001Speaker: Here tonight to request an exception from the bidding for the elementary school project. This is a process that shouldn't be new to the board as we have done this for numerous other projects in the past including our latest school rebuilds and the one prior to that. This process allows the school district to select qualified general contractors to participate in the bidding process for the new school. In your packet includes the findings that allow us to work with these contractors to see who may or may not be qualified and the reasoning behind our request for this process. This has been very successful for us in the past, allows us to have an audience with general contractors that we know will be able to perform the work in the time allowed. This does not diminish competition,
002in fact I think it enhances it for us and everything else is within the packet. We held our public meeting that allows people from the public to come in and understand the findings and ask us questions, that's also included in the packet and at this time I would like to open it up to the board and see if there's any questions related to this process at this time. Speaker: We have a clarification of what the resolution of the process would be so by obviating the bid process we are ending up with who we would end up with anyway and saving time and money. Speaker: We get known contractors that are capable of doing the work and have had work like this done in the past, that's a big part. We've eliminated a huge amount of
003risk in doing that, we still have competition because we're working with contractors who have bid on the project so it really kind of narrows it down to the contractors we want to be able to have participate. Speaker: I'm comfortable with this process. Speaker: I will move to authorize the use of the selection process as an exemption from the competitive bidding process for the planned Forest Hills Elementary School replacement project. [Voting] Motion carries. Regular session in at 6:18 p.m.. Welcome and comments from staff. Speaker: This is our last student strategic plan presentation for the year , we have students to discuss belonging in school . We're going to start with the high school because [Inaudible] [Laughter] [Student presentation] [Applause] Speaker: Do you have any questions for any of them or the middle school students that presented?
004[Applause] Speaker: Proud of you guys. Speaker: I'm curious if you're going to take anything with you when you move on to high school and apply anything? You two are very well positioned to take advantage of those opportunities . Speaker: Hopefully you will consider in your effort to give back [Inaudible] [Laughter] [Applause] Speaker: All right we have comments from patrons right now. We received four letters of written testimony from Courtney Lewis regarding field and facility rental , regarding technology use , regarding equitable facility rentals and we have four people tonight testifying in person. We're going to start With a student, is Janie here? [Comments from patrons] Speaker: I want to thank everyone who provided testimony for this evening , especially our students. The board considers all input although we cannot engage in dialog during in-person testimony
005please know that your comments are valuable. For those of you here in person you are welcome to stay and observe the remainder of the meeting. We will move on to the consent agenda . [Voting] motion carries. Comments from student reps to the board . [Student comments] [Applause] On to board business, technology update . Dr. Schiele: We were able to track what the students were using on their computers, I just wanted to establish a baseline so you can see for the elementary student is about 1900 minutes and a middle school high school student it's about 2100 minutes, so keep those baseline numbers in mind . When we look at all the audit data , out of the total minutes spent in school per week our elementary students spent on average 142 minutes over the course of
006an entire week and in middle school that figure rises to 341 and caps off at 344 minutes for high school students. This demonstrates screen behavior scales upward as coursework and research demands become more complex. This is just over one hour a day. Let's take a closer look. When I started breaking apart all the data by grade level you can see here we are spending about 92 minutes a week on screen . this slide provides a little bit of the why, just to explain how our curriculum adoptions work , state updates different subjects In our curriculum team starts the process on evaluating them . Ultimately a teacher teen recommends a curriculum and the books and materials are available to the public for viewing and we give the feedback and they approve the curriculum, we do that
007every year in a different curriculum . You can see here across our core subject areas this includes social studies, math, history, science. You can see here we've added all the improved core and supplement, I'm going to do this a few times it's going to take you to our website you can see here the same curriculum I just mentioned then if you click on secondary you can see the change in the curriculum. This graph is showing the weekly screen minutes habit and the breakdown of the largest portions you can also see 26% is targeted to interventions . I'm going to go to the middle school data. There's an increase as well in digital engagement . If you go to the next slide you're going to see the middle school curriculum and we use National Geographic and
008similar to what I said in the elementary when you go back to the first page look at the next screen this is the weekly time and it's more of a balance across all the different subject areas. In high school we see similar numbers , just like I said in middle school this is not as perfect as we have in elementary because students take different classes . These are our curriculum , It shows quite a few other curriculums , every class almost has their own curriculum. You will see in this slide 16% weekly and that student support. Beyond core curriculum we must prepare students for state compliance . It's only offered in digital format to ensure our students are not disadvantaged. We're also required by law to now conduct digital benchmark assessments in kindergarten through eighth
009grade in language arts and math and then in middle school they transition to a different digital platform. They undergo the multi-tiered vetting process and we evaluate each submission through four lenses, the first being academic quality To data privacy and security, accessibility for all learners and then finally technical compatibility and we found some just don't work in the system we are using , for transparency we've also updated our website to include all information, these are all the supplementary apps and what level they have been approved at. It's obviously a priority for not only us, student data privacy We duck any vendor that cannot guarantee protection of student identity but it also goes much further with health and discipline records as well as tracking that could be used to identify an individual child. LSD employed a multi
010tiered defense , our next Gen firewall provides advanced blocking and restricts unsafe categories meaning gaming, streaming, social media, adult content. Filtered sites are only unlocked if they serve a clear structural purpose approved by administration. Finally at the classroom level the Guardian empowers our educators with more immediate visibility -- this site is talking more about that Guardian and this is something we are using in partnership. During the school day the Guardian gives teachers total control of their classroom, teachers can view what's on every student's screen, in real time they can lock down screens, they can make it so you can only open one tab, they can do anything to avoid distraction of other students but we also know outside of school it actually passes device management on to families and parents can set customized time parameters
011for usage, restrictions, they can manage overall device function to match their household goals. We've added all this information for parents , we're also going to add that to the website here, it's directions on how to use it which I think is really important. We actually spent a lot of money on buying this software so parents could use it so it would be great if we had more usage at home. Based on feedback from parents and teachers , I think we got the first email about this a couple months ago but what I'd like to continue doing is review all technology websites and applications , making sure people are using workbook pages and starting next year eliminate the devices for elementary students . Next scaling back software features specifically relating to gamification , and then finally
012we've updated our YouTube access practices, unless the teacher specifically verifies. I can say this video is okay for the student, we're also going to be doing that in high school next year starting in the fall the same thing will happen the teacher will have to explicitly give access on our devices. Next up recommendations I think that's the best thing we can do to make sure we are serving our students and we need to have feedback from teachers, that's kind of what I'm thinking we need to do there. When you look at the time we're spending on it it actually falls within most of the limitations of the policies that states have been doing around us . Which is good but I do think it's important for us to continue to watch it. I just want
013to provide more enhanced guidance and workshops . We did purchase this for them and we want to make sure it's being utilized . At the same time it's just good for us to all know what's happening there . That's my two recommendations . Speaker: How does that factor in to the half hour student support time? Dr. Schiele: Middle school and high school first might be inner class , because they didn't get them they might not have the same minutes in it but there's a lot of time being used and also looking at the cost of software a lot of it is purchased from budget or Student Services , type two speech to text things that kids actually need. It does mean that when students are with a learning specialist they're probably utilizing more technology than
014in the classroom. Speaker: It's obviously clear in middle school and high school, but in elementary when you are estimating I think it's important to understand it's not a consecutive session, it's a couple minutes here and there. And then with the gamification I know that's a big issue, I just I hope we can track whether or not there is a impact on students self progression through these things they do at home, I'm just wondering the gamification for all its ills was designed for a purpose so I'm just curious if that has an impact on how much work students are actually doing outside of classroom. Dr. Schiele: Elementary students won't have any more work outside the classroom but we can track that. How much time someone is using that , if I work for 15 minutes versus
01520 minutes I can also see the kid worked for 80 minutes -- you can really fine tune it into a lot of specifics. And the kids that spent 45 minutes a week scored higher What we could be able to see is from this year even looking at next December data did our scores go down or did they go up? If they went down then maybe we should talk about gamification again, but I have no idea. Speaker: I appreciate the k eight kids KK5, sorry. Dr. Schiele: We did work with the middle school principals to figure out if there was a way. It's really hard, we almost have to take constructional time out to have them go to a place and drop their device off every day and I think the middle school is still looking
016at sixth grade But we just couldn't do 678. Speaker: But if they were using it for that purpose, no longer being able to do that is an academic loss at some point. Dr. Schiele: I think if they were only using them for that that would probably be true, but since we know that's not true I can see that they're doing it. Some kids don't use them at all at home whether that be a family rule I don't know but it's really ironic that yesterday the Mandalorian and one of the previews with Toy Story five it's actually like an iPad, like a really cute animal and how the little girl was having a hard time making friends and the toys are trying to help her interact and the device was getting in the way. And I
017think that's true , also you watched that video again today and it talks about -- I don't think it's just one on one that created this problem. I think it also has something to do with social media but you have to remember social media at that time wasn't in the hands of children, it was in the hands of parents. One of the reasons I think it's important to have workshops for parents in the Guardian, to have them understand what kids are seeing and hearing through the device they're not paying attention and I do really appreciate a panel that's going to talk to parents. I hope we get a thousand parents there, because they need to know it can harm their child. And it can greatly help their child, but the school can't do it alone.
018We need to be partnered with parents. Speaker: That's the key to so many things we talk about . I just want to close this out because it's important to me . There are some students who take the devices home . Speaker: Thanks for doing all this, this is a lot of work and thank you to the teachers to do the daily audits and figured that stuff out, we are really grateful you filled that out. I just want to recognize these things take a lot of time so thank you to everyone. I appreciate it seeing you're going to have the group come together of teachers and guardians, I know I talked about a mix and broad representation and I'm just throwing out contemplation around the use of technology, and I've seen this happen in how we
019might take away or use lunch time or PE, how do we make sure we don't get computers or technology in the trap of rewarding or discipline? Because I think there's some really important things we can do in policy, there's lots of model policies that don't have resource as punishments because you need to be active, so something like that just throwing that out there not necessarily to comment on today but for that group to consider what is it like to make sure all aspects of technology -- I say that, you kind of alluded to this but I'm going to just put words to it. I think one of the things we are constantly having to balance is teachers have autonomy in how they teach, they are the experts the professionals and we pay them to do
020that, and I think when we get put in situations where we are challenging their autonomy to teach what we pay them to teach as professionals we have run into issues with that, and I also know when we are implementing the science of reading we do things that say this is what we expect but I'm curious I do want to hear from teachers around how do they have the autonomy in their classroom to use tools and what we would want to consider does that buffer look like so we honor their expertise? Speaker: Were the teacher is surprised by the amount of time the kids were spending on their devices? So that's part of the engagement stuff. Just interesting to hear what the reactions would be. Dr. Schiele: We definitely have some schools that use technology so
021it was very interesting, some use it more and get higher scores so you can see the correlation with higher scores . Speaker: To your point was anyone surprised we have benchmarks on what our other districts seeing? It'd be interesting to find that out because if you think about 30 minutes a day five years ago it was zero and so this is kind of a change . It's really important to know what we are doing before we -- that's such a great step and building on something that chair Eric said just talking about future autonomy, I understand there's a lot of additional functionality and tools teachers have access to, I think there are probably ways we can help them do more in their classroom, they can say everything off at the push of a button but
022I would like to investigate on how we can do that . Dr. Schiele: As you know , we don't have the money to train people . Is pretty easy and it has some of the function you are talking about . It is pretty easy, but we never trained. We just said look it up on your own. Speaker: I also wanted to ask, the breakdown of the elementary . You showed five curriculum items, and then the time. That's not every time you're in language arts, we have other tools that are involved I don't know if there's a tool in Google Classroom or something -- Dr. Schiele: They might have been researching a paper they were writing , Speaker: They could have been collaborating on a Google doc writing notes to each other as well. I also
023saw that preview and thought it was ironic Disney sending out the message , these companies are making a lot of money selling these tools and everything exactly. [Discussion] Speaker: Next agenda item is educational data. Mr. Bailey: Good evening I have three slides of data to share with you regarding opportunities within athletic department at high school levels. Technology issues. [Laughter] The numbers in the large table include athletes who may have participated in sports throughout the year, we continue to have strong participation both female and male in sports , we've got playoffs and things going still. We had a large bump in total participation last year which was an emerging sport, last year girls could actually play two sports but because of the schedule they couldn't this year. This goes back 2 or 3 years ago ,
024the same through club sports who tend to have strong numbers mostly due to lacrosse . The third chart shows the number of athletes who play at least one sport, and then we have wanted to show you the number of students about 1,617% that doesn't include students who are unified in sports. Middle school, strong numbers from the middle school level they have those opportunities I think we saw a drop over the last two years because of facility issues . The last slide, I think the young lady talked about student presentations about the opportunities to participate through performing arts, these numbers keep going up . Kids are going into these programs and our teachers are doing an outstanding job and the presentations and participation of the plays and musicals those numbers just keep increasing . Questions now?
025It's a duplicate. Mr. Schinderle: I have a couple of topics. Going to wrap up sports participation, unified sports is growing in popularity, this is just a snapshot of the student athletes and partners who have joined in support of the competitions. In the fall we only had soccer and we successfully launched basketball and track at both high schools starting this school year, growing numbers of students and athletes always very. We have some students who prefer this over a typical club activity but we support students in either path they would like to go down depending on their comfort or choice, we've seen students in all arenas within the high schools and I will say we have hard days in our job as professionals and sometimes the sweet spot in particular is going to one of the competitions
026to see the student athletes in their peer partners is pretty amazing and it makes sometimes the tough days feel a little less tough when you see why they are here. Any questions? The next couple slides, special education report card... graduation rates . We're darn close to that 100%-- we'll see. Suspension and expulsion... We're falling in the guideline of what we are expected to measure and the second one is culturally responsive evaluations . The next slide is our census numbers... Percentages we have finally leveled out. We had unbelievable periods of growth, students just kept coming whether it was move in transfer or coming out of COVID more evaluations were requested so we had to process all of those. We will see where we go from here , holding steady. Our multilingual learner plan is an updated
027document that will be posted online. There's a few highlights you can see here, the reminder is it focuses on structural practices to help bilingual students across the district. We have about 170 students currently that are identified as a multilingual learner and that number is coming down, we've had our first batch of results from Alpha which is showing they are requiring English and becoming proficient to be able to exit that designation which basically means if your child is really close , it's a scale of 1 to 4 that you can as a parent opt them out versus The previous way. Our numbers for multilingual learners will come down a bit for this upcoming school year and we will have more confirmed numbers by the middle of June once the assessment analysis is done. Are there any
028questions I can answer? Speaker: Can we go back to this slide really quick about the graduation rates, because I think since I joined the board all you've heard me say is this isn't good enough! I am so excited! Just all of the work that goes in to seeing every kid, meeting them where they're at and helping them achieve all the things that are right for them. [Laughter] Those were real rough moments for a while. Thank you. Next agenda item quarter three Financial report, Mr. Ketzler. Mr. Ketzler: We have an informational update to show our spending and revenues and major budget categories in relation to disperse and extended this fiscal year date in relation to the adopted budget for this year and then also similar information for the prior. there's also significant variances highlighted between budgeted
029or disbursed amounts within this fiscal year, there's just a couple items that have been highlighted in the notes in italics to call out the new information so if you go to page five the written notes and at the same time if you'll keep a tab on page two the first item is C with the addition of restricted programs note that we are spending more than we had in the previous fiscal year , and while we are not over budget in this particular grouping of functions I do anticipate by the end of the fiscal year we will be, and part of that is due to the contractor costs continued to be a necessary expense to make sure we have services for our students and the board will recall we had some discussion around this which is
030not fully reflected in our data in the fiscal year end report that will be presented later this summer and my oversight neglected to put a B next to instructional improvement , that is specifically called out in the written notes , and then the last item on the last page of the written notes which corresponds to the revenue page on page four of the financial report calling out the preliminary projected balance for this year has been updated, previously it was a slightly lower number and this 5.5 million reflected here is based on the updated financial information for the school board in April and it's important to note that's a place in time projection based upon data available in late April . I'm hoping we will end up slightly better than 5.5 million but there are some
031springs that are Colder than others and those are costs yet to be incurred, I do try to factor in a reasonable amount in anticipation of typical progression of revenues over the course of the months. Those are the specific things I wanted to call out . I will stop here and see if there are any questions. Thank you, it was a great team effort . Speaker: With that, we will go on to school board meeting calendar. Dr. Schiele: You will see the 2627 school board calendar as well as parent advisory committee meetings. You will notice here [Inaudible] But we are certainly open to any I wanted to start with just having you look at it . So we can look at it ... Speaker: Next agenda item is appeal of an administrative decision, which -- Chair
032Aird: Is me and I'm saying we did not have sufficient time to adequately consider all the pieces of information that we had questions on, so we are going to hold another executive session soon that we can make a decision here promptly. Next agenda item is other business. Any other business? We have a graduation on June 4th, so don't forget and then we have a board meeting in the next day we have the next graduation. Stafford is closed, build in time. At starting a little later this year though. Just build in time.