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Good evening, everyone. It is now 502. I'm not calling the meeting of the, this is

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the operation of finance committee. I need a real call vote. Mr. Joe, please.

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Bill Johnson.

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Here.

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Dan Schuf.

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Here.

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And Tom Hinkins.

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Here.

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All members are present.

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Thank you.

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I need approval of the agenda.

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Move.

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Second.

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All those in favor, second.

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Can we say hi?

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All those in favor?

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Second.

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All those, porIRs.

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We have no public comment.

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I need no public comment.

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Thank you.

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Muslim financials, Mr. Elwood,inging.

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Thank you Mr. Hinkins.

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So just one second while I'm bringing up the, yep.

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So the monthly reports were attached in with four decks and

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let me see.

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The biggest highlights are interest revenue for the month of

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May.

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And personal property tax or personal property.

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And payments that are received from the state are the two biggest,

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and then I'm sorry, not the two biggest to revenues of note.

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And then also there were some title one claims and Medicaid cost

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settlements that happened in May.

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Expenses for the month of May are pretty consistent with expenses

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from previous year.

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The only significant difference,

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I think is that S or dollars or S or expenditures last year versus none.

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No S or expenditures for this fiscal year.

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And then there are more purchase services this year than there were last year

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because we have contracted staffing has increased for 2526.

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Is that like from the year before?

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Yes.

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So, yeah.

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So there was a lot more usage of contracted services for 2526 than it was for 2425.

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I think the only other backup to the bank statements here.

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So the only other thing of note is that May is a very small month in June.

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A lot of activity happens in June.

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So if you look at where we're at percentage wise for revenues and expenditures,

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it doesn't seem like we're 11 months through the year because in June,

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there is a lot of activity that happens in June that gets recorded back.

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So we received revenues from property taxes in August.

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Those get coded back to the fiscal year and end up in June.

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There's a lot of expenditures closing out the year that happened in July that get

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coded back to June, such as the open enrollment payments and the charter

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school payments.

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Those all get coded to June.

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So May seems like it's very small and that a lot of activity hasn't happened yet this

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year because a lot of our big expenditures all happen in June.

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Did anybody have any questions about the state?

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Yes.

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We don't actually make a physical payment.

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So what happens is that the state takes part of our equalization and out to pay those

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open enrollment schools.

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So it's more like an equalization payment adjustment.

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I heard both sides of that.

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They gave us money.

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They had to pay it back out.

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You know, I heard what you just told me.

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Yeah.

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It's done like a journal entry on the current system.

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I just have a question.

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Let's talk a little bit.

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Let's go to all of that funds.

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And we have a high yielding.

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We have two accounts for open.

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Correct.

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My question is why don't we have all of it in the high yielding account.

78
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So the accounts were set up long before I started in the district.

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So I inherited these accounts and this is the way the funds were set up.

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So we could move those funds from first mid into associated bank.

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However, without knowing our financial situation as we get closer here.

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And I don't want to put the funds in associate bank and then pull them back out.

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If that is going to cause some issues with those investments there.

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So I haven't done that.

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The interest rate that we are getting at first mid is not terrible.

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It's at 3.18 right now, but it was.

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So I was just asking on that.

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I understand.

89
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So another question that how liquid is the funds in associate.

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I think I have to give them at least 30 days notice.

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Well, that's right.

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Yeah.

93
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So probably the other thing that I have been doing is moving some funds into.

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Investments with PMA because PMA tends to have a little bit higher interest rate right now.

95
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They're at 3.6, but our investments there are probably closer to 3.8 3.9.

96
00:05:34,600 --> 00:05:38,600
So we've been doing some back and forth, but you are correct.

97
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The investment at associated bank is a lot more aggressive.

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Because if you look at last year when we were at this time,

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compared to this year at this time, there's almost a $400,000 increase in.

100
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I'm sorry, $300,000 increase in interest.

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I will need to look into it and move back to you.

102
00:06:01,600 --> 00:06:03,600
I'm not sure if I have to.

103
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I probably need to talk to my team and see what we need to do and.

104
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Yeah, be possible for the next board meeting or the next one.

105
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Nope, I can wait till next for meeting.

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I don't think I have to get bored approval to move the funds around.

107
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I want to talk to.

108
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Yeah, I need to talk to associated bank to see what their thoughts are on it because that account was opened.

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And nothing has been put into that account or added to that account since I've been here for three years.

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And I'm not sure what the activity was like before that.

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Thank you.

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But I will find a way to back to you.

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Thank you.

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That's fine.

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Yes.

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Yes.

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Sorry.

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Sorry.

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70.

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I'm wrong.

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So, in the year end, stuff that has to happen.

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Would you like to have it all closed?

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Again, the end of the fiscal year.

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So, are auditors already started working on closing out your end?

125
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So ideally, I would like to have everything done by the end of July.

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However, I have to be honest with you.

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I haven't hired my other person in the accounting office.

128
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So a lot of the accounting work.

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And we had our payroll person recently retired and we had some movements around.

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We have a new person by the end of August.

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Yeah.

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And then a lot of your.

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People.

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Yep.

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So preliminary audit started mid June and it'll run through the end of August until they finish up.

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Getting all their items gone through.

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And then they will produce an audit report and that is due by, I believe, the beginning of December.

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And then we typically have an audit report to the board after that was completed.

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I think we did ours.

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I want to say it wasn't February of this year.

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Yep.

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The presentation.

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The presentation is.

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Hello.

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How many more questions.

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Yeah.

147
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No, that's fine.

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So Stephanie, the DPI estimates have come out.

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For the school days.

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I did look at that.

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The estimate that the state released was very, very close to what we have estimated for our.

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For 20, six, 27.

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I think it was within $500,000.

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So when you're talking.

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Sixty some million dollars, 500,000 is pretty close for an estimate.

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But remembering that the estimate of the state aid is that just that an estimate.

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Because all of the other districts in the whole entire state have to finish their audits.

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Before we can get final numbers for equalization aid for 26, 27.

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So.

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The budget.

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So.

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You know, we all enjoyed working on the last few minutes.

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When they estimate 60.5 million in general days, you know, they say it'll be.

164
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Two million more than last year.

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You would already have that number in your budget.

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Correct.

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And that number is not.

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It's balanced by property tax.

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So the, if the equalization aid goes up, property taxes go down.

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If equalization aid goes down, property taxes go up.

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Because we can't raise more dollars than the revenue limit.

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And I'm at no.

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What we hear with the bill rate.

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And what's going to happen next year.

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Yes.

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We're projecting to be a little bit less than what we were for 2526.

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That statement still holds true for what you know right now.

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Correct.

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Yes.

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All right.

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Thank you.

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You're welcome.

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Okay.

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Are you anybody else?

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So.

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Carol.

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Do I.

188
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Okay, I'm sorry.

189
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Okay.

190
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I'm sorry.

191
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That's okay.

192
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If you wouldn't move to the full board.

193
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Okay.

194
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I'm looking for more.

195
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This financials to the board.

196
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Next week.

197
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I need more.

198
00:10:22,600 --> 00:10:23,600
Second.

199
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Although the finish.

200
00:10:25,600 --> 00:10:26,600
Hi.

201
00:10:26,600 --> 00:10:27,600
Hi.

202
00:10:27,600 --> 00:10:28,600
In post portion.

203
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Carry.

204
00:10:29,600 --> 00:10:30,600
Thank you.

205
00:10:30,600 --> 00:10:32,600
Next is.

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Discussion.

207
00:10:33,600 --> 00:10:35,600
Action items.

208
00:10:36,600 --> 00:10:38,600
The.

209
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Property liability.

210
00:10:40,600 --> 00:10:41,600
Workers cap.

211
00:10:41,600 --> 00:10:42,600
Workers cap.

212
00:10:42,600 --> 00:10:43,600
And other.

213
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This is an insurance.

214
00:10:45,600 --> 00:10:46,600
Readables.

215
00:10:46,600 --> 00:10:47,600
Excuse me.

216
00:10:47,600 --> 00:10:49,600
Thank you.

217
00:10:49,600 --> 00:10:51,600
Thank you.

218
00:10:51,600 --> 00:10:54,600
So our renewals were very good this year.

219
00:10:54,600 --> 00:10:57,600
Mostly in part to our workers comp.

220
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Renewal.

221
00:10:59,600 --> 00:11:02,600
So if you'll notice on here, our workers comp renewal is.

222
00:11:03,600 --> 00:11:06,600
A little over $60,000 less than it was a previous year.

223
00:11:06,600 --> 00:11:10,600
And the reason for that being is that the workers comp.

224
00:11:10,600 --> 00:11:11,600
Claimants.

225
00:11:11,600 --> 00:11:16,600
That had been holding on there that had been causing the rates to be so high have fallen off.

226
00:11:16,600 --> 00:11:19,600
So our rate has gone down significantly.

227
00:11:19,600 --> 00:11:23,600
So overall, our renewal is pretty good for our insurances.

228
00:11:23,600 --> 00:11:25,600
We are actually down.

229
00:11:25,600 --> 00:11:29,600
Quite a bit from the previous year for our insurance renewal.

230
00:11:30,600 --> 00:11:31,600
Thank you.

231
00:11:31,600 --> 00:11:32,600
What.

232
00:11:32,600 --> 00:11:35,600
My question is, as our.

233
00:11:35,600 --> 00:11:37,600
Employees go down.

234
00:11:37,600 --> 00:11:39,600
Shouldn't those come down?

235
00:11:39,600 --> 00:11:40,600
I also.

236
00:11:40,600 --> 00:11:41,600
The workers come.

237
00:11:41,600 --> 00:11:42,600
Yes.

238
00:11:42,600 --> 00:11:44,600
Yeah, that's part of that as well.

239
00:11:44,600 --> 00:11:45,600
Yes.

240
00:11:45,600 --> 00:11:47,600
But the other pieces.

241
00:11:47,600 --> 00:11:48,600
Property piece is.

242
00:11:48,600 --> 00:11:50,600
Up only slightly because.

243
00:11:50,600 --> 00:11:53,600
We did reduce the property because we sold McNeil.

244
00:11:53,600 --> 00:11:58,600
And then the rest of the insurances are based on either counts of employees or counts of students.

245
00:11:58,600 --> 00:11:59,600
So.

246
00:11:59,600 --> 00:12:01,600
And.

247
00:12:01,600 --> 00:12:03,600
Yeah, a lot of the.

248
00:12:03,600 --> 00:12:05,600
A lot of the numbers are.

249
00:12:05,600 --> 00:12:07,600
They came in very, very fair bubble.

250
00:12:07,600 --> 00:12:08,600
Considering.

251
00:12:08,600 --> 00:12:10,600
Could you explain to me.

252
00:12:10,600 --> 00:12:11,600
And.

253
00:12:11,600 --> 00:12:13,600
You know,

254
00:12:14,600 --> 00:12:16,600
Why do we deal with that?

255
00:12:16,600 --> 00:12:17,600
Drop it.

256
00:12:17,600 --> 00:12:18,600
I don't understand that.

257
00:12:18,600 --> 00:12:20,600
Because we are no longer ensuring the property.

258
00:12:20,600 --> 00:12:21,600
Yep.

259
00:12:21,600 --> 00:12:25,600
So even though our property insurance is up slightly because rates have gone up.

260
00:12:25,600 --> 00:12:28,600
Overall, the rates are pretty favorable.

261
00:12:28,600 --> 00:12:29,600
Sorry.

262
00:12:29,600 --> 00:12:30,600
I asked.

263
00:12:30,600 --> 00:12:31,600
Option.

264
00:12:31,600 --> 00:12:32,600
Change.

265
00:12:32,600 --> 00:12:33,600
Exciter.

266
00:12:33,600 --> 00:12:34,600
Why did that drop it?

267
00:12:34,600 --> 00:12:35,600
I don't understand that.

268
00:12:35,600 --> 00:12:37,600
Because we are no longer ensuring the property.

269
00:12:37,600 --> 00:12:38,600
Yep.

270
00:12:38,600 --> 00:12:42,600
So even though our property insurance is up slightly because rates have gone up.

271
00:12:42,600 --> 00:12:43,600
Exciter.

272
00:12:43,600 --> 00:12:44,600
With.

273
00:12:44,600 --> 00:12:47,600
How about insurance with that?

274
00:12:47,600 --> 00:12:48,600
Yes.

275
00:12:48,600 --> 00:12:59,600
So after he had preliminarily given me the numbers, they had an option from cowbell to do the cyber insurance, which was actually better insurance and it's a lower price.

276
00:12:59,600 --> 00:13:01,600
So we're actually going with the cowbell.

277
00:13:01,600 --> 00:13:04,600
I'm sorry, I mentioned the cowbell insurance and stuff.

278
00:13:04,600 --> 00:13:07,600
It is lower and it's better coverage.

279
00:13:08,600 --> 00:13:16,600
Thank you.

280
00:13:16,600 --> 00:13:17,600
All right.

281
00:13:17,600 --> 00:13:18,600
Go ahead.

282
00:13:18,600 --> 00:13:19,600
I'm sorry.

283
00:13:19,600 --> 00:13:20,600
Yeah.

284
00:13:20,600 --> 00:13:21,600
Things.

285
00:13:21,600 --> 00:13:24,600
In our discussions.

286
00:13:24,600 --> 00:13:27,600
About buildings and cattle.

287
00:13:28,600 --> 00:13:37,600
I told I understood why we had to put the focusing right in particular.

288
00:13:37,600 --> 00:13:38,600
The college.

289
00:13:38,600 --> 00:13:40,600
People are building.

290
00:13:40,600 --> 00:13:48,600
But it looks like we're going to have at least one building that would be not have permanently staffed people.

291
00:13:48,600 --> 00:13:53,600
So are you going to be able to make sure we can kind of cover it next year?

292
00:13:54,600 --> 00:14:02,600
Yeah, so we might be able to do some adjustments with some staff that don't necessarily need to have a permanent place to live.

293
00:14:02,600 --> 00:14:11,600
So, or to work, like, for example, we could have one of our tech people be there temporarily as a home sales.

294
00:14:11,600 --> 00:14:18,600
But we can talk about that and make sure that we're not leaving the building completely unoccupied.

295
00:14:18,600 --> 00:14:20,600
We also still have security in that building.

296
00:14:20,600 --> 00:14:24,600
So, yes, we're still security in that building and we still have facilities.

297
00:14:24,600 --> 00:14:30,600
Checking the buildings every day to make sure that there's not, you know, break ins or floods or damage.

298
00:14:30,600 --> 00:14:31,600
Yes.

299
00:14:31,600 --> 00:14:33,600
That's usually typically what you're in.

300
00:14:33,600 --> 00:14:34,600
Sure.

301
00:14:34,600 --> 00:14:37,600
Completely left.

302
00:14:37,600 --> 00:14:38,600
Yes.

303
00:14:38,600 --> 00:14:39,600
Yes.

304
00:14:39,600 --> 00:14:46,600
Yes.

305
00:14:46,600 --> 00:14:47,600
Okay.

306
00:14:47,600 --> 00:14:48,600
Thank you.

307
00:14:48,600 --> 00:14:49,600
Carol.

308
00:14:49,600 --> 00:14:50,600
You keep it locked.

309
00:14:50,600 --> 00:14:53,600
I'd like to know whether it was a flood home.

310
00:14:53,600 --> 00:14:54,600
Yep.

311
00:14:54,600 --> 00:14:55,600
McNeil was not left open.

312
00:14:55,600 --> 00:14:56,600
Yes, it was.

313
00:14:56,600 --> 00:14:58,600
He could open the back door.

314
00:14:58,600 --> 00:14:59,600
No.

315
00:14:59,600 --> 00:15:04,600
Are you in the meal when you saw it?

316
00:15:04,600 --> 00:15:05,600
A lot.

317
00:15:05,600 --> 00:15:07,600
Oh, I had a chain.

318
00:15:07,600 --> 00:15:08,600
I'm going to move the chain.

319
00:15:08,600 --> 00:15:09,600
You could reach in and.

320
00:15:09,600 --> 00:15:12,600
I'm not way in the back.

321
00:15:12,600 --> 00:15:14,600
Were you exploring?

322
00:15:15,600 --> 00:15:19,600
I was a little bit bored and you're taking stuff over there.

323
00:15:19,600 --> 00:15:20,600
Recently.

324
00:15:20,600 --> 00:15:21,600
No.

325
00:15:21,600 --> 00:15:22,600
Oh.

326
00:15:22,600 --> 00:15:23,600
Okay.

327
00:15:23,600 --> 00:15:24,600
Okay.

328
00:15:24,600 --> 00:15:25,600
No.

329
00:15:25,600 --> 00:15:26,600
Good.

330
00:15:26,600 --> 00:15:27,600
Yes.

331
00:15:27,600 --> 00:15:30,600
Could you follow up with us on that?

332
00:15:30,600 --> 00:15:35,600
Insurance guidelines for shuttered and or vacated buildings.

333
00:15:35,600 --> 00:15:36,600
Yes.

334
00:15:36,600 --> 00:15:42,600
I think we need to be very conscious of.

335
00:15:43,600 --> 00:15:52,600
So you've got to let us keep our utility costs as low as you can.

336
00:15:52,600 --> 00:15:53,600
Absolutely.

337
00:15:53,600 --> 00:15:56,600
So I mean, we have a contest is right.

338
00:15:56,600 --> 00:15:59,600
And it's the heating and cooling zone.

339
00:15:59,600 --> 00:16:01,600
And well, I've been in that building.

340
00:16:01,600 --> 00:16:03,600
I hear what you're saying.

341
00:16:03,600 --> 00:16:04,600
It sounds good.

342
00:16:04,600 --> 00:16:05,600
But.

343
00:16:05,600 --> 00:16:06,600
Anyways.

344
00:16:06,600 --> 00:16:13,840
At least provide to this committee what insurance actually says you have. Okay. Yep. Thank you very much

345
00:16:15,520 --> 00:16:19,880
Okay, so we need this move to the board. Oh wait, I'm sorry

346
00:16:21,840 --> 00:16:25,680
I do have a question then right so the workers compensation

347
00:16:27,080 --> 00:16:33,400
We got dropped fires and then they ended because back up because nobody else would pick us up right like the I

348
00:16:33,680 --> 00:16:36,120
Don't know how that all works. So we were

349
00:16:36,880 --> 00:16:42,300
Picked up by the state. Yes for a while, but then we went back and you see is our carrier

350
00:16:46,760 --> 00:16:48,600
And that was that happened like

351
00:16:53,160 --> 00:16:55,160
For the new year that they

352
00:17:03,400 --> 00:17:05,400
Is

353
00:17:08,440 --> 00:17:14,400
Is it possible to see the workman come claims by building

354
00:17:15,160 --> 00:17:23,520
We can be questioned. Yes, we can prevent a report. Yes, it'll out. Oh, go ahead. Well, so we can provide that

355
00:17:24,400 --> 00:17:26,400
From

356
00:17:33,400 --> 00:17:41,160
We cannot get anyone to provide us with a detailed reporting and so it'll be

357
00:17:41,960 --> 00:17:46,680
Not as reliable as source of information. It would not be complete

358
00:17:46,680 --> 00:17:51,480
And so but we can't provide from December to your end if you like

359
00:17:58,680 --> 00:18:00,680
It was about

360
00:18:03,400 --> 00:18:09,480
And so once you reach that

361
00:18:33,400 --> 00:18:35,400
As opposed to

362
00:18:40,600 --> 00:18:47,240
In that report would it be an item a certified name we would not provide names

363
00:18:49,480 --> 00:18:51,480
It would be building

364
00:18:53,320 --> 00:19:00,200
And whether it was just if it was medical only and it involved lost wages

365
00:19:04,200 --> 00:19:06,200
So

366
00:19:23,640 --> 00:19:25,640
Thank you, I appreciate we should

367
00:19:25,640 --> 00:19:27,640
Thank you

368
00:19:32,600 --> 00:19:34,600
So we move that to the

369
00:19:38,840 --> 00:19:43,960
Wait, did you cuz I interrupted you? Yeah, I didn't know to get to the Michelle did we

370
00:19:44,520 --> 00:19:46,520
Remove for it to the boy

371
00:19:49,640 --> 00:19:51,640
No

372
00:19:55,640 --> 00:19:57,640
I

373
00:20:01,320 --> 00:20:03,320
Didn't hear which person moved

374
00:20:13,240 --> 00:20:15,240
Thank you very much. We got some four

375
00:20:17,560 --> 00:20:20,200
Michelle will go back to skyward. Thank you

376
00:20:21,160 --> 00:20:25,320
Thank you, so attached in the board backs was a number of

377
00:20:28,120 --> 00:20:36,200
Software vendors of the either the business office uses or technology uses and all of these vendors are vendors that we've been using for many years

378
00:20:36,360 --> 00:20:37,400
and

379
00:20:37,400 --> 00:20:39,400
They are things that we need to

380
00:20:40,680 --> 00:20:44,680
Cue to our operations. So the first one is skyward and I asked corp

381
00:20:45,240 --> 00:20:50,600
So skyward is our financial and our student information system and I asked corp is our hosted

382
00:20:51,480 --> 00:20:53,480
More databases hosted

383
00:20:53,960 --> 00:20:55,960
And then the next one is

384
00:20:57,880 --> 00:21:01,560
Their Microsoft subscription renewal so office products

385
00:21:03,400 --> 00:21:05,400
Word excel

386
00:21:05,640 --> 00:21:07,640
PowerPoint, etc

387
00:21:08,360 --> 00:21:11,480
The next one is the wistnet and star internet provider

388
00:21:11,480 --> 00:21:15,080
The next one is extreme networks

389
00:21:17,400 --> 00:21:21,000
This is part of our cloud based networking solutions also

390
00:21:23,320 --> 00:21:26,520
Ditto, which is the screen mirroring and yes, it's working

391
00:21:32,840 --> 00:21:40,280
CDWG which is our goal and that's part of our Google workspace renewal, which is our global calendars our emails and

392
00:21:41,880 --> 00:21:43,880
Google sheets and

393
00:21:45,960 --> 00:21:48,680
Presentations and then the front line is

394
00:21:49,800 --> 00:21:55,400
the employee and that evaluation management system and the absence management system

395
00:21:59,160 --> 00:22:01,160
Any questions on any of those

396
00:22:08,360 --> 00:22:10,360
I don't know

397
00:22:11,880 --> 00:22:15,480
Unless you know an outside vendor starts a zoom meeting

398
00:22:15,480 --> 00:22:17,480
Yes

399
00:22:31,240 --> 00:22:34,360
I know in the description it's nothing tangible

400
00:22:39,240 --> 00:22:43,240
I guess I abstract on a lot of these systems

401
00:22:43,240 --> 00:22:48,120
Once you get into them, are they doing work with other systems?

402
00:22:48,120 --> 00:22:55,160
I'm talking to you to marry to a system like we've gone in the past that you have to use the system because we just married into it

403
00:22:55,560 --> 00:22:58,040
So that's just snap-strike. Yeah

404
00:22:59,560 --> 00:23:06,440
So skyward and I asked corp and do work with other systems and I believe the front line and skyward are kind of

405
00:23:07,800 --> 00:23:09,960
Talk to each other for loops and things, right?

406
00:23:10,760 --> 00:23:15,400
Yep, okay, so we do look at different options of

407
00:23:16,200 --> 00:23:24,040
Coropating softwares, but I'm gonna be honest with you to look at a different type of software to do what we're currently doing is cost

408
00:23:24,920 --> 00:23:26,920
it's very expensive to

409
00:23:28,040 --> 00:23:30,520
to look at it to change softwares, but

410
00:23:31,400 --> 00:23:37,720
Skyward in my opinion works very well for what we use it for and I believe on the student side. They're happy with them

411
00:23:37,960 --> 00:23:39,960
Yeah

412
00:23:43,400 --> 00:23:45,400
Now as far as like

413
00:23:45,400 --> 00:23:47,880
Microsoft products and then those have been around for

414
00:23:49,480 --> 00:23:55,640
20 years and I think everybody uses Excel for something. I mean I use it every day for

415
00:23:56,600 --> 00:23:58,840
Doing spreadsheets and calculations and things

416
00:23:59,880 --> 00:24:01,080
This is also

417
00:24:01,080 --> 00:24:06,280
student based software as well that the students are using these pieces of software

418
00:24:07,000 --> 00:24:09,000
internet we

419
00:24:09,000 --> 00:24:10,840
I don't think we can

420
00:24:10,840 --> 00:24:15,720
function without having the internet and WISkNet is our probably our cheapest option

421
00:24:15,960 --> 00:24:21,640
If we were going to go with something else like the more expensive list that is typically what governments and schools use

422
00:24:22,120 --> 00:24:24,440
Colleges use WISNet for services

423
00:24:27,880 --> 00:24:29,880
Just to be naive

424
00:24:29,880 --> 00:24:32,600
IT doesn't just doesn't involve IT stuff

425
00:24:33,400 --> 00:24:35,080
Talk involved

426
00:24:35,080 --> 00:24:42,200
Well, it does in that IT manages all of these pieces of software. Yes, except for skywards because skyward is managed by

427
00:24:45,400 --> 00:24:47,800
Skyward in the IC Corp or IS Corp

428
00:24:49,960 --> 00:24:51,960
Is that the other TC network?

429
00:24:52,840 --> 00:25:00,760
No, IS Corp is our hosting for our software for skyward. We actually hosted offsite. We don't have a host of them in

430
00:25:01,720 --> 00:25:04,600
site because that would involve buying servers and

431
00:25:05,560 --> 00:25:09,640
And then you run into the risk of not being able to have your data if something happens

432
00:25:09,880 --> 00:25:12,360
So it's it's better to have a host of offsite

433
00:25:14,600 --> 00:25:16,600
Thank you

434
00:25:30,760 --> 00:25:32,760
So

435
00:25:37,640 --> 00:25:43,240
So after the presentation to request purchase of Chromebooks that happened

436
00:25:43,960 --> 00:25:45,960
It was almost three months ago

437
00:25:46,520 --> 00:25:52,680
IT and I went back and we did an RFP. We sent out the RFPs. We got back all the responses

438
00:25:52,760 --> 00:25:54,760
I think from like 10 different companies

439
00:25:55,560 --> 00:26:00,200
What through the RFPs, IT spent a lot of time picking through them because

440
00:26:01,240 --> 00:26:05,160
Some of the companies didn't always present exactly what we had asked for in the RFP

441
00:26:05,240 --> 00:26:09,480
I believe that we got down to two companies that actually presented what we had asked for in the RFP

442
00:26:09,800 --> 00:26:13,000
As far as service goes and the actual devices

443
00:26:14,200 --> 00:26:15,320
when they

444
00:26:15,320 --> 00:26:16,280
in the

445
00:26:16,280 --> 00:26:19,640
Request we actually split out of the purchase of the carts

446
00:26:20,040 --> 00:26:24,920
Separately from a separate vendor from the Chromebooks because they were actually cheaper from a different vendor

447
00:26:24,920 --> 00:26:30,520
So we split it apart and we wrote the RFP telling the companies that we may possibly do that because

448
00:26:32,920 --> 00:26:35,160
It was beneficial for us to split it

449
00:26:36,040 --> 00:26:40,920
And we also told them that we may not purchase all of them. However, after talking with

450
00:26:41,880 --> 00:26:47,400
Leah about title $1 and 19 in my office. I was working on the carryover

451
00:26:48,360 --> 00:26:53,160
I believe that purchasing these Chromebooks out of the title $1 that we have remaining from

452
00:26:53,640 --> 00:26:55,720
2526 is our

453
00:26:55,720 --> 00:26:57,720
bus option for

454
00:26:57,720 --> 00:27:00,760
Using up title $1 that we if we don't use them

455
00:27:01,240 --> 00:27:05,880
We will lose those dollars and also we are in need of buying Chromebooks for the district

456
00:27:17,880 --> 00:27:19,880
Yeah, it's just gonna go up

457
00:27:21,080 --> 00:27:23,960
Our technology prices do continually go up now

458
00:27:25,640 --> 00:27:27,640
I'll wait and then

459
00:27:28,200 --> 00:27:30,200
To me this is a much bigger

460
00:27:31,240 --> 00:27:34,200
Issue that's going to happen where there's been talk

461
00:27:36,600 --> 00:27:38,600
I think policy will get involved

462
00:27:40,840 --> 00:27:42,840
I'm going from

463
00:27:43,480 --> 00:27:45,480
FaceTime to text

464
00:27:46,200 --> 00:27:47,240
and

465
00:27:47,240 --> 00:27:49,240
I think deserves a whole different

466
00:27:50,280 --> 00:27:52,680
More deliberation and the board

467
00:27:53,560 --> 00:27:55,240
needs to set

468
00:27:55,240 --> 00:27:58,280
A strategy before we move forward or fix it anything

469
00:27:59,000 --> 00:28:01,000
So if I may

470
00:28:01,000 --> 00:28:06,120
I just want to I just want to chime in because all of our educational materials

471
00:28:07,160 --> 00:28:09,800
are computer-based and in order to switch from

472
00:28:10,440 --> 00:28:12,440
completely computer-based to

473
00:28:12,920 --> 00:28:13,960
textbooks

474
00:28:13,960 --> 00:28:15,160
workbooks

475
00:28:15,160 --> 00:28:18,600
And even testing is done on the computers at this point

476
00:28:19,160 --> 00:28:24,360
That is going to be a huge lift for any district and it'll be very costly

477
00:28:24,680 --> 00:28:25,720
It'll be more costly

478
00:28:25,720 --> 00:28:32,200
So the plan is the reason why they're buying the carts is so that they can have the technology on carts and they're not sending these

479
00:28:32,760 --> 00:28:34,680
Chromebooks home with kids

480
00:28:34,680 --> 00:28:41,160
So that they can take those carts and move them out of the classroom and they can be doing other things and not continuously on

481
00:28:41,400 --> 00:28:45,880
But that you're right that has to be a bigger discussion with teaching and learning department

482
00:28:46,360 --> 00:28:50,600
About how the strategy on what we're going before we invest dollars

483
00:28:51,080 --> 00:28:55,800
I mean now we're getting on board with not setting these home with the students because you're not coming back

484
00:28:57,960 --> 00:29:02,840
But that course left the barn a long time ago. I know we have over a thousand

485
00:29:03,560 --> 00:29:05,560
Chromebooks

486
00:29:05,560 --> 00:29:07,160
somewhere in the district

487
00:29:07,160 --> 00:29:09,160
unaccounted for or accounted for or

488
00:29:09,240 --> 00:29:10,200
or

489
00:29:10,200 --> 00:29:11,000
so

490
00:29:11,000 --> 00:29:13,000
I think we need

491
00:29:13,480 --> 00:29:17,000
We need to get a handle on this and the board has set a direction

492
00:29:17,720 --> 00:29:22,200
On which way we're going to go with this. I understand what you're saying. We need them. But before we start

493
00:29:22,840 --> 00:29:24,280
buying things

494
00:29:24,280 --> 00:29:25,480
For the future

495
00:29:25,480 --> 00:29:28,520
Plus the board needs to get their act together and figure out

496
00:29:29,480 --> 00:29:33,320
In a constructive way what the future looks like for the school district

497
00:29:36,600 --> 00:29:38,600
I agree with what you're saying

498
00:29:39,640 --> 00:29:41,640
With the caveat that

499
00:29:42,440 --> 00:29:46,200
We have just hired a new superintendent Dr. Gordon who's on the video with us

500
00:29:46,520 --> 00:29:50,600
And I think we're going to have an intro that be super intended to be put later today

501
00:29:51,320 --> 00:29:55,480
um, so totally with you on I'm totally open to

502
00:29:56,840 --> 00:29:58,600
a pillar of

503
00:29:58,600 --> 00:30:00,600
Of the district being a back to basics

504
00:30:01,240 --> 00:30:04,040
On this exact same page of you and other member of the board

505
00:30:04,600 --> 00:30:07,800
Or we have to have the superintendent and her staff

506
00:30:07,800 --> 00:30:10,360
Our board and we have to do that and then

507
00:30:10,360 --> 00:30:12,120
Or we can endorse such a thing

508
00:30:12,120 --> 00:30:13,960
But by only

509
00:30:13,960 --> 00:30:15,560
You know, it's a semantics, right?

510
00:30:15,560 --> 00:30:16,280
And only with you

511
00:30:16,280 --> 00:30:18,440
I'm probably there when you're ready for that

512
00:30:19,000 --> 00:30:21,400
And that's fine, but this is in front of this committee right now

513
00:30:22,120 --> 00:30:25,080
Yeah, so I'm I want to get re-involved with everything we do

514
00:30:25,480 --> 00:30:28,360
So I'm saying I want to postpone what we're talking about

515
00:30:28,760 --> 00:30:30,760
Are you ready to work?

516
00:30:30,760 --> 00:30:32,760
Hey, this is Leah. Can you hear me?

517
00:30:34,600 --> 00:30:36,280
Hello

518
00:30:36,360 --> 00:30:43,080
Yes, we can hear you Leah. Hi. Hi. So I just want to clarify. I totally understand where everybody's coming from with these

519
00:30:44,760 --> 00:30:45,960
So

520
00:30:45,960 --> 00:30:50,920
Frustration with Chromebooks in all regards has been brought to our attention. So

521
00:30:52,600 --> 00:30:57,240
As as a building principal as a TLE member and now a superintendent

522
00:30:58,120 --> 00:31:01,960
Definitely, we need to reevaluate how Chromebooks are used in the district

523
00:31:02,760 --> 00:31:04,760
Technology prices are increasing and

524
00:31:05,480 --> 00:31:08,360
So we do need to keep that in mind. Also our Chromebooks are

525
00:31:09,560 --> 00:31:15,960
Some of them are not in great shape anymore and you know, like Stephanie said, we're looking at using some title funds to replace them

526
00:31:16,680 --> 00:31:18,680
I can tell you that

527
00:31:18,680 --> 00:31:22,360
The TLE committee has been working towards

528
00:31:23,240 --> 00:31:25,000
not having

529
00:31:25,000 --> 00:31:25,960
grades

530
00:31:25,960 --> 00:31:29,480
K3 have Chromebooks in their hands all day every day

531
00:31:30,360 --> 00:31:33,320
so that we can share our Chromebooks with

532
00:31:34,040 --> 00:31:36,040
the other grade levels as well. So

533
00:31:37,000 --> 00:31:38,360
Currently

534
00:31:38,360 --> 00:31:43,720
As we finished the 2526 school year, it was everyone had was one-to-one, right? And so

535
00:31:44,360 --> 00:31:49,720
Um, looking ahead our our computers aren't probably going to make it for a whole lot longer

536
00:31:49,720 --> 00:31:55,000
So we have um been working with uh, Brett Berg and the TLE department brandy

537
00:31:55,560 --> 00:31:58,440
Grady about how we can mitigate that so

538
00:31:58,840 --> 00:32:02,520
Looking at making just like class sets or grade level sets

539
00:32:02,760 --> 00:32:09,880
So our students in grades K3 who need the most support with learning to read and learning their math

540
00:32:10,440 --> 00:32:14,120
Are getting that direct instruction rather than relying on that technology

541
00:32:14,600 --> 00:32:19,960
Um, Stephanie is correct in saying that our our curriculum that we use does support

542
00:32:20,760 --> 00:32:22,760
high use of

543
00:32:22,760 --> 00:32:24,760
dependence on technology. So

544
00:32:25,400 --> 00:32:27,400
um, the technology that

545
00:32:27,400 --> 00:32:33,960
Um, the kids use is you know, like the tier interventions for math. So they're going to be using

546
00:32:35,560 --> 00:32:38,680
A different math program this year, but they've been using in the past

547
00:32:38,680 --> 00:32:47,480
It was dream box and imagine math and so now we'll be using something else and that is dependent on using that Chromebook for 30 minutes a day

548
00:32:47,960 --> 00:32:54,120
Um literacy is the same so they use a program that supports their tiered intervention if they need that

549
00:32:54,600 --> 00:32:58,600
Um, and that would be students, you know all the way through k8 and so

550
00:32:59,480 --> 00:33:02,440
Depending on what a student needs might depend on how much

551
00:33:03,240 --> 00:33:05,240
Work a student needs with their Chromebook

552
00:33:05,800 --> 00:33:11,480
As students get into the later grade levels, they do need their Chromebooks more to align with their curriculum

553
00:33:11,640 --> 00:33:15,880
Um because some of their their reading and work is done on the computer

554
00:33:16,280 --> 00:33:22,360
So it it should be a progression for what kids need whereas before it was just everyone's one to one

555
00:33:22,920 --> 00:33:24,920
And I do believe that there was some

556
00:33:25,160 --> 00:33:29,560
Um, you know, let's just go on your computer when you're done with your work or whatever

557
00:33:29,560 --> 00:33:34,200
So that can't happen with that has to change our kids need to be in front of

558
00:33:34,920 --> 00:33:40,840
Academics all day every day and so that is what's going to be rolled out with the expectation this year just to clarify

559
00:33:46,440 --> 00:33:47,240
Yeah, thanks

560
00:33:47,240 --> 00:33:52,040
I was just gonna say point out too that like, you know, we need the Chromebooks like even just to do the open literacy

561
00:33:52,680 --> 00:33:56,520
uh work that we're doing with like the Hendrix family foundation donation, um, but

562
00:33:57,240 --> 00:34:01,320
Generally speaking, I hundred percent agree that we need to have a large scale

563
00:34:02,040 --> 00:34:08,920
Um board vision for how to do these things going forward. Um, I appreciate though. What i'm hearing from his own. Um, dr

564
00:34:09,720 --> 00:34:11,720
Gordon here as well

565
00:34:12,520 --> 00:34:14,520
Thank you

566
00:34:14,840 --> 00:34:16,840
So

567
00:34:17,240 --> 00:34:19,240
Really

568
00:34:19,240 --> 00:34:23,640
Really got less than five thousand students. Why do we have eight thousand Chromebooks a lot of

569
00:34:25,480 --> 00:34:30,920
So if you look on the screen, there are quite a few that are we just kept them even though they were damaged

570
00:34:31,320 --> 00:34:38,040
Raising them for parts. Yeah, and most if not all of these are going to be out of warranty

571
00:34:38,840 --> 00:34:40,280
very soon

572
00:34:40,280 --> 00:34:44,440
And that increases the we're going to have to use our in-house staff to

573
00:34:44,920 --> 00:34:46,920
To do the repairs on them as well

574
00:34:48,360 --> 00:34:50,360
And so i'm hearing

575
00:34:50,360 --> 00:34:54,600
one for the quality committee or saying we're running agreement that

576
00:34:55,320 --> 00:34:56,360
cautious

577
00:34:56,360 --> 00:35:01,640
We want to see the overall vision and we wanted to use the advice of this overall

578
00:35:01,800 --> 00:35:03,800
I think all three of us are being unhappy

579
00:35:04,200 --> 00:35:09,000
Um, but as I read the actual documents that were that's in front of us today

580
00:35:09,640 --> 00:35:11,800
Right now you're suggesting that

581
00:35:11,800 --> 00:35:13,800
We would buy

582
00:35:15,800 --> 00:35:17,800
$720

583
00:35:21,800 --> 00:35:26,280
You went the extra effort to get the cards at a different price

584
00:35:27,080 --> 00:35:31,800
32 parts total for 19,000 right and then we have

585
00:35:33,400 --> 00:35:35,400
$465,000 the title

586
00:35:37,560 --> 00:35:40,360
Yes, it's title title one dollars. Yes, so we would send

587
00:35:41,800 --> 00:35:44,120
$1,000 back to Washington if we don't send it

588
00:35:45,240 --> 00:35:48,840
No, I don't I don't know. I have a question about that

589
00:35:49,960 --> 00:35:50,760
because

590
00:35:50,760 --> 00:35:55,240
Usually when we lose money and we don't get it back the next year. Is that true with that?

591
00:35:57,720 --> 00:35:59,720
Don't believe that that's true with that

592
00:35:59,720 --> 00:36:04,920
I think this because it's what it is is it's carry over and you have so many months to use it

593
00:36:04,920 --> 00:36:06,360
um

594
00:36:06,360 --> 00:36:08,040
Okay

595
00:36:08,040 --> 00:36:10,120
In the allocations for 2627

596
00:36:11,000 --> 00:36:16,040
We are the 2627 allocations already been allocated and it's based on student counts

597
00:36:17,000 --> 00:36:18,520
In those buildings. No

598
00:36:18,520 --> 00:36:24,200
Yeah, no, I do not have the allocations yet. No, we can I mean we can take a rough guess at what that would be

599
00:36:24,280 --> 00:36:26,920
It shouldn't be too much different than what it was last year

600
00:36:27,560 --> 00:36:29,960
Um, but we'd tech usually don't get those till later

601
00:36:30,840 --> 00:36:33,640
But the allocations are based on student counts correct

602
00:36:34,120 --> 00:36:36,760
Yes, that is correct third Friday. Yeah

603
00:36:48,280 --> 00:36:50,280
And this data was

604
00:36:50,280 --> 00:36:55,480
Back on told her because I put this together when it was this or april. I'm sorry one

605
00:36:56,680 --> 00:36:58,680
And that's for yes

606
00:37:03,800 --> 00:37:06,280
I understand all our conversation

607
00:37:08,680 --> 00:37:10,680
And I understand using

608
00:37:11,240 --> 00:37:16,040
Federal funds and grant funds to do this, but we still we as a door

609
00:37:16,680 --> 00:37:18,680
We have admin

610
00:37:19,800 --> 00:37:24,600
And what we're doing not just find us and then we forget about it and let me say

611
00:37:26,680 --> 00:37:29,320
I know in open literacy that these expo

612
00:37:29,800 --> 00:37:31,800
for at least 60 students

613
00:37:34,440 --> 00:37:37,400
I just think we have to find some answers and some

614
00:37:38,280 --> 00:37:40,280
Speaking plan on what we're going to do with you

615
00:37:42,200 --> 00:37:44,200
My future

616
00:37:45,880 --> 00:37:48,600
I know I know I just um

617
00:37:49,800 --> 00:37:51,800
That's just my thought

618
00:37:53,240 --> 00:37:55,400
I can we can forward us the board really

619
00:37:56,200 --> 00:38:01,720
But that's where I'm coming from and I think it's good to be sure for their

620
00:38:02,520 --> 00:38:04,520
Pasternation, we're not going to approve

621
00:38:12,440 --> 00:38:14,440
I don't disagree with you at all

622
00:38:19,400 --> 00:38:21,400
So it's to be left

623
00:38:21,400 --> 00:38:23,400
They're already working

624
00:38:32,680 --> 00:38:37,080
But we don't have anything to replace it but yeah, and so until we

625
00:38:38,760 --> 00:38:42,200
We need to continue it sounds like the problems are falling apart

626
00:38:43,320 --> 00:38:44,360
So

627
00:38:44,360 --> 00:38:47,720
We would just why that would do nothing if we did not have the company

628
00:38:48,280 --> 00:38:52,120
So I think it's a really good start that we're working on

629
00:38:54,040 --> 00:38:56,040
And I'm assuming for game

630
00:38:56,920 --> 00:38:58,920
So

631
00:39:10,360 --> 00:39:13,720
Thanks so much. I'm having just like a tiny hard time hearing

632
00:39:13,720 --> 00:39:16,440
So I apologize if I'm about to be repetitive

633
00:39:16,840 --> 00:39:23,880
But mr. Hinkins I agree with you and I'm just wondering if the committee chairs or if um board president johnson

634
00:39:23,960 --> 00:39:25,800
I don't know if there's a time

635
00:39:25,800 --> 00:39:30,760
That's already scheduled and in this month where we can kind of have those larger scale discussions

636
00:39:31,000 --> 00:39:33,560
So that we can create that sort of those the strategic

637
00:39:34,280 --> 00:39:38,360
Whether it's a strategic planning or strategic goal setting not in a big over, you know

638
00:39:38,760 --> 00:39:43,560
Small lowercase s strategic plan not like a big whole thing, but you know, I hear what you're saying

639
00:39:44,120 --> 00:39:48,360
Um mr. Hinkins and and I agree with you. I really think it would be of great value

640
00:39:48,920 --> 00:39:53,000
Like we obviously we want some things now there's timing and everything that we're hearing and it's important

641
00:39:53,240 --> 00:39:57,160
But then it's like we need to carve out that space for ourselves to like say okay

642
00:39:57,240 --> 00:40:00,360
So now going forward. Here's the vision. Here's the strategy

643
00:40:00,440 --> 00:40:05,720
So I just appreciate that and I think that would be great if there's not something already scheduled for us to maybe do that

644
00:40:07,800 --> 00:40:09,800
Thank you. So here

645
00:40:23,000 --> 00:40:25,000
Kind of

646
00:40:25,640 --> 00:40:27,640
Curriculum and curios

647
00:40:28,440 --> 00:40:29,880
deeper

648
00:40:29,880 --> 00:40:31,880
It's very expensive

649
00:40:31,880 --> 00:40:33,880
I mean it is

650
00:40:34,680 --> 00:40:36,680
That's something that

651
00:40:36,680 --> 00:40:38,680
We are going to do that

652
00:40:38,680 --> 00:40:40,120
We need money on the public

653
00:40:40,120 --> 00:40:42,120
We need a public place to say

654
00:40:42,600 --> 00:40:50,040
Only this is part of a regular request. So I see that discussion being part of the referendum

655
00:40:50,440 --> 00:40:52,440
What do we want our district to be?

656
00:40:52,920 --> 00:40:56,440
Dr. Gordon so raise that you know, we are taking this

657
00:40:57,880 --> 00:40:59,880
And right now

658
00:41:01,080 --> 00:41:03,080
You will wait from as much

659
00:41:03,320 --> 00:41:05,320
You know springtime as possible

660
00:41:05,880 --> 00:41:07,880
But

661
00:41:10,360 --> 00:41:17,720
You can move approval of the expense with the proviso that the district administration works the board to develop a plan

662
00:41:18,440 --> 00:41:22,200
That needs those particular needs, but then you can move this because you need

663
00:41:22,600 --> 00:41:26,680
You need the item so exactly that gets it what's that's exactly where I was going to go to

664
00:41:27,880 --> 00:41:29,880
That's a great mindset. Why?

665
00:41:31,160 --> 00:41:33,160
Do I need to go more than

666
00:41:35,640 --> 00:41:38,120
And I appreciate the tla's working on this

667
00:41:39,480 --> 00:41:41,960
Because I agree with what you can say

668
00:41:42,600 --> 00:41:44,600
I'll move approval

669
00:41:44,600 --> 00:41:46,600
To the full board or make some of those

670
00:41:46,920 --> 00:41:48,600
I will say yay

671
00:41:48,600 --> 00:41:52,120
As long as the caveat that we we as a board

672
00:41:52,840 --> 00:41:54,840
Want to take this

673
00:41:54,840 --> 00:41:56,200
I can figure

674
00:41:56,200 --> 00:42:01,000
with that administration's strategic plan for our future with us

675
00:42:01,480 --> 00:42:03,480
Okay, so

676
00:42:07,000 --> 00:42:09,000
Okay

677
00:42:09,240 --> 00:42:11,240
I will well, I'm not sure

678
00:42:13,720 --> 00:42:15,720
So the original motion

679
00:42:18,600 --> 00:42:20,600
The motion

680
00:42:21,720 --> 00:42:23,720
I just want to understood

681
00:42:24,840 --> 00:42:26,840
Are you requesting

682
00:42:27,320 --> 00:42:32,840
Go ahead are you requesting a motion for approval of this with the proviso that

683
00:42:33,880 --> 00:42:35,880
Then

684
00:42:35,880 --> 00:42:37,880
Absolutely to go into the full board

685
00:42:37,880 --> 00:42:41,160
Is there a motion from another community committee member?

686
00:42:41,160 --> 00:42:42,200
I'm going to go

687
00:42:42,920 --> 00:42:44,920
Or

688
00:42:48,360 --> 00:42:50,360
All those are very sad

689
00:42:52,360 --> 00:42:54,360
I just want to clarify

690
00:42:55,000 --> 00:43:00,680
That that the caveat is that there is to be a plan to review

691
00:43:01,800 --> 00:43:03,640
Find the board and administer

692
00:43:03,640 --> 00:43:05,640
Yep, the overall

693
00:43:06,600 --> 00:43:09,960
Technology and curriculum are being used

694
00:43:28,040 --> 00:43:30,040
Okay, thank you

695
00:43:30,600 --> 00:43:32,600
Personnel recommendations

696
00:43:36,520 --> 00:43:38,520
Stop doing stuff

697
00:43:40,200 --> 00:43:42,600
You were closing your stuff and I was making my screen bounce

698
00:43:45,400 --> 00:43:47,400
It's okay

699
00:43:48,920 --> 00:43:51,480
I was growling more at the technology than you

700
00:43:51,480 --> 00:43:53,480
I

701
00:44:04,760 --> 00:44:06,760
I'm good

702
00:44:07,000 --> 00:44:10,200
Are there any questions from the committee I'll exhibit a

703
00:44:13,960 --> 00:44:15,160
Then

704
00:44:15,160 --> 00:44:17,160
So there's

705
00:44:17,160 --> 00:44:20,120
A bunch of important information in our documents here

706
00:44:20,600 --> 00:44:22,440
I don't know if Dr. Gordon wants to

707
00:44:23,800 --> 00:44:28,360
Kind of highlight anything in here to talk about

708
00:44:29,000 --> 00:44:31,000
They're

709
00:44:32,440 --> 00:44:34,440
Thank you

710
00:44:35,240 --> 00:44:42,040
I am here, but I'm having a very hard time hearing what um dan asked for or what was asked before that

711
00:44:43,160 --> 00:44:45,160
one exhibit a so

712
00:44:45,640 --> 00:44:47,640
Just

713
00:44:50,840 --> 00:44:52,440
So

714
00:44:52,440 --> 00:44:57,480
Dan Shuf is asking if there is anything that you would like to offer for information

715
00:44:58,040 --> 00:44:59,000
on

716
00:44:59,000 --> 00:45:04,920
The exhibit a because there is so much information on it. Okay. Let me pull that up

717
00:45:15,160 --> 00:45:17,160
Just

718
00:45:35,720 --> 00:45:40,840
Did you hear that? No, I I can only hear bits and pieces. There's a lot of rustling around

719
00:45:41,800 --> 00:45:46,680
Okay, would you like for me to respond? It's about if there's anything contained and exhibit a

720
00:45:47,480 --> 00:45:51,720
That warrants any additional information for the committee to be aware of

721
00:45:52,360 --> 00:45:58,120
And he was specifically referring to the assistant superintendent the principals the deans

722
00:45:58,840 --> 00:46:00,840
That kind of thing and the plan

723
00:46:02,200 --> 00:46:04,200
Okay

724
00:46:04,760 --> 00:46:06,760
Yeah, so I mean we moved

725
00:46:07,640 --> 00:46:08,680
um

726
00:46:08,680 --> 00:46:10,680
Miss mccallister to robinson

727
00:46:11,880 --> 00:46:13,880
Since she

728
00:46:14,120 --> 00:46:16,120
I'm sorry

729
00:46:16,120 --> 00:46:18,120
I have a question

730
00:46:18,280 --> 00:46:21,720
Can we talk about persons here? Oh, no

731
00:46:22,760 --> 00:46:27,640
Yes, you can't talk about people and where you're moving to what you cannot talk about

732
00:46:27,960 --> 00:46:29,560
Is the

733
00:46:29,560 --> 00:46:31,560
Of their work your personal

734
00:46:32,360 --> 00:46:34,360
Personal

735
00:46:34,360 --> 00:46:36,360
You can't talk about

736
00:46:36,600 --> 00:46:40,120
These general questions on right moving

737
00:46:41,640 --> 00:46:45,240
Mrs mccallister to robinson right is an open

738
00:46:46,360 --> 00:46:48,440
conversation. I just want to make sure we're good

739
00:46:52,920 --> 00:46:55,320
Yep, so we we have moved a couple of the principles

740
00:46:55,880 --> 00:46:56,680
um

741
00:46:56,680 --> 00:47:02,360
Miss mccallister being one and miss dr. Schrader being another one. So dr. Schrader is going to fill

742
00:47:03,000 --> 00:47:05,000
the mayoral position

743
00:47:05,720 --> 00:47:11,080
Because she was principal at fla. She wanted to remain of principal. So she is um

744
00:47:11,880 --> 00:47:14,040
Going to go into the mayoral principal

745
00:47:14,920 --> 00:47:22,600
Um dr. Stengel will be taking the interim assistant superintendent position at colac. So he'll be working with

746
00:47:23,800 --> 00:47:25,800
the tle department and me

747
00:47:26,840 --> 00:47:28,840
Um, let's see

748
00:47:29,240 --> 00:47:33,560
Us about principles and about that position. Is there anything else you need clarification on?

749
00:47:35,000 --> 00:47:37,000
um, so

750
00:47:37,480 --> 00:47:39,480
What's the plan for, um,

751
00:47:39,960 --> 00:47:41,960
prison and then

752
00:47:42,280 --> 00:47:47,240
And then second question is this is maryll have a dean and emerald we ended up with our

753
00:47:48,680 --> 00:47:50,680
It

754
00:47:51,880 --> 00:47:56,360
So the position for um, frusan will be is posted

755
00:47:57,880 --> 00:48:00,680
And then is somebody else trying to trying to talk about the dean

756
00:48:05,160 --> 00:48:06,680
Hello

757
00:48:06,680 --> 00:48:09,640
He he asked about the um, maryll

758
00:48:10,200 --> 00:48:16,440
dean and whether there is one or whether there's going to be one and wondered where the board ended up with that

759
00:48:17,560 --> 00:48:20,200
Well, they decide the board decided to have a dean

760
00:48:20,440 --> 00:48:25,720
Um, whether or not somebody applies and is hired for that is the the question at hand

761
00:48:25,720 --> 00:48:27,720
I

762
00:48:35,000 --> 00:48:37,000
Do

763
00:48:37,400 --> 00:48:39,880
Yeah, that that position will be posted there

764
00:48:40,680 --> 00:48:44,440
You know that has like legally has to be posted. So, um

765
00:48:45,240 --> 00:48:51,160
I think i'm not sure if it was posted yet. Didi maybe can answer that I have not looked to see if it was posted yet today

766
00:48:52,120 --> 00:48:54,120
um

767
00:48:55,720 --> 00:48:57,720
I

768
00:49:00,600 --> 00:49:05,240
I was wondering about the secretary. Yeah, it is posted and that okay. Thank you. Didi. I appreciate that

769
00:49:06,040 --> 00:49:10,040
and then, um, the secretary from bla is going to, um

770
00:49:10,760 --> 00:49:12,760
Beloit memorial for high school athletics

771
00:49:13,400 --> 00:49:18,440
So there is an open secretary position at maryll. So we're still looking to um

772
00:49:19,400 --> 00:49:21,400
fill that position as well

773
00:49:21,400 --> 00:49:23,400
a couple of our deans had been

774
00:49:24,040 --> 00:49:27,560
um have been um put back in their positions so

775
00:49:28,680 --> 00:49:30,440
Todd and

776
00:49:30,440 --> 00:49:31,880
Hackett and

777
00:49:31,880 --> 00:49:37,080
Gaston's deans will be back in place for the 27 26 27 school year

778
00:49:37,560 --> 00:49:44,040
And so the other dean positions are are open on weekend for interviews and applicants

779
00:49:46,200 --> 00:49:49,960
Okay, hold up leah because he needed clarification on one of the things that you said

780
00:49:50,600 --> 00:49:52,120
Okay, sorry

781
00:49:52,120 --> 00:49:54,120
What was the athletic thing you said?

782
00:49:54,680 --> 00:49:56,680
the secretary from bla

783
00:49:58,680 --> 00:50:03,000
Is moving to the high school as the athletic secretary

784
00:50:04,680 --> 00:50:06,680
So maryll's secretary

785
00:50:07,880 --> 00:50:12,200
Is posted it's still posted and so we're seeking applicants for that

786
00:50:12,920 --> 00:50:14,920
position, I believe

787
00:50:18,520 --> 00:50:20,520
What i'm sorry

788
00:50:21,080 --> 00:50:23,480
Yes, if the athletic secretary resigned

789
00:50:24,520 --> 00:50:30,040
Yes, the athletic secretary was she i don't was she on this one or last

790
00:50:30,600 --> 00:50:35,240
Bottom at the bottom. Yep. Yes. Yes. She resigned. Yep

791
00:50:37,000 --> 00:50:39,000
Yep, way at the bottom. She's like the

792
00:50:40,120 --> 00:50:42,120
Fifth one from the bottom

793
00:50:44,280 --> 00:50:49,560
Okay, so i'm just gonna say that's hopefully that current you can hear this. This is really clunky

794
00:50:49,960 --> 00:50:51,240
This is like

795
00:50:51,240 --> 00:50:55,880
Um, you all know that I actually would like administration to lead

796
00:50:56,440 --> 00:51:00,200
But you have to lead us you have to tell us what's going on

797
00:51:00,760 --> 00:51:06,360
I'll just leave it at that read through documents and and try to read between the lines

798
00:51:06,600 --> 00:51:10,280
I would just appreciate being told what's going on in the disparate

799
00:51:10,840 --> 00:51:14,360
So that's what we could work towards. Thank you

800
00:51:15,720 --> 00:51:17,720
Carol did you have something?

801
00:51:17,880 --> 00:51:20,440
I'm a full concern about maryll's school

802
00:51:21,400 --> 00:51:23,240
as there are

803
00:51:23,240 --> 00:51:27,880
1 2 3 4 5 6 7

804
00:51:29,640 --> 00:51:31,480
8

805
00:51:31,480 --> 00:51:33,480
resignations

806
00:51:33,880 --> 00:51:35,880
Is there anybody left there is

807
00:51:36,040 --> 00:51:40,280
Um, I think the biggest problem with maryll is there's been so much talk about closing maryll

808
00:51:40,760 --> 00:51:44,760
And so people start looking because everyone wants to make sure they have a job

809
00:51:44,840 --> 00:51:49,160
And this is the prime time for educators to go looking for another job

810
00:51:49,480 --> 00:51:53,800
So I think sometimes we're our own worst enemies while we're in the process of making decisions

811
00:51:54,200 --> 00:52:01,080
When we decide we're not going to close maryll. Well people jump ship because the uncertainty is too great for them to bear

812
00:52:01,880 --> 00:52:03,880
however, we do have

813
00:52:03,880 --> 00:52:07,640
Dr. Schroeder Schroeder who is on board and

814
00:52:08,520 --> 00:52:14,600
actively looking at the openings and recruiting to ensure staffing for the upcoming school year

815
00:52:15,400 --> 00:52:16,920
So

816
00:52:16,920 --> 00:52:18,920
Anybody else

817
00:52:19,400 --> 00:52:24,040
What does ltc do to license me a limited-term contract?

818
00:52:24,120 --> 00:52:28,680
So they don't get this standard professional educator contract that has to go through

819
00:52:29,160 --> 00:52:30,200
um

820
00:52:30,200 --> 00:52:37,640
The non-videal process with the limited-term contracts because they only have a one-year with stipulations license

821
00:52:38,120 --> 00:52:43,720
Their position their role automatically their job ends at the end of the school year

822
00:52:44,520 --> 00:52:50,120
And it's automatically accepted by the board that they resign and then we have the option of rehiring them

823
00:52:50,920 --> 00:52:57,480
Unfortunately, we don't have abundant pools of highly qualified educators to choose from

824
00:52:57,880 --> 00:53:03,000
And so oftentimes we're left with hiring individuals who are in the process

825
00:53:03,480 --> 00:53:08,600
Either because they're going through an alternative pathway to becoming an educator

826
00:53:08,920 --> 00:53:14,280
Um, or it's their first year and they have not gotten their license yet

827
00:53:14,280 --> 00:53:19,960
And so we don't get them a regular contract until they get their license through their institution

828
00:53:21,400 --> 00:53:25,160
Are we doing it plans to help some of these people or encourage

829
00:53:27,560 --> 00:53:32,760
Yeah, a lot of people a lot of more free hires so they were must have been hired under a limited-term contract

830
00:53:32,840 --> 00:53:36,760
Correct and so they're required to get at least six credits

831
00:53:37,320 --> 00:53:40,840
Uh in order to be eligible to get another limited term

832
00:53:41,960 --> 00:53:43,960
Not limited one got another

833
00:53:44,360 --> 00:53:47,640
One year with stipulations license to continue

834
00:53:48,360 --> 00:53:55,000
Teaching and then that's until they finished their program. So there are they are progressing in their program

835
00:53:55,080 --> 00:53:59,640
Otherwise, they're not eligible to receive another one year with steps if they're not making progress

836
00:54:00,280 --> 00:54:02,280
It's a dpi

837
00:54:02,280 --> 00:54:03,560
limitation

838
00:54:03,560 --> 00:54:07,800
Jordan I am concerned about dual language still being filled with

839
00:54:09,000 --> 00:54:10,760
emergency license

840
00:54:10,760 --> 00:54:14,440
Teachers that was one of our big things was we didn't want that

841
00:54:15,080 --> 00:54:21,080
And then I keep watching to see the other openings for dual language to be filled and they are not

842
00:54:21,720 --> 00:54:24,760
And the hecket school still has a way to

843
00:54:25,560 --> 00:54:30,840
Make it instead of having four Spanish speaking teachers only two and so

844
00:54:32,360 --> 00:54:34,280
Fully licensed teachers too

845
00:54:34,840 --> 00:54:43,320
I I really still think that we need to I strongly suggest that we go back and we look at that so that we have fully licensed teachers

846
00:54:43,880 --> 00:54:45,880
teaching children in

847
00:54:46,200 --> 00:54:50,840
The lowest grades that all the research shows that those are our most important years

848
00:54:51,400 --> 00:54:54,680
And so I'm very frustrated that this is where we still are

849
00:54:55,320 --> 00:54:58,280
So Todd is the other elementary school

850
00:54:59,320 --> 00:55:02,280
They have individuals that have been teaching

851
00:55:03,000 --> 00:55:10,200
DLI in the past just because they're limited terms does not mean that they've been with us for years and to have a different

852
00:55:11,080 --> 00:55:12,920
Instructional

853
00:55:12,920 --> 00:55:16,120
setup in one school versus the other to me

854
00:55:17,240 --> 00:55:19,240
That's a lack of consistency, but I

855
00:55:20,120 --> 00:55:20,920
I

856
00:55:20,920 --> 00:55:23,720
Perhaps however, that is not what we have at Todd

857
00:55:23,720 --> 00:55:28,360
And so we will have the two elementary schools with two different systems in one district

858
00:55:29,160 --> 00:55:32,680
Instead of having fully licensed teachers. I don't understand

859
00:55:33,160 --> 00:55:36,600
Well, you're gonna have English award winning teachers

860
00:55:37,480 --> 00:55:39,480
were there and

861
00:55:39,480 --> 00:55:41,480
and we moved them out and

862
00:55:42,440 --> 00:55:48,440
Do a language immersion in and of itself assumes that the kids to be immersed into a language

863
00:55:48,840 --> 00:55:54,360
Not in an all English speaking teacher in an all Spanish speaking teach that was the program we adopted

864
00:55:54,760 --> 00:56:01,640
Was all English all Spanish for part of the day. It is the program we adopted when we adopted the program

865
00:56:02,280 --> 00:56:05,640
That 50 percent was in English 50 percent was in Spanish

866
00:56:06,040 --> 00:56:10,760
And for most of the most of the years that we've done the program

867
00:56:11,240 --> 00:56:15,640
You had a teacher teach in English because there were there were dedicated

868
00:56:16,360 --> 00:56:21,720
There were dedicated subjects taught in English and dedicated subjects taught in Spanish

869
00:56:22,120 --> 00:56:27,960
And so a person who has taught reading in English for 26 years

870
00:56:28,840 --> 00:56:36,600
That's who I want teaching my child how to read in English and yes, I want someone who has been teaching

871
00:56:37,160 --> 00:56:41,880
Spanish to be the one that's teaching my child how to read in Spanish. Yes

872
00:56:43,320 --> 00:56:45,320
this

873
00:56:45,320 --> 00:56:50,680
In order to make it the same on both of it. They're not even children. It's not the same demographics

874
00:56:51,240 --> 00:56:53,240
um

875
00:56:54,120 --> 00:57:01,080
It doesn't make sense. All right. Thank you. I just want to share this back to what I understand where your concerns are

876
00:57:01,720 --> 00:57:03,720
Do I

877
00:57:07,560 --> 00:57:09,560
But I want to understand

878
00:57:09,560 --> 00:57:12,520
No, you're made your point that we're here to

879
00:57:15,720 --> 00:57:17,960
Move it to the AI to the full board

880
00:57:18,760 --> 00:57:23,320
And that's what we're looking for. I love the discussion, but when I can change everything here

881
00:57:23,320 --> 00:57:25,320
The board has already acted on VLI

882
00:57:26,520 --> 00:57:33,480
And he's voted that only fully licensed teachers would be filling dual language positions come

883
00:57:33,960 --> 00:57:36,840
That was what the board decided right

884
00:57:37,560 --> 00:57:41,720
Then we may as well collapse the ELI program because we don't have that either school

885
00:57:42,440 --> 00:57:47,560
That's what I'm trying to say. We don't we can't go. We can't I don't think that's just this way

886
00:57:50,040 --> 00:57:52,040
Anyways

887
00:57:52,280 --> 00:57:54,520
I just want to bring us back to what we're I

888
00:57:55,000 --> 00:57:56,760
I'm not trying to

889
00:57:56,760 --> 00:58:00,760
Shade anything. I just think I want to get respect to our job that we're doing right here right now

890
00:58:01,080 --> 00:58:04,040
And that's to approve this exhibit a to the full board

891
00:58:04,840 --> 00:58:06,840
I'm looking for a motion

892
00:58:07,800 --> 00:58:10,760
Okay, second. Oh, let's say I I

893
00:58:12,280 --> 00:58:14,280
Motion

894
00:58:16,440 --> 00:58:18,280
I wasn't caring. Thank you

895
00:58:21,960 --> 00:58:23,960
Next meeting date will be

896
00:58:25,000 --> 00:58:26,600
August

897
00:58:27,560 --> 00:58:29,560
The fourth I believe

898
00:58:29,880 --> 00:58:34,600
I think it's the fourth it's in the thing the fourth

899
00:58:51,880 --> 00:58:54,920
I can take a five minute break week where we start the next meeting

900
00:58:57,080 --> 00:59:01,400
Thank you. Oh, the recording is still going just so you know

901
00:59:03,240 --> 00:59:05,240
You could I don't care

902
00:59:07,480 --> 00:59:09,480
Other people do

903
00:59:15,880 --> 00:59:18,680
So the HR the manager

904
00:59:18,680 --> 00:59:23,240
The resources operations executive director of pen resources

905
00:59:25,960 --> 00:59:27,960
This person

906
00:59:33,800 --> 00:59:35,800
And I think that it also was

907
00:59:40,120 --> 00:59:46,840
But some of the duties within the assistant superintendent goes to be someone else's duties and so like

908
00:59:47,400 --> 00:59:49,400
Thank you

909
00:59:49,400 --> 00:59:54,040
And for me, you know, it's important to know like what we're showing doing what job was doing

910
00:59:56,120 --> 00:59:58,120
Just like

911
01:00:00,360 --> 01:00:09,480
Implementation of act 20 the literacy initiatives. I think that was for showing for as well. So they will receive which shouts. Okay. All right. Okay

912
01:00:16,840 --> 01:00:18,840
That's

913
01:00:32,440 --> 01:00:34,440
Is that

914
01:00:46,840 --> 01:00:48,840
So

915
01:00:59,080 --> 01:01:01,080
Yeah

916
01:01:11,000 --> 01:01:13,000
Okay

917
01:01:16,840 --> 01:01:18,840
You may want to

918
01:01:23,240 --> 01:01:25,240
There are changes

919
01:01:30,360 --> 01:01:32,360
Right

920
01:01:47,800 --> 01:01:49,800
Me

921
01:01:51,080 --> 01:01:53,080
Right

922
01:02:04,520 --> 01:02:06,520
I

923
01:02:16,840 --> 01:02:26,980
but you haven't spent any money or anything since my I gave three hundred

924
01:02:26,980 --> 01:02:37,660
oh okay yes and then so you need to do the other part okay and then on the we

925
01:02:37,660 --> 01:02:43,540
should probably throw out the one that talks about where you have your money

926
01:02:43,540 --> 01:02:48,260
okay and just do it as an amendment and then just refill it out and then just

927
01:02:48,260 --> 01:02:53,020
put that you're at and I got separate help

928
01:02:53,020 --> 01:02:59,180
you for some time

929
01:02:59,180 --> 01:03:06,540
all right thanks yeah

930
01:03:23,020 --> 01:03:38,020
I think that that's being a part of what happens in the numbers.

931
01:03:38,020 --> 01:03:40,020
We can change this.

932
01:03:40,020 --> 01:03:46,020
It's focusing on the big things and the things that are important.

933
01:03:46,020 --> 01:03:52,020
It seems like it should be a process that just works.

934
01:03:52,020 --> 01:04:00,020
And we don't walk down until some of the pandemic has changed.

935
01:04:00,020 --> 01:04:02,020
And that's just a moment.

936
01:04:02,020 --> 01:04:09,020
And that's just a moment.

937
01:04:09,020 --> 01:04:16,020
How much work?

938
01:04:16,020 --> 01:04:21,020
I wonder what I do.

939
01:04:21,020 --> 01:04:28,020
And that's just a moment.

940
01:04:51,020 --> 01:04:58,020
I don't know.

941
01:04:58,020 --> 01:05:04,020
Oh, another one from the Sierra home.

942
01:05:04,020 --> 01:05:05,020
Oh.

943
01:05:05,020 --> 01:05:14,020
Eric, you need water?

944
01:05:15,020 --> 01:05:22,020
Yes, I can.

945
01:05:22,020 --> 01:05:27,020
Okay, we're going to get started then.

946
01:05:27,020 --> 01:05:33,020
I'm going to call this meeting to order.

947
01:05:33,020 --> 01:05:34,020
July 7th.

948
01:05:34,020 --> 01:05:41,020
May we have a whole call please.

949
01:05:41,020 --> 01:05:43,020
Megan Miller.

950
01:05:43,020 --> 01:05:45,020
Present.

951
01:05:45,020 --> 01:05:48,020
Tom Hankins has left the building.

952
01:05:48,020 --> 01:05:49,020
He'll be back.

953
01:05:49,020 --> 01:05:50,020
Okay.

954
01:05:50,020 --> 01:05:54,020
Apparently he'll be back.

955
01:05:54,020 --> 01:05:56,020
And Joe Andrew.

956
01:05:56,020 --> 01:05:57,020
I'm present.

957
01:05:57,020 --> 01:05:58,020
All right.

958
01:05:58,020 --> 01:05:59,020
So what time is gone?

959
01:05:59,020 --> 01:06:03,020
Can we just for like fast, like.

960
01:06:03,020 --> 01:06:07,020
I'll make the motion and maybe in seconds all of them.

961
01:06:07,020 --> 01:06:13,020
As long as everybody's in favor of the agenda, I.

962
01:06:13,020 --> 01:06:17,020
Megan.

963
01:06:17,020 --> 01:06:20,020
Sorry about that. I.

964
01:06:20,020 --> 01:06:23,020
Approval of the minutes.

965
01:06:23,020 --> 01:06:25,020
So moved.

966
01:06:25,020 --> 01:06:30,020
All right. Any public comment?

967
01:06:30,020 --> 01:06:34,020
No, there are no public comments.

968
01:06:35,020 --> 01:06:38,020
Okay, so.

969
01:06:38,020 --> 01:06:40,020
We have.

970
01:06:40,020 --> 01:06:43,020
Eric and Missy presenting for us tonight.

971
01:06:43,020 --> 01:06:49,020
Some of the things that were in the original presentation have been pulled for a special meeting that is happening.

972
01:06:49,020 --> 01:06:57,020
To be determined. So if something that you were interested in asking questions about is no longer part of it.

973
01:06:57,020 --> 01:07:04,020
That is the reason why and we will get all of that information at a soon to be determined.

974
01:07:04,020 --> 01:07:07,020
And with that being said.

975
01:07:07,020 --> 01:07:12,020
Can you still hear Megan?

976
01:07:12,020 --> 01:07:14,020
I can.

977
01:07:14,020 --> 01:07:16,020
I don't know.

978
01:07:16,020 --> 01:07:21,020
It's sitting closer to Rachelle so that we can hear.

979
01:07:22,020 --> 01:07:36,020
Sorry, it's just I can hear it's just very distant. So I apologize for missing it earlier, but I've got my head next to my speaker.

980
01:07:37,020 --> 01:07:46,020
Top's here now.

981
01:07:46,020 --> 01:07:48,020
Sorry.

982
01:07:48,020 --> 01:07:57,020
You're not the both of that too.

983
01:07:58,020 --> 01:08:07,020
We're here tonight to present.

984
01:08:07,020 --> 01:08:10,020
We annually bring this information forward.

985
01:08:10,020 --> 01:08:17,020
So we're just following with that same cadence of bringing the work we've done forward to the committee.

986
01:08:17,020 --> 01:08:26,020
So over the last several years, we've leveraged a number of state and federal accountability reports.

987
01:08:27,020 --> 01:08:36,020
We've also intentionally engaged stakeholders to better understand what our systems are working well and where we need to improve.

988
01:08:36,020 --> 01:08:47,020
Rather than treating each report as a separate initiative, we've intentionally looked across all of them to identify common themes because different reports measure different things put together.

989
01:08:47,020 --> 01:08:50,020
They tell a much more complete story about our district.

990
01:08:50,020 --> 01:08:56,020
Those kind of themes now guide how we prioritize our improvement efforts and where we focus on resources.

991
01:08:56,020 --> 01:09:15,020
So the purpose of tonight's presentation is not to review every report in detail, but instead we want to demonstrate how we use multiple sources of information to drive continuous improvement and ultimately improve outcomes for students.

992
01:09:16,020 --> 01:09:21,020
So this next slide.

993
01:09:21,020 --> 01:09:25,020
What do you guys prefer questions as we go?

994
01:09:25,020 --> 01:09:29,020
This first question might be better right now.

995
01:09:29,020 --> 01:09:34,020
So can you explain to some of the new board members what this is?

996
01:09:34,020 --> 01:09:38,020
What the SSA that I mean, that's the next slide.

997
01:09:38,020 --> 01:09:48,020
The litney of all of these, you know, all of this because it is confusing for people that earn in education and the new board members.

998
01:09:48,020 --> 01:09:49,020
I think it works really well.

999
01:09:49,020 --> 01:09:51,020
That's an exciting slide.

1000
01:09:51,020 --> 01:09:52,020
Okay.

1001
01:09:52,020 --> 01:09:57,020
So this is just like, as you mentioned, these are the different reports.

1002
01:09:58,020 --> 01:10:12,020
So SSA is a federal identification that districts that are title receiving districts end up participating in.

1003
01:10:12,020 --> 01:10:15,020
It's through the Every Student Succeeds Act.

1004
01:10:16,020 --> 01:10:34,020
And what that does is it gives individual schools an identification on the specific student subgroups and whether or not they're meeting the US Department of Ed standards in terms of where those students should be.

1005
01:10:35,020 --> 01:10:54,020
And that's the combination of academics, growth and proficiency, as well as if it's a high school graduation rates, attendance rates, and then multi are multi lingual learners, their access scores, which measures their English fluency.

1006
01:10:55,020 --> 01:10:58,020
Which is the Individuals with Disabilities Education Act.

1007
01:10:58,020 --> 01:11:03,020
So it's another piece of federal legislation that can give a district a federal identification.

1008
01:11:03,020 --> 01:11:10,020
That identification is an issue to individual schools, but it's issued to districts in total.

1009
01:11:10,020 --> 01:11:18,020
The Racial Disproportionality Report comes out of the Individuals with Disabilities Education Act as well.

1010
01:11:18,020 --> 01:11:37,020
That's taking a look at racial discrepancies in two different areas, one being whether or not a district is referring students of a particular race, more so than other students for particular.

1011
01:11:38,020 --> 01:12:06,020
The other is discipline practices. So the US Department of Advocates of Pulse on school districts discipline data and we get federal or can get a federal identification for discipline practices that may appear like we are applying harsher discipline practices to specific

1012
01:12:06,020 --> 01:12:09,020
subgroups for students with IEPs.

1013
01:12:09,020 --> 01:12:19,020
And that is specifically looking at exclusionary discipline so discipline that results in out of school suspensions up through expulsion.

1014
01:12:19,020 --> 01:12:34,020
The other two dashboards here, I'll talk more in detail when we get there. They're not actual reports, but within the IDEA LEA determination report, there's a section that requires us in special education.

1015
01:12:34,020 --> 01:12:42,020
To monitor our early learners. So those are our three year olds through five year olds who are not enrolled in five K.

1016
01:12:42,020 --> 01:12:54,020
And so we've done some work around those indicators. And then the graduation rate improvement work is specifically looking at indicators one and two of the IDEA LEA determination.

1017
01:12:54,020 --> 01:13:01,020
And that is graduation rates and dropout rates for students with disabilities.

1018
01:13:02,020 --> 01:13:13,020
So, like Missy mentioned, our district has multiple state and federal accountability identification. So state, remember, accountability metrics are the school report card.

1019
01:13:13,020 --> 01:13:25,020
What's unique about all of these metrics, whether it's the school report card, the ESSA site based identifications, or even IDEA, they're all using the same data sets.

1020
01:13:25,020 --> 01:13:33,020
So when we talk about academic achievement, we're talking about proficiency rates as measured by the forward.

1021
01:13:33,020 --> 01:13:43,020
The DLM, which is the dynamic learning maps or the alternate assessment that students with the most significant cognitive disabilities are able to take.

1022
01:13:43,020 --> 01:14:00,020
So if their IP, you know, states that that's their best way to measure academic performance, as well as ACT when you get to the high school.

1023
01:14:00,020 --> 01:14:10,020
Any questions, I guess, about that kind of overview. Otherwise, the next parts are at each of those sections in a little more detail.

1024
01:14:11,020 --> 01:14:14,020
Big picture, thanks. Yeah, this is helpful.

1025
01:14:14,020 --> 01:14:28,020
So our population, we're talking about generally in this whole report we're giving today everyone or just all district, all students in the district are in this population that we're reporting on today.

1026
01:14:28,020 --> 01:14:39,020
So when it comes to the SL reports, yes, because those can be any subgroup of students in a school building, the IDEA is students with disabilities.

1027
01:14:39,020 --> 01:14:42,020
Yep.

1028
01:14:43,020 --> 01:14:57,020
Yes, there's no federal reporting around 504s.

1029
01:14:58,020 --> 01:15:10,020
It's another plan that a student can qualify for if they have a medical diagnosis, but are not in need of special ed, they just need some prescribed accommodations.

1030
01:15:10,020 --> 01:15:14,020
It's covered under the Americans with Disabilities Act.

1031
01:15:15,020 --> 01:15:20,020
Sorry, Carol, it's not education based law either.

1032
01:15:20,020 --> 01:15:27,020
And I'm sorry, you post graduation, where IDEA backs this minutes, you want to ask it.

1033
01:15:28,020 --> 01:15:50,020
So first set of data that we're going to take a look at is the SL reports.

1034
01:15:50,020 --> 01:15:53,020
So like I mentioned, every student succeeds act.

1035
01:15:53,020 --> 01:16:04,020
The federal government through that piece of legislation tracks how well subgroups of students are performing in Title 1 schools.

1036
01:16:04,020 --> 01:16:13,020
So a school or district that receives title funding then has to be subject to the accountability metrics is outlined in that.

1037
01:16:13,020 --> 01:16:23,020
It has three tiers of identification. So from the top is the most severe to the least severe.

1038
01:16:23,020 --> 01:16:32,020
So if an entire building is underperforming, a building can be identified as in need of comprehensive support and improvement.

1039
01:16:32,020 --> 01:16:45,020
And you can have that in lowest performance, meaning all students in that school are not performing academically where they're supposed to be.

1040
01:16:45,020 --> 01:16:50,020
It's not one or two particular subgroups so they no longer tease out individual subgroups.

1041
01:16:50,020 --> 01:16:54,020
It can also be issued if you have overall low graduation rate.

1042
01:16:55,020 --> 01:17:07,020
So if you're building, they may students in the building may be achieving or having adequate performance academically, but it's not resulting in their high school in graduation.

1043
01:17:07,020 --> 01:17:15,020
There's either high numbers of dropouts for kids are not graduating and graduation is always measured in either a four or seven year cohort.

1044
01:17:16,020 --> 01:17:24,020
Yes.

1045
01:17:24,020 --> 01:17:31,020
The next level is a TSI additional targeted support and improvement.

1046
01:17:32,020 --> 01:17:44,020
And that is for particular subgroups of students. So a building can be issued in a TSI identification and it could be for students who are Hispanic or Latinx only.

1047
01:17:44,020 --> 01:17:48,020
Or it could be for students that are black or it could be for students with disabilities.

1048
01:17:48,020 --> 01:17:56,020
It's particular subgroups. And then the least severe is the TSI or targeted support and improvement.

1049
01:17:57,020 --> 01:18:14,020
When it comes to this, the way that that's measured. So TSI is a student group that scores in the bottom 10% relative to all student groups statewide and the bottom 10% relative to other racial and ethnic groups or service provision groups.

1050
01:18:15,020 --> 01:18:24,020
So the groups that can be identified in this reports are all federal race codes. So those are all racial subgroups.

1051
01:18:24,020 --> 01:18:38,020
And then what I saw calls service provision groups are your students with disabilities, your low socioeconomic status and your students that are multi language learners.

1052
01:18:38,020 --> 01:18:44,020
So it can be any of those groups of students.

1053
01:18:44,020 --> 01:18:52,020
CSI is bottom 5% overall performance among all title one receiving schools.

1054
01:18:52,020 --> 01:19:04,020
So the other kind of nuance with this report is the metrics are measuring against other title receiving schools since not all schools get issued as a report.

1055
01:19:04,020 --> 01:19:09,020
Kind of we're receiving schools throughout the country or throughout the state of Wisconsin.

1056
01:19:09,020 --> 01:19:12,020
Uh, statewide.

1057
01:19:12,020 --> 01:19:15,020
Because.

1058
01:19:15,020 --> 01:19:33,020
Please stay statewide. My, I believe, and I can look on this to get you for certain, but I believe it's because the way it works is the US Department of ad.

1059
01:19:33,020 --> 01:19:40,020
They approved the plan so Wisconsin submitted their SL plan to the Department of Ed.

1060
01:19:40,020 --> 01:19:43,020
The US Department of Ed approved that plan.

1061
01:19:43,020 --> 01:20:01,020
And the way that they then report back to the US Department of Ed is through their monitoring of schools. So they set the, um, the metrics for identifying the schools as outlined.

1062
01:20:02,020 --> 01:20:04,020
I'm.

1063
01:20:04,020 --> 01:20:07,020
I'm almost 100% certain on that.

1064
01:20:07,020 --> 01:20:12,020
But I can definitely look into that and circle back around. So.

1065
01:20:12,020 --> 01:20:17,020
That's not being special education specific.

1066
01:20:17,020 --> 01:20:23,020
Typically the monitoring of SSA is come, it comes from the district level.

1067
01:20:24,020 --> 01:20:33,020
But since we were facilitating our idea work about four years ago, DPI was like, we've been trying to get ahold of somebody about your SSA.

1068
01:20:33,020 --> 01:20:43,020
And they just reached out to me because I had a connection and so I just took it on so full transparency four years ago. I didn't know all the nuances of SSA either.

1069
01:20:43,020 --> 01:20:47,020
So.

1070
01:20:48,020 --> 01:20:55,020
So this chart then this is just our district SSA identifications over time.

1071
01:20:55,020 --> 01:21:03,020
And so you can see that actually as our schools have progressed from.

1072
01:21:04,020 --> 01:21:07,020
2020.

1073
01:21:07,020 --> 01:21:13,020
Which is our 2022 sorry, which is the first year that I started.

1074
01:21:13,020 --> 01:21:18,020
Kind of keeping tabs on this and working to support our buildings after.

1075
01:21:18,020 --> 01:21:21,020
Connecting with people at DPI.

1076
01:21:22,020 --> 01:21:30,020
We have tracked so bullet learning academy has always had a CSI identification.

1077
01:21:30,020 --> 01:21:37,020
So because they're subgroups we can't they can't tease outright it's all lower performance.

1078
01:21:37,020 --> 01:21:43,020
They have that identification with that comes a consultant from the department of Ed.

1079
01:21:43,020 --> 01:21:47,020
And so we've been meeting with the DPI consultant.

1080
01:21:48,020 --> 01:21:51,020
And bullet learning academy over the course of time.

1081
01:21:51,020 --> 01:22:02,020
They create their plan they submit their plan to the department of public instruction the department of public instruction approves or doesn't approve a plan.

1082
01:22:02,020 --> 01:22:14,020
And then that DPI consultant is essentially like an accountability partner to ensure that we are moving forward with their school improvement plan the way that they've developed it.

1083
01:22:15,020 --> 01:22:20,020
And we've had multiple sites that have had TSI identifications over time.

1084
01:22:20,020 --> 01:22:27,020
Initially we had one school that had an a TSI identification and that was frozen.

1085
01:22:27,020 --> 01:22:37,020
And the frozen has that a TSI identification for students that are identified as two or more races and at the time it was issued for students with disabilities.

1086
01:22:38,020 --> 01:22:45,020
They should be able to exit out. So we've done some very strategic work with freeze in the last three years.

1087
01:22:45,020 --> 01:22:51,020
I've met with their leadership team done some really prescribed continues improvement work with them.

1088
01:22:51,020 --> 01:23:00,020
And we just met with their team at the end of this year to go through the continuous improvement rubric that the state has.

1089
01:23:00,020 --> 01:23:10,020
And their systems are able to be put at fully in place. And so based upon that and the other exit criteria that DPI has set.

1090
01:23:10,020 --> 01:23:17,020
There's there's no reason right now that they should not receive recognition of exiting that.

1091
01:23:17,020 --> 01:23:26,020
When the new identifications get released next school year and those always are released in April in the spring.

1092
01:23:26,020 --> 01:23:31,020
Hackett did join a TSI identification.

1093
01:23:31,020 --> 01:23:37,020
They got that identification last school year for their Hispanic Latin X population.

1094
01:23:37,020 --> 01:23:51,020
But a couple of things to kind of note. So as we go over time, we are seeing more and more of our schools receiving the SSA identification, particularly the TSI identification.

1095
01:23:51,020 --> 01:24:01,020
So this last year of all of our sites, only two of our buildings don't have identifications. That would be Aldrich Middle School and Gaston Elementary School.

1096
01:24:01,020 --> 01:24:09,020
All of the others have at least a TSI identification. TSI identifications can come and go each year.

1097
01:24:09,020 --> 01:24:18,020
It's based upon the data that's being collected. If a school gets an ATSI identification, they're stuck with it for at least three years.

1098
01:24:18,020 --> 01:24:27,020
Because the state basically says that true continuous improvement work, you're not going to see growth in sooner than three years.

1099
01:24:27,020 --> 01:24:36,020
And so they make you stick with it for three years. When you get to that ATSI, we have to submit the plans to the state.

1100
01:24:36,020 --> 01:24:41,020
The state approves those plans. ATSI doesn't come with a consultant though.

1101
01:24:41,020 --> 01:24:53,020
So we support our buildings at the district level that have ATSI identifications. We just submit those plans to DPI for approval from them.

1102
01:24:53,020 --> 01:25:01,020
One note though to celebrate, and I did put it in the red boxes since my department is the one that sports students with disabilities.

1103
01:25:02,020 --> 01:25:14,020
Because of the continuous improvement work we've been doing through IDEA, which we'll get to in the next few slides, you can see that our students with disabilities subgroup has actually fallen off.

1104
01:25:14,020 --> 01:25:25,020
Quite a few of the identifications over time, unlike some of the other racial subgroups that have ended up being added on to some buildings.

1105
01:25:25,020 --> 01:25:34,020
So any questions about ESSA? I think this would be another good time to pause.

1106
01:25:34,020 --> 01:25:40,020
We're concerned about ATSI. What do they have to do?

1107
01:25:40,020 --> 01:25:51,020
They have to create a school improvement plan that specifically addresses those student subgroups for targeted work.

1108
01:25:51,020 --> 01:25:58,020
But there's no reporting to the state, and there's no monitoring at the state level. It's all local.

1109
01:25:58,020 --> 01:26:24,020
So we met with every single principal, Eric and I did. Again, this is not a special thing. We met with them to go over their identifications.

1110
01:26:24,020 --> 01:26:44,020
Prior to our work day where they created their sit plans with intentional focus on their subgroup so that they were aware of their identifications that came out and helped them think through action plans to address those.

1111
01:26:45,020 --> 01:26:53,020
So we have essentially technical assistance. Staff that have been assigned to the district.

1112
01:26:53,020 --> 01:27:03,020
And so through they work through CSA 2, because that's just how DPIA does it, they push funnel things through the local CSAs.

1113
01:27:03,020 --> 01:27:13,020
So Liz Panto is a technical assistance personnel from CSA 2. She meets with us regularly.

1114
01:27:13,020 --> 01:27:23,020
And that is so specifically to work through the fact that we have so many asset identifications as we build a district improvement plan.

1115
01:27:23,020 --> 01:27:32,020
She's there to support. So she's met with us. And it's not just Missy and I so teaching and learning is involved in it.

1116
01:27:32,020 --> 01:27:45,020
We've met so Rachelle and Jeff and Dr. Gordon has been a part of it. And so that's the work that we need to do as a district.

1117
01:27:45,020 --> 01:27:55,020
And historically the building continuous improvement plans, there's not been an encouragement to align with the district's continuous improvement plan.

1118
01:27:55,020 --> 01:28:05,020
So we worked on ours with Liz, our technical assistance person, like Eric said, and then presented the district's improvement plan to all building principles.

1119
01:28:05,020 --> 01:28:16,020
And it was a directive to align your building improvement plan to the district. So there's intentional working done with the district bubble.

1120
01:28:17,020 --> 01:28:33,020
It seems like this is a leadership site. Like when you look and see who's not identified under TSI, we've got principles that have been in the district for a long time.

1121
01:28:34,020 --> 01:29:00,020
And then when I started to think, we have a lot of new principles. And is that is that a factor? Do you think that there could be some? So the data is lagged, though. So I'm trying to think like Mr Whitney, let's say not necessarily a new principal because he wasn't AP in our district, but he was new to leading

1122
01:29:01,020 --> 01:29:14,020
packet. But Hackett's identification is from data that would have come to fruition under the previous principal and associate principal that were in that building at that time.

1123
01:29:14,020 --> 01:29:20,020
So.

1124
01:29:20,020 --> 01:29:31,020
And I know you can't release it, but I'm assuming you've looked at the new data that's coming out to see what it's looking like in terms of frozen.

1125
01:29:31,020 --> 01:29:37,020
This is this is because it gets released in April.

1126
01:29:38,020 --> 01:29:47,020
Yes.

1127
01:29:47,020 --> 01:29:56,020
And Hackett's a particular concern.

1128
01:29:56,020 --> 01:30:00,020
All of those.

1129
01:30:01,020 --> 01:30:06,020
And that's our deal.

1130
01:30:06,020 --> 01:30:13,020
And Robinson also has to stand a good team and also a deal high school.

1131
01:30:13,020 --> 01:30:18,020
Or was it.

1132
01:30:18,020 --> 01:30:24,020
So that's very concerning.

1133
01:30:24,020 --> 01:30:28,020
Yeah.

1134
01:30:28,020 --> 01:30:33,020
So I'm going to go into that a little bit more.

1135
01:30:33,020 --> 01:30:47,020
Because that was something that we obviously celebrated internally with our department, but when conducting staff focus groups, you know, understandably, there's plenty of staff expressing concerns that students with disabilities are falling further behind.

1136
01:30:48,020 --> 01:30:52,020
That was their feedback to us and their concern.

1137
01:30:52,020 --> 01:30:57,020
And so we wanted to, we said, what does our growth data look like?

1138
01:30:57,020 --> 01:31:07,020
So let's take a look at it. And what we found when we looked at growth, not just proficiency, we found a more encouraging picture like Eric shared.

1139
01:31:08,020 --> 01:31:13,020
We found that students with disabilities are making economic growth that raise comfortable to.

1140
01:31:13,020 --> 01:31:18,020
And in many cases, exceeding their peers with without disabilities.

1141
01:31:18,020 --> 01:31:28,020
And so like it says on the slide, in eight of our 10 school students with disabilities demonstrated growth equal to or greater than students without disabilities and at least one content area.

1142
01:31:28,020 --> 01:31:35,020
In several schools, students with disabilities actually outperformed their peers in both reading and mathematics growth.

1143
01:31:35,020 --> 01:31:40,020
That doesn't mean that we're satisfied with those results, but of course we're going to celebrate that.

1144
01:31:40,020 --> 01:31:49,020
It means that while proficiency remains an area of focus, our instructional practices are helping students make meaningful progress.

1145
01:31:49,020 --> 01:31:58,020
So I'm not going to read every single data point on this slide, but there are several examples we're highlighting here.

1146
01:31:58,020 --> 01:32:08,020
For example, Robinson, students with disabilities demonstrated nearly double the English growth of their peers in nearly five times the math growth.

1147
01:32:08,020 --> 01:32:14,020
Taking a look at Hackett, they showed stronger growth for students with disabilities and will English and that.

1148
01:32:14,020 --> 01:32:21,020
And then when we're at high school, students with disabilities exceeded the growth of their peers in both content areas as well.

1149
01:32:21,020 --> 01:32:28,020
So for us, and I have a comment that's encouraging, those indicators are encouraging tests that our students are learning and growing.

1150
01:32:28,020 --> 01:32:34,020
Even while we, while many years are way out below grade level.

1151
01:32:34,020 --> 01:32:35,020
Can I ask about that?

1152
01:32:35,020 --> 01:32:36,020
Yeah.

1153
01:32:36,020 --> 01:32:40,020
Is that from the report cards?

1154
01:32:40,020 --> 01:32:41,020
Yes.

1155
01:32:41,020 --> 01:32:44,020
So it's not really labeled.

1156
01:32:45,020 --> 01:32:48,020
Why are we saying comparison higher lower slightly lower?

1157
01:32:48,020 --> 01:32:55,020
Why isn't there the actual number there to show what the comparisons really are.

1158
01:32:55,020 --> 01:33:02,020
And Robinson nearly double 1.6 means they're really not growing.

1159
01:33:02,020 --> 01:33:11,020
Because in order to have an academic years of growth, you need to have a three did less than half of what they should be doing.

1160
01:33:11,020 --> 01:33:18,020
But yes, it might be higher than the regular end, but the regular, that means the regular, nobody's growing over there.

1161
01:33:18,020 --> 01:33:26,020
So that just means that building is in crisis. I wouldn't call that good news for Robinson or anybody else for that matter.

1162
01:33:26,020 --> 01:33:31,020
Our kids are just barely, if at all, making academic growth.

1163
01:33:32,020 --> 01:33:46,020
And, you know, again, if it's not three, which there are some trees, but we need to be doing three or better to be really talking about the fact that we're making any kind of academic growth.

1164
01:33:46,020 --> 01:33:59,020
And I do wonder about whether this is really a good way to compare and just because of the.

1165
01:34:00,020 --> 01:34:11,020
Dyrations that this state goes through to create these papers and the growth figures for special ed students are comparing growth to other special ed students.

1166
01:34:11,020 --> 01:34:18,020
And the growth rate for non special ed students are comparing growth to non special ed students.

1167
01:34:18,020 --> 01:34:25,020
So I'm not sure that those comparisons are an appropriate way of doing a look at that data.

1168
01:34:26,020 --> 01:34:30,020
I'm not sure it's an appropriate way to like that data.

1169
01:34:30,020 --> 01:34:42,020
But when I look at that, they see the fact that it doesn't look like most of our special ed students, except for Aldridge and Frusim.

1170
01:34:42,020 --> 01:34:54,020
And the high school, but depends on what you're looking at, is when I looked at the high school, 39% of the high schools, especially high schools,

1171
01:34:54,020 --> 01:34:59,020
to take the assessments. So I don't know how they're getting that number.

1172
01:34:59,020 --> 01:35:06,020
When I looked at it, Meryl didn't have a number at all because it was less than 20.

1173
01:35:06,020 --> 01:35:11,020
Cool work there. Gas is not on the list.

1174
01:35:11,020 --> 01:35:18,020
So, and, you know, again, higher, lower, slightly lower.

1175
01:35:18,020 --> 01:35:20,020
I don't know what that means.

1176
01:35:21,020 --> 01:35:29,020
We can get out of our nation, put the numbers in there so people can actually see if they can do it at all.

1177
01:35:29,020 --> 01:35:38,020
And it should be labeled what it is that we're looking at because I thought I think I know what that is.

1178
01:35:38,020 --> 01:35:43,020
So that's why I went look at it.

1179
01:35:43,020 --> 01:35:46,020
But it's our kids aren't making that.

1180
01:35:46,020 --> 01:35:49,020
We're not doing similar in growth.

1181
01:35:49,020 --> 01:35:53,020
It's just, it's just not really great.

1182
01:35:53,020 --> 01:36:03,020
And there's a couple of places that are in crisis problems and being lonely because nobody's growing problems or hasn't done it.

1183
01:36:03,020 --> 01:36:12,020
And I'm just concerned about that, I think.

1184
01:36:12,020 --> 01:36:17,020
So this is the 2425.

1185
01:36:17,020 --> 01:36:25,020
So that Carol, the comparison group is all students.

1186
01:36:25,020 --> 01:36:32,020
Is that correct?

1187
01:36:32,020 --> 01:36:36,020
Well, it's the comparison to students without disabilities.

1188
01:36:36,020 --> 01:36:42,020
So students with disabilities compared to students without disabilities in the building.

1189
01:36:42,020 --> 01:36:43,020
Okay, so.

1190
01:36:43,020 --> 01:36:46,020
And it's only remember elementary.

1191
01:36:46,020 --> 01:36:51,020
We're only talking third, fourth and fifth grade students because they're the only ones that take forward.

1192
01:36:52,020 --> 01:36:55,020
Okay, so the Robinson.

1193
01:36:55,020 --> 01:37:00,020
It is 2.2 per the students with disabilities.

1194
01:37:00,020 --> 01:37:05,020
0.9 per students without disabilities for English language arts.

1195
01:37:05,020 --> 01:37:07,020
And for mathematics.

1196
01:37:07,020 --> 01:37:10,020
It's students with disabilities.

1197
01:37:10,020 --> 01:37:13,020
1.6 students without disabilities.

1198
01:37:13,020 --> 01:37:14,020
0.3.

1199
01:37:14,020 --> 01:37:15,020
Correct.

1200
01:37:16,020 --> 01:37:18,020
Oh, Robinson.

1201
01:37:18,020 --> 01:37:20,020
I have them.

1202
01:37:20,020 --> 01:37:21,020
Oh, okay.

1203
01:37:21,020 --> 01:37:22,020
I have them.

1204
01:37:22,020 --> 01:37:23,020
Sure.

1205
01:37:23,020 --> 01:37:28,020
But again, nobody's growing.

1206
01:37:28,020 --> 01:37:29,020
They're.

1207
01:37:29,020 --> 01:37:30,020
At Robinson.

1208
01:37:30,020 --> 01:37:38,020
At Aldridge-Fruzen and the high school, it looks like our students with disabilities are making average growth.

1209
01:37:38,020 --> 01:37:46,020
So what they're capable of and what their support system is and that's in place for them seems to be working for that.

1210
01:37:46,020 --> 01:37:51,020
We definitely need to focus on our elementary platforms.

1211
01:37:51,020 --> 01:37:58,020
And we don't disagree.

1212
01:37:58,020 --> 01:38:07,020
Again, the reason why we thought it was important to show this is because there is a narrative out there that our students with disabilities

1213
01:38:08,020 --> 01:38:09,020
are.

1214
01:38:09,020 --> 01:38:15,020
Off that our students without disabilities and that simply not the case.

1215
01:38:15,020 --> 01:38:16,020
So.

1216
01:38:16,020 --> 01:38:18,020
I keep hearing.

1217
01:38:18,020 --> 01:38:19,020
Megan.

1218
01:38:19,020 --> 01:38:21,020
Go ahead.

1219
01:38:21,020 --> 01:38:22,020
Okay.

1220
01:38:22,020 --> 01:38:23,020
Thanks, everybody.

1221
01:38:23,020 --> 01:38:25,020
So, okay, just a couple things.

1222
01:38:25,020 --> 01:38:29,020
I'm not sure if we're looking at.

1223
01:38:30,020 --> 01:38:38,020
Like if we're looking at the report card when we're saying there's not growth, because like I just pulled up the Robinson elementary report card from 2425.

1224
01:38:38,020 --> 01:38:42,020
And so the way the report card goes right there, there's like the achievement score.

1225
01:38:42,020 --> 01:38:44,020
There's also a growth score.

1226
01:38:44,020 --> 01:38:56,020
There's also a target group outcomes and there's also an on track to graduation, right? And so like those four areas academically outside of like what, you know, the attendance pieces.

1227
01:38:56,020 --> 01:38:58,020
I'm sorry, I have to start.

1228
01:38:58,020 --> 01:39:00,020
Their dad is leaving.

1229
01:39:00,020 --> 01:39:01,020
Anyway, sorry.

1230
01:39:01,020 --> 01:39:03,020
So like those outcomes.

1231
01:39:03,020 --> 01:39:09,020
In addition to like a penance data and things like that, those are the things that the, you know, determine our overall report card score.

1232
01:39:09,020 --> 01:39:17,020
So I'm confused about why we're saying there's no growth and I'm not saying that it's like spectacular, but there is a growth score and that I'm looking at.

1233
01:39:18,020 --> 01:39:29,020
You know, as part of that overall score for Robinson, which certainly is there's lots of room to improve, right, which is, you know, the whole this whole thing is couched under continuous improvement.

1234
01:39:29,020 --> 01:39:30,020
Right. So 100%.

1235
01:39:30,020 --> 01:39:43,020
What I'm seeing in this presentation, though, is we're looking at like metrics of growth, which is different from metrics of achievement, but those metrics of growth are predicting future achievement.

1236
01:39:43,020 --> 01:39:48,020
So what that tells us, and I think I just heard Joanne, it's still a little bit hard for me to hear, but I think I just heard Joanne say this too.

1237
01:39:48,020 --> 01:39:54,020
We're not evaluating necessarily just the students in a one year snapshot of time.

1238
01:39:54,020 --> 01:40:01,020
We're evaluating our processes and our systems because like we don't want to keep doing something if it is broken.

1239
01:40:01,020 --> 01:40:11,020
But if we do want to keep doing something, even if we're not there yet, that is producing growth, right, because like think I know nobody likes to hear this, but things do take time.

1240
01:40:11,020 --> 01:40:16,020
You know, human people aren't machines, like it's complex. It takes some time.

1241
01:40:16,020 --> 01:40:20,020
So all that just to say, I actually really appreciated this slide.

1242
01:40:20,020 --> 01:40:30,020
In fact, it was the one that I found myself coming back to over and over again, because it's actually very, it's hard inclusive data that can show us average growth.

1243
01:40:30,020 --> 01:40:37,020
Like this is how not just the school district of Beloit. This is just like how school districts evaluate and measure systems.

1244
01:40:37,020 --> 01:40:49,020
So like if something is working really, really well at, you know, let's say Aldrich, and it's not working well somewhere else, that gives us the information that we need to discern.

1245
01:40:49,020 --> 01:40:53,020
Okay, well, this is staffing issue. Is this such a materials issue?

1246
01:40:53,020 --> 01:40:55,020
Like what are the differences so that we can continue to grow?

1247
01:40:55,020 --> 01:41:04,020
So I want to just to say thank you to, you know, Eric and Missy for putting this together. And I am so encouraged to see this growth.

1248
01:41:04,020 --> 01:41:10,020
And I just want to be really clear because you guys in the presentation itself are talking about, you know, competing narratives.

1249
01:41:10,020 --> 01:41:18,020
I am not saying I am so excited to see that we're not performing well overall, because achievement is different from growth.

1250
01:41:18,020 --> 01:41:25,020
I am excited though, that we do have systems that are producing growth and that are working and that we should continue to invest in.

1251
01:41:25,020 --> 01:41:30,020
It kind of goes back to Tom's comment earlier about we got to be strategic about our decision making.

1252
01:41:30,020 --> 01:41:35,020
So this is going to help us be strategic about what to continue to support and to sustain.

1253
01:41:35,020 --> 01:41:38,020
So I just want to be really clear because of that narrative piece.

1254
01:41:39,020 --> 01:41:46,020
We have to make sure that we're discerning between achievement and growth, because not only are there two completely different things, they're also weighed differently.

1255
01:41:46,020 --> 01:41:51,020
And I think our algorithm is higher for the school to play like ways higher for growth.

1256
01:41:51,020 --> 01:42:00,020
And it does overall for achievement anyway, because as we know, all of the report cards are algorithms that are different for each school and it's very difficult to compare one to the other.

1257
01:42:00,020 --> 01:42:06,020
But that's all I had to say on that. I don't know if that helps or is a value to anybody, but.

1258
01:42:07,020 --> 01:42:09,020
There's a lot of good stuff here.

1259
01:42:13,020 --> 01:42:21,020
So I just want to add, we don't have Gatsun because, and I'm sorry I didn't know this, but Gatsun had less than 20 because their numbers are so long.

1260
01:42:21,020 --> 01:42:24,020
So they don't have a score for students with disabilities.

1261
01:42:24,020 --> 01:42:27,020
Well, it was the same for Merrill.

1262
01:42:27,020 --> 01:42:29,020
I don't know where you guys are.

1263
01:42:29,020 --> 01:42:32,020
I don't know where I was going to score.

1264
01:42:53,020 --> 01:42:56,020
So kind of like what Eric said.

1265
01:42:57,020 --> 01:43:09,020
This slide is just capturing one of the important takeaways that we walked away with after looking at the data is that the perception and data don't always tell us the same story.

1266
01:43:09,020 --> 01:43:13,020
And our staff perceptions were real.

1267
01:43:13,020 --> 01:43:20,020
They're reflecting on the challenges that educators experience every day, working with students who have significant needs.

1268
01:43:21,020 --> 01:43:28,020
But like we said, when looking at the objective growth data, we found that students with disabilities are in fact making.

1269
01:43:28,020 --> 01:43:33,020
Academic progress, but that doesn't mean that our continuous improvement work is finished.

1270
01:43:33,020 --> 01:43:37,020
It means our challenge isn't simply helping students grow.

1271
01:43:37,020 --> 01:43:44,020
It's helping them accelerate the growth while maintaining the positive gains that were received.

1272
01:43:50,020 --> 01:43:55,020
So we're going to move into then the IDEA, LEA determination.

1273
01:43:55,020 --> 01:44:01,020
So this is again the federal identification that's issued under the Individuals with Disabilities Education Act.

1274
01:44:01,020 --> 01:44:09,020
And so this looks at two primary areas that's broken up into multiple indicators.

1275
01:44:09,020 --> 01:44:12,020
So there's a compliance component to this.

1276
01:44:13,020 --> 01:44:27,020
That is things like our district is timely in our initial evaluations for special education that we are timely with our preschool transitions that we need to do that.

1277
01:44:27,020 --> 01:44:40,020
We are appropriately completing the post-secondary transition plans for students at our ages 14 to 21 and that we have timely and accurate reporting when it comes to DPI.

1278
01:44:40,020 --> 01:44:44,020
So we need to pull their data a couple times a year that they pull it.

1279
01:44:44,020 --> 01:44:52,020
So Beloit has always, at least since I've been here, been able to say that our compliance is 100%.

1280
01:44:52,020 --> 01:44:56,020
We've never missed the mark in any of our compliance indicators.

1281
01:44:56,020 --> 01:45:03,020
But like we know, the results have been and continue to be less than desirable.

1282
01:45:03,020 --> 01:45:07,020
So the results components really are looking at those graduation rates.

1283
01:45:07,020 --> 01:45:13,020
So again, our students with disabilities graduating in their four or seven year cohorts.

1284
01:45:13,020 --> 01:45:19,020
Dropout rates like our students with disabilities not dropping out from school, which is what we hope.

1285
01:45:19,020 --> 01:45:22,020
Math and ELA assessment participation.

1286
01:45:22,020 --> 01:45:29,020
So that's just the mere act of actually taking the standardized assessments at the state issues.

1287
01:45:29,020 --> 01:45:34,020
And then math and ELA proficiency and then Ed environments.

1288
01:45:34,020 --> 01:45:38,020
And so Ed environments is a really important one for us.

1289
01:45:38,020 --> 01:45:46,020
And that is the percent of time that students with IEPs are actually being educated with their non-disabled same age peers.

1290
01:45:46,020 --> 01:45:56,020
And so in order to meet the mark on that, we have to have 80% of our students with IEPs being educated with their non-disabled peers,

1291
01:45:56,020 --> 01:46:01,020
at least 80% of their day or more.

1292
01:46:01,020 --> 01:46:06,020
So that's determined by DPI, right?

1293
01:46:06,020 --> 01:46:10,020
So we calculate environmental codes.

1294
01:46:10,020 --> 01:46:19,020
So there's a series of codes, like if a student who's five years old through age 21, if they're with their same age,

1295
01:46:19,020 --> 01:46:23,020
non-disabled peers for at least 80%, they get assigned an A.

1296
01:46:23,020 --> 01:46:25,020
That's their environmental code.

1297
01:46:25,020 --> 01:46:34,020
If they're 79% to 40 or 49, maybe they're a B.

1298
01:46:34,020 --> 01:46:42,020
And if they are below 49%, meaning they're primarily self-contained, they're a C.

1299
01:46:42,020 --> 01:46:44,020
There's also homebound, right?

1300
01:46:44,020 --> 01:46:47,020
So there's D and F. There's a couple other letters.

1301
01:46:47,020 --> 01:46:57,020
So you're getting zinged because you're giving them what their individual needs require.

1302
01:46:57,020 --> 01:47:04,020
If they're a child who can only stay in the classroom for 50% of the time or even 25% of the time,

1303
01:47:04,020 --> 01:47:13,020
then we get dinged by DPI because they're not in there at least 80% of the time.

1304
01:47:13,020 --> 01:47:15,020
Yes, essentially.

1305
01:47:15,020 --> 01:47:30,020
However, however, like the push is not that a student needs to be with their non-disabled peers because we get some sort of a score.

1306
01:47:30,020 --> 01:47:40,020
And we need to be providing the supports and services that are truly needed for the students that are in their homeschool environments

1307
01:47:40,020 --> 01:47:48,020
because we're legally obligated to provide them an education in their homeschool and not shift them off to another school because we created a program.

1308
01:47:48,020 --> 01:47:55,020
And that's where these identifications, like this one came from, that measurement piece, because at one point in time,

1309
01:47:55,020 --> 01:48:00,020
it wasn't based always on student needs. Students with disabilities were put together with groups,

1310
01:48:00,020 --> 01:48:06,020
what other students with disabilities, and they were educated in an environment because somebody thought that that was what was best.

1311
01:48:06,020 --> 01:48:08,020
Right.

1312
01:48:08,020 --> 01:48:14,020
So I'm speaking as a mom and as an educator and as a board member right now.

1313
01:48:14,020 --> 01:48:21,020
And yes, right there, the long time ago, the pendulum was way over here.

1314
01:48:21,020 --> 01:48:28,020
I'm seeing from my perspective that our pendulum has won this way.

1315
01:48:28,020 --> 01:48:36,020
Something like you said, okay, so we're not creating programs and shipping kids to other schools within the district.

1316
01:48:36,020 --> 01:48:42,020
Do we have early childhood kindergarten in every building now, or is that in just certain buildings?

1317
01:48:42,020 --> 01:48:49,020
So we do in the sense that we have 4k in all of our buildings and that's early childhood.

1318
01:48:49,020 --> 01:48:50,020
Okay.

1319
01:48:50,020 --> 01:49:01,020
Three year old programming, no, they're kind of a nuance because they're not public school age, but we legally have to provide them some services.

1320
01:49:01,020 --> 01:49:04,020
But five year old kindergarten.

1321
01:49:04,020 --> 01:49:14,020
When my son came to the district, he could only go to either covers or Robinson in order to have early childhood kindergarten.

1322
01:49:14,020 --> 01:49:16,020
No, that's not.

1323
01:49:16,020 --> 01:49:18,020
No, you don't have that.

1324
01:49:18,020 --> 01:49:32,020
Just like when I first came to the district, we had like Todd was the only elementary school that had a self-contained program for students with emotional behavioral disabilities.

1325
01:49:33,020 --> 01:49:50,020
Now the we support the buildings to program students in their homes because we don't have one building camp house, especially now with with all of the grade level, you know, 4k through grade five in our elementary buildings.

1326
01:49:50,020 --> 01:49:58,020
We can't have just one site that gets all the kids that may need some additional support.

1327
01:49:58,020 --> 01:50:01,020
Just the 21%.

1328
01:50:01,020 --> 01:50:09,020
It's of those. So they assign us if we didn't meet their metric zero.

1329
01:50:09,020 --> 01:50:21,020
Yeah, and actually I'll missy put up the next slide. If we partially met the metric, we get a one with the exception of yellow and math proficiency, you can get decimal points now.

1330
01:50:21,020 --> 01:50:23,020
That was changed.

1331
01:50:24,020 --> 01:50:33,020
And if we're meeting the expectation, we get a 2. So the percent is all it's the numbers added up, right?

1332
01:50:33,020 --> 01:50:39,020
Divided by the number of indicators that are in that category.

1333
01:50:40,020 --> 01:50:50,020
So having the items program and transitions program, all of those like special programs where children are.

1334
01:50:50,020 --> 01:50:54,020
The majority of the day is that.

1335
01:50:54,020 --> 01:51:05,020
Is that part of why we're at 21% and then of course those same children are not going to have them participate in the.

1336
01:51:06,020 --> 01:51:13,020
No, but they do in DLM and that gets factored in for proficiency rate because that's the alternate.

1337
01:51:19,020 --> 01:51:25,020
So that's included for the proficiency pieces. So and actually to answer your question directly, no.

1338
01:51:25,020 --> 01:51:28,020
So if you look up here.

1339
01:51:28,020 --> 01:51:39,020
Indicator 5a is the ad environments for our kindergarten through age 21 and we actually have, we actually are at a 2.

1340
01:51:39,020 --> 01:51:47,020
For that. So we're meeting the state's expectations are 3 year olds to 5 year olds were at a 1.

1341
01:51:47,020 --> 01:51:58,020
We anticipate always being low in this area because we don't have universal 3 year old programs. So all of our 3 year old services are considered self contained.

1342
01:51:58,020 --> 01:52:00,020
Yeah, yeah.

1343
01:52:00,020 --> 01:52:05,020
So even if we want to.

1344
01:52:05,020 --> 01:52:15,020
It could be right. Yeah, right now we don't. So, so even if a student, if it were appropriate for a 3 year old to.

1345
01:52:15,020 --> 01:52:20,020
You know, just get some, let's say speech and language services in a 3 year old.

1346
01:52:20,020 --> 01:52:24,020
Like daycare setting, you know, because we don't offer that.

1347
01:52:24,020 --> 01:52:29,020
They're coming in for what is considered pull out minutes. So, yeah.

1348
01:52:29,020 --> 01:52:33,020
This is sort of an actual report.

1349
01:52:33,020 --> 01:52:34,020
Yes.

1350
01:52:34,020 --> 01:52:41,020
So the report is in the secure file exchange.

1351
01:52:41,020 --> 01:52:55,020
Second issue gets issued. So the special ed report idea report is not a report that ever gets publicly released because of the sensitive identifiable information that's included in the report.

1352
01:52:55,020 --> 01:53:08,020
But what is on one of the main, the very first page is all of our indicators and the score. So the rate value they give us the percentile that they give us and then the point that is assigned.

1353
01:53:08,020 --> 01:53:13,020
And so I just took that to do growth over time and put it into my own spreadsheet.

1354
01:53:13,020 --> 01:53:19,020
So Eric, does this mean that we have a problem with students dropping out?

1355
01:53:19,020 --> 01:53:20,020
Yes.

1356
01:53:20,020 --> 01:53:26,020
Students that are identified as having a higher dropout rate.

1357
01:53:26,020 --> 01:53:27,020
Yeah.

1358
01:53:27,020 --> 01:53:35,020
And, and they don't, they don't graduate either within 4 or 7 years.

1359
01:53:36,020 --> 01:53:39,020
Which is great.

1360
01:53:39,020 --> 01:53:43,020
That's like graduation. That's what they call graduation is great.

1361
01:53:43,020 --> 01:53:49,020
So a 12th grade student graduating with their 12th grade class.

1362
01:53:49,020 --> 01:53:54,020
What about our children that can go until 21.

1363
01:53:54,020 --> 01:53:56,020
Does that come against us?

1364
01:53:57,020 --> 01:54:07,020
So yes, like the very next year, but then not again because of that cohort. That's why they do 4 and 7 year cycles for that.

1365
01:54:07,020 --> 01:54:09,020
Yeah.

1366
01:54:09,020 --> 01:54:13,020
The difference between grade and dropout.

1367
01:54:13,020 --> 01:54:14,020
Yeah.

1368
01:54:14,020 --> 01:54:15,020
So grade.

1369
01:54:15,020 --> 01:54:19,020
Exeter is graduation. So graduating on time.

1370
01:54:19,020 --> 01:54:26,020
Like if you're a senior and your senior class is graduating, you know, class of 2026, you're a student with an IP.

1371
01:54:26,020 --> 01:54:29,020
You graduated with your class of 2026.

1372
01:54:29,020 --> 01:54:34,020
Dropout Exeter is you left our, our system.

1373
01:54:34,020 --> 01:54:38,020
And that is, that can be at like any point.

1374
01:54:38,020 --> 01:54:45,020
So they could have left us and we've, we've had conversations like this, this community in this district.

1375
01:54:45,020 --> 01:54:48,020
We have a very transient population here.

1376
01:54:48,020 --> 01:54:55,020
And there are times where families leave, but we don't get a notification that another public entity picked them up.

1377
01:54:55,020 --> 01:54:57,020
We get dinged as a district for that.

1378
01:54:57,020 --> 01:54:58,020
Yeah.

1379
01:54:58,020 --> 01:55:03,020
So if we ever indicate that they have left and we,

1380
01:55:03,020 --> 01:55:06,020
it's unknown where they are going next.

1381
01:55:06,020 --> 01:55:10,020
That's considered as 99 at the dropout.

1382
01:55:10,020 --> 01:55:12,020
Yeah.

1383
01:55:13,020 --> 01:55:15,020
Yeah.

1384
01:55:15,020 --> 01:55:18,020
Well, you have some good stuff too.

1385
01:55:18,020 --> 01:55:22,020
All this stuff on the bottom, we get our points for all of that.

1386
01:55:22,020 --> 01:55:23,020
Yeah.

1387
01:55:23,020 --> 01:55:30,020
And we've been making some, like you can see, uh, yellow proficiency, you know, as a yellow.

1388
01:55:30,020 --> 01:55:33,020
So we're started that again is with that growth, right?

1389
01:55:33,020 --> 01:55:38,020
It's not where we want it by any means, but we're starting to kind of move in that same.

1390
01:55:38,020 --> 01:55:40,020
In the environment.

1391
01:55:40,020 --> 01:55:48,020
Yeah.

1392
01:55:48,020 --> 01:55:57,020
So this chart then is just trying to put a visual to our environments and that growth component.

1393
01:55:57,020 --> 01:56:06,020
So as you can see, like as we've increased inclusive opportunities for students in our district, our growth did not suffer.

1394
01:56:06,020 --> 01:56:10,020
In fact, it started to, or it has started to lead.

1395
01:56:10,020 --> 01:56:16,020
That it's just to try to show that there's not really a trade off right between the two.

1396
01:56:16,020 --> 01:56:21,020
Um, we've seen for students with disabilities, Todd, it was a good example.

1397
01:56:21,020 --> 01:56:29,020
This last year that with like maps scores and some of our internal assessment, you know, tools that we're using.

1398
01:56:29,020 --> 01:56:40,020
The more opportunities that some of their students with disabilities got to hearing that instruction for the first time by a highly qualified staff member.

1399
01:56:40,020 --> 01:56:43,020
Um, they've actually started like.

1400
01:56:43,020 --> 01:56:50,020
They're, they're achieving versus, you know, being not exposed to that.

1401
01:56:50,020 --> 01:56:52,020
Instruction in real time.

1402
01:56:53,020 --> 01:56:57,020
What do you, what does this mean at the bottom?

1403
01:56:57,020 --> 01:57:03,020
About self contained pressure is often noticed.

1404
01:57:03,020 --> 01:57:12,020
Oh, yeah.

1405
01:57:12,020 --> 01:57:17,020
So, um,

1406
01:57:17,020 --> 01:57:21,020
the high school tends more than others.

1407
01:57:21,020 --> 01:57:25,020
Uh, grades to oftentimes have, um,

1408
01:57:25,020 --> 01:57:30,020
staff that feel that students with disabilities, they, they question.

1409
01:57:30,020 --> 01:57:41,020
I don't want to say feel because I'm not them and I don't want to speak for them, but we often get questions around whether it's appropriate for them to be in those higher level.

1410
01:57:41,020 --> 01:57:47,020
Credit bearing classes versus a modified class.

1411
01:57:47,020 --> 01:57:57,020
Um, and so because of the credit weight that goes with it, we just tend to get questions more frequently at that level.

1412
01:57:57,020 --> 01:58:01,020
And that's at least in my experience, that's pretty typical.

1413
01:58:01,020 --> 01:58:04,020
My previous district was similar to that as well.

1414
01:58:04,020 --> 01:58:06,020
Well, I agree with students.

1415
01:58:06,020 --> 01:58:15,020
Um, like, okay, full inclusion of child is in a regular math class, but they absolutely need lots of accommodations.

1416
01:58:15,020 --> 01:58:17,020
How do we show that?

1417
01:58:17,020 --> 01:58:19,020
Um, in, in our.

1418
01:58:19,020 --> 01:58:22,020
Um, reporting the parents, like.

1419
01:58:22,020 --> 01:58:26,020
Do they just have a little grades on the report card?

1420
01:58:26,020 --> 01:58:27,020
Sometimes.

1421
01:58:27,020 --> 01:58:41,020
Um, it depends if they, if their needs are great enough, the team could have come together and stated that they were going to have some form of like a modified grade for that class.

1422
01:58:41,020 --> 01:58:45,020
But that's, that has to be an IP team decision that comes up with that.

1423
01:58:45,020 --> 01:58:48,020
Otherwise, the student is subject to standard grading.

1424
01:58:49,020 --> 01:58:58,020
Procedures then, and this, the grade they get is the grade they get with the accommodations that are being provided in those environments.

1425
01:58:58,020 --> 01:59:02,020
You couldn't make the opposite.

1426
01:59:02,020 --> 01:59:07,020
The more inclusion is affecting the regular.

1427
01:59:07,020 --> 01:59:17,020
Because I don't know that that's fair to say that because students with disabilities are in a classroom.

1428
01:59:17,020 --> 01:59:24,020
It's fair to say that, that, that, you know, the least particular environment is it is.

1429
01:59:24,020 --> 01:59:26,020
What did you do here?

1430
01:59:26,020 --> 01:59:27,020
Moving.

1431
01:59:27,020 --> 01:59:28,020
It's not.

1432
01:59:28,020 --> 01:59:32,020
It's, it's, uh, where it's now a trade off.

1433
01:59:32,020 --> 01:59:36,020
But we have inclusion increased growth didn't suffer.

1434
01:59:36,020 --> 01:59:44,020
But we've had, when we had self contained environments like the environment at Todd, those student, they literally got zero learning.

1435
01:59:44,020 --> 01:59:48,020
It was just managing behaviors, putting out fires all day long.

1436
01:59:48,020 --> 01:59:51,020
Those scores for those students were a bismal.

1437
01:59:51,020 --> 01:59:58,020
Those environments where it's one school out of six that everyone is sending their kids to don't exist.

1438
01:59:58,020 --> 02:00:01,020
And we're starting to see our students growth come forward.

1439
02:00:01,020 --> 02:00:04,020
So I feel like I can make that argument.

1440
02:00:04,020 --> 02:00:11,020
Now we're talking about creating an alternative school for this to be.

1441
02:00:12,020 --> 02:00:14,020
I'm.

1442
02:00:14,020 --> 02:00:20,020
It's like, you know, we've got all these different trade offs, but it's like.

1443
02:00:20,020 --> 02:00:22,020
And I'll turn this.

1444
02:00:22,020 --> 02:00:26,020
Our, our struggling is what I'm hearing.

1445
02:00:26,020 --> 02:00:31,020
Trying to balance all the discussion that kids and the regular kids.

1446
02:00:31,020 --> 02:00:34,020
And, and make that work.

1447
02:00:35,020 --> 02:00:40,020
And you're saying inclusion is working, which is fine.

1448
02:00:40,020 --> 02:00:48,020
But when we look at our regular results, that's not looking so good either.

1449
02:00:48,020 --> 02:00:55,020
So, you know, there are trade offs here and we got to figure out what's going on.

1450
02:00:55,020 --> 02:01:01,020
Because we need all of our students to be achieving at a higher level.

1451
02:01:02,020 --> 02:01:06,020
And I guess we need to be really looking at that.

1452
02:01:06,020 --> 02:01:08,020
And like, go back to that.

1453
02:01:08,020 --> 02:01:15,020
First one is like, why is it that, you know, this particular groups are, are struggling lightly.

1454
02:01:15,020 --> 02:01:17,020
Like, you know, right?

1455
02:01:17,020 --> 02:01:18,020
Okay.

1456
02:01:18,020 --> 02:01:19,020
Sure.

1457
02:01:19,020 --> 02:01:20,020
And what was it?

1458
02:01:20,020 --> 02:01:21,020
The schools, eight school.

1459
02:01:21,020 --> 02:01:30,020
You know, so we have a lot of different things that we need to be looking at, but I don't think we can discuss the fact that.

1460
02:01:30,020 --> 02:01:36,020
Teachers are concerned about some of these special ed games in the classrooms.

1461
02:01:36,020 --> 02:01:38,020
I mean, they're pretty high.

1462
02:01:38,020 --> 02:01:43,020
And the word is, we also do a lot with peer educators.

1463
02:01:43,020 --> 02:01:46,020
And a lot of peer educators are out there.

1464
02:01:46,020 --> 02:01:51,020
And I'm not sure I know how all that works either in terms of.

1465
02:01:51,020 --> 02:01:59,020
How that, how they work in the classroom, you know, how, how are they being supportive of not just the special ed kids,

1466
02:01:59,020 --> 02:02:03,020
but the classroom, the entire classroom.

1467
02:02:03,020 --> 02:02:04,020
They can't.

1468
02:02:04,020 --> 02:02:16,020
When they're a special ed para, they can't be supportive of the entire classroom because they're assigned for a particular student or students that are in that environment.

1469
02:02:16,020 --> 02:02:28,020
I don't think the alternative school is, I mean, if we were going to have a school within a school setting for elementary education,

1470
02:02:28,020 --> 02:02:35,020
it was only students with special ed identification and we're putting them in the building in that room.

1471
02:02:35,020 --> 02:02:38,020
That would be an equity self contained classroom again.

1472
02:02:38,020 --> 02:02:56,020
I think what the goal of the alternative school is to take children who have behaviors that are making it hard for them to learn and for the other children in their classes to learn.

1473
02:02:56,020 --> 02:03:11,020
Putting them somewhere else for a time that not permanently so that they can improve and then eventually go back to their, their home school, which would be very different than an equity self contained classroom too.

1474
02:03:11,020 --> 02:03:15,020
So I think we're, we're very much at the very beginning stages of that.

1475
02:03:15,020 --> 02:03:17,020
That's why.

1476
02:03:17,020 --> 02:03:18,020
Is that right?

1477
02:03:18,020 --> 02:03:21,020
Is Dr. Gordon still there?

1478
02:03:21,020 --> 02:03:28,020
Yep, I'm here. That is correct, Joanne. That is very correct. So it's the purpose.

1479
02:03:28,020 --> 02:03:31,020
Yeah, the purpose would be not.

1480
02:03:31,020 --> 02:03:49,020
It's not special ed oriented. It's any, anybody, right? And so it would be under the same premise that all rich operates that kids with a high need, the behavioral situations, you know, instead of, you know, possibly going to a hearing or whatever.

1481
02:03:49,020 --> 02:04:03,020
The direction they may be headed will go into that environment and then, you know, get modifications that they may need throughout the day, but the end goal is to always come back to the, the regular school setting.

1482
02:04:03,020 --> 02:04:05,020
Thank you.

1483
02:04:06,020 --> 02:04:13,020
We have students that are identified as you read.

1484
02:04:13,020 --> 02:04:14,020
What happens?

1485
02:04:14,020 --> 02:04:19,020
I have 18 creates programming that needs to be identified in the plan.

1486
02:04:19,020 --> 02:04:23,020
I think that the evaluation is really done.

1487
02:04:23,020 --> 02:04:30,020
I think it's because we have, as opposed to what we used to have.

1488
02:04:31,020 --> 02:04:41,020
Oh, that information is all covered for you.

1489
02:04:41,020 --> 02:04:46,020
Is that, you know, when we stop making the program, would we stop identify?

1490
02:04:46,020 --> 02:04:48,020
Absolutely not.

1491
02:04:51,020 --> 02:04:52,020
That's by law, right?

1492
02:04:52,020 --> 02:04:57,020
I guess there's an idea that it would say we have to.

1493
02:04:57,020 --> 02:05:03,020
And we didn't stop the programming for them. We just stopped at one building at the elementary level.

1494
02:05:03,020 --> 02:05:14,020
And supported buildings and having self contained. I mean, I was spent tons of time at Hackett this year. We had students that were in self contained environments and Hackett same thing with Todd.

1495
02:05:14,020 --> 02:05:20,020
It occurs. It just occurs in their home school versus sending them to one site.

1496
02:05:20,020 --> 02:05:22,020
I will say.

1497
02:05:22,020 --> 02:05:27,020
When Todd had that program, it was very hard to staff. And for many years.

1498
02:05:27,020 --> 02:05:38,020
It was also another emergency license teacher in that classroom for much of it. And so their goal was just to keep them safe.

1499
02:05:38,020 --> 02:05:43,020
That was unfortunate.

1500
02:05:43,020 --> 02:05:46,020
I'm sorry, go ahead.

1501
02:05:47,020 --> 02:05:52,020
So the next one, then, is the discipline and equity or the racial dispro report.

1502
02:05:52,020 --> 02:05:57,020
So this comes out of the Individuals with Disabilities Education Act. Again, this is.

1503
02:05:57,020 --> 02:06:06,020
Annular reviewing whether students with disabilities from specific racial and ethnic groups experience either higher rates of special identification.

1504
02:06:06,020 --> 02:06:11,020
More restrictive educational placements or higher rates of suspension and expulsion.

1505
02:06:11,020 --> 02:06:15,020
And the goal is to ensure equitable treatment and access for all students.

1506
02:06:16,020 --> 02:06:25,020
So we do not have significant disproportionality identified for our district in any of those areas.

1507
02:06:25,020 --> 02:06:34,020
So we're not disproportionately identifying a particular race group for special education.

1508
02:06:34,020 --> 02:06:41,020
We're not disproportionately identifying a particular race group in a specific disability category,

1509
02:06:41,020 --> 02:06:54,020
or are we disproportionately putting one racial or ethnic group in a certain placement or environment.

1510
02:06:54,020 --> 02:06:58,020
We do, though, have some discrepancy that's been identified with our discipline.

1511
02:06:58,020 --> 02:07:07,020
And so this has, this is not new. We've had this for a couple of years that we just continue to.

1512
02:07:07,020 --> 02:07:12,020
Students with disabilities tend to have higher levels of out-of-school removals.

1513
02:07:12,020 --> 02:07:22,020
And the concern is most pronounced among our black students with disabilities and students that are identified as multi-racial.

1514
02:07:22,020 --> 02:07:37,020
So with those, so once they exceed 10 days, then they go to a manifestation and then obviously there's something that needs to be added to their supports, right?

1515
02:07:37,020 --> 02:07:38,020
You must.

1516
02:07:38,020 --> 02:07:39,020
Yes.

1517
02:07:39,020 --> 02:07:40,020
Yes.

1518
02:07:40,020 --> 02:07:51,020
And so I know this is a good data, but I would rather see this than have schools where we pretend there isn't.

1519
02:07:51,020 --> 02:07:56,020
These things happening so that we don't have to go to manifestation.

1520
02:07:56,020 --> 02:08:10,020
And so my hope is that once we get to this point that the team is able to kind of more supports that help that child because they obviously don't have a date when they get to that.

1521
02:08:10,020 --> 02:08:14,020
So are they needed new students also?

1522
02:08:14,020 --> 02:08:15,020
I don't say so.

1523
02:08:15,020 --> 02:08:16,020
Not necessarily.

1524
02:08:16,020 --> 02:08:25,020
So we have students with disabilities experiencing a lot more behavior issues.

1525
02:08:25,020 --> 02:08:37,020
Not what it's saying is that students with disabilities experience out-of-school removals exceeding 10 days higher than the state threshold.

1526
02:08:37,020 --> 02:08:41,020
So compared to other students with disabilities.

1527
02:08:42,020 --> 02:08:50,020
We can I can look into that.

1528
02:08:50,020 --> 02:08:52,020
I don't have it off the top of my head.

1529
02:08:52,020 --> 02:08:54,020
Yeah.

1530
02:08:54,020 --> 02:08:55,020
Yeah.

1531
02:08:55,020 --> 02:09:00,020
Stay level and students with disabilities.

1532
02:09:12,020 --> 02:09:22,020
So these next few that is just some of the work that we had that some teams in buildings have been working on in regards to specific indicators.

1533
02:09:22,020 --> 02:09:32,020
So the first these first two slides are work that below Memorial High School and Floyd Learning Academy have engaged in around their graduation rate improvement.

1534
02:09:33,020 --> 02:09:41,020
And so what that is is obviously working to address indicators one and two, which is dropout rates and timely graduation again.

1535
02:09:41,020 --> 02:09:50,020
And the transition improvement grant, which is a discretionary grant out of the Department of Public Instruction.

1536
02:09:51,020 --> 02:10:08,020
Has worked with a team at the Memorial and the LA and that team consists of site administrators, special education, teachers, program manager and general ed teacher, as well as a counselor.

1537
02:10:08,020 --> 02:10:16,020
Well, counselor and the social worker that was at BLA was part of the list, but they had a student services staff member also as part of their team.

1538
02:10:16,020 --> 02:10:29,020
And what they did is they looked at all of the students in their buildings that have IEPs and they filtered out by students that have chronic apps and issues.

1539
02:10:29,020 --> 02:10:41,020
If they had one or more DRF and their grades and then case overall case manager, like feedback and input, and they created cohorts of students.

1540
02:10:41,020 --> 02:10:59,020
Floyd Memorial had 31 students. And what they did is they worked through a plan with the transition improvement grant to identify some targeted interventions for those students to help them engage and connect more with school.

1541
02:11:00,020 --> 02:11:14,020
So the transition improvement grant just put together the kind of highlights from that. And so the snapshot shows of those 31 students, 57% of them improved their attendance rates.

1542
02:11:14,020 --> 02:11:27,020
55% of them had a decrease in disciplinary referral, 78% of them decreased their suspensions and 78% earned for more credits in the 2526 school year.

1543
02:11:27,020 --> 02:11:38,020
So Floyd Memorial is really proud of the work that they started to do and they're looking forward to being able to continue this with the support of the transition improvement grant next year.

1544
02:11:39,020 --> 02:11:52,020
So we're going to the last sentence of Floyd Memorial and the chart will reflect for 70% of the 31 students who demonstrated improvement in these areas.

1545
02:11:52,020 --> 02:11:55,020
How many students were involved in this?

1546
02:11:55,020 --> 02:11:56,020
31.

1547
02:11:56,020 --> 02:11:57,020
Yep.

1548
02:11:57,020 --> 02:11:58,020
There's seven.

1549
02:11:58,020 --> 02:11:59,020
Okay.

1550
02:11:59,020 --> 02:12:02,020
The top line on there says in total 31 students.

1551
02:12:02,020 --> 02:12:03,020
31.

1552
02:12:03,020 --> 02:12:04,020
Yep.

1553
02:12:04,020 --> 02:12:05,020
That's that one.

1554
02:12:06,020 --> 02:12:07,020
That's a targeted group.

1555
02:12:07,020 --> 02:12:08,020
Yeah.

1556
02:12:08,020 --> 02:12:10,020
When you chose these students, you said, all right, these are the kids.

1557
02:12:10,020 --> 02:12:13,020
We're going to do this intervention with.

1558
02:12:13,020 --> 02:12:14,020
Yep.

1559
02:12:14,020 --> 02:12:16,020
Because of their chronic absenteeism.

1560
02:12:16,020 --> 02:12:17,020
Yeah.

1561
02:12:17,020 --> 02:12:19,020
Because they were identified by.

1562
02:12:19,020 --> 02:12:23,020
Again, I guess my question came from who demonstrated improvement.

1563
02:12:23,020 --> 02:12:25,020
What about the ones who did show improvement?

1564
02:12:25,020 --> 02:12:27,020
It's the first sentence.

1565
02:12:27,020 --> 02:12:29,020
It's the percentage that demonstrate.

1566
02:12:29,020 --> 02:12:30,020
Yeah.

1567
02:12:30,020 --> 02:12:31,020
The wording through.

1568
02:12:31,020 --> 02:12:32,020
Oh, thank you.

1569
02:12:32,020 --> 02:12:33,020
Yeah.

1570
02:12:34,020 --> 02:12:36,020
Are we expanding the cohort?

1571
02:12:36,020 --> 02:12:41,020
So the intent is for the memorial to the intent.

1572
02:12:41,020 --> 02:12:45,020
It was also for Blaine and Kenny, but they are going to look into.

1573
02:12:45,020 --> 02:12:48,020
I don't know what that looks like right now with the LA being at.

1574
02:12:48,020 --> 02:12:50,020
The high school.

1575
02:12:50,020 --> 02:12:54,020
If that'll stay separate or that'll just become one cohort.

1576
02:12:54,020 --> 02:12:55,020
We haven't figured that part out yet.

1577
02:12:56,020 --> 02:12:57,020
Yeah.

1578
02:12:57,020 --> 02:12:58,020
Yeah.

1579
02:12:58,020 --> 02:12:59,020
Yeah.

1580
02:12:59,020 --> 02:13:00,020
Yeah.

1581
02:13:00,020 --> 02:13:01,020
Yeah.

1582
02:13:01,020 --> 02:13:02,020
Yeah.

1583
02:13:02,020 --> 02:13:03,020
Yeah.

1584
02:13:03,020 --> 02:13:04,020
Yeah.

1585
02:13:04,020 --> 02:13:05,020
Yeah.

1586
02:13:05,020 --> 02:13:06,020
Yeah.

1587
02:13:06,020 --> 02:13:07,020
I mean, that's.

1588
02:13:07,020 --> 02:13:09,020
That's huge stuff right there.

1589
02:13:09,020 --> 02:13:10,020
Life changing.

1590
02:13:10,020 --> 02:13:11,020
Yes.

1591
02:13:11,020 --> 02:13:14,020
And it's the, the staff are really proud.

1592
02:13:14,020 --> 02:13:16,020
And they're the ones that, I mean, they're the ones that did it.

1593
02:13:16,020 --> 02:13:19,020
They engaged in professional learning throughout the course of the year.

1594
02:13:20,020 --> 02:13:25,020
They engaged in some coaching meetings with the staff from the transition improvement grant.

1595
02:13:25,020 --> 02:13:28,020
And they're the ones that.

1596
02:13:28,020 --> 02:13:33,020
Did the delivered the intervention and they tracked the data and.

1597
02:13:33,020 --> 02:13:34,020
So.

1598
02:13:34,020 --> 02:13:35,020
Yeah.

1599
02:13:35,020 --> 02:13:39,020
So that's like 20, 20 plus students.

1600
02:13:39,020 --> 02:13:45,020
That decreased disciplinary referrals, decreased suspension.

1601
02:13:46,020 --> 02:13:49,020
17 kids improve their attendance.

1602
02:13:49,020 --> 02:13:57,020
That's huge for those kids.

1603
02:13:57,020 --> 02:13:59,020
And so then this slide is the LAs.

1604
02:13:59,020 --> 02:14:03,020
So BLA had seven students in their cohort.

1605
02:14:03,020 --> 02:14:07,020
And they, you know, improved attendance.

1606
02:14:07,020 --> 02:14:10,020
Not what they were hoping for by any means.

1607
02:14:11,020 --> 02:14:21,020
But they were again, proud of their decrease in disciplinary referral, decrease in their suspensions and the 86% of those seven students earning for or more credits.

1608
02:14:21,020 --> 02:14:22,020
So.

1609
02:14:22,020 --> 02:14:23,020
It's curious.

1610
02:14:23,020 --> 02:14:24,020
Is there a.

1611
02:14:24,020 --> 02:14:29,020
Did they give you the non any group of tenants by.

1612
02:14:29,020 --> 02:14:33,020
You know, 20% or 10% or.

1613
02:14:34,020 --> 02:14:37,020
Decreases from their.

1614
02:14:37,020 --> 02:14:45,020
In terms of.

1615
02:14:45,020 --> 02:15:01,020
So attendance, I will have to go back in and look at what the metric was in terms of the disciplinary referrals and suspensions that is based off of where they were at at the end of last year.

1616
02:15:01,020 --> 02:15:09,020
So that was their baseline and then if they ended or they had less than so that could have meant just one viewer.

1617
02:15:09,020 --> 02:15:11,020
So, yep.

1618
02:15:11,020 --> 02:15:12,020
Yeah.

1619
02:15:12,020 --> 02:15:16,020
I would encourage you guys to continue to kind of.

1620
02:15:17,020 --> 02:15:27,020
We know what that means by decreasing attendance that it's more than are decreasing physical referrals.

1621
02:15:27,020 --> 02:15:31,020
And it's like three or four or, or some number.

1622
02:15:31,020 --> 02:15:39,020
One like that.

1623
02:15:40,020 --> 02:16:08,020
And then these last couple here is work that are early childhood teams have done with the support of the early learning technical assistance team, which is another discretionary grant group.

1624
02:16:09,020 --> 02:16:19,020
And so again, this was really focused on our three year olds to five year olds who aren't in five year old kindergarten.

1625
02:16:19,020 --> 02:16:30,020
We, that team has thought about some changes and and tweaks they can make to the three year old programs, but that was not their primary focus.

1626
02:16:31,020 --> 02:16:36,020
Because there's what we have is what we have right now with those like I mentioned before.

1627
02:16:36,020 --> 02:16:46,020
And so their focus was really around the four K and providing more targeted deeper supports in four K.

1628
02:16:46,020 --> 02:16:51,020
And so they did some work around their child outcomes.

1629
02:16:52,020 --> 02:17:00,020
So that's indicator seven, they're measuring essentially their readiness in terms of the outcome metrics for the students.

1630
02:17:00,020 --> 02:17:02,020
They did work around the preschool environments.

1631
02:17:02,020 --> 02:17:19,020
And so members of that team, if they had, if they had students that were 100% being pulled out for services, they made it a goal for themselves to try to provide at least a portion of services in so they can start to collect data around.

1632
02:17:19,020 --> 02:17:23,020
Does that work for the student does that not work for the student.

1633
02:17:23,020 --> 02:17:36,020
It also increased the amount of time that the special ed teachers were present in four K environments instead of just coming and picking up students and pulling them out.

1634
02:17:37,020 --> 02:17:54,020
And so and our switch to our three year old instead of having multiple sites having multiple sections at one site so that they can collaborate and they have, they feel like they can be a part of a team because right now they're single tens in their buildings.

1635
02:17:55,020 --> 02:18:13,020
And so this slide then shows some of the data that the early learning technical assistance team kind of collected as they worked with the early childhood staff members and so they did two different assessments.

1636
02:18:13,020 --> 02:18:22,020
And they have a benchmarks quality assessment that's on the left hand side so that's talking about world and system capacity.

1637
02:18:22,020 --> 02:18:31,020
So when they started the work in February 2024 in those areas, you can see zero of those components were in place.

1638
02:18:32,020 --> 02:18:45,020
And by the time we ended this last year, the team was able to get up to two, like two in place for attitudes and beliefs, administrative leadership, high quality universal practices.

1639
02:18:45,020 --> 02:18:53,020
They were able to get three of them in place for service delivery and then one, they were able to get in place for family partnerships.

1640
02:18:54,020 --> 02:19:11,020
And then our inclusion rate so indicator six a you can see the data 20, 21, 22 or at 6.7% and we've, you know, gone up to the 36.7% as the highest rate in the period of review that that team has done.

1641
02:19:11,020 --> 02:19:18,020
And that was reflected on the earlier slides where we looked at the idea data.

1642
02:19:18,020 --> 02:19:20,020
That's, that's three year olds.

1643
02:19:21,020 --> 02:19:27,020
And it's primarily three year olds and four year olds. We have very few five year olds that aren't in our five K program.

1644
02:19:41,020 --> 02:19:44,020
It was all done with teaching staff.

1645
02:19:45,020 --> 02:19:56,020
So we worked on that, that was presented to the board two years ago as part of the continuous improvement work.

1646
02:19:56,020 --> 02:19:59,020
Same time that the teaching and learning team presented.

1647
02:20:02,020 --> 02:20:05,020
It used to be on the website, maybe with the transition to the website.

1648
02:20:06,020 --> 02:20:17,020
And the PLC structures would be PLC is for the four K special ed teachers or the four K teachers plus special.

1649
02:20:17,020 --> 02:20:24,020
Four K teachers plus special ed and related service. So we had a lot of speech and language in particular.

1650
02:20:24,020 --> 02:20:29,020
Spent a lot of time with the four K teachers as well.

1651
02:20:30,020 --> 02:20:43,020
So just in terms of like supporting students with disabilities that are three to five year olds where they should be receiving their services.

1652
02:20:43,020 --> 02:20:47,020
Okay. How do you, how are you measuring that?

1653
02:20:47,020 --> 02:20:51,020
That's through the metric tool that the LTAI uses.

1654
02:20:51,020 --> 02:20:52,020
Okay.

1655
02:20:52,020 --> 02:20:53,020
The benchmarks of quality.

1656
02:20:53,020 --> 02:20:56,020
And we have, what does that mean to the place?

1657
02:20:57,020 --> 02:21:08,020
No, there's, those are the categories that the benchmarks of quality assesses. And then there are like sub categories under each of those.

1658
02:21:08,020 --> 02:21:14,020
So I'd have to go and pull the benchmarks of quality and send you that interview.

1659
02:21:14,020 --> 02:21:18,020
I'm wondering about family partnerships.

1660
02:21:19,020 --> 02:21:23,020
So is there everything else was.

1661
02:21:23,020 --> 02:21:25,020
Hi, bro.

1662
02:21:25,020 --> 02:21:29,020
You know, is there a reason why family partner was just a struggle?

1663
02:21:29,020 --> 02:21:30,020
It is.

1664
02:21:30,020 --> 02:21:37,020
And we hear that across the board even sometimes like our, when we did our separate tree with our schools this year.

1665
02:21:37,020 --> 02:21:47,020
They all talk about how like engaging family is, is one of the most challenging things that they experience.

1666
02:21:47,020 --> 02:21:50,020
Yeah.

1667
02:21:59,020 --> 02:22:13,020
So like we mentioned at the beginning, then this, all of this data has led us to working towards building our district improvement plan with the support of our technical assistance team that's assigned to us from the state.

1668
02:22:14,020 --> 02:22:20,020
And so like I mentioned, we have those accountability partners through CC2 and the Department of Public Instruction.

1669
02:22:20,020 --> 02:22:25,020
It was initiated out of the need to address those federal identifications.

1670
02:22:25,020 --> 02:22:33,020
So when we engaged in the work early on about five years ago, it was specific to special education.

1671
02:22:33,020 --> 02:22:42,020
And it has since grown to be much more than just special education with the ESSA components as well.

1672
02:22:42,020 --> 02:22:45,020
And so the team has worked.

1673
02:22:45,020 --> 02:22:52,020
And when I say the team, I mean, teaching and learning and people services with that support from CC2.

1674
02:22:52,020 --> 02:22:55,020
So we've been working with our team.

1675
02:22:55,020 --> 02:22:59,020
We took the board goals that.

1676
02:22:59,020 --> 02:23:04,020
That you guys had sat for the district this last year.

1677
02:23:05,020 --> 02:23:13,020
Because just like we were expecting buildings to align to our work so that there's a through line.

1678
02:23:13,020 --> 02:23:27,020
We needed to make sure that what we were working on, not only was working to address, obviously, what we're seeing in those reports, but also is aligned to the goals that you guys set.

1679
02:23:27,020 --> 02:23:32,020
And so we had your strategic priorities, your board priorities listed in there.

1680
02:23:32,020 --> 02:23:36,020
And we've then come up with a math of literacy in the school climate goal.

1681
02:23:36,020 --> 02:23:45,020
And the next steps of that is working with the team to really tease out what that looks like.

1682
02:23:45,020 --> 02:23:56,020
And that's going all the way down to like talking about professional learning and making sure that it's targeted and ensuring that everything is connected back to.

1683
02:23:57,020 --> 02:24:05,020
To those goals, like the initiative inventory, looking at are the resources we're using working.

1684
02:24:05,020 --> 02:24:13,020
We have too many.

1685
02:24:13,020 --> 02:24:16,020
Any other questions or comments.

1686
02:24:16,020 --> 02:24:18,020
Very far.

1687
02:24:18,020 --> 02:24:20,020
Thank you.

1688
02:24:20,020 --> 02:24:22,020
Yes, Megan.

1689
02:24:23,020 --> 02:24:28,020
Hey, yeah, no, I just really appreciate I spent a lot of time going through this, this presentation.

1690
02:24:28,020 --> 02:24:30,020
It's.

1691
02:24:30,020 --> 02:24:35,020
I think this is such a good comprehensive overview and I really appreciated just a few minutes ago.

1692
02:24:35,020 --> 02:24:38,020
I think Eric, you were talking about like the separate treating things like that.

1693
02:24:38,020 --> 02:24:50,020
I think like sharing the thinking and like the logic is the comprehensive systems work that's going on and like bringing us into it on a high levels of board is really important because I really think that that's the kind of.

1694
02:24:50,020 --> 02:25:01,020
It's like thinking structure and use of data that should really inform how the board, you know, strategically moves forward sort of in partnership with with administration. So I think this was like a really interesting, really great discussion.

1695
02:25:01,020 --> 02:25:08,020
I just appreciate all the time that you guys put into preparing it and explaining this to us this evening.

1696
02:25:08,020 --> 02:25:13,020
Thank you, Eric and missing and appreciate our hard work.

1697
02:25:13,020 --> 02:25:20,020
So then there's that wasn't just for discussion, right? You actually need to be taken on that.

1698
02:25:20,020 --> 02:25:27,020
So, um, then our next meeting is going to be.

1699
02:25:28,020 --> 02:25:31,020
August 4th.

1700
02:25:31,020 --> 02:25:33,020
August 4th.

1701
02:25:33,020 --> 02:25:35,020
26th.

1702
02:25:35,020 --> 02:25:40,020
534 immediately following the business operations.

1703
02:25:40,020 --> 02:25:43,020
And each are committing whichever is later.

1704
02:25:43,020 --> 02:25:45,020
You have a motion for adjournment.

1705
02:25:45,020 --> 02:25:47,020
So before you before you.

1706
02:25:47,020 --> 02:25:48,020
Yes.

1707
02:25:49,020 --> 02:25:51,020
Our committee was discussing informally.

1708
02:25:51,020 --> 02:25:57,020
We're doing, we're setting that time for five 30 just in case we got done early and we like you all being here.

1709
02:25:57,020 --> 02:25:58,020
Yes.

1710
02:25:58,020 --> 02:26:00,020
We sometimes feel like that was pressure on us too.

1711
02:26:00,020 --> 02:26:02,020
Oh, just so we're all.

1712
02:26:02,020 --> 02:26:03,020
I want to just.

1713
02:26:03,020 --> 02:26:04,020
Not at all.

1714
02:26:04,020 --> 02:26:05,020
No.

1715
02:26:05,020 --> 02:26:15,020
The older reason why we did that was because the first time you got done so early and we had to wait and so I am fine.

1716
02:26:15,020 --> 02:26:19,020
We're all planning on being part of your meeting anyway.

1717
02:26:19,020 --> 02:26:21,020
And so there's no need for it.

1718
02:26:21,020 --> 02:26:23,020
You guys don't need to hurry at all.

1719
02:26:23,020 --> 02:26:24,020
I'm sorry.

1720
02:26:24,020 --> 02:26:25,020
No, no.

1721
02:26:25,020 --> 02:26:28,020
We don't want to make sure we're just all on the same page because not everyone was better.

1722
02:26:28,020 --> 02:26:29,020
I call it retreat.

1723
02:26:29,020 --> 02:26:30,020
Yeah.

1724
02:26:30,020 --> 02:26:31,020
Not everyone was there.

1725
02:26:31,020 --> 02:26:32,020
Yeah.

1726
02:26:32,020 --> 02:26:33,020
So we're all on the same page.

1727
02:26:33,020 --> 02:26:34,020
No rush.

1728
02:26:34,020 --> 02:26:37,020
Maybe a one hour hour and a half more typical.

1729
02:26:37,020 --> 02:26:38,020
Yeah.

1730
02:26:38,020 --> 02:26:39,020
Right.

1731
02:26:39,020 --> 02:26:40,020
Yeah.

1732
02:26:40,020 --> 02:26:42,020
We'll be here as long as we need to be here.

1733
02:26:43,020 --> 02:26:45,020
We're good at that.

1734
02:26:45,020 --> 02:26:46,020
I know.

1735
02:26:46,020 --> 02:26:47,020
I know.

1736
02:26:47,020 --> 02:26:48,020
Because of this.

1737
02:26:48,020 --> 02:26:49,020
Oh, yeah.

1738
02:26:49,020 --> 02:26:50,020
All right.

1739
02:26:50,020 --> 02:26:55,020
Any other questions, comments, thank you again.

1740
02:26:55,020 --> 02:26:56,020
Anyone?

1741
02:26:56,020 --> 02:26:57,020
Yeah.

1742
02:26:57,020 --> 02:26:58,020
All right.

1743
02:26:58,020 --> 02:27:00,020
We have a lotion for a German.

1744
02:27:00,020 --> 02:27:01,020
Oh, moved.

1745
02:27:01,020 --> 02:27:03,020
And a second.

1746
02:27:03,020 --> 02:27:05,020
Time to go in the second then.

1747
02:27:05,020 --> 02:27:06,020
You did something.

1748
02:27:06,020 --> 02:27:07,020
Absolutely.

1749
02:27:07,020 --> 02:27:09,020
All in favor?

1750
02:27:09,020 --> 02:27:10,020
Bye.

1751
02:27:11,020 --> 02:27:12,020
There you go.

1752
02:27:12,020 --> 02:27:13,020
Thank you so much, everyone.

1753
02:27:13,020 --> 02:27:14,020
I was here.

1754
02:27:14,020 --> 02:27:15,020
Yes.

1755
02:27:15,020 --> 02:27:16,020
Have a great night.

1756
02:27:16,020 --> 02:27:17,020
Yeah.

1757
02:27:17,020 --> 02:27:24,020
Bye.