what that growth actually looks like. Um it's going to look different than other students and that's okay. those students still have value and dignity and providing them a a quality education where they
155can see growth and reach their potential is something that that is life affirming that we do here in the Witchaw public schools. Um, one of the things that I appreciated you guys u also highlighting in your presentation which it was an excellent presentation. Stan did steal a little bit of my thunder on that. But [laughter] uh is also the the dyslexia screeners and I've shared from the board table multiple times now that I am actually a dyslexic learner and so I understand what that what that looks like um in the classroom and how that feels and um and how those students feel inside that classroom. um that was me and so to have the screeners but then also to couple that with the letters training which is that structured literacy which actually teaches all students
156in a way that dyslexics also learn. So it's not an actual specialty thing for the dyslexics. You're teaching the dyslexic students in your classroom how to learn and that helps all students in that classroom. Um but I do appreciate that we are we are starting to screen for that that the state of Kansas has recognized that um because we know statistically that about 20% of our population uh is about dyslexic and that is that is kind of a scale like a lot of other um challenges that are presented with people. Um there's severe dyslexia and then there's um some of us that just struggle with certain aspects of it. that um to have uh our teachers educated in ways that can help dyslexic students whether they're identified or not um is something that uh is
157a very personal aspect for me. So, thank you guys very much for your excellent presentation this evening. Um and so seeing no further questions from the board, thank you guys very much. Appreciate you. >> [applause] >> Okay, Latona. Next item, >> consent. >> So, for the public's information, the purpose of the consent agenda is to help the board handle routine matters efficiently so that the board can spend more time reviewing, monitoring, and discussing the educational issues of the Witchaw Public Schools. Students academic success is the top priority for the board of education. Board members review these items in detail during the agenda review workshops held at 10:30 a.m. on the Fridays prior to each regular board meeting here at the AACH building. These workshops are open to the public, but no action is taken. The
158workshop is for discussion and questions only and your presence is always welcome. And I will say when we have holidays in that mix, for example, later on this month, uh the Friday before the December 1st board meeting is the Friday after Thanksgiving. So we will meet the Friday prior to that. Um so when there's a holiday in that month, uh please check the website and we'll we'll post the the date of when that workshop is. So with that being stated, uh is there a motion to approve the consent agenda items? I'll make a motion to approve the consent agenda. >> I'll second. >> Motion made by Kathy, seconded by Knock. >> And I think we're getting our voting. Okay. Motion passes. 6. Platona. Next item. discussion. Board policy 6336, graduation and certification audit. >> Okay,
159Kelly, I'll let you tee this up. >> Sure. Uh, so this was a a board request from a couple different board members. Uh, I don't know if it was last month or the month before, but essentially this is codifying the idea that we will continue to have a graduation audit um on some sort of a cycle and an a third party group that certifies that audit. Um the board current the pol policy that's in front of you tonight that's up for discussion not for action really lays the the guard rails that the board says to administration we want this to be done we want this to be done on a cycle and then we're able to determine uh based on cost or or cadence or workload or all those sorts of things um how that
160actually takes place over the next I believe it's four or five years. So that's the the summary of the policy and welcome any discussion, thoughts or input. >> Okay. Are there any questions or discussion items for that? Okay. Oh, uh there is a major delay. It was not there just when I was looking at you. Okay. Knock. [laughter] >> Yeah. I I appreciate the uh district's commitment to uh codifying uh improvements to the internal and external auditing processes uh especially when it comes to uh graduation rates. Uh one of the questions I had uh uh what does the whistleblower or reporting process entail if uh you know let's say a staff member did have allegible concerns about uh graduation tampering. What is I don't think the policy speaks to that specifically as as far as
161if a staff member suspects some sort of data inaccuracy or something like that >> like a process. >> Yeah. Yeah. Yeah. What's the uh what's the process for it or is that covered like in another policy? >> We have a whistleblower policy that I can't give you the number off the top of my head but we can we can send that to you guys. So I believe it would be covered in that to where if you were to suspect your direct supervisor is the one that's having malfeasants, then you would have a protocol to go uh and an appeal or go to another higher rank. So um but I'll send that to you guys. >> Okay, seeing no further discussion, Platona, next item, >> superintendent report. >> All right, thank you. Um well, I I
162got inspired by the presentation and shared a little bit of what I was going to say earlier. Um, but just to reiterate, I do think uh it's important especially for those those coaches, those people that we pay a supplemental to that they put in hours and hours and hours of work. Uh that that we we recognize that and the sacrifice that is. I also want to articulate I believe for the vast majority of our staff that that really is an honor. It's an honor to serve our kids. It's an I mean, you saw their faces light up. You know, they weren't complaining about it. They weren't saying maybe their wives were complaining about it, but they weren't complaining about it. Um, being a spouse of a coach is a real thing. That's it. That that
163is a real thing. It's a challenge. Um, being a child of a coach is a is a real thing. So, but our kids are worth it. our kids uh the mission that changing lives and when Sergeant Clay talked about what he is able to do and how it impacted him and how he's helping to impact other kids that's really what it's all about and why we're here and why all of us do the work. I did also want to take a few minutes to give an update on the federal shutdown. Um that and we'll summarize this and and send this out to you too. Uh but just to give you an overview of some of the impacts. I think we're all uh all of us are feeling it. You've heard a lot about it. Um
164the nutrition funding essentially we we get our nutrition funding from uh USDA. Um that for now uh is there's a federal lapse of funding plan in place. Um but the longer this goes on, the more at risk that is. Um our direction a few weeks ago for nutrition services was um we have enough um for now to get us through but forecasting and foreshadowing where this how long this might go on um it could be a challenge um as far as money in the bank I'll quote uh David Paul um I believe if if the money were to turn off we have about a month's worth uh to get us through and then about two weeks worth of food on the shelves. Um, so we hope it doesn't get to that, but that could be
165uh that could be a challenge. Um, with SNAP benefits and other other sources of food for our kids um being in jeopardy or being in peril at times, the the breakfast and lunch they get from us is is even more more important. um IDA and special education. Um I think we sent an update to you guys about that a little while ago that um there are still funds uh available for that. Um one that recently came up that I think is important for you all too that was spoke of tonight is JOTC funding. Um they have not had funding uh a funding source federally since October 1. So, one of the things, one of the main takeaways I hope we all understand is anytime or the next time somebody tries to hit you up about
166contingency funds or these large cash balances we have, we are literally living it right now. >> That's right. And if we weren't doing if we weren't being fiscally responsible as a district, imagine where we might be where we were to just say to Colonel P, I'm sorry you can't take that trip because we don't have funds to to float you essentially. So we're funding JOTC out of district funds now with the hope that the federal money when it comes will get reimbursed. Um if we get beyond Christmas break, we'll probably have to start cancelling trips. So students will lose out on opportunities um because of that. So, um I don't know that it matters to me, uh who's pointing a finger at who. I think it matters to me if the problem gets solved. That's
167right. >> Um and and everybody who's pointing a fing finger is part of the solution. Um whether they have an R by their name or a D by their name, uh this is impacting lives and kids and opportunities and um I hope I hope we can get something figured out. So, um like I said, I'll summarize all of that, but I did want to share it's been on a lot of people's minds. Um and there's there's a couple other areas that are smaller but are uh impacted to um that essentially federal government interaction with us right now is essentially zero because most of the employees are furoughed um and and not working. So, um I think that's Oh, the other thing I wanted to share, um that in context of what what Holly shared, I
168wasn't planning on sharing this, but I think it's important. You guys are asked every year, uh how long you believe it will take for us to get to 50% threes and fours on the state assessment, and we've set that number as 2030. Um in 2122, when a lot of you guys first joined the board, um we were at 18% threes and fours in E and ELA. Um, so we were 32% away from that 50%. Today in 2025, we're 21% away. So we went from 32% away from 50% to 21% away from 50%. So that 2030 goal um feels a lot more achievable than it than it ever has. Um, that's tremendous growth. That's 11% growth in threes and fours um from four years ago. And really a lot of its co recovery, a lot of
169its letters implementation, some of it was a new assessment and cut scores. Um, but I think the bulk of it is teachers really working hard for kids um to to make make a difference and and teach them to read as best they can. So, um, with that, that's all I have. >> Okay. Very good, Latona. Next item. >> New business. New business and board of education requests. >> Okay. Uh, seeing none, I do have one uh thing that I want to highlight and I don't we don't usually talk about a lot of experiences and what we do within the district, but there was a ribbon cutting ceremony for a Verizon Innovation Learning Lab. Um, and so that was at Hamilton Middle School a few weeks ago and that's also called V's Lab and this offers
170students access to cutting edge technology and it opens the doors to exciting STEM related careers. Um, and we also have four of these. And so these are a middle school program. These are at Coleman, Curtis, Hamilton, and Marshall Middle Schools. Uh, and this is a partnership that we have. It's a really a grant from uh Verizon. And they they come in and redesign our classroom where this is going to be at. And then they also give uh they provide all the materials. So these labs give students a place to explore robotics, design thinking, coding, virtual reality, 3D printing, AI, and more. Um, and these, uh, all of the equipment, all the supplies, all the materials are constantly provided by Verizon. Um, but what was the most interesting, exciting part for me was the students that
171gave me a tour through the lab because the students have been in there since August and I was just kind of walking around kind of observing and watching and somehow I kind of got paired up with three students there and so I want to say their names because I told them I'd give them a shout out from the board table. So Raiden Cox, Christo Uttesh, I might be uh butchering poor little guy's name, and Allison Daz. Um their excitement in that classroom was contagious. And they were literally took me around to each little area within the classroom. And one of the things uh that they were they were working on and designing are stickers. And so I have a sticker right here um that the students helped design. And they gave me one. and I
172told them I'd put it on the back of my laptop so they could see it at every board meeting. Um, but then they also showed me the 3D toys that they were they had programmed and made and they were printing. Um, they showed me all the tools they used to to delaminate it from the from the printer and pull it out to play with it. Um, and so it it was just an inspiring event and a moment with students that that school might not be their favorite thing to do. You know, even even though reading is super important, you know, we need those those foundational skills, but giving students uh an exciting reason to to show up, to come to school, and to make them excited to to learn how to read, to understand how
173to do math. Um it it was just it was just an inspiring moment and I just want the public to understand that that these moments are happening all throughout the district and it was just very refreshing and I just wanted to share that and and give a great shout out to those students who who gave me a fantastic tour and were their excitement was contagious. So I did want to share that from the board table. >> Okay, Latona. Next item >> executive session. Okay. I move that we adjourn to executive session. Oh, do you have to read that first? >> I do have a I I here if you want to read it. >> No, go ahead. Go [laughter] ahead. >> I move that the board go into executive session for the purpose of discussing
174matters relating to actions adversely or favorably affecting student for 20 minutes. The executive session will include all the board members present and general counsel Dan Lawrence, Superintendent Kelly Beerfeld, and board clerk Latona Hoy. The open meeting will resume here in the boardroom at 3:50. >> Second >> or sorry, I'm dyslexic, so [laughter] 8:50. Saw 8:30 and the three and the eight. It's [laughter] a little mixed up. Um, >> I second. >> Okay. Motion made by Diane, seconded by Kathy. All in favor? >> Pass your vote. >> Oh dear. >> Pass your vote. What's going on here? >> Did you get me? >> What did I do? >> Yay. >> Okay, motion passes 6. We are in executive session. Okay, she got us. >> 809. Lona. >> Yes. >> Okay. 809. >> Do we have to
175come back here and vote? Okay. >> So, just leave your due. mine closed. Okay. The board is back from executive session. On October 27th, 2025, at 1 p.m., an appeal hearing was held regarding a 9th grade student from Heights High School. I move that the board uphold but modify the findings of the hearing officer. >> I second. >> Motion made by Diane, seconded by Kathy and do have an electronic voting. Oh, motion made by Diane, seconded by Kathy. >> There we go. >> Okay, go ahead and cast your vote. >> We did it. Okay. Motion pass. 6. On October 30th, 2025 at noon, an appeal hearing was held regarding a 9th grade student from Heights High School. I move that the board uphold but modify the findings of the hearing officer. >> Second. >> Motion
176made by Diane, seconded by Stan. and go ahead and cast your vote. Motion passes 6ona. Next item, >> adjournment. >> I move that the board adjurnn. Second >> motion made by Diane, seconded by Kathy. >> I'm a lot faster than raising. Go ahead and cast your vote. Motion passes 6-0. We are adjourned. Thank you very much. >> Was this plugin working for you? Because it wasn't working. >> It was working for me. >> Thank you. You too. I wonder if Well, cuz uh I mean this like so wonky so it's