November 2025 Board Meeting

001Are you resending it? DM. >> Yeah. >> Once I get it, I'll put it in. >> What's that? So Jake said I deleted the agenda. >> You did? >> I don't know how I did that. >> I didn't delete the agenda. >> No wonder you sweating a little bit. >> Oh yeah. Get your sweat now. >> My sweatshirt's on. I can't sweat now. I did. >> God's arm yesterday. >> I just had it open and I don't know. >> It's all right. We're gonna get >> Yeah. Sorry. Rob, can you go back and have >> I don't know. I can try. >> Please go back and then >> Okay, >> there. Now, let me download it and reload. Rob, you step away from the building. the same desktop. >> We done. >> I'm getting it

002loaded right now. Two seconds. >> Share this. >> Please bear with us. their superintendent attempts to do uh >> it's magic and I just stick my >> All right, there we go. Everybody with a link now access >> Mr. D. Can we No touchy touchy joinledge. I pledge algiance to the flag of America and to the stands one nation indivisible with liberty and justice for all. >> Thank you all for taking time to come out today. Any person present who wishes to address the board or raise any questions about public school district matters or governing policies may do so under public participation. No discussion of personal individual students per minute at this time and limit of three minutes is placed on each speaker. Persons who want more time may make agendas. The public has also

003reminded that they may provide input on all motions being considered by the board at the meeting. Additionally, anyone wishing to make public comment virtually may submit the following through the virtual public comment forum. All received messages that comply with the following criteria will be read at the meeting. No discussion of personnel or individual students is permitted. Include the full name, address, and your message and a limit of 500 words is placed on each person. The same link may be used to provide input on action agenda items prior to board taking any action. [clears throat] Uh public comment, I have none online. Is there anybody here to submit a public comment? Okay. Uh correspondence. We had one public records request from Charity Boiler sent to the business manager Deian Nielsen and copied to the full board.

004The response was provided by the board chair Josh Skidmore. Next, we're going to move on to elementary gifted talented team presentation. Andrea, Teresa, and Christie. Hello. >> Well, thank you for letting us come in and share some information. Exciting things happening in the elementary when it comes to gifted and talented. I get to start off and talk about past practices because I've been here forever. Um so um if you have looked at the previous handbook we had to have 95 percentiles on the AIDS web data in order to be tested to see if you qualify for gifted talent services and then we used in the last two years we've used the Kogat which is an kind of an IQ intelligence test and you had to score a 95% on that. We had to manually calculate

005that. I guess I shouldn't say we, Christine, had to manually calculate those scores and it was very challenging. Um, so those were some changes that we had made when we first came on board with the gifted and talented because even prior to that we used the Raven screener. Um, and again it was based on the 95 percentiles with that. So Christine's going to tell us a little bit more about some changes. So um we recently were well we were very fortunate enough to um go to a training in Texas and while we were there we were able to actually meet and hear the researcher of the neglary ability test and um this screener was specifically designed to identify gifted and talented students. Um and what really I think spoke to us there's two things that

006really spoke to us. one was the norms were created after co and then also um it was a non-discriminatory screening which I think was a really huge uh proponent or like positive thing to bring to our community. So just a little bit more about this test. There's actually three subtests, verbal, non-verbal, and quantitative. There's 40 questions and a time limit of 30. However, there can be accommodations made. So, if you have a student that's on an IEP, you can turn that time limit off and they can have as much time as they need. What's interesting is you have the students watch a video um to demonstrate how to take this test. And so, they need to make sure they just watch the video and then there's no language barrier barrier. So, like said, there's no

007wrong discrimination. So, it doesn't matter if you're an English language learner, you can be successful and identified in the street. And so, uh, we provided a couple, uh, test, um, items for you. And so, this would be an example of the verbal, um, test. Um, you can maybe see if you get one. Maybe just a >> um, >> so, uh, this is all the verbal assessments are based around vocabulary, um, and different settings. So like this one, it' be number two because it's the only one that's spilled. >> Good job. >> Right. >> When we were actually giving the screen, I'm like a little bit more time on that one. >> You might be gifted. >> Well, I probably am now that I took this. >> Yeah. Yes. Now that we've all seen. And here's

008an example of a quantitative test. Um and so, uh math. Um, as you can see, this doesn't have to do with numbers. Um, so kind of problem solving solutions. >> Is it a B? >> Yes. >> A. >> Yes. Circles equal trapezoids. >> Very cool. [laughter] >> Um, yeah. So, this is quantitative. So, kind of math. And then the last one, uh, is nonverbal. So kind of the spatial awareness more hands-on learners also. Um >> Mark's safe from being >> Yeah. So just so you kind of see u what some of the students saw when they took this. Um the biggest I think undertaking was uh we tested uh probably 115 students and each test had to be given on a different day. >> Yes. >> Yeah. So it it was a lot. It was

009a lot. >> So there you go. >> It was number one, right? >> Yes. Sorry, I had to think. I had to go back. >> All right. >> Gosh, I'm the best. >> You're two gifted. >> I know. Two gifted. >> So after we attended this train, we came back and and have this grand idea. We said, "Let's have a universal screener." Christina's going to talk more. >> Okay. Um and so to kind of level the playing field for all second graders, we chose um screen everyone. Uh because before we were just testing students or screening students that scored the 95th percentile or higher on a web. Um and we'll get to um our findings in just a minute. Um I'm kind of a data nerd and I really thought it was fascinating uh in

010what we found. Um and this second grade screener um is being implemented nationwide we found when we were in Texas. Um and so we were really great like we were really fortunate to be able to bring that to Lockwood um as a best practice for our students and the rationale is to give all students the opportunity because before that we were just kind of giving a small percentage of students the opportunity to see if they would be identified as gifted but now all students have the opportunity. Um, and it also provides our teachers with great data in order to help serve our students who are performing at a little bit higher level also. Okay. So yes, then because we came back and we proposed this idea to have this universal screener um then we updated

011um and it was court approved in the handbook. So um you should be familiar with this. So now um in order to qualify for gifted and talented services, you don't need a p, uh receive a 98 percentile on the snagary test. Um what's nice about it, the reporting is very clear and easy to understand for the parents. In fact, we sent all of these reports home to all of the second grade parents. So it wasn't conferences. So it wasn't u you know whether they were gifted or not. It was everyone received that report. And then if you were identified for gift and talented, you got an additional letter to welcome you to. So this was the data that um we thought was really interesting. These are the actual scores of our students. Um and so

012you can see there's the verbal, non-verbal, quantitative, and then the national percentile rank um for the nleer test. And then you can see this is the fall Ames red or excuse me, Ames reading comp score and the Ames math comp score. So if we would have been uh doing what we were doing previously, only one of the students that qualified for gifted and talented would have actually been tested. >> Um and then which I think was really great. I think that it showed that us doing this really accomplished our goal in reaching all students. And then even if you look at student number four, you can see that there's red and yellow. the student is actually receiving additional um reading intervention um and she scored um gifted in verbal. So I again I just think

013it gives us a lot of really valuable information and I think we're um serving our students well by screening everyone or else we would have missed four students that would have been screened prior >> and it is possible to be twice identified meaning you're receiving special education services along. So, >> one of the things that um we struggle with on both ends of the spectrum, whether it be special education services or gifted services, is early identification. Before about third grade, it's really hard to identify students for a variety of reasons. And on the gifted end of the spectrum, it's early learners. It's kids who maybe had families that were really engaged or it could be kiddos who were in day daycarees and preschools that did a lot of work with them before they came to

014school. Um so that's why it's so hard to figure out um who truly is gifted versus who just had a lot of access before they came to school. >> Yeah. A lot of additional opportunity. >> Yeah. A lot of additional opportunities. So yeah, we're I mean I these ladies did a great job of presenting that, but I just think we as a team are really excited um to see that we have the opportunity to recognize kiddos who maybe we wouldn't have spot, you know, picked out before. like that student number four, that student may very well end up being twice identified, but that's completely um great to recognize that gift on the end of the spectrum and then still provide the services that that student may need. So, >> and so just even taking a

015look at like which area of focus um that they scored their giftedness in can actually help us in our dayto-day of how we're actually helping students in the gifted and talented program. So, we do have a pull out model for uh second through fifth. And so, they meet with Christine for second and third and I do the fourth and fifth. and fit is more of a push-in model to get them prepared for middle school. >> We're we're excited about it. >> Yeah. And so moving forward, um we learned a lot this fall um when we were testing second graders. And so we're looking to test uh first grade students in the spring to help with placement of core plus students. Um and we we had the discussion about age and whether they'd be ready. Um

016thankfully with the nuclear test um it does take their age into consideration. Um so we're not really worried about that obstacle. Um and then we also hope they can continue to receive professional development to help bring more things to Lwood to help better serve our students also. >> Yeah, just clarification about the change the slideship and the test fall second grade to spring and first grade. Um, one of the strategies for serving gifted students that's identified in the research is cluster grouping gifted kiddos. So that's why we want to shift the testing so that um, and parents are notified and if they don't want their kiddos cluster grouped, that's completely their choice. It's in the handbook. But if they want their kiddos in that cluster grouping with other identified gifted kiddos, they would be in

017the four plus classroom in second grade. If we hadn't identified them in them in that class already. >> Yeah. And that and that such grouping was also discussed at the training that we were at. Also >> doing lots of great things here. Do you have any questions? I just wanted to clarify for the board. Our gifted program is a three-year egrant in our system from the state. And this year we received $7,500 to run a three-year program. So last year we had or the last program was about 14,000. [clears throat] So they cut the programming in half for the next three years. So I don't know what the reasoning was. That's just what they sent out. So >> yeah, substantial. >> It's a substantial cut. Yeah. >> Could you clarify? So how so does it

018work? You said you're pulling kids out of their classroom or you said fifth grade is a push in. Does that mean that you're going into the classroom and the whole fifth grade does gifted that whole class whether they're been identified as gifted or not they do a a gifted time? >> Yes. Okay. But the but the other classes earlier grade are pulled out still. Make sure I understood that that >> I think that and I think that has to do with the number of students also per grade push versus pull out also >> last year we had 19 this year we had 11 just in that grade and so basically over half class was so rather than leaving a few behind it just made more sense to work on projects together. >> Yeah. that we

019got two adults in one room. >> Sure. >> I think now that we've settled on to a more consistent process for identifying gifted kids that we feel like is really accurate. Um, we will be able to watch that trend over the years too a little bit more accurately to see just like how many kids are we identifying? How is the process working? Because we're going to be screening everyone whereas in the past we didn't not even everyone didn't even have the option to be identified. Does that make help? >> No, it does. No, I like that um shift in >> looking at more kiddos um because I do think just because you're testing low doesn't necessarily mean that you wouldn't benefit from a gifted program. I feel like >> next we'll move on to reports.

020We got facilities. >> Hello everyone. Um, let's see here. We've completed PMS on all our mechanical equipment and PM on all of our snow equipment. And last week we did our last blowout. So all of our water lines, we're ready as we can be for the snow that's eventually going to come. Fingers crossed we can make it >> December be fine. [clears throat] >> Any questions? >> Thank you Mark. >> Primary >> I get to go first. >> Yeah, they didn't they didn't switch switch it up or sent >> parent teacher confidence were a big success. Uh the feedback from my teachers was that November feels better as far as being able to give more accurate feedback to students because it's closer to trimester. Um they know their students better, you know. So felt pretty

021good to us. Other people might disagree, but we had 94% turnout at kindergarten, 95 at first and 96 and second. So those are pretty good numbers. Um, we also did that family literacy and numeracy night during conferences which specialists and my intervention team ran. And I think it was really nice for people to be able to stop in there, get bags of activities, pick out books, they got cookies, there was prize drawings for everybody who came to put their name in. And we gave those prizes out. And I think we had between 60 and 70 families that came and actually signed up and went through all the activities with the teachers. So that was successful too. Um attendance looked better from um September to October. We identified some kids that we wanted to improve and

022they got improvement awards from September to October. So we're going to focus on those kids this year. We make phone calls, we send letters, we do all the things. we we try to really reach out to see how we can help them, how we can help families get kids to school because sometimes they're barriers. So, um counselors make those phone calls, too. Um our word for this month is gratitude. So, that's our counseling focus. And then that obviously spills over into everything we do in the school. And then teachers choose students who consistently consistently demonstrate that behavior and they receive certificates too for showing gratitude. This this month triumph reporting is next week. So Andrea has all ready to do that. Um we're going to pull up Thanksgiving dinner this year. So we invited parents

023and kids get to bring two people. We'll get some extra tables. Oh, Mark left already. That's how I was going to ask him right here. And now I've got >> You can bring us some extra tables in for my little cafeteria and we'll we'll let parents come in and eat with our kids and they even get to go to recess. So, I bet they're really excited about recess. Um the kindergarteners are going to do their little Macy's Thanksgiving Day parade where they make these little floats and they're going to parade through the school. So, that's on the 25th of November. And then they will also have parents come in to do gender fun houses in December. It will not be on a concert day. We learned from last [laughter] year and our Facebook poll that

024that should not happen. So, um, we've had lots more cafeteria volunteers. I have people that come in on different days each week and they're just available on those days. So, that's been nice because we have a salad bar now in the little cafeteria and we have to help them eat their food. So, it's kind of cool. Watch that. And then we are going to switch the intervention team is going to do benchmark testing in December instead of January because then when we come back in January all those intervention groups will be ready to roll and newly modified and we'll get data done beforehand. So those are all our changes. Anybody have questions? >> Looking forward to Thanksgiving dinner on the 20th >> too. Um, I did have a parent call and ask if they had

025to eat twice because they have two kids. >> Yes. >> I'm not going to force parents if that's not what's happening. They don't have to fine. >> Thank you. Uh, intermediate. >> Good evening. Welcome. Uh, first and foremost, I want to introduce you to someone. Uh this is Danielle Jorgensson. She is our new third grade teacher. Uh pending your approval for the request to hire list tonight. Uh she is just finishing up her student teaching and will be uh we really want that transition to be smooth. And so she is going to work with our long-term sub, Mrs. Dyke. So all of next week, they're going to work together so that they can that Danny can learn the processes that Mrs. Dyke has put in place. uh curriculum conversations that can happen so that that

026transition can be easier on just Danny and our kids. Um so just wanted to make sure she was willing and wanting to come and meet you too. So >> you guys are glad you are here. >> Um obviously you can see remnants of our Veterans Day concert that the fourth graders put on. That was very well done. Once again, kudos to our fourth graders who pulled it off. They maybe struggled a little bit during rehearsal, but they pull it together and do a wonderful job and thanks to Mrs. Gets um our our kids are getting an enormous amount of opportunity to do speaking parts, solos, and she crafts the scripts so that that the kids will fit the part. And so just the amount of time she has put in to making all the different

027parts for kids, I just want to make sure that she is recognized um and is loved by kids. And when we talk about the art of teaching, she has those kids eating right out of the hand and she just is just a job so well done. And I know you know that to make sure I recognize her for all of her hard work. Um, we are also, so the family feast is a cave vibe event and so it will be a hopping place November 20th all through lunchtime. But we really are excited to uh possibly make this a tradition, right, and invite families and come into the cafeteria and recess um and eat with your eat with your child, eat with your child's friends. Um, so we are excited about that. Um we so our

028school leadership team talks about reading challenges uh or challenges for kids and so we have a nifty idea from our from our librarian and so it's also ties into how are we going to get more kids to family fun night and so Teresa has the connection with books that we're able to pass out to kids and so once kids read a book uh in our hallways we have these ginormous trees and they've put their name on the trees, the third grade tree, the fourth grade tree, the fifth grade tree, >> and teachers >> and the staff should have a tree. And so we're just really encouraging the love of reading. And if they read three books, um when they come to family fun night, they get a free book. And so our kids I should

029post as the month goes on because the trees are filling up. And it just is exciting to see kids want to run to the li the library to get a lead to make sure that they you know that to stamp that they have read. Um and so we just want to keep encouraging kids to do that obviously. So we have ideas for months to come for reading challenges. Uh but again just a really positive um motivation for kids. Uh and then we are continuing to do positive behavior referrals uh which align with our cubs acronym. So for the month of October, the SLT has recognized that respect was uh the traits that we were really looking for for students that are going above and beyond are always modeling that behavior. And so teachers are filling

030out the positive behavior referral and then they get called at the end of the month and get awarded with a ribbon and a certificate. Um, and the cheesiest smiles all the way down the hall. So we love that. This month for November is going to be responsibility. And so again, we're looking uh for students who just really follow those traits and teachers that are looking for students that are going above and beyond. And so we'll continue to do that as the year progresses just with the different parts of our Cubs um acronym for our positive behavior system in our schools. [clears throat] Do you have any questions for me? >> I do not. >> Thank you. >> Middle school. >> Everybody. Uh it's been a fast and furious month here in the middle school. Got

031a number of things going on. school dance that was a fundraiser that our gish house suits did uh incredibly well done. They did a great job of organizing everything and just making it a great event for everybody. Uh we had our abandoned choir concert that I know many of you attended. It was just extremely well done. Uh we we ended up uh we had we hadn't ever recognized Mr. rough for uh you know his all of his work as the staff member of the month and so we chose him this month and then the high school obviously got the same memo and also chose Mr. Rob but um and so you know that was really good to see Mr. Rubiato and the impact he's had on our choir uh students in his time here just

032a really really solid performance all the way around. Uh we have a health games competition that uh that our Lion mentors uh ran and just did a fabulous job with. Uh we've got our school store up and running. Just tons of of positive u things for our kids. Really giving them a lot of positive feedback. Uh our staff doing a great job with that. Um what else am I forgetting? The survivor. Usually we sit down and we go through everything and then we forgot to have time for ice cream though. Uh so I think that's that's about >> when will the butter braids be here? >> I question forgot about the fundraiser. Yeah, we did a fundraiser this month also that uh went really well. We um we use that fundraiser for all of the

033positive things we do in our school like our school store like the different um when we have pride and we buy stuff for the kids uh you know any of the giveaway stuff we do. Um and so we raised about $9,000 uh on selling butter braids as a as a school. So that's great. Um and so we already were spending some of that already today on uh on stuff to buy for our kids. So that went really well. Those um butter braids will be delivered November 24th, right in time for Thanksgiving. So, uh if you did purchase them, you should the students will be delivering those out that night or soon after. So, >> questions. >> That's it. Thank you. High school >> um report. Um, first I would just like to uh point out

034we often point out teachers and yes, Mr. Ruff was also our um first recipient for our staff of the month staff to staff award. We thought it was really interesting that you know he received it from both schools that he works at. Um I'd just like to thank uh publicly Cole and Rob uh for what they do every day. Um one of the things that I point out uh at conferences, Mr. cabin and Miss Wilder had uh conferences with some of our al alternative ed students and their families and he had a 70% turnout which I think is fantastic. Um we had 394 um parent teacher conferences which averages 12 per teacher. We had as many for one or as few for one staff member as three but all the way up to 23 for

035uh several others. So it came out to 12 on average. It's hard to keep data for um middle and high school because they see multiple teachers. Um but I was pretty pleased. Uh first night, you know, I could tell we had, you know, busy house, but the second night was busier um because we had people waiting in the hallways for their next um available opening, but our teachers were busy and I'm really grateful to them individually and collectively more communicate about their grades um at quarters. So, um that's all I had. Obviously, um we are wrapping up our fall sports and um ready to open up our winter. You saw the middle school wrestling here tonight. Right at it. And we'll open up on the 20th with our winter sport. So, that's all I have.

036If you have any questions for me about >> Thank you, student council. >> Um yeah, we got your email donation. We talked about it at our meeting and we decided to do like a 50/50 between the seniors and juniors. >> Okay. >> So, the juniors will get that towards their prom because they're the ones that plan the prom for the seniors and juniors and then the seniors will go to graduation able to like >> I like it. >> Yep. Okay. >> This uh what he's referring to is the Lockwood School Board is putting on a silent auction item. It will be in the entryway on December 4th when we have family fun night. >> Fourth, right? >> Yeah. >> And it consists of a fire pit that has the Lockwood Lines logo on each side

037and then it says Lockwood down the side. It is collapsible, made out of quarter inch steel. And then we also have uh board members I mean there's fuzzy blankets. There's going to be wood. There's going to be marshmallow roasting stuff. Um we have stuff over there that's going to go into it. So, we wanted to put something together and I know that there's going to be silent auction items in here that donate that benefit the senior class only. >> Yeah. >> But we wanted to put the student council so that they had a vote in what happened to it. So, we put the basket together, the silent auction item, and they decided where the money's going to go. So, it looks like it's going to go 50% to the junior class and then 50% to

038the senior class. >> We're good with that. So, we look forward to that. >> Yeah. Thank you. Anything else to report? All right, I like it. Anybody else have any other questions about that? >> All right, superintendent report. >> Well, it was lengthy, so I'm not going to read this all to you guys. I'm just going to summarize. Our attendance has gone up in every building for this month. So, it's back up in the 90s. Um, I believe for everyone. Yes. Um, our [clears throat] enrollment also is up too. So, we're didn't lose anybody. So, we're still on that trend. We haven't lost anybody this year yet. We've had kids move out, but we've had people move in. So, we're staying right where we should be. Um, this has been a month of a lot

039of reporting to OPI, like copious amounts of reporting on top of our desk audit for Title One. So, we're keeping up with all of that. We just had the money come in for our reading grant that was announced on Tuesday. That process will start. I dropped off a checklist with Andrea. We'll start that process. Everything on the checklist, they said if you're doing it, we're in good shape and we were. But I'll start the process of it's a little bit more complex than the older reading grant egrant system. So, we'll start that. Um, we have our Lions Path Academy Charter School application was accepted by the Board of Education on October 31st. I received notification Tuesday that our interview with the board of education is on at 10:10 a.m. And I'm going to invite anyone

040who has has seen this report and has access to this if they want to make public comments to use our public comment venue here that comes into the the spreadsheet. if they want to make comments about the application, that is open to the public until they um do our interview. So, anything that comes to us, I will forward on to the board of education, but we have to open that up so the public has access to that. So, I want to make sure everybody understands that they just click on our public comment and leave any comments they have about the application and it is it is here. Right here. Yeah. Don't Jeez, here we go again. I did it this time, Rob. >> Oh, bye. I turn my iPad off. Yeah, we're fine. Now, uh,

041in curriculum and instruction, we had a lot of stuff going on. Um, I had the opportunity and was asked if I wanted to apply for a grant for high school choir and drama, and so I did the grant for $4,000. I don't know the outcome of that yet, but um, that is in. Also, I was asked by Samsung if Lockwood would like to apply for a STEMbased community challenge proposal. We sent that in. I've now been invited to sit on a panel that goes over what that grant can do if we're awarded the grant. So, they're kind of pre-educating in case you are selected. So, I'll be doing that between now when they announce it, and that will be sometime after Christmas. Um, the grant was written to support our robotics and middle school and

042high school. So, there would be up to $10,000 for programming for both the robotics club. So, I'm hoping that we at least get in the running for that. U Mr. Kenzie and I and who else was with us on the gear up? Andrea, were you there? So, Kelly and Andrea and I attended a web uh Zoom meeting with district 2 to see if we could work on a grant to bring the Gear Up program back to our campus. The Gear Up program gets kids ready for colleges. Um, helps train on how to apply for student aid, all that stuff. Um, I don't know if it is something that will fly, but we were on just the initial initial conversation. So, um, there's a lot of requirements that go into this grant that I don't know

043if we'll be able to comply with, but we wanted to be in on that just to see. I don't know if Billings and we will move ahead or not. We have another meeting, I think, next month to talk about what next steps are. So, we just didn't want to ignore it if that was something we thought we could participate in because it is a great program. Um, Billy's clinic reached out and asked if we would like to partner with them and our high school on their drive. They do clothing, hygiene, and food. So, we will have boxes delivered when they're done with their drive. We are now partnered with them like Billings High School. So, it's kind of nice to be included in that. So, we'll get food drive, clothing drive, and hygiene drive from

044Billings Clinic this year. Family fun nights December 4th, 5:30 to 7:00. Chartwells is partnering with the district to provide a meal to be served by administrators and um I ask invite everyone to attend if possible. It's a fun community way to kick off the holiday season. Also would like to say I got a message today from the Chartwells manager here. Um Carrie, she applied for with the dairy council to get a soft serve yogurt machine and iced coffee machine for the high school. The soft served yogurt would be for the K5 and she was given that grant. So, we will have soft yogurt in day five and a iced coffee machine in the high school. I don't know what that all looks like, but [laughter] I mean, I have to give her credit. She's done

045she's done some amazing things in the short amount of time she's been here. So, our first pow-wow is scheduled for April 24th. Andrea is working with representatives from Western Native Voice to bring that to campus. It'll be a one-day event. We had talked about a whole week, but there's just no way to manage that much for a whole week. So, we're going to do a one-day powell here that'll be the full scale dancing, GP raising, the whole pit. So, it'll be a really fun thing. And Josh, you'll be fra um talking about >> I know. >> I just have to say that that I feel like the district is on a really good trajectory now administratively, teacher-wise, instructional wise. I think that we're moving in a really good direction right now and I just appreciate

046how much work everybody is doing to make that happen. We team up on a lot of things that I think we kind of used to be in silos over and now everybody just kind of steps in and I can run down and see Andrea, can you help with this? It just is really working out well and I think it's putting us in a really good position to move the district ahead. Just wanted to say that and I thank the board also for their coop their cooperation and their support and the things they do outside of what you would be required to do. >> Okay, I'm done. We did have a resignation from a pair of professional as well. So >> questions for Don on the 24th. Is that a full district opportunity? >> It'll be

047like we used to do the one day kind of like there were activities. This will be much more focused. We're getting a lot of help from the Western Native Voice, so it'll be really, really authentic. It'll be fun. >> If you're in Spanish, you're not allowed to go. >> Yeah. >> Okay. >> There are 16 indigenous languages. [laughter] >> I am not picking a fight with you. [clears throat] >> Uh board, school board goals, those haven't changed. The only thing is Don's working on getting one printed up for the entrance to every building. I don't know when that's >> what >> they're ready to go. Just have to get them out, get them hung up. We do have them upstairs and then we'll bring them around. They're framed and sitting on the table up there.

048We'll just get them out, get them hung up. >> Okay. And there's one behind the district office desk, secretar's desk as well. >> And that's this right here. If you guys work focus, >> uh, next we're going to go to the Golden Gavl hours. Um, Golden Gavl hours required are 12. Um, it's not just about getting the Golden Gavl. This is also something that Don uses when he writes grants of how committed the board is. They ask about the board culture and things like that. So, get them in, get it done if you can. You have until May. >> Hey, sorry, but that the Zoom meeting that we missed that they were going to send links to watch it later. >> Title N >> and seller title N >> just the it was on like

049a week ago. That was a series. It's a series >> link and set out for the recordings of it. I was going to go back and watch. >> They'll do that when all three are done. They'll do it when >> they do the whole series first. Yeah. >> And do it live. >> Yeah. And the link that >> the next one is tomorrow at 1:00. >> Okay. >> And then next week it's Tuesday again. >> Oh, it's every week. Okay. >> Yeah. >> Okay. >> The only ones that have been sent out so far are the Mudge. >> Okay. Well, hey, everybody looks like they're on the trajectory or on track. >> Yeah. >> Don't stop when you get 12. Keep on trucking. >> Uh, next we're going to go to committee updates. Uh, committees.

050Mr. Kinsey sent out a synopsis of our, uh, what would it be? Our reviews or our from uh, parent teacher night. So, whatever your uh focus is, your committees, take [snorts] a look at that. There's something that applies pretty much to everybody in there that we can run from. Uh safety committee. >> Uh got a meeting on the floor. >> Excellent. Uh budget committee, we had a meeting two Tuesdays ago >> with the budget committee. There were a few things that we discussed. One was uh we had a discussion about our burn rate of cash if we don't get our federal funding because the government is shut down. We assumed that >> okay >> but it arrived we assume uh we dawn made it that we could with our current burden rate we'd be able

051to sustain that without losing any programs until December 28th I think it was. >> But looks like we got that money. Next one is Deianne was working on how to get our full reimbursement for our free lunch across the district and she's been working with that trying to get what OPI button she needs to push. >> Excellent. Looks like she's already on top of it. Uh the next thing is we need to set the next budget committee. So we'll look at that. [clears throat] Uh, so November, you want to do December? We got to do a December 9th is our school board meeting. Uh, we could do the second. That's a Tuesday. >> We have community engagement scheduled. >> What time? >> 6 p.m. >> At 6 have to do a day. We can do

052a day like at two >> two o'clock. Does that work for you? You're out. Okay. How about 16th? >> What time? >> Uh, the fifth grade has a confident that day >> at one. I'm assuming it's going to be about an hour and a half. >> So, you want to do >> about hour and a half? >> Yeah. Time in and then time out. You're probably >> okay. >> But it's gonna be here, right? >> Yeah. So 2:30 would be >> 2:30. >> Yes. >> You want to call a three just to be safe? >> No, >> I don't want to hang on. >> Okay. >> 2:30 it is. Then >> budget committee on December 16th at 2:30 and add. All right, it's in there. So, the next budget committee meeting is going to be

053December 16th at 2:30. Want to write yourself a sticky note, Don? >> I'm putting it on the stick. Okay. So, I remember I have it written down. >> So, next is careerfare. Any moving on? >> I'll probably get with [clears throat] Gwen soon to figure out what date. Probably have it sometime in April. Probably week or two before or after this come up. I think that May would be better because she has lots of overtime in May. >> Okay, sir. >> Don't do May. >> No. All right. Negotiations committee. >> Uh we are in a holding pattern right now. We met with Kelly preliminarily and got a little bit of information and we are just waiting for day to meet >> and get get information after that. So, >> as for pair of negotiations, >>

054correct? >> Okay. uh curriculum >> uh the you kind of heard the update already and when Andrea and I met last a few weeks ago, we talked about uh primarily the neglary testing and the results of that and what that meant and just again how great it is that all of second grade had that same opportunity. uh they all were able to take this test from the same baseline and uh you know the interesting feedback that they got and you you know finding more students who would be eligible. So just I commend you all again that's awesome work and really exciting. I I really love that it's an equal opportunity for for each of those students. Um but other than that that's that's basically what we talked about and no other update. >> Love it.

055community engagement. >> Yeah, we actually just met tonight and I would like to officially announce that we are working to do a winter game night for the community uh here at the school. We're planning on um I'm going to re be reaching out to admins and community members and clubs to see we'd like each kind of group I guess to sponsor a game. So, right now Optimus is already called Cornhole. They're planning on bringing a bunch of cornhole boards. Um, we'd maybe have a movie going in the room. It's going to be at the the high school as far as we know. And it's the other idea is that we're working towards is have it be a chili cookoff pot essentially. So, nobody's going to be put in the bill for a big dinner, but

056we could have chili cook off. So, clubs can bring stuff. Basically, it's a we're hoping to just kind of bring the community together during the long days in the winter and find a way to um yeah, have some fun. maybe we can'd love to hear ideas as far as fundraisers or any other ideas to make it great. So, we're meeting again um December 6th uh for the community engagement committee and um at 6 p.m. So, if anybody is interested in that, we obviously have December and January and February to really put the event together. So, of course, we'll be discussing other things at the committee meeting, but the focus will probably be that for the next few meetings. So, lots of fun. Love to have more people. And that's kind of it. >> Is that

057meeting the one that you guys are doing in meeting? >> Nope. No. This is at it'll be next next week is or next month is technically upstairs in the admin room though. We usually just end up in the comments and category. >> Okay. You're like >> I'm sorry. I wrote two things down. December 2nd at 6 p.m. >> Okay. >> Sorry. Excuse me. >> No, you're good. Um, yeah, December 2nd at 6 p.m. in the comments. I'm just going to say in the comments unless it's crazy out there, then we'll find a different place. But thank you. Uh, next we're going to move to the consent agenda. Is there any objection to the consent agenda as presented? Any objection to the consent agenda as presented? Any objection to the consent agenda as presented? Hearing none,

058the motion get the consent agenda is adopted. >> Congratulations. Welcome to the Lockwood family. You just got hired. >> Uh next, we're going to recommend a change to the Lockwood 16 bus route. The mileage has changed. Every time that happens, we have to vote on the change to the route so that we can get our full reimbursement from the county. I move that we approve the lock with 15 buses. Okay. I got a motion from Corey. I'll >> Second from Stacy on the approval of the Lockwood 16 bus round as presented. Discussion from the public. Discussion from the board. All those in favor of the approval of the change to Lockwood 16 bus as presented say I. >> I. All those opposed, same sign. Hearing none. Motion passes. Next, we have the approve the request

059for a Spanish club in the high school. I just lost my thing. >> All right. So, is anybody speaking to this? >> That would be me. >> Okay. >> I thought my girls for coming, my president and my vice president chosen because they're the ones who decided we want to do this. Um, but they're not here and I'm a little worried because I'm a mom and one of them's on crutches. So, I'm hoping they just couldn't make it. Um, but they are committed and um, our mission, we came up with the mission. We want to promote an understanding and appreciation of the Spanish language. There's a lot of um different cultures in our building and we currently have a she the president hi who she looks like is Sophia Merillo is Mexican Spanish speaking and

060then we have Javi in the class who is from Spain. So the two of them together is just a beautiful blend. And I just my heart I told him I feel like the Grinch because my heart has grown like three times w listening to them do this project where and nobody's speaking English in class. And it's the most beautiful thing to see these kids growing um just by speaking. Um, and we wanted to use the Spanish club as an extension of our class to work on more immersion into different things like crafts and movies and foods and music and all the fun stuff that comes along with the most amazing culture. Like it's just it's awesome. So that was our goal. We haven't decided what might what we're going to meet once or twice a

061month. We haven't decided yet when that will be. Um, kind of have to work with the club members and see what works for them as well. I want to do a uh Google form for them to apply to be a club member. Um and there will be no cost. We just want them to come >> uh for the board the this is the first step. We have to approve the club and then after that we approve it. Then they can get everything together and then we have to possibly at the next meeting we can have the account set up. >> Yeah. I moved to >> and then we have to approve them to be able to have account for fundraising and everything else. So this is the first step. >> I move that we approve

062this. >> Second. >> I got a motion from Corey and a second from Jackie to move to approve the request to start a Spanish club. Discussion from the public. Discussion from the board. Is this high school only? >> It doesn't have to be. >> Okay. because we do Spanish middle school, right? >> This club would just be a high school club. >> It would be just a high school club. Okay. >> And then we just like with other clubs that we have uh we have student council in the middle school. We have student council in the high school. We have there's multiple clubs like that. And so if we have middle school students who were interested in this and then we would come forward with a recommendation just like this for a middle school Spanish

063club if they're just interesting here with the high school. >> I like it. >> All those in favor of approval of the request to start Spanish club say I. >> I. All those opposed same sign. Hearing none. Motion passes. Congratulations Spanish club. Uh, next we are going to move to 7D. Recommend the board approve a proposed change to the high school handbook related to dropping classes and correspondence courses. >> I believe this was taken. >> Yeah. So, before we get too far into this one, I'd like to motion that we separate the dropping a class policy from the correspondence policy and vote on the dropping class policy. right away. >> So, I have a motion to split drop class and correspondence courses and voter them on two separate items. Is that correct? >> Yes. >>

064Okay. I have a motion from Jackie to separate dropping classes and correspondent courses and a second from Corey. All those in favor of I'm sorry, discussion from the public, discussion from the board. All those in favor of separating agenda item 7D into two motion into dropping classes and correspondence closer say I. I. >> All those oppose same sign. Motion passes and this is now split. Dropping classes we'll discuss first. Uh student expectations after the first two weeks students any class dropped after two weeks period will result in the grade of F being recorded on the student transcript. Okay. >> I motion to approve the drop of classes. >> I have a motion to approve the dropping dropping a class from Jackie and a second from Shane. Correct. All those impos All those sorry all the

065discussion from the public [clears throat] discussion from the board. All those in favor of adopting the drop a class to the student handbook say I. >> I. All those opposed same sign. Hearing none. Motion passes. We will now move on to correspondence courses. >> Um >> hold on just one moment. Uh DM, can we label these 7D1 as uh dropping of classes and 7D2 as correspondence courses, please? Thank you. I'm sorry, Jackie. >> Oh, no. I was going to say I know there's public member. Can we hear discussion on that or do we have to wait until motion to vote? >> Unless she has a public comment. You have a public comment for 7D-Q. I have Brock filled out but she was like >> we can't >> would that come into public discussion. >> Say

066again. >> Would that come in the public discussion motion? >> Yes, that can also happen too. But if you have something to say before we discuss anything, you can say it now as well. >> I I guess um we've been talking about this in our family for a bit now. as far as as far as the the correspondence courses are concerned and I guess what I haven't heard is just an argument for like I I don't understand why if you're going to change something in the handbook there'd be a good reason why you would want to do that. I haven't heard one that this advice is for me. So I guess that's kind of the answer I'm really looking for. I mean, I can see a lot of reasons against it. Like when you guys

067get out of here preparing for a post high school career, I mean, if you limit your correspondence, courses, you're limiting a lot choices for kids. So, I I guess I I don't I don't see the positive. So, that's if I may actually wrote something. I was not planning on saying it but I think I'll read this out to what I wrote. Um so for the first money living in the first Bing court the group of students mostly affected are going to be our top performer in our school. Those who consistently want challenge themselves in academics. Unfortunately this policy will likely push more of these high achieving students to transfer to other disciplines. In fact we have already seen this happen. Two of our two of our top sophomore transfer to this year. One of those

068students wanted to take both honors geometry and honors algebra 2 this year. But because both classes were scheduled during the same period, both are third period, the student requested to take one with the teacher, one the other one online. But that request was denied. So however at the same student is now able to take both courses. The other student who transferred is enrolled in dual enrollment biology and other advanced courses that our school simply doesn't offer. If this proposal passes, we can expect to see more situations like these. And these are exactly the kind of students we should do our best to keep in our district. School district 2 offer four more honors AP and doning classes that we do. And they still allow students to earn up to seven credits from university connections class

069courses. University connection courses are classes student can take either online or in person through city college. Additionally, district 2 requires only 21 credits to graduate while we require 24. Even smaller schools such as Shepard allow junior, seniors, and some sophomores to take university connection courses and earn credit for them. If larger schools and smaller schools can offer greater flexibility for customized courses, why can't we? We understand the financial challenges that come with offering these courses the these options, but our students deserve more flexibility in choosing their educational path. We pretty much have already eliminated FTDA courses and now we're considering closing the door on all other corresponding courses. Meanwhile, schedule conflicts are a serious issue. Many of our classes are single pens making it nearly impossible for students to take the combination of the courses

070they really want to take. As a district, we pride ourselves on expanding athletics and extracurricular opportunities. Our students can participate in soccer, flag football, and baseball sports many other districts don't offer. Yet, when it comes to academics, we are limiting as many choices as possible. We don't want we don't want our district to be known for prioritizing athletics over academics. Finally, I'd like to offer a few suggestions for improving this photo. First thing is we could raise the cap of two course money courses. So we don't have to make exceptions on case by case basis if an exception are going to be made. A two credits simply aren't enough, especially for students studying foreign languages to go out of state colleges. Not every student wants or should be required to take Spanish. Native American students

071may wish to study indigenous languages while others may want to learn the language of their own choice of their own heritage. If the two credit cap must remain then we should at least exempt foreign language credits, university connections courses and MTDA dual enrollment courses from that limit. Do enrollment courses through MTDA or 100% free to the school and they should be available to our students. >> Excuse me there. That's not true. If you're winging that on your transcript, the district is required to pay for that. They cannot charge parents for those MPD classes. >> The MPD courses, the court itself is break. If the student wanted college credit, >> it's like get a college credit for all the classes the student pay for. >> I think we'd have to look at the wording on that

072because I didn't understand it that way. >> Yeah, we do invoice. >> Did you look the website for each course? >> Yeah. costly range from $25 to 300 bucks. MTD the dual enrollment MTD courses, every one of them is free. >> They they wave the cost of their instruction, but you still have to pay for college credits, not not the high school credit portion. >> My understanding was we could not bill parents for that credit. We had to pay it ourselves. >> Right. But the credit from the college goes directly to the student. It doesn't even go through the school. I'm talking about the cost of it because if we just don't >> Right. Right. The cost of the class is free. MCDA gives those out free. The actual college credit is what you pay

073for. >> So the district would pay for that. >> No, because that gets direct go directly to the parents. >> Okay. I think we have to look at the >> if it goes over six and that's coming from Susan Quinn. We I know our employees include the duel and that's where we that's what we've been as far as what we've seen come through our and then if you go to charging for any kind of credit recovery credit >> well do class college they send a bill to all the students I actually got the email which can't ow much money but dual credit student paid for that the dual credit class was not paid by the school so I got all the email for the list of students I have how much they owe the exact

074amount. So this who was bid for that >> so I appreciate parents bringing up the issue and Gwen's been super helpful. We've had some long meetings and discussed it and it is a very complicated and nuanced issue that we it has been voted. So the the limiting of MTDA and um some of that verbiage was vote voted on previously and it is in the handbook this year's handbook. >> Um so currently right now what we're we're really focusing on is the um the two credits that are allowed. And so I have some proposed language that for for this year I'd like to propose a change to what we're voting on today. But I would also like to encourage the board and the administration to meet up before the 2627 handbook is voted or even sooner

075if we would like to make an amendment to it to just readress this issue. I feel like there's um you know I think we could review some other school districts policies have some direct discussion with OPI regarding what is chargeable, what who pays for what and you know what's the best way to coordinate. I do know that it's a bit of a administration issue as far as tracking what students are going where and making sure that we're not just letting kids kind of create a, you know, fly by night path and instead making sure that we put students into a path that's helpful for them for their goals getting into colleges. And I also think we need to review and get a better understanding of what colleges are looking for because just through the discussions

076I've had, I found out that there's some conflicts in what's agreed on of what is chargeable, what colleges are looking for, what other school districts are are doing. So, I just think it would be good for um a group of minds to come together, re-evaluate that policy, and make sure it does fit with our schoolboard goals that we decided this year and that we are putting kids on the best track for making sure that they get the best education at Lockwood. So, I would like to propose that um I can read the verbiage that I would like to propose for this item, but then I also like to encourage that we re revisit this topic um the policy as worded. [clears throat] Basically, I'm just trying to um make it a little bit less restrictive

077this year and open up some opportunities for approval um rather than make it very black and white. This is the only allowed um students students may earn up to two credits towards graduation through correspondence or online courses, including those offered by the MTDA or other accredited providers. In rare cases, the principal may approve an additional correspondence course if it is required for the students established academic uh or career pathway and cannot be met through Lockwood's existing curriculum. Additional approvals are at the sole discretion of the principal and must be supported by the students educational plan and developed with their counselor. That's my proposal. >> Okay. So, we're what I'm hearing is we're going to have an amendment to the 72 and change language. >> That's my proposal. Can you We need to put that up.

078>> I can copy and paste it to somebody. >> Can you send it to Don so she can put it on the uh board so we can all see it? >> Yeah. >> Because the language that you sent is going to be what's in the minutes and the motion. >> A question. >> I have a question. Um, may I answer the question you should ask? Um, we're in November, so I don't understand why we're changing wording in our >> I was going to ask too >> for now. I mean, it seems very unfair to the kids who may already have the need for the classes that they're going to be told they can't take. Does that make sense? >> Would this take effect this year? >> Well, it sounds like it would. >> Yes. >>

079I think that makes this very confusing. Well, so the the the um the limitation of what correspondence courses they could take was already approved in the handbook. Correct. Like the five MTVA >> it's not even part of this. >> Yes. >> This was included in the explain it through infinite campus >> course catalog. This this language about both the dropping and the course funds was found in a separate document through years when the high school first opened as a separate document called the course catalog. it identify what were the graduation requirements um what were um what are all the courses listed in English you know where the credits lie what math each different department when Andrea and I created um the graduation plan which is available now when we accepted in campus that is a

080tool that is part of um in campus that either we didn't have or didn't know about in school so what Andrea and I took the um the course catalog each of the different courses under all the different departments and put in our graduation requirements um and that then became part of campus. When we did that there were a few items that got left out. One of them was the dropping of classes. So there was a timeline there and a second was correspondence. This language is identical. It was pulled out verbatim from what has already been approved with the course catalog. it just didn't exist um when we added in all the individual courses into the campus for that graduation plan um and it was just left off. So it was we're not asking for something

081new bangle. This is the existing language that existed the first year of our high school. >> So this has been in the handbook since then. >> Just explain it was part of the part of the course catalog. Right. So it was never part of the but it was always part of the practice. So just when we entered it put this in. So um that's what we're asking for this language we put in. Um the drop classes um is very critical. you guys already voted on, but that's very critical if that comes up. Um, you know, currently uh kids, you know, are into classes and how far uh can you be in a class and you drop it and then what's the, you know, uh implication if you stay in too long and then you join

082a class. So, that part's already been taken care of. This is correspondence course. If I may, I did go through our um our entire schedule and identified where we do not limit our students. Um and I've identified uh the different courses and I can go through that with you about how we already within our master schedule with the teachers that we pay and our time and our space um where we're already offering above and beyond what we are required to by the state. So I could go through each of those courses if you'd like. How long would that take? >> It's it's a it's a big list and that's where we're running into this geolic thing. We do have a lot of things within standing on top of each other um because we can't offer

083seven sections of, you know, um CNA more so that kids could take band and see, you know, we're going to step on top of each other and kids are going to have to make decisions. And so what I did was I colorcoded our entire schedule because I wanted to know like where are there issues because there's always issues with schedule and how can we make it better? Um you know like typically we have this this type of student picking these types of classes if they're in this trajectory in math. Um what would they take the next year? So those two can't be on top of each other at the same time very hard. I mean we have proved the last couple of years with uh the courses coming in so many beyond the core that

084we are stepping on top of each other and it is daily daily we're finishing our second semester schedules our counselors are going through that to where I'm getting calls we're going I want this and at that time my student I want this well they're at the same time and we don't have a big enough district where we say we want seven periods of bench four so that we can take it whenever it fits the schedule we seven periods of trigonometry like we just are in a little bit of tough spot. We have a little overextended oursel potentially and what we've done above and beyond but we we have also the capacity and the skills of our staff to do those things and we have an interest for those. Um but it's just what we're dealing

085with is a small a small piece um that is talking about offering more for our students. Um I'm not asking that this this was our idea to change just what was already existing in the fourth cattle >> and so I'm not asking for a limit when there wasn't a limit before this limit was there I'm not asking for anything on that I'm open to it we have done a lot of research we've looked at other schools some schools um and across buildings if not consistent in their own high schools um some will say they can take um starting their sophomore year one and when junior or senior they can take two summer two across the four years like this would be. Um I'm not really sold on what it needs to be. I want to

086offer kids. We're not trying to live it. We're also trying to say take the courses we have here because we are already paying for a lot. We already have the expertise. I personally feel the strength of our teachers face to face with our students is pretty darn incredible. And we are already offering so much. I'm not trying to limit at all for our students. What I'm just trying to say is this was already language there that inadvertently got left out because you didn't have a standalone course catalog anymore and the limit is not because this is pulling through your cabin like students. This was already a limit that was there. >> Yeah. >> Jackie and I did have an opportunity to look at the course catalog when we met with you. I was amazed at

087what a school our site where a young school high school is. It's a pretty robust course catalog. Um, I know people who are paying for private school as kids don't have access to we have access to. That's not saying we don't have room to improve, but we it's a growing process. Um, so I know Stacy, if we're concerned about time tonight and and looking at what said about conflicts, I do encourage the board members to try and seek that information out. I think that Jackie and I learned a lot when we met with her. >> So, I'm not concerned about time. I'll stay here. >> Okay. Okay. So, something that maybe something that get more information on um it's worth a big picture of what we're what we're telling. >> I'd like to point out

088too that um the high school admin team, they're not here to tailor somebody's um academic trajectory or path for one student. Right now, I think they're working on 437 students that they're trying to get 492 students. They're trying to get to graduation through the things that we offer them currently. Um, we're not going to be able to offer everything that every student wants. That's not possible because one, funding, two, time, because they still have to do the required things that the state puts out for us. With that being said, I I I wish every kid would strive to take all of the every course that they possibly can. That gives them dual enrollment college courses. I think every student should leave here with a associates almost done. That way when they go to college, it's

089cheaper. They can get through college faster and they can get into the workforce. I 100% believe that that's going to be what 1% less than 1% of the students that we have go through our district. Honestly, that's what I'm looking at. I mean, we can't cretail this to have >> less than less than 1% going through Billings and they set up a whole charter school. >> Exactly. And >> I mean, I'm not I don't have an opinion on it. Just statistically speaking, it's like a 100 kids in Billings and they have their district is 20,000. That's yeah, at the end of the day, my thought is that Gwen's policy that the way it sits may be the best policy, but it's kind of uh just put a magnifying glass on the policy. And I realized

090through that process that there are more options than just one. And I think we should just review as admin and board to make sure that you know the school has changed in the last six seven years since we created this and just make sure that maybe what can we accommodate what are the rules and is this the best policy for our kids. I think we need to look at all the information and just make sure like it's it's it's very I will tell you like going around in circles it's very nuanced. There's a lot to it. From what I understand, what Gwen was saying though is that this has already been in effect. Correct. >> So, so I guess >> can just a sec when I guess I mean like and it's already in spot.

091I go back to Miss Scope what she said like maybe we just recommend we don't even put it in the handbook at this point in the year and we continue down the same path and we discuss it more. I don't know. I guess if it's not limiting anything, this has brought that magnifying glass that makes it feel like we are >> limiting it. So that would be a suggestion also is that we recommend that that language gets left out >> if we if we don't my fear is if we don't put the two credit thing in, we're going to be bombarded by people that want all sorts of things. Yes, m >> a board policy. >> Okay. >> It's already been pass courses. That's why this wording is what it is. The difference is is

092that we have the two on there I always have but you have a board policy. I can't remember the number >> 2167 bonus >> and so does not have the tune >> right just >> yeah so so if this had already been a course I'll say I didn't know nobody know this hasn't been followed we have many kids graduate last year you had lot more than four first month graduate on their past year if you if you add this to it so that will change and please keep track of that we have many senior graduate lot you Um like you >> foreign languages are not Spanish to computer science like other person. So if this is this was in court or not on the question >> if it was in our no one knows >>

093how many students would you say >> I would say that some have had our counselors um parents will go to or teachers will go to and say they want something didn't realize uh that we were following in this the course catalog we've been around uh at teachers fingertips since the school opened as love the handbook. We hope they're reading it. >> I also understand that there's when we get out of district kids that come in or out of state kids too. When we get their transcripts, we have issues with they've already taken classes and they've have to get swapped in the middle of the class otherwise that credit won't transfer that they're already taking again. Correct. >> Yeah, that happens in before the transfer gets here and that happens very well. >> Yeah. So my

094question is I guess so if the student takes a study hall take a computer science class on school who doesn't offer why shouldn't that kid get that credit what's the reason not giving that student that credit the student has a paper so they do that during school hours taking stud class how school doesn't like why shouldn't that get >> where are they taking the class at what where's it from correspondent course you may from college or class >> through who >> say from City College or >> MBA or some other >> we we can't say that because also we have to check accreditation because we've run into that where kids have taken >> we have run into that where kids have taken courses through correspondence courses and they say it's fine it's fine it's fine

095until they get done with it and they turn it in and then gradiation is garbage and then that doesn't count for anything. Yeah, I agree with that. Those last >> Well, we we can't play what ifs because we can't play what if a student sits in a study hall and takes this and what if a student sits here and does that because we can play what if all night here. >> We also have that haven't g their credit. So, in the end, we are left with that. >> Yeah. >> But that I think is a little bit off. That I think is a different part of this. >> And and again, I'm thinking about the 490 students, not the two or the one. that is going to do this. >> So we so we don't

096your kid takes a university connection class and in school we just don't want to give them credit. Is that is that what it is? I guess >> we don't want to give them credit to that and most schools in our area do that allow that credit. So they allow their four seniors. You can either take classes from the college either online or up to seven high school classes both >> like you said it's where you get your generals done here so that when you get to college you're ready to go >> the general course they're doing your study hall. >> I also think >> and these are these courses in order to go on the transcript should be preapproved right. I I guess one point I want to bring up is like we're saying you

097want students to be able to earn an associates degree here, but if you take >> if you take the two credits out, how many dual enrollment credits does this? >> I would love to answer that. >> Do you have that? I mean, >> yes, I do. >> It's got to be it's got to be in the right subject. >> So, I would like to read what we go above and beyond in the course. Our assessment centers above and beyond English uh honors English 9 10 11 college writing statistics honors algebra 2 college algebra 2 or college algebra calculus um integrated math integrated uh one and two STEM STEM 2 forensics environmental science strength and conditioning um is different than our fitness and conditioning sports science honors biology anatomy and physiology honors ers, earth and space,

098chemistry, physics, Montana history, current events, civics, dual enrollment, criminology, sociology, global studies, um lifetime activities. Those are just the beginnings of some of them before we get into our electives where we're beyond the core. Um, of the of those we have creative writing for the English, it's a dual enrollment. We have statistics, trigonometry, algebra, calculus, um, uh, civics, um, and in social, uh, social studies as dual enrollment. So, we offer quite a bit that is dual enrollment. We also have university connections, and I wouldn't want to get rid of any of those, but we are stepping on top of each other. EMT is also a dual enrollment. Um, toward a certificate is CNA, not dual enrollment, toward certificate. And where we are landing literally is on top of of schedule issues for what we're doing.

099We do staff our study hall with a pair of professional. Our students going into those do need managed. We have credit recovery and we have um extensions in the classroom for like enrollment class. We aren't saying no to those. We're saying in this item alone it's just that we're limiting it for our managing 9 to2. We already offer anything that we have in our master schedule is already something they can take. This is above and beyond all of that we offer in the master schedule. So we already offer much more than the state requires. Uh we are already have the capacity with their excellent teachers. We already have have the capacity with our um curriculum uh resources. This is going above and beyond where we're already going is all we're saying. And if you're thinking

100that we're I'm being real blunt here. If we're thinking we aren't offering enough, I would send my kid to this school in a heartbeat because of the high quality teachers that we have and the expansive amount of classes that we offer in all content areas uh within our walls. And this is just saying beyond that, you can take two course line courses of your choosing um from an accredited uh provider. One that I have too is nothing prevents kids from getting early releases starting as early as their junior year and some kids choose to work and some kids can take other courses if that's if that's the most appropriate choice for those kids in their family. Nothing is preventing that from being an option >> and they would still get college credit for that. Wouldn't

101show up on their high school transcript. >> They had a college transcript. still enroll in whatever college you wanted would have gotten more credits actually >> or you could enroll in cosmetology school or whatever you're interested in that's always an option >> that I you know they could work for families how does it work if it's not on their high school >> right >> they get a college transcript that any college they attend >> well my comment was like these um dual enrollments are a correspondence course. They should be not the ones in our in our schedule. Those are >> above and beyond. >> So that's the saying above and beyond. You can take a correspondence course that's um dual enrollment. You could take it that is high school credit. It's just saying, "Hey, maybe

102I'm interested in something." Um >> credit recovery can also be a correspondence course. >> It isn't our system, but it could be. Yeah. >> Right. And that's not something that we're really here to argue, Mr. Boler, and myself. But within that list of all those courses that we brought up um I didn't even >> I run five though that are dual enrollment. I think we're I think it's closer to E. I have to look atology stats called writing civics and EMT but EMT is only for psychology. Okay. This year we have that in >> we don't have anything science don't have history is a very common dual we don't have if they want to take those why shouldn't they take teachers as you as you pointed out earlier it is November so how are we

103going to do that now >> sorry and that's not good argument argument is in the past we we've known a lot of kids who have done a lot more that have done things like they might not got official associates, but they've gotten that number of credits. In order to get associates, we'd need to build all your geneds or to have a program of of specific stuff. And what we have is a lot of math courses. We have a college, right? We have an EDT, we have psychology, but you don't have the sciences. you don't have a lot of the other options that would would be needed for an associates if if that's your goal to be a to be able to offer that. >> Mr. D. >> Well, I think I want to speak to

104like US history honors like the teachers have to have very specific credentials in order to be able to teach a dual credit class in a world of students is great. So, it's very strict. It's very, you know, find out the teachers have to have and have that degree and have it on their masters. We had teachers with history masters that was able to do that. I'm sure we look at doing that, right? We just >> MTDA has full enrollment history class. The kid could take it from there. >> So that's something that they wanted for the gen general education requirements when they go to college. You can't offer it here because you probably don't have a capital qualifications, but you could >> they could take them. don't we have early release >> but then if

105you took those then it would limit the others and that's where I'm saying it >> the other one what >> limiting the options of the other courses they could >> so if they're doing a language and they want to do that >> that's why I came here as my college speaking Chinese four years college so much they want to she's only getting two credits >> I mean according to the new college that's another kid not just so that's why I'm really super against Chinese. So she actually gave her credit for Chinese. These were starting next year. She'll get two more credit for the next two the sophomore. Okay. She gave her two credit for year and senior year and she want to take a dual enrollment unless the US history US dual enrollment biology or

106school doesn't offer. She's not getting ready for those. That's a problem. >> What if she in school? I mean she she needs to get on her college for transit. I mean if you want to have like a kid is applying for college applying for scholarship senior year it's a lot of work a lot of stress. We don't want to create more work to them for them like they have to have different places and maybe that maybe that's okay but it's a lot of work to do that cost money and just it's just work on top of work. >> Can we can put it on their high school transcript makes a lot easier. Can we can we even take college courses and put them on a high school transcript? >> The dual enrollment they are high

107school and >> college. >> So, you know, I mentioned last time when my kids were taking them, they just turned into transcripts, not classes or classes. A lot of what my kids took, they were going out of state, so they it didn't count. And that's fine. They took them because they were interested. It's fine that they wanted to do it. I have definitely approved for more. Um, >> yes, they were making seven. Maybe we should have a policy to know how to make sessions. >> Yeah, but my concern is we're we're creating we're creating an allocart high school experience and we just I don't >> we're not ready for that at six years old, five years old. >> So that management administrators and and the kids have become above and beyond. I mean, I commend

108them for that. someone with almost has to fall back on the family then >> but they get a transcript. It's not a change. >> Could we have a committee that reviews like the US history? I mean I that seems like a valid option and approves more courses that would be and so we have no you have to have somebody qualified to teach >> but the MTDA offers it but we've >> monitor that. >> Well MTDA I mean it's >> No, we'd have to have somebody here monitor >> the question is Mrs. She does not have a masters in psychology. She's teaching a dual enrollment class. >> We don't want to talk about other people that are ready. >> So, it it does seem like this would be serving a very small population of the school

109at the cost of a greater population of students and teachers. Is that right? the the work that is put onto them, it would stretch them. >> Yeah. I mean, the the master schedule, the the bottom line is when we schedule 500 to 600 kids, you literally try to build what you think is the best schedule at the start. And then you run students into the schedule with what they want and need to take or required to take. And then we run a report to say, how many conflicts did we get with this schedule? And then we see like one kid who needed honors geometry and honors algebra 2. That's like our best case scenario. And I'm not trying to be like disrespectful to what kids need. I understand how important it is to that one

110kid. But sometimes when we run that conflict report a class would have like 30 100 like and then we have to say okay we have to move this class from this period to this period to try to make less conflicts for the juniors or for the seniors. So at the bottom line is if we offer classes at a higher level that are dual enrollment classes, they sometimes get about eight kids in them. And yes, the outcome of that is every other class is a lot bigger. That's how a master schedule works. If we have one of five or six sections of a class that has eight kids and we have 140 other kids to schedule in the other five or six sections, those sections are all a lot bigger. And that's the tradeoff and that's

111the size management of what happens when a school is about our size and growing. Which is why it's really cool that we can offer everything we can offer. But I also understand and respect the fact it doesn't always meet every kid in the family's needs. >> It just doesn't >> and it never will. >> No, it it really won't. And that's that's the challenge. Actually, that's I agree with her and that's exactly what I wanted to say. When you have those scheduling comp conflicts, that's where correspondent forces come into effect. That's where you can say you're right. We can't get you what you want, but you we have these other methods we can use to get you what you're trying to get to get you where you want to go. And you already have policies

112in place to protect the classes you have. You know, if the class is offered here, that needs to be the first option. you have those policies in place, but when there is a conflict between we can't get you into this class, it would get you closer to your goal, you can use correspondence to help you get there. That's that's the beauty of having all these extra options that you can't provide inside the walls of your school. There's a lot of classes you can provide, but all the correspondence courses gets you there. That's that's where Billing School District, while they can offer tons and tons of these classes that nobody else can offer because they have so many specialized teachers, they still are saying, "Yeah, you can do seven credits of university connections because we can't

113offer everything." And yes, they're going to go for college transcript or your high school transcript. And and to mention back, I mean, last year we had we had a daughter graduate this institution that had 50 credits of college credits on her high school transcript. 50. You can't get that with the policy that you're saying is already there. She's not the only one in that class that was well over 30. I think the other side of it too is we Glenn and I talked a little bit about this and I don't know the answer and I don't think having a committee to investigate it and make a decision for next school year I don't think that's a bad idea at all. Um but I think the other piece we talked about is we want those kids

114here. We want them on our campus going to classes with other students and engaging with the class. They're seeing age peers and enriching the learning environment for every kid. If all of a sudden we start offering a dual credit US history through MTVA and our top 10 kids take that class because when we offer US history here on this campus, I think we're I think personally, and this is literally my personal opinion, I'll be real clear about that. We're doing a disservice to our student population because I think we want kids who are enrolled at Lockwood High School attending Lockwood High School and engaging in the classes that we offer at Lockwood High School. >> Concern though that they transfer out to get those options. And the trade-off there is also we now have smaller

115class sizes because >> there's less kids in those US history classes and that needs a smaller staff to student ratio in the process >> and we need another study hall teacher, you know, like it's it's all a tradeoff. I mean, so I think there's just not even >> I just that I spent hours on it and that was the conclusion I came to is that we just need to spend more time and get different opinions in the same room to hash it out because we have a lot of knowledge between the people that know and I think we need to spend some time discussing it. It's that's that's my thought on it. I I think it's worth revisiting this at a later time in more depth. I would move that we approve the appro proposed

116changes to the high school handbook related to correspondence courses as they are now so we're in compliance and then revisit this at a later time in more detail to get the logistics and background more tidied up. I have a motion from Stacy to approve the SD2 correspondence courses as presented and second from Shane. Discussion from the public. Discussion from the board. All those in favor of the approval of F S7D-2 correspondence courses as presented say I. >> I. All those opposed, same sign. >> I have Can I get a hand vote on that? All those in favor of the approval, raise your hand. I have Shane, Corey, Josh, Stacy, >> Christy. All those opposed, Jackie, and Lacy. Motion passes. Move to >> I move. We have a motion to adjurnn from Corey. Second from Shane.

117All those in discussion from public discussion board. All those in favor say I. I. All those post same sign. >> Motion passes. I think.