WEBVTT

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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.

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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.

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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.

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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.

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

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So we've been doing some back and forth, but you are correct.

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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.

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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.

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I'm not sure if I have to.

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

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

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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.

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I want to talk to.

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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?

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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.

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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.

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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.

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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.

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Okay, I'm sorry.

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Okay.

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I'm sorry.

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That's okay.

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If you wouldn't move to the full board.

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Okay.

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I'm looking for more.

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This financials to the board.

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Next week.

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I need more.

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Second.

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Although the finish.

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Hi.

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Hi.

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In post portion.

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Carry.

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Thank you.

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Next is.

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Discussion.

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Action items.

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The.

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Property liability.

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Workers cap.

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Workers cap.

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And other.

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This is an insurance.

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Readables.

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Excuse me.

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Thank you.

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Thank you.

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So our renewals were very good this year.

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Mostly in part to our workers comp.

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Renewal.

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So if you'll notice on here, our workers comp renewal is.

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A little over $60,000 less than it was a previous year.

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And the reason for that being is that the workers comp.

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Claimants.

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That had been holding on there that had been causing the rates to be so high have fallen off.

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So our rate has gone down significantly.

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So overall, our renewal is pretty good for our insurances.

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We are actually down.

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Quite a bit from the previous year for our insurance renewal.

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Thank you.

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What.

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My question is, as our.

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Employees go down.

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Shouldn't those come down?

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I also.

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The workers come.

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Yes.

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Yeah, that's part of that as well.

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Yes.

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But the other pieces.

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Property piece is.

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Up only slightly because.

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We did reduce the property because we sold McNeil.

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And then the rest of the insurances are based on either counts of employees or counts of students.

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So.

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And.

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Yeah, a lot of the.

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A lot of the numbers are.

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They came in very, very fair bubble.

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Considering.

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Could you explain to me.

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And.

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You know,

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Why do we deal with that?

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Drop it.

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I don't understand that.

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Because we are no longer ensuring the property.

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Yep.

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So even though our property insurance is up slightly because rates have gone up.

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Overall, the rates are pretty favorable.

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Sorry.

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I asked.

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Option.

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Change.

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Exciter.

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Why did that drop it?

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I don't understand that.

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Because we are no longer ensuring the property.

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Yep.

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So even though our property insurance is up slightly because rates have gone up.

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Exciter.

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With.

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How about insurance with that?

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Yes.

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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.

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So we're actually going with the cowbell.

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I'm sorry, I mentioned the cowbell insurance and stuff.

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It is lower and it's better coverage.

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Thank you.

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All right.

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Go ahead.

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I'm sorry.

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Yeah.

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Things.

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In our discussions.

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About buildings and cattle.

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I told I understood why we had to put the focusing right in particular.

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The college.

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People are building.

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But it looks like we're going to have at least one building that would be not have permanently staffed people.

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So are you going to be able to make sure we can kind of cover it next year?

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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.

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So, or to work, like, for example, we could have one of our tech people be there temporarily as a home sales.

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But we can talk about that and make sure that we're not leaving the building completely unoccupied.

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We also still have security in that building.

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So, yes, we're still security in that building and we still have facilities.

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Checking the buildings every day to make sure that there's not, you know, break ins or floods or damage.

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Yes.

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That's usually typically what you're in.

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Sure.

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Completely left.

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Yes.

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Yes.

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Yes.

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Okay.

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Thank you.

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Carol.

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You keep it locked.

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I'd like to know whether it was a flood home.

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Yep.

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McNeil was not left open.

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Yes, it was.

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He could open the back door.

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No.

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Are you in the meal when you saw it?

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A lot.

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Oh, I had a chain.

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I'm going to move the chain.

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You could reach in and.

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I'm not way in the back.

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Were you exploring?

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I was a little bit bored and you're taking stuff over there.

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Recently.

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No.

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Oh.

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Okay.

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Okay.

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No.

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Good.

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Yes.

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Could you follow up with us on that?

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Insurance guidelines for shuttered and or vacated buildings.

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Yes.

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I think we need to be very conscious of.

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So you've got to let us keep our utility costs as low as you can.

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Absolutely.

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So I mean, we have a contest is right.

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And it's the heating and cooling zone.

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And well, I've been in that building.

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I hear what you're saying.

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It sounds good.

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But.

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Anyways.

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At least provide to this committee what insurance actually says you have. Okay. Yep. Thank you very much

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Okay, so we need this move to the board. Oh wait, I'm sorry

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I do have a question then right so the workers compensation

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We got dropped fires and then they ended because back up because nobody else would pick us up right like the I

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Don't know how that all works. So we were

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Picked up by the state. Yes for a while, but then we went back and you see is our carrier

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And that was that happened like

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For the new year that they

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Is

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Is it possible to see the workman come claims by building

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We can be questioned. Yes, we can prevent a report. Yes, it'll out. Oh, go ahead. Well, so we can provide that

17:24.400 --> 17:26.400
From

17:33.400 --> 17:41.160
We cannot get anyone to provide us with a detailed reporting and so it'll be

17:41.960 --> 17:46.680
Not as reliable as source of information. It would not be complete

17:46.680 --> 17:51.480
And so but we can't provide from December to your end if you like

17:58.680 --> 18:00.680
It was about

18:03.400 --> 18:09.480
And so once you reach that

18:33.400 --> 18:35.400
As opposed to

18:40.600 --> 18:47.240
In that report would it be an item a certified name we would not provide names

18:49.480 --> 18:51.480
It would be building

18:53.320 --> 19:00.200
And whether it was just if it was medical only and it involved lost wages

19:04.200 --> 19:06.200
So

19:23.640 --> 19:25.640
Thank you, I appreciate we should

19:25.640 --> 19:27.640
Thank you

19:32.600 --> 19:34.600
So we move that to the

19:38.840 --> 19:43.960
Wait, did you cuz I interrupted you? Yeah, I didn't know to get to the Michelle did we

19:44.520 --> 19:46.520
Remove for it to the boy

19:49.640 --> 19:51.640
No

19:55.640 --> 19:57.640
I

20:01.320 --> 20:03.320
Didn't hear which person moved

20:13.240 --> 20:15.240
Thank you very much. We got some four

20:17.560 --> 20:20.200
Michelle will go back to skyward. Thank you

20:21.160 --> 20:25.320
Thank you, so attached in the board backs was a number of

20:28.120 --> 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

20:36.360 --> 20:37.400
and

20:37.400 --> 20:39.400
They are things that we need to

20:40.680 --> 20:44.680
Cue to our operations. So the first one is skyward and I asked corp

20:45.240 --> 20:50.600
So skyward is our financial and our student information system and I asked corp is our hosted

20:51.480 --> 20:53.480
More databases hosted

20:53.960 --> 20:55.960
And then the next one is

20:57.880 --> 21:01.560
Their Microsoft subscription renewal so office products

21:03.400 --> 21:05.400
Word excel

21:05.640 --> 21:07.640
PowerPoint, etc

21:08.360 --> 21:11.480
The next one is the wistnet and star internet provider

21:11.480 --> 21:15.080
The next one is extreme networks

21:17.400 --> 21:21.000
This is part of our cloud based networking solutions also

21:23.320 --> 21:26.520
Ditto, which is the screen mirroring and yes, it's working

21:32.840 --> 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

21:41.880 --> 21:43.880
Google sheets and

21:45.960 --> 21:48.680
Presentations and then the front line is

21:49.800 --> 21:55.400
the employee and that evaluation management system and the absence management system

21:59.160 --> 22:01.160
Any questions on any of those

22:08.360 --> 22:10.360
I don't know

22:11.880 --> 22:15.480
Unless you know an outside vendor starts a zoom meeting

22:15.480 --> 22:17.480
Yes

22:31.240 --> 22:34.360
I know in the description it's nothing tangible

22:39.240 --> 22:43.240
I guess I abstract on a lot of these systems

22:43.240 --> 22:48.120
Once you get into them, are they doing work with other systems?

22:48.120 --> 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

22:55.560 --> 22:58.040
So that's just snap-strike. Yeah

22:59.560 --> 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

23:07.800 --> 23:09.960
Talk to each other for loops and things, right?

23:10.760 --> 23:15.400
Yep, okay, so we do look at different options of

23:16.200 --> 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

23:24.920 --> 23:26.920
it's very expensive to

23:28.040 --> 23:30.520
to look at it to change softwares, but

23:31.400 --> 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

23:37.960 --> 23:39.960
Yeah

23:43.400 --> 23:45.400
Now as far as like

23:45.400 --> 23:47.880
Microsoft products and then those have been around for

23:49.480 --> 23:55.640
20 years and I think everybody uses Excel for something. I mean I use it every day for

23:56.600 --> 23:58.840
Doing spreadsheets and calculations and things

23:59.880 --> 24:01.080
This is also

24:01.080 --> 24:06.280
student based software as well that the students are using these pieces of software

24:07.000 --> 24:09.000
internet we

24:09.000 --> 24:10.840
I don't think we can

24:10.840 --> 24:15.720
function without having the internet and WISkNet is our probably our cheapest option

24:15.960 --> 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

24:22.120 --> 24:24.440
Colleges use WISNet for services

24:27.880 --> 24:29.880
Just to be naive

24:29.880 --> 24:32.600
IT doesn't just doesn't involve IT stuff

24:33.400 --> 24:35.080
Talk involved

24:35.080 --> 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

24:45.400 --> 24:47.800
Skyward in the IC Corp or IS Corp

24:49.960 --> 24:51.960
Is that the other TC network?

24:52.840 --> 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

25:01.720 --> 25:04.600
site because that would involve buying servers and

25:05.560 --> 25:09.640
And then you run into the risk of not being able to have your data if something happens

25:09.880 --> 25:12.360
So it's it's better to have a host of offsite

25:14.600 --> 25:16.600
Thank you

25:30.760 --> 25:32.760
So

25:37.640 --> 25:43.240
So after the presentation to request purchase of Chromebooks that happened

25:43.960 --> 25:45.960
It was almost three months ago

25:46.520 --> 25:52.680
IT and I went back and we did an RFP. We sent out the RFPs. We got back all the responses

25:52.760 --> 25:54.760
I think from like 10 different companies

25:55.560 --> 26:00.200
What through the RFPs, IT spent a lot of time picking through them because

26:01.240 --> 26:05.160
Some of the companies didn't always present exactly what we had asked for in the RFP

26:05.240 --> 26:09.480
I believe that we got down to two companies that actually presented what we had asked for in the RFP

26:09.800 --> 26:13.000
As far as service goes and the actual devices

26:14.200 --> 26:15.320
when they

26:15.320 --> 26:16.280
in the

26:16.280 --> 26:19.640
Request we actually split out of the purchase of the carts

26:20.040 --> 26:24.920
Separately from a separate vendor from the Chromebooks because they were actually cheaper from a different vendor

26:24.920 --> 26:30.520
So we split it apart and we wrote the RFP telling the companies that we may possibly do that because

26:32.920 --> 26:35.160
It was beneficial for us to split it

26:36.040 --> 26:40.920
And we also told them that we may not purchase all of them. However, after talking with

26:41.880 --> 26:47.400
Leah about title $1 and 19 in my office. I was working on the carryover

26:48.360 --> 26:53.160
I believe that purchasing these Chromebooks out of the title $1 that we have remaining from

26:53.640 --> 26:55.720
2526 is our

26:55.720 --> 26:57.720
bus option for

26:57.720 --> 27:00.760
Using up title $1 that we if we don't use them

27:01.240 --> 27:05.880
We will lose those dollars and also we are in need of buying Chromebooks for the district

27:17.880 --> 27:19.880
Yeah, it's just gonna go up

27:21.080 --> 27:23.960
Our technology prices do continually go up now

27:25.640 --> 27:27.640
I'll wait and then

27:28.200 --> 27:30.200
To me this is a much bigger

27:31.240 --> 27:34.200
Issue that's going to happen where there's been talk

27:36.600 --> 27:38.600
I think policy will get involved

27:40.840 --> 27:42.840
I'm going from

27:43.480 --> 27:45.480
FaceTime to text

27:46.200 --> 27:47.240
and

27:47.240 --> 27:49.240
I think deserves a whole different

27:50.280 --> 27:52.680
More deliberation and the board

27:53.560 --> 27:55.240
needs to set

27:55.240 --> 27:58.280
A strategy before we move forward or fix it anything

27:59.000 --> 28:01.000
So if I may

28:01.000 --> 28:06.120
I just want to I just want to chime in because all of our educational materials

28:07.160 --> 28:09.800
are computer-based and in order to switch from

28:10.440 --> 28:12.440
completely computer-based to

28:12.920 --> 28:13.960
textbooks

28:13.960 --> 28:15.160
workbooks

28:15.160 --> 28:18.600
And even testing is done on the computers at this point

28:19.160 --> 28:24.360
That is going to be a huge lift for any district and it'll be very costly

28:24.680 --> 28:25.720
It'll be more costly

28:25.720 --> 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

28:32.760 --> 28:34.680
Chromebooks home with kids

28:34.680 --> 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

28:41.400 --> 28:45.880
But that you're right that has to be a bigger discussion with teaching and learning department

28:46.360 --> 28:50.600
About how the strategy on what we're going before we invest dollars

28:51.080 --> 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

28:57.960 --> 29:02.840
But that course left the barn a long time ago. I know we have over a thousand

29:03.560 --> 29:05.560
Chromebooks

29:05.560 --> 29:07.160
somewhere in the district

29:07.160 --> 29:09.160
unaccounted for or accounted for or

29:09.240 --> 29:10.200
or

29:10.200 --> 29:11.000
so

29:11.000 --> 29:13.000
I think we need

29:13.480 --> 29:17.000
We need to get a handle on this and the board has set a direction

29:17.720 --> 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

29:22.840 --> 29:24.280
buying things

29:24.280 --> 29:25.480
For the future

29:25.480 --> 29:28.520
Plus the board needs to get their act together and figure out

29:29.480 --> 29:33.320
In a constructive way what the future looks like for the school district

29:36.600 --> 29:38.600
I agree with what you're saying

29:39.640 --> 29:41.640
With the caveat that

29:42.440 --> 29:46.200
We have just hired a new superintendent Dr. Gordon who's on the video with us

29:46.520 --> 29:50.600
And I think we're going to have an intro that be super intended to be put later today

29:51.320 --> 29:55.480
um, so totally with you on I'm totally open to

29:56.840 --> 29:58.600
a pillar of

29:58.600 --> 30:00.600
Of the district being a back to basics

30:01.240 --> 30:04.040
On this exact same page of you and other member of the board

30:04.600 --> 30:07.800
Or we have to have the superintendent and her staff

30:07.800 --> 30:10.360
Our board and we have to do that and then

30:10.360 --> 30:12.120
Or we can endorse such a thing

30:12.120 --> 30:13.960
But by only

30:13.960 --> 30:15.560
You know, it's a semantics, right?

30:15.560 --> 30:16.280
And only with you

30:16.280 --> 30:18.440
I'm probably there when you're ready for that

30:19.000 --> 30:21.400
And that's fine, but this is in front of this committee right now

30:22.120 --> 30:25.080
Yeah, so I'm I want to get re-involved with everything we do

30:25.480 --> 30:28.360
So I'm saying I want to postpone what we're talking about

30:28.760 --> 30:30.760
Are you ready to work?

30:30.760 --> 30:32.760
Hey, this is Leah. Can you hear me?

30:34.600 --> 30:36.280
Hello

30:36.360 --> 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

30:44.760 --> 30:45.960
So

30:45.960 --> 30:50.920
Frustration with Chromebooks in all regards has been brought to our attention. So

30:52.600 --> 30:57.240
As as a building principal as a TLE member and now a superintendent

30:58.120 --> 31:01.960
Definitely, we need to reevaluate how Chromebooks are used in the district

31:02.760 --> 31:04.760
Technology prices are increasing and

31:05.480 --> 31:08.360
So we do need to keep that in mind. Also our Chromebooks are

31:09.560 --> 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

31:16.680 --> 31:18.680
I can tell you that

31:18.680 --> 31:22.360
The TLE committee has been working towards

31:23.240 --> 31:25.000
not having

31:25.000 --> 31:25.960
grades

31:25.960 --> 31:29.480
K3 have Chromebooks in their hands all day every day

31:30.360 --> 31:33.320
so that we can share our Chromebooks with

31:34.040 --> 31:36.040
the other grade levels as well. So

31:37.000 --> 31:38.360
Currently

31:38.360 --> 31:43.720
As we finished the 2526 school year, it was everyone had was one-to-one, right? And so

31:44.360 --> 31:49.720
Um, looking ahead our our computers aren't probably going to make it for a whole lot longer

31:49.720 --> 31:55.000
So we have um been working with uh, Brett Berg and the TLE department brandy

31:55.560 --> 31:58.440
Grady about how we can mitigate that so

31:58.840 --> 32:02.520
Looking at making just like class sets or grade level sets

32:02.760 --> 32:09.880
So our students in grades K3 who need the most support with learning to read and learning their math

32:10.440 --> 32:14.120
Are getting that direct instruction rather than relying on that technology

32:14.600 --> 32:19.960
Um, Stephanie is correct in saying that our our curriculum that we use does support

32:20.760 --> 32:22.760
high use of

32:22.760 --> 32:24.760
dependence on technology. So

32:25.400 --> 32:27.400
um, the technology that

32:27.400 --> 32:33.960
Um, the kids use is you know, like the tier interventions for math. So they're going to be using

32:35.560 --> 32:38.680
A different math program this year, but they've been using in the past

32:38.680 --> 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

32:47.960 --> 32:54.120
Um literacy is the same so they use a program that supports their tiered intervention if they need that

32:54.600 --> 32:58.600
Um, and that would be students, you know all the way through k8 and so

32:59.480 --> 33:02.440
Depending on what a student needs might depend on how much

33:03.240 --> 33:05.240
Work a student needs with their Chromebook

33:05.800 --> 33:11.480
As students get into the later grade levels, they do need their Chromebooks more to align with their curriculum

33:11.640 --> 33:15.880
Um because some of their their reading and work is done on the computer

33:16.280 --> 33:22.360
So it it should be a progression for what kids need whereas before it was just everyone's one to one

33:22.920 --> 33:24.920
And I do believe that there was some

33:25.160 --> 33:29.560
Um, you know, let's just go on your computer when you're done with your work or whatever

33:29.560 --> 33:34.200
So that can't happen with that has to change our kids need to be in front of

33:34.920 --> 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

33:46.440 --> 33:47.240
Yeah, thanks

33:47.240 --> 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

33:52.680 --> 33:56.520
uh work that we're doing with like the Hendrix family foundation donation, um, but

33:57.240 --> 34:01.320
Generally speaking, I hundred percent agree that we need to have a large scale

34:02.040 --> 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

34:09.720 --> 34:11.720
Gordon here as well

34:12.520 --> 34:14.520
Thank you

34:14.840 --> 34:16.840
So

34:17.240 --> 34:19.240
Really

34:19.240 --> 34:23.640
Really got less than five thousand students. Why do we have eight thousand Chromebooks a lot of

34:25.480 --> 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

34:31.320 --> 34:38.040
Raising them for parts. Yeah, and most if not all of these are going to be out of warranty

34:38.840 --> 34:40.280
very soon

34:40.280 --> 34:44.440
And that increases the we're going to have to use our in-house staff to

34:44.920 --> 34:46.920
To do the repairs on them as well

34:48.360 --> 34:50.360
And so i'm hearing

34:50.360 --> 34:54.600
one for the quality committee or saying we're running agreement that

34:55.320 --> 34:56.360
cautious

34:56.360 --> 35:01.640
We want to see the overall vision and we wanted to use the advice of this overall

35:01.800 --> 35:03.800
I think all three of us are being unhappy

35:04.200 --> 35:09.000
Um, but as I read the actual documents that were that's in front of us today

35:09.640 --> 35:11.800
Right now you're suggesting that

35:11.800 --> 35:13.800
We would buy

35:15.800 --> 35:17.800
$720

35:21.800 --> 35:26.280
You went the extra effort to get the cards at a different price

35:27.080 --> 35:31.800
32 parts total for 19,000 right and then we have

35:33.400 --> 35:35.400
$465,000 the title

35:37.560 --> 35:40.360
Yes, it's title title one dollars. Yes, so we would send

35:41.800 --> 35:44.120
$1,000 back to Washington if we don't send it

35:45.240 --> 35:48.840
No, I don't I don't know. I have a question about that

35:49.960 --> 35:50.760
because

35:50.760 --> 35:55.240
Usually when we lose money and we don't get it back the next year. Is that true with that?

35:57.720 --> 35:59.720
Don't believe that that's true with that

35:59.720 --> 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

36:04.920 --> 36:06.360
um

36:06.360 --> 36:08.040
Okay

36:08.040 --> 36:10.120
In the allocations for 2627

36:11.000 --> 36:16.040
We are the 2627 allocations already been allocated and it's based on student counts

36:17.000 --> 36:18.520
In those buildings. No

36:18.520 --> 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

36:24.280 --> 36:26.920
It shouldn't be too much different than what it was last year

36:27.560 --> 36:29.960
Um, but we'd tech usually don't get those till later

36:30.840 --> 36:33.640
But the allocations are based on student counts correct

36:34.120 --> 36:36.760
Yes, that is correct third Friday. Yeah

36:48.280 --> 36:50.280
And this data was

36:50.280 --> 36:55.480
Back on told her because I put this together when it was this or april. I'm sorry one

36:56.680 --> 36:58.680
And that's for yes

37:03.800 --> 37:06.280
I understand all our conversation

37:08.680 --> 37:10.680
And I understand using

37:11.240 --> 37:16.040
Federal funds and grant funds to do this, but we still we as a door

37:16.680 --> 37:18.680
We have admin

37:19.800 --> 37:24.600
And what we're doing not just find us and then we forget about it and let me say

37:26.680 --> 37:29.320
I know in open literacy that these expo

37:29.800 --> 37:31.800
for at least 60 students

37:34.440 --> 37:37.400
I just think we have to find some answers and some

37:38.280 --> 37:40.280
Speaking plan on what we're going to do with you

37:42.200 --> 37:44.200
My future

37:45.880 --> 37:48.600
I know I know I just um

37:49.800 --> 37:51.800
That's just my thought

37:53.240 --> 37:55.400
I can we can forward us the board really

37:56.200 --> 38:01.720
But that's where I'm coming from and I think it's good to be sure for their

38:02.520 --> 38:04.520
Pasternation, we're not going to approve

38:12.440 --> 38:14.440
I don't disagree with you at all

38:19.400 --> 38:21.400
So it's to be left

38:21.400 --> 38:23.400
They're already working

38:32.680 --> 38:37.080
But we don't have anything to replace it but yeah, and so until we

38:38.760 --> 38:42.200
We need to continue it sounds like the problems are falling apart

38:43.320 --> 38:44.360
So

38:44.360 --> 38:47.720
We would just why that would do nothing if we did not have the company

38:48.280 --> 38:52.120
So I think it's a really good start that we're working on

38:54.040 --> 38:56.040
And I'm assuming for game

38:56.920 --> 38:58.920
So

39:10.360 --> 39:13.720
Thanks so much. I'm having just like a tiny hard time hearing

39:13.720 --> 39:16.440
So I apologize if I'm about to be repetitive

39:16.840 --> 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

39:23.960 --> 39:25.800
I don't know if there's a time

39:25.800 --> 39:30.760
That's already scheduled and in this month where we can kind of have those larger scale discussions

39:31.000 --> 39:33.560
So that we can create that sort of those the strategic

39:34.280 --> 39:38.360
Whether it's a strategic planning or strategic goal setting not in a big over, you know

39:38.760 --> 39:43.560
Small lowercase s strategic plan not like a big whole thing, but you know, I hear what you're saying

39:44.120 --> 39:48.360
Um mr. Hinkins and and I agree with you. I really think it would be of great value

39:48.920 --> 39:53.000
Like we obviously we want some things now there's timing and everything that we're hearing and it's important

39:53.240 --> 39:57.160
But then it's like we need to carve out that space for ourselves to like say okay

39:57.240 --> 40:00.360
So now going forward. Here's the vision. Here's the strategy

40:00.440 --> 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

40:07.800 --> 40:09.800
Thank you. So here

40:23.000 --> 40:25.000
Kind of

40:25.640 --> 40:27.640
Curriculum and curios

40:28.440 --> 40:29.880
deeper

40:29.880 --> 40:31.880
It's very expensive

40:31.880 --> 40:33.880
I mean it is

40:34.680 --> 40:36.680
That's something that

40:36.680 --> 40:38.680
We are going to do that

40:38.680 --> 40:40.120
We need money on the public

40:40.120 --> 40:42.120
We need a public place to say

40:42.600 --> 40:50.040
Only this is part of a regular request. So I see that discussion being part of the referendum

40:50.440 --> 40:52.440
What do we want our district to be?

40:52.920 --> 40:56.440
Dr. Gordon so raise that you know, we are taking this

40:57.880 --> 40:59.880
And right now

41:01.080 --> 41:03.080
You will wait from as much

41:03.320 --> 41:05.320
You know springtime as possible

41:05.880 --> 41:07.880
But

41:10.360 --> 41:17.720
You can move approval of the expense with the proviso that the district administration works the board to develop a plan

41:18.440 --> 41:22.200
That needs those particular needs, but then you can move this because you need

41:22.600 --> 41:26.680
You need the item so exactly that gets it what's that's exactly where I was going to go to

41:27.880 --> 41:29.880
That's a great mindset. Why?

41:31.160 --> 41:33.160
Do I need to go more than

41:35.640 --> 41:38.120
And I appreciate the tla's working on this

41:39.480 --> 41:41.960
Because I agree with what you can say

41:42.600 --> 41:44.600
I'll move approval

41:44.600 --> 41:46.600
To the full board or make some of those

41:46.920 --> 41:48.600
I will say yay

41:48.600 --> 41:52.120
As long as the caveat that we we as a board

41:52.840 --> 41:54.840
Want to take this

41:54.840 --> 41:56.200
I can figure

41:56.200 --> 42:01.000
with that administration's strategic plan for our future with us

42:01.480 --> 42:03.480
Okay, so

42:07.000 --> 42:09.000
Okay

42:09.240 --> 42:11.240
I will well, I'm not sure

42:13.720 --> 42:15.720
So the original motion

42:18.600 --> 42:20.600
The motion

42:21.720 --> 42:23.720
I just want to understood

42:24.840 --> 42:26.840
Are you requesting

42:27.320 --> 42:32.840
Go ahead are you requesting a motion for approval of this with the proviso that

42:33.880 --> 42:35.880
Then

42:35.880 --> 42:37.880
Absolutely to go into the full board

42:37.880 --> 42:41.160
Is there a motion from another community committee member?

42:41.160 --> 42:42.200
I'm going to go

42:42.920 --> 42:44.920
Or

42:48.360 --> 42:50.360
All those are very sad

42:52.360 --> 42:54.360
I just want to clarify

42:55.000 --> 43:00.680
That that the caveat is that there is to be a plan to review

43:01.800 --> 43:03.640
Find the board and administer

43:03.640 --> 43:05.640
Yep, the overall

43:06.600 --> 43:09.960
Technology and curriculum are being used

43:28.040 --> 43:30.040
Okay, thank you

43:30.600 --> 43:32.600
Personnel recommendations

43:36.520 --> 43:38.520
Stop doing stuff

43:40.200 --> 43:42.600
You were closing your stuff and I was making my screen bounce

43:45.400 --> 43:47.400
It's okay

43:48.920 --> 43:51.480
I was growling more at the technology than you

43:51.480 --> 43:53.480
I

44:04.760 --> 44:06.760
I'm good

44:07.000 --> 44:10.200
Are there any questions from the committee I'll exhibit a

44:13.960 --> 44:15.160
Then

44:15.160 --> 44:17.160
So there's

44:17.160 --> 44:20.120
A bunch of important information in our documents here

44:20.600 --> 44:22.440
I don't know if Dr. Gordon wants to

44:23.800 --> 44:28.360
Kind of highlight anything in here to talk about

44:29.000 --> 44:31.000
They're

44:32.440 --> 44:34.440
Thank you

44:35.240 --> 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

44:43.160 --> 44:45.160
one exhibit a so

44:45.640 --> 44:47.640
Just

44:50.840 --> 44:52.440
So

44:52.440 --> 44:57.480
Dan Shuf is asking if there is anything that you would like to offer for information

44:58.040 --> 44:59.000
on

44:59.000 --> 45:04.920
The exhibit a because there is so much information on it. Okay. Let me pull that up

45:15.160 --> 45:17.160
Just

45:35.720 --> 45:40.840
Did you hear that? No, I I can only hear bits and pieces. There's a lot of rustling around

45:41.800 --> 45:46.680
Okay, would you like for me to respond? It's about if there's anything contained and exhibit a

45:47.480 --> 45:51.720
That warrants any additional information for the committee to be aware of

45:52.360 --> 45:58.120
And he was specifically referring to the assistant superintendent the principals the deans

45:58.840 --> 46:00.840
That kind of thing and the plan

46:02.200 --> 46:04.200
Okay

46:04.760 --> 46:06.760
Yeah, so I mean we moved

46:07.640 --> 46:08.680
um

46:08.680 --> 46:10.680
Miss mccallister to robinson

46:11.880 --> 46:13.880
Since she

46:14.120 --> 46:16.120
I'm sorry

46:16.120 --> 46:18.120
I have a question

46:18.280 --> 46:21.720
Can we talk about persons here? Oh, no

46:22.760 --> 46:27.640
Yes, you can't talk about people and where you're moving to what you cannot talk about

46:27.960 --> 46:29.560
Is the

46:29.560 --> 46:31.560
Of their work your personal

46:32.360 --> 46:34.360
Personal

46:34.360 --> 46:36.360
You can't talk about

46:36.600 --> 46:40.120
These general questions on right moving

46:41.640 --> 46:45.240
Mrs mccallister to robinson right is an open

46:46.360 --> 46:48.440
conversation. I just want to make sure we're good

46:52.920 --> 46:55.320
Yep, so we we have moved a couple of the principles

46:55.880 --> 46:56.680
um

46:56.680 --> 47:02.360
Miss mccallister being one and miss dr. Schrader being another one. So dr. Schrader is going to fill

47:03.000 --> 47:05.000
the mayoral position

47:05.720 --> 47:11.080
Because she was principal at fla. She wanted to remain of principal. So she is um

47:11.880 --> 47:14.040
Going to go into the mayoral principal

47:14.920 --> 47:22.600
Um dr. Stengel will be taking the interim assistant superintendent position at colac. So he'll be working with

47:23.800 --> 47:25.800
the tle department and me

47:26.840 --> 47:28.840
Um, let's see

47:29.240 --> 47:33.560
Us about principles and about that position. Is there anything else you need clarification on?

47:35.000 --> 47:37.000
um, so

47:37.480 --> 47:39.480
What's the plan for, um,

47:39.960 --> 47:41.960
prison and then

47:42.280 --> 47:47.240
And then second question is this is maryll have a dean and emerald we ended up with our

47:48.680 --> 47:50.680
It

47:51.880 --> 47:56.360
So the position for um, frusan will be is posted

47:57.880 --> 48:00.680
And then is somebody else trying to trying to talk about the dean

48:05.160 --> 48:06.680
Hello

48:06.680 --> 48:09.640
He he asked about the um, maryll

48:10.200 --> 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

48:17.560 --> 48:20.200
Well, they decide the board decided to have a dean

48:20.440 --> 48:25.720
Um, whether or not somebody applies and is hired for that is the the question at hand

48:25.720 --> 48:27.720
I

48:35.000 --> 48:37.000
Do

48:37.400 --> 48:39.880
Yeah, that that position will be posted there

48:40.680 --> 48:44.440
You know that has like legally has to be posted. So, um

48:45.240 --> 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

48:52.120 --> 48:54.120
um

48:55.720 --> 48:57.720
I

49:00.600 --> 49:05.240
I was wondering about the secretary. Yeah, it is posted and that okay. Thank you. Didi. I appreciate that

49:06.040 --> 49:10.040
and then, um, the secretary from bla is going to, um

49:10.760 --> 49:12.760
Beloit memorial for high school athletics

49:13.400 --> 49:18.440
So there is an open secretary position at maryll. So we're still looking to um

49:19.400 --> 49:21.400
fill that position as well

49:21.400 --> 49:23.400
a couple of our deans had been

49:24.040 --> 49:27.560
um have been um put back in their positions so

49:28.680 --> 49:30.440
Todd and

49:30.440 --> 49:31.880
Hackett and

49:31.880 --> 49:37.080
Gaston's deans will be back in place for the 27 26 27 school year

49:37.560 --> 49:44.040
And so the other dean positions are are open on weekend for interviews and applicants

49:46.200 --> 49:49.960
Okay, hold up leah because he needed clarification on one of the things that you said

49:50.600 --> 49:52.120
Okay, sorry

49:52.120 --> 49:54.120
What was the athletic thing you said?

49:54.680 --> 49:56.680
the secretary from bla

49:58.680 --> 50:03.000
Is moving to the high school as the athletic secretary

50:04.680 --> 50:06.680
So maryll's secretary

50:07.880 --> 50:12.200
Is posted it's still posted and so we're seeking applicants for that

50:12.920 --> 50:14.920
position, I believe

50:18.520 --> 50:20.520
What i'm sorry

50:21.080 --> 50:23.480
Yes, if the athletic secretary resigned

50:24.520 --> 50:30.040
Yes, the athletic secretary was she i don't was she on this one or last

50:30.600 --> 50:35.240
Bottom at the bottom. Yep. Yes. Yes. She resigned. Yep

50:37.000 --> 50:39.000
Yep, way at the bottom. She's like the

50:40.120 --> 50:42.120
Fifth one from the bottom

50:44.280 --> 50:49.560
Okay, so i'm just gonna say that's hopefully that current you can hear this. This is really clunky

50:49.960 --> 50:51.240
This is like

50:51.240 --> 50:55.880
Um, you all know that I actually would like administration to lead

50:56.440 --> 51:00.200
But you have to lead us you have to tell us what's going on

51:00.760 --> 51:06.360
I'll just leave it at that read through documents and and try to read between the lines

51:06.600 --> 51:10.280
I would just appreciate being told what's going on in the disparate

51:10.840 --> 51:14.360
So that's what we could work towards. Thank you

51:15.720 --> 51:17.720
Carol did you have something?

51:17.880 --> 51:20.440
I'm a full concern about maryll's school

51:21.400 --> 51:23.240
as there are

51:23.240 --> 51:27.880
1 2 3 4 5 6 7

51:29.640 --> 51:31.480
8

51:31.480 --> 51:33.480
resignations

51:33.880 --> 51:35.880
Is there anybody left there is

51:36.040 --> 51:40.280
Um, I think the biggest problem with maryll is there's been so much talk about closing maryll

51:40.760 --> 51:44.760
And so people start looking because everyone wants to make sure they have a job

51:44.840 --> 51:49.160
And this is the prime time for educators to go looking for another job

51:49.480 --> 51:53.800
So I think sometimes we're our own worst enemies while we're in the process of making decisions

51:54.200 --> 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

52:01.880 --> 52:03.880
however, we do have

52:03.880 --> 52:07.640
Dr. Schroeder Schroeder who is on board and

52:08.520 --> 52:14.600
actively looking at the openings and recruiting to ensure staffing for the upcoming school year

52:15.400 --> 52:16.920
So

52:16.920 --> 52:18.920
Anybody else

52:19.400 --> 52:24.040
What does ltc do to license me a limited-term contract?

52:24.120 --> 52:28.680
So they don't get this standard professional educator contract that has to go through

52:29.160 --> 52:30.200
um

52:30.200 --> 52:37.640
The non-videal process with the limited-term contracts because they only have a one-year with stipulations license

52:38.120 --> 52:43.720
Their position their role automatically their job ends at the end of the school year

52:44.520 --> 52:50.120
And it's automatically accepted by the board that they resign and then we have the option of rehiring them

52:50.920 --> 52:57.480
Unfortunately, we don't have abundant pools of highly qualified educators to choose from

52:57.880 --> 53:03.000
And so oftentimes we're left with hiring individuals who are in the process

53:03.480 --> 53:08.600
Either because they're going through an alternative pathway to becoming an educator

53:08.920 --> 53:14.280
Um, or it's their first year and they have not gotten their license yet

53:14.280 --> 53:19.960
And so we don't get them a regular contract until they get their license through their institution

53:21.400 --> 53:25.160
Are we doing it plans to help some of these people or encourage

53:27.560 --> 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

53:32.840 --> 53:36.760
Correct and so they're required to get at least six credits

53:37.320 --> 53:40.840
Uh in order to be eligible to get another limited term

53:41.960 --> 53:43.960
Not limited one got another

53:44.360 --> 53:47.640
One year with stipulations license to continue

53:48.360 --> 53:55.000
Teaching and then that's until they finished their program. So there are they are progressing in their program

53:55.080 --> 53:59.640
Otherwise, they're not eligible to receive another one year with steps if they're not making progress

54:00.280 --> 54:02.280
It's a dpi

54:02.280 --> 54:03.560
limitation

54:03.560 --> 54:07.800
Jordan I am concerned about dual language still being filled with

54:09.000 --> 54:10.760
emergency license

54:10.760 --> 54:14.440
Teachers that was one of our big things was we didn't want that

54:15.080 --> 54:21.080
And then I keep watching to see the other openings for dual language to be filled and they are not

54:21.720 --> 54:24.760
And the hecket school still has a way to

54:25.560 --> 54:30.840
Make it instead of having four Spanish speaking teachers only two and so

54:32.360 --> 54:34.280
Fully licensed teachers too

54:34.840 --> 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

54:43.880 --> 54:45.880
teaching children in

54:46.200 --> 54:50.840
The lowest grades that all the research shows that those are our most important years

54:51.400 --> 54:54.680
And so I'm very frustrated that this is where we still are

54:55.320 --> 54:58.280
So Todd is the other elementary school

54:59.320 --> 55:02.280
They have individuals that have been teaching

55:03.000 --> 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

55:11.080 --> 55:12.920
Instructional

55:12.920 --> 55:16.120
setup in one school versus the other to me

55:17.240 --> 55:19.240
That's a lack of consistency, but I

55:20.120 --> 55:20.920
I

55:20.920 --> 55:23.720
Perhaps however, that is not what we have at Todd

55:23.720 --> 55:28.360
And so we will have the two elementary schools with two different systems in one district

55:29.160 --> 55:32.680
Instead of having fully licensed teachers. I don't understand

55:33.160 --> 55:36.600
Well, you're gonna have English award winning teachers

55:37.480 --> 55:39.480
were there and

55:39.480 --> 55:41.480
and we moved them out and

55:42.440 --> 55:48.440
Do a language immersion in and of itself assumes that the kids to be immersed into a language

55:48.840 --> 55:54.360
Not in an all English speaking teacher in an all Spanish speaking teach that was the program we adopted

55:54.760 --> 56:01.640
Was all English all Spanish for part of the day. It is the program we adopted when we adopted the program

56:02.280 --> 56:05.640
That 50 percent was in English 50 percent was in Spanish

56:06.040 --> 56:10.760
And for most of the most of the years that we've done the program

56:11.240 --> 56:15.640
You had a teacher teach in English because there were there were dedicated

56:16.360 --> 56:21.720
There were dedicated subjects taught in English and dedicated subjects taught in Spanish

56:22.120 --> 56:27.960
And so a person who has taught reading in English for 26 years

56:28.840 --> 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

56:37.160 --> 56:41.880
Spanish to be the one that's teaching my child how to read in Spanish. Yes

56:43.320 --> 56:45.320
this

56:45.320 --> 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

56:51.240 --> 56:53.240
um

56:54.120 --> 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

57:01.720 --> 57:03.720
Do I

57:07.560 --> 57:09.560
But I want to understand

57:09.560 --> 57:12.520
No, you're made your point that we're here to

57:15.720 --> 57:17.960
Move it to the AI to the full board

57:18.760 --> 57:23.320
And that's what we're looking for. I love the discussion, but when I can change everything here

57:23.320 --> 57:25.320
The board has already acted on VLI

57:26.520 --> 57:33.480
And he's voted that only fully licensed teachers would be filling dual language positions come

57:33.960 --> 57:36.840
That was what the board decided right

57:37.560 --> 57:41.720
Then we may as well collapse the ELI program because we don't have that either school

57:42.440 --> 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

57:50.040 --> 57:52.040
Anyways

57:52.280 --> 57:54.520
I just want to bring us back to what we're I

57:55.000 --> 57:56.760
I'm not trying to

57:56.760 --> 58:00.760
Shade anything. I just think I want to get respect to our job that we're doing right here right now

58:01.080 --> 58:04.040
And that's to approve this exhibit a to the full board

58:04.840 --> 58:06.840
I'm looking for a motion

58:07.800 --> 58:10.760
Okay, second. Oh, let's say I I

58:12.280 --> 58:14.280
Motion

58:16.440 --> 58:18.280
I wasn't caring. Thank you

58:21.960 --> 58:23.960
Next meeting date will be

58:25.000 --> 58:26.600
August

58:27.560 --> 58:29.560
The fourth I believe

58:29.880 --> 58:34.600
I think it's the fourth it's in the thing the fourth

58:51.880 --> 58:54.920
I can take a five minute break week where we start the next meeting

58:57.080 --> 59:01.400
Thank you. Oh, the recording is still going just so you know

59:03.240 --> 59:05.240
You could I don't care

59:07.480 --> 59:09.480
Other people do

59:15.880 --> 59:18.680
So the HR the manager

59:18.680 --> 59:23.240
The resources operations executive director of pen resources

59:25.960 --> 59:27.960
This person

59:33.800 --> 59:35.800
And I think that it also was

59:40.120 --> 59:46.840
But some of the duties within the assistant superintendent goes to be someone else's duties and so like

59:47.400 --> 59:49.400
Thank you

59:49.400 --> 59:54.040
And for me, you know, it's important to know like what we're showing doing what job was doing

59:56.120 --> 59:58.120
Just like

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

01:00:16.840 --> 01:00:18.840
That's

01:00:32.440 --> 01:00:34.440
Is that

01:00:46.840 --> 01:00:48.840
So

01:00:59.080 --> 01:01:01.080
Yeah

01:01:11.000 --> 01:01:13.000
Okay

01:01:16.840 --> 01:01:18.840
You may want to

01:01:23.240 --> 01:01:25.240
There are changes

01:01:30.360 --> 01:01:32.360
Right

01:01:47.800 --> 01:01:49.800
Me

01:01:51.080 --> 01:01:53.080
Right

01:02:04.520 --> 01:02:06.520
I

01:02:16.840 --> 01:02:26.980
but you haven't spent any money or anything since my I gave three hundred

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

01:02:37.660 --> 01:02:43.540
should probably throw out the one that talks about where you have your money

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

01:02:48.260 --> 01:02:53.020
put that you're at and I got separate help

01:02:53.020 --> 01:02:59.180
you for some time

01:02:59.180 --> 01:03:06.540
all right thanks yeah

01:03:23.020 --> 01:03:38.020
I think that that's being a part of what happens in the numbers.

01:03:38.020 --> 01:03:40.020
We can change this.

01:03:40.020 --> 01:03:46.020
It's focusing on the big things and the things that are important.

01:03:46.020 --> 01:03:52.020
It seems like it should be a process that just works.

01:03:52.020 --> 01:04:00.020
And we don't walk down until some of the pandemic has changed.

01:04:00.020 --> 01:04:02.020
And that's just a moment.

01:04:02.020 --> 01:04:09.020
And that's just a moment.

01:04:09.020 --> 01:04:16.020
How much work?

01:04:16.020 --> 01:04:21.020
I wonder what I do.

01:04:21.020 --> 01:04:28.020
And that's just a moment.

01:04:51.020 --> 01:04:58.020
I don't know.

01:04:58.020 --> 01:05:04.020
Oh, another one from the Sierra home.

01:05:04.020 --> 01:05:05.020
Oh.

01:05:05.020 --> 01:05:14.020
Eric, you need water?

01:05:15.020 --> 01:05:22.020
Yes, I can.

01:05:22.020 --> 01:05:27.020
Okay, we're going to get started then.

01:05:27.020 --> 01:05:33.020
I'm going to call this meeting to order.

01:05:33.020 --> 01:05:34.020
July 7th.

01:05:34.020 --> 01:05:41.020
May we have a whole call please.

01:05:41.020 --> 01:05:43.020
Megan Miller.

01:05:43.020 --> 01:05:45.020
Present.

01:05:45.020 --> 01:05:48.020
Tom Hankins has left the building.

01:05:48.020 --> 01:05:49.020
He'll be back.

01:05:49.020 --> 01:05:50.020
Okay.

01:05:50.020 --> 01:05:54.020
Apparently he'll be back.

01:05:54.020 --> 01:05:56.020
And Joe Andrew.

01:05:56.020 --> 01:05:57.020
I'm present.

01:05:57.020 --> 01:05:58.020
All right.

01:05:58.020 --> 01:05:59.020
So what time is gone?

01:05:59.020 --> 01:06:03.020
Can we just for like fast, like.

01:06:03.020 --> 01:06:07.020
I'll make the motion and maybe in seconds all of them.

01:06:07.020 --> 01:06:13.020
As long as everybody's in favor of the agenda, I.

01:06:13.020 --> 01:06:17.020
Megan.

01:06:17.020 --> 01:06:20.020
Sorry about that. I.

01:06:20.020 --> 01:06:23.020
Approval of the minutes.

01:06:23.020 --> 01:06:25.020
So moved.

01:06:25.020 --> 01:06:30.020
All right. Any public comment?

01:06:30.020 --> 01:06:34.020
No, there are no public comments.

01:06:35.020 --> 01:06:38.020
Okay, so.

01:06:38.020 --> 01:06:40.020
We have.

01:06:40.020 --> 01:06:43.020
Eric and Missy presenting for us tonight.

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.

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.

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.

01:07:04.020 --> 01:07:07.020
And with that being said.

01:07:07.020 --> 01:07:12.020
Can you still hear Megan?

01:07:12.020 --> 01:07:14.020
I can.

01:07:14.020 --> 01:07:16.020
I don't know.

01:07:16.020 --> 01:07:21.020
It's sitting closer to Rachelle so that we can hear.

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.

01:07:37.020 --> 01:07:46.020
Top's here now.

01:07:46.020 --> 01:07:48.020
Sorry.

01:07:48.020 --> 01:07:57.020
You're not the both of that too.

01:07:58.020 --> 01:08:07.020
We're here tonight to present.

01:08:07.020 --> 01:08:10.020
We annually bring this information forward.

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.

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.

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.

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.

01:08:47.020 --> 01:08:50.020
They tell a much more complete story about our district.

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.

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.

01:09:16.020 --> 01:09:21.020
So this next slide.

01:09:21.020 --> 01:09:25.020
What do you guys prefer questions as we go?

01:09:25.020 --> 01:09:29.020
This first question might be better right now.

01:09:29.020 --> 01:09:34.020
So can you explain to some of the new board members what this is?

01:09:34.020 --> 01:09:38.020
What the SSA that I mean, that's the next slide.

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.

01:09:48.020 --> 01:09:49.020
I think it works really well.

01:09:49.020 --> 01:09:51.020
That's an exciting slide.

01:09:51.020 --> 01:09:52.020
Okay.

01:09:52.020 --> 01:09:57.020
So this is just like, as you mentioned, these are the different reports.

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.

01:10:12.020 --> 01:10:15.020
It's through the Every Student Succeeds Act.

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.

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.

01:10:55.020 --> 01:10:58.020
Which is the Individuals with Disabilities Education Act.

01:10:58.020 --> 01:11:03.020
So it's another piece of federal legislation that can give a district a federal identification.

01:11:03.020 --> 01:11:10.020
That identification is an issue to individual schools, but it's issued to districts in total.

01:11:10.020 --> 01:11:18.020
The Racial Disproportionality Report comes out of the Individuals with Disabilities Education Act as well.

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.

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

01:12:06.020 --> 01:12:09.020
subgroups for students with IEPs.

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.

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.

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.

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.

01:12:54.020 --> 01:13:01.020
And that is graduation rates and dropout rates for students with disabilities.

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.

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.

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.

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.

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.

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.

01:14:11.020 --> 01:14:14.020
Big picture, thanks. Yeah, this is helpful.

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.

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.

01:14:39.020 --> 01:14:42.020
Yep.

01:14:43.020 --> 01:14:57.020
Yes, there's no federal reporting around 504s.

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.

01:15:10.020 --> 01:15:14.020
It's covered under the Americans with Disabilities Act.

01:15:15.020 --> 01:15:20.020
Sorry, Carol, it's not education based law either.

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.

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.

01:15:50.020 --> 01:15:53.020
So like I mentioned, every student succeeds act.

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.

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.

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.

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.

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.

01:16:45.020 --> 01:16:50.020
It's not one or two particular subgroups so they no longer tease out individual subgroups.

01:16:50.020 --> 01:16:54.020
It can also be issued if you have overall low graduation rate.

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.

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.

01:17:16.020 --> 01:17:24.020
Yes.

01:17:24.020 --> 01:17:31.020
The next level is a TSI additional targeted support and improvement.

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.

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.

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.

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.

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.

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.

01:18:38.020 --> 01:18:44.020
So it can be any of those groups of students.

01:18:44.020 --> 01:18:52.020
CSI is bottom 5% overall performance among all title one receiving schools.

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.

01:19:04.020 --> 01:19:09.020
Kind of we're receiving schools throughout the country or throughout the state of Wisconsin.

01:19:09.020 --> 01:19:12.020
Uh, statewide.

01:19:12.020 --> 01:19:15.020
Because.

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.

01:19:33.020 --> 01:19:40.020
They approved the plan so Wisconsin submitted their SL plan to the Department of Ed.

01:19:40.020 --> 01:19:43.020
The US Department of Ed approved that plan.

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.

01:20:02.020 --> 01:20:04.020
I'm.

01:20:04.020 --> 01:20:07.020
I'm almost 100% certain on that.

01:20:07.020 --> 01:20:12.020
But I can definitely look into that and circle back around. So.

01:20:12.020 --> 01:20:17.020
That's not being special education specific.

01:20:17.020 --> 01:20:23.020
Typically the monitoring of SSA is come, it comes from the district level.

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.

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.

01:20:43.020 --> 01:20:47.020
So.

01:20:48.020 --> 01:20:55.020
So this chart then this is just our district SSA identifications over time.

01:20:55.020 --> 01:21:03.020
And so you can see that actually as our schools have progressed from.

01:21:04.020 --> 01:21:07.020
2020.

01:21:07.020 --> 01:21:13.020
Which is our 2022 sorry, which is the first year that I started.

01:21:13.020 --> 01:21:18.020
Kind of keeping tabs on this and working to support our buildings after.

01:21:18.020 --> 01:21:21.020
Connecting with people at DPI.

01:21:22.020 --> 01:21:30.020
We have tracked so bullet learning academy has always had a CSI identification.

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.

01:21:37.020 --> 01:21:43.020
They have that identification with that comes a consultant from the department of Ed.

01:21:43.020 --> 01:21:47.020
And so we've been meeting with the DPI consultant.

01:21:48.020 --> 01:21:51.020
And bullet learning academy over the course of time.

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.

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.

01:22:15.020 --> 01:22:20.020
And we've had multiple sites that have had TSI identifications over time.

01:22:20.020 --> 01:22:27.020
Initially we had one school that had an a TSI identification and that was frozen.

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.

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.

01:22:45.020 --> 01:22:51.020
I've met with their leadership team done some really prescribed continues improvement work with them.

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.

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.

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.

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.

01:23:26.020 --> 01:23:31.020
Hackett did join a TSI identification.

01:23:31.020 --> 01:23:37.020
They got that identification last school year for their Hispanic Latin X population.

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.

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.

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.

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.

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.

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.

01:24:36.020 --> 01:24:41.020
The state approves those plans. ATSI doesn't come with a consultant though.

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.

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.

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.

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.

01:25:25.020 --> 01:25:34.020
So any questions about ESSA? I think this would be another good time to pause.

01:25:34.020 --> 01:25:40.020
We're concerned about ATSI. What do they have to do?

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.

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.

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.

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.

01:26:45.020 --> 01:26:53.020
So we have essentially technical assistance. Staff that have been assigned to the district.

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.

01:27:03.020 --> 01:27:13.020
So Liz Panto is a technical assistance personnel from CSA 2. She meets with us regularly.

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.

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.

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.

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.

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.

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.

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.

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

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.

01:29:14.020 --> 01:29:20.020
So.

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.

01:29:31.020 --> 01:29:37.020
This is this is because it gets released in April.

01:29:38.020 --> 01:29:47.020
Yes.

01:29:47.020 --> 01:29:56.020
And Hackett's a particular concern.

01:29:56.020 --> 01:30:00.020
All of those.

01:30:01.020 --> 01:30:06.020
And that's our deal.

01:30:06.020 --> 01:30:13.020
And Robinson also has to stand a good team and also a deal high school.

01:30:13.020 --> 01:30:18.020
Or was it.

01:30:18.020 --> 01:30:24.020
So that's very concerning.

01:30:24.020 --> 01:30:28.020
Yeah.

01:30:28.020 --> 01:30:33.020
So I'm going to go into that a little bit more.

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.

01:30:48.020 --> 01:30:52.020
That was their feedback to us and their concern.

01:30:52.020 --> 01:30:57.020
And so we wanted to, we said, what does our growth data look like?

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.

01:31:08.020 --> 01:31:13.020
We found that students with disabilities are making economic growth that raise comfortable to.

01:31:13.020 --> 01:31:18.020
And in many cases, exceeding their peers with without disabilities.

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.

01:31:28.020 --> 01:31:35.020
In several schools, students with disabilities actually outperformed their peers in both reading and mathematics growth.

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.

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.

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.

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.

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.

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.

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.

01:32:28.020 --> 01:32:34.020
Even while we, while many years are way out below grade level.

01:32:34.020 --> 01:32:35.020
Can I ask about that?

01:32:35.020 --> 01:32:36.020
Yeah.

01:32:36.020 --> 01:32:40.020
Is that from the report cards?

01:32:40.020 --> 01:32:41.020
Yes.

01:32:41.020 --> 01:32:44.020
So it's not really labeled.

01:32:45.020 --> 01:32:48.020
Why are we saying comparison higher lower slightly lower?

01:32:48.020 --> 01:32:55.020
Why isn't there the actual number there to show what the comparisons really are.

01:32:55.020 --> 01:33:02.020
And Robinson nearly double 1.6 means they're really not growing.

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.

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.

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.

01:33:26.020 --> 01:33:31.020
Our kids are just barely, if at all, making academic growth.

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.

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.

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.

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.

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.

01:34:26.020 --> 01:34:30.020
I'm not sure it's an appropriate way to like that data.

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.

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,

01:34:54.020 --> 01:34:59.020
to take the assessments. So I don't know how they're getting that number.

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.

01:35:06.020 --> 01:35:11.020
Cool work there. Gas is not on the list.

01:35:11.020 --> 01:35:18.020
So, and, you know, again, higher, lower, slightly lower.

01:35:18.020 --> 01:35:20.020
I don't know what that means.

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.

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.

01:35:38.020 --> 01:35:43.020
So that's why I went look at it.

01:35:43.020 --> 01:35:46.020
But it's our kids aren't making that.

01:35:46.020 --> 01:35:49.020
We're not doing similar in growth.

01:35:49.020 --> 01:35:53.020
It's just, it's just not really great.

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.

01:36:03.020 --> 01:36:12.020
And I'm just concerned about that, I think.

01:36:12.020 --> 01:36:17.020
So this is the 2425.

01:36:17.020 --> 01:36:25.020
So that Carol, the comparison group is all students.

01:36:25.020 --> 01:36:32.020
Is that correct?

01:36:32.020 --> 01:36:36.020
Well, it's the comparison to students without disabilities.

01:36:36.020 --> 01:36:42.020
So students with disabilities compared to students without disabilities in the building.

01:36:42.020 --> 01:36:43.020
Okay, so.

01:36:43.020 --> 01:36:46.020
And it's only remember elementary.

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.

01:36:52.020 --> 01:36:55.020
Okay, so the Robinson.

01:36:55.020 --> 01:37:00.020
It is 2.2 per the students with disabilities.

01:37:00.020 --> 01:37:05.020
0.9 per students without disabilities for English language arts.

01:37:05.020 --> 01:37:07.020
And for mathematics.

01:37:07.020 --> 01:37:10.020
It's students with disabilities.

01:37:10.020 --> 01:37:13.020
1.6 students without disabilities.

01:37:13.020 --> 01:37:14.020
0.3.

01:37:14.020 --> 01:37:15.020
Correct.

01:37:16.020 --> 01:37:18.020
Oh, Robinson.

01:37:18.020 --> 01:37:20.020
I have them.

01:37:20.020 --> 01:37:21.020
Oh, okay.

01:37:21.020 --> 01:37:22.020
I have them.

01:37:22.020 --> 01:37:23.020
Sure.

01:37:23.020 --> 01:37:28.020
But again, nobody's growing.

01:37:28.020 --> 01:37:29.020
They're.

01:37:29.020 --> 01:37:30.020
At Robinson.

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.

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.

01:37:46.020 --> 01:37:51.020
We definitely need to focus on our elementary platforms.

01:37:51.020 --> 01:37:58.020
And we don't disagree.

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

01:38:08.020 --> 01:38:09.020
are.

01:38:09.020 --> 01:38:15.020
Off that our students without disabilities and that simply not the case.

01:38:15.020 --> 01:38:16.020
So.

01:38:16.020 --> 01:38:18.020
I keep hearing.

01:38:18.020 --> 01:38:19.020
Megan.

01:38:19.020 --> 01:38:21.020
Go ahead.

01:38:21.020 --> 01:38:22.020
Okay.

01:38:22.020 --> 01:38:23.020
Thanks, everybody.

01:38:23.020 --> 01:38:25.020
So, okay, just a couple things.

01:38:25.020 --> 01:38:29.020
I'm not sure if we're looking at.

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.

01:38:38.020 --> 01:38:42.020
And so the way the report card goes right there, there's like the achievement score.

01:38:42.020 --> 01:38:44.020
There's also a growth score.

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.

01:38:56.020 --> 01:38:58.020
I'm sorry, I have to start.

01:38:58.020 --> 01:39:00.020
Their dad is leaving.

01:39:00.020 --> 01:39:01.020
Anyway, sorry.

01:39:01.020 --> 01:39:03.020
So like those outcomes.

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.

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.

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.

01:39:29.020 --> 01:39:30.020
Right. So 100%.

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.

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.

01:39:48.020 --> 01:39:54.020
We're not evaluating necessarily just the students in a one year snapshot of time.

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.

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.

01:40:11.020 --> 01:40:16.020
You know, human people aren't machines, like it's complex. It takes some time.

01:40:16.020 --> 01:40:20.020
So all that just to say, I actually really appreciated this slide.

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.

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.

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.

01:40:49.020 --> 01:40:53.020
Okay, well, this is staffing issue. Is this such a materials issue?

01:40:53.020 --> 01:40:55.020
Like what are the differences so that we can continue to grow?

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.

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.

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.

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.

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.

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.

01:41:35.020 --> 01:41:38.020
So I just want to be really clear because of that narrative piece.

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.

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.

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.

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.

01:42:07.020 --> 01:42:09.020
There's a lot of good stuff here.

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.

01:42:21.020 --> 01:42:24.020
So they don't have a score for students with disabilities.

01:42:24.020 --> 01:42:27.020
Well, it was the same for Merrill.

01:42:27.020 --> 01:42:29.020
I don't know where you guys are.

01:42:29.020 --> 01:42:32.020
I don't know where I was going to score.

01:42:53.020 --> 01:42:56.020
So kind of like what Eric said.

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.

01:43:09.020 --> 01:43:13.020
And our staff perceptions were real.

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.

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.

01:43:28.020 --> 01:43:33.020
Academic progress, but that doesn't mean that our continuous improvement work is finished.

01:43:33.020 --> 01:43:37.020
It means our challenge isn't simply helping students grow.

01:43:37.020 --> 01:43:44.020
It's helping them accelerate the growth while maintaining the positive gains that were received.

01:43:50.020 --> 01:43:55.020
So we're going to move into then the IDEA, LEA determination.

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.

01:44:01.020 --> 01:44:09.020
And so this looks at two primary areas that's broken up into multiple indicators.

01:44:09.020 --> 01:44:12.020
So there's a compliance component to this.

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.

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.

01:44:40.020 --> 01:44:44.020
So we need to pull their data a couple times a year that they pull it.

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%.

01:44:52.020 --> 01:44:56.020
We've never missed the mark in any of our compliance indicators.

01:44:56.020 --> 01:45:03.020
But like we know, the results have been and continue to be less than desirable.

01:45:03.020 --> 01:45:07.020
So the results components really are looking at those graduation rates.

01:45:07.020 --> 01:45:13.020
So again, our students with disabilities graduating in their four or seven year cohorts.

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.

01:45:19.020 --> 01:45:22.020
Math and ELA assessment participation.

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.

01:45:29.020 --> 01:45:34.020
And then math and ELA proficiency and then Ed environments.

01:45:34.020 --> 01:45:38.020
And so Ed environments is a really important one for us.

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.

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,

01:45:56.020 --> 01:46:01.020
at least 80% of their day or more.

01:46:01.020 --> 01:46:06.020
So that's determined by DPI, right?

01:46:06.020 --> 01:46:10.020
So we calculate environmental codes.

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,

01:46:19.020 --> 01:46:23.020
non-disabled peers for at least 80%, they get assigned an A.

01:46:23.020 --> 01:46:25.020
That's their environmental code.

01:46:25.020 --> 01:46:34.020
If they're 79% to 40 or 49, maybe they're a B.

01:46:34.020 --> 01:46:42.020
And if they are below 49%, meaning they're primarily self-contained, they're a C.

01:46:42.020 --> 01:46:44.020
There's also homebound, right?

01:46:44.020 --> 01:46:47.020
So there's D and F. There's a couple other letters.

01:46:47.020 --> 01:46:57.020
So you're getting zinged because you're giving them what their individual needs require.

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,

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.

01:47:13.020 --> 01:47:15.020
Yes, essentially.

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.

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

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.

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,

01:47:55.020 --> 01:48:00.020
it wasn't based always on student needs. Students with disabilities were put together with groups,

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.

01:48:06.020 --> 01:48:08.020
Right.

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.

01:48:14.020 --> 01:48:21.020
And yes, right there, the long time ago, the pendulum was way over here.

01:48:21.020 --> 01:48:28.020
I'm seeing from my perspective that our pendulum has won this way.

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.

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?

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.

01:48:49.020 --> 01:48:50.020
Okay.

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.

01:49:01.020 --> 01:49:04.020
But five year old kindergarten.

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.

01:49:14.020 --> 01:49:16.020
No, that's not.

01:49:16.020 --> 01:49:18.020
No, you don't have that.

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.

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.

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.

01:49:58.020 --> 01:50:01.020
Just the 21%.

01:50:01.020 --> 01:50:09.020
It's of those. So they assign us if we didn't meet their metric zero.

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.

01:50:21.020 --> 01:50:23.020
That was changed.

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?

01:50:33.020 --> 01:50:39.020
Divided by the number of indicators that are in that category.

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.

01:50:50.020 --> 01:50:54.020
The majority of the day is that.

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.

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.

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.

01:51:25.020 --> 01:51:28.020
So if you look up here.

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.

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.

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.

01:51:58.020 --> 01:52:00.020
Yeah, yeah.

01:52:00.020 --> 01:52:05.020
So even if we want to.

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.

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.

01:52:20.020 --> 01:52:24.020
Like daycare setting, you know, because we don't offer that.

01:52:24.020 --> 01:52:29.020
They're coming in for what is considered pull out minutes. So, yeah.

01:52:29.020 --> 01:52:33.020
This is sort of an actual report.

01:52:33.020 --> 01:52:34.020
Yes.

01:52:34.020 --> 01:52:41.020
So the report is in the secure file exchange.

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.

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.

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.

01:53:13.020 --> 01:53:19.020
So Eric, does this mean that we have a problem with students dropping out?

01:53:19.020 --> 01:53:20.020
Yes.

01:53:20.020 --> 01:53:26.020
Students that are identified as having a higher dropout rate.

01:53:26.020 --> 01:53:27.020
Yeah.

01:53:27.020 --> 01:53:35.020
And, and they don't, they don't graduate either within 4 or 7 years.

01:53:36.020 --> 01:53:39.020
Which is great.

01:53:39.020 --> 01:53:43.020
That's like graduation. That's what they call graduation is great.

01:53:43.020 --> 01:53:49.020
So a 12th grade student graduating with their 12th grade class.

01:53:49.020 --> 01:53:54.020
What about our children that can go until 21.

01:53:54.020 --> 01:53:56.020
Does that come against us?

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.

01:54:07.020 --> 01:54:09.020
Yeah.

01:54:09.020 --> 01:54:13.020
The difference between grade and dropout.

01:54:13.020 --> 01:54:14.020
Yeah.

01:54:14.020 --> 01:54:15.020
So grade.

01:54:15.020 --> 01:54:19.020
Exeter is graduation. So graduating on time.

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.

01:54:26.020 --> 01:54:29.020
You graduated with your class of 2026.

01:54:29.020 --> 01:54:34.020
Dropout Exeter is you left our, our system.

01:54:34.020 --> 01:54:38.020
And that is, that can be at like any point.

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.

01:54:45.020 --> 01:54:48.020
We have a very transient population here.

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.

01:54:55.020 --> 01:54:57.020
We get dinged as a district for that.

01:54:57.020 --> 01:54:58.020
Yeah.

01:54:58.020 --> 01:55:03.020
So if we ever indicate that they have left and we,

01:55:03.020 --> 01:55:06.020
it's unknown where they are going next.

01:55:06.020 --> 01:55:10.020
That's considered as 99 at the dropout.

01:55:10.020 --> 01:55:12.020
Yeah.

01:55:13.020 --> 01:55:15.020
Yeah.

01:55:15.020 --> 01:55:18.020
Well, you have some good stuff too.

01:55:18.020 --> 01:55:22.020
All this stuff on the bottom, we get our points for all of that.

01:55:22.020 --> 01:55:23.020
Yeah.

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.

01:55:30.020 --> 01:55:33.020
So we're started that again is with that growth, right?

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.

01:55:38.020 --> 01:55:40.020
In the environment.

01:55:40.020 --> 01:55:48.020
Yeah.

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.

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.

01:56:06.020 --> 01:56:10.020
In fact, it started to, or it has started to lead.

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.

01:56:16.020 --> 01:56:21.020
Um, we've seen for students with disabilities, Todd, it was a good example.

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.

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.

01:56:40.020 --> 01:56:43.020
Um, they've actually started like.

01:56:43.020 --> 01:56:50.020
They're, they're achieving versus, you know, being not exposed to that.

01:56:50.020 --> 01:56:52.020
Instruction in real time.

01:56:53.020 --> 01:56:57.020
What do you, what does this mean at the bottom?

01:56:57.020 --> 01:57:03.020
About self contained pressure is often noticed.

01:57:03.020 --> 01:57:12.020
Oh, yeah.

01:57:12.020 --> 01:57:17.020
So, um,

01:57:17.020 --> 01:57:21.020
the high school tends more than others.

01:57:21.020 --> 01:57:25.020
Uh, grades to oftentimes have, um,

01:57:25.020 --> 01:57:30.020
staff that feel that students with disabilities, they, they question.

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.

01:57:41.020 --> 01:57:47.020
Credit bearing classes versus a modified class.

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.

01:57:57.020 --> 01:58:01.020
And that's at least in my experience, that's pretty typical.

01:58:01.020 --> 01:58:04.020
My previous district was similar to that as well.

01:58:04.020 --> 01:58:06.020
Well, I agree with students.

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.

01:58:15.020 --> 01:58:17.020
How do we show that?

01:58:17.020 --> 01:58:19.020
Um, in, in our.

01:58:19.020 --> 01:58:22.020
Um, reporting the parents, like.

01:58:22.020 --> 01:58:26.020
Do they just have a little grades on the report card?

01:58:26.020 --> 01:58:27.020
Sometimes.

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.

01:58:41.020 --> 01:58:45.020
But that's, that has to be an IP team decision that comes up with that.

01:58:45.020 --> 01:58:48.020
Otherwise, the student is subject to standard grading.

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.

01:58:58.020 --> 01:59:02.020
You couldn't make the opposite.

01:59:02.020 --> 01:59:07.020
The more inclusion is affecting the regular.

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.

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.

01:59:24.020 --> 01:59:26.020
What did you do here?

01:59:26.020 --> 01:59:27.020
Moving.

01:59:27.020 --> 01:59:28.020
It's not.

01:59:28.020 --> 01:59:32.020
It's, it's, uh, where it's now a trade off.

01:59:32.020 --> 01:59:36.020
But we have inclusion increased growth didn't suffer.

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.

01:59:44.020 --> 01:59:48.020
It was just managing behaviors, putting out fires all day long.

01:59:48.020 --> 01:59:51.020
Those scores for those students were a bismal.

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.

01:59:58.020 --> 02:00:01.020
And we're starting to see our students growth come forward.

02:00:01.020 --> 02:00:04.020
So I feel like I can make that argument.

02:00:04.020 --> 02:00:11.020
Now we're talking about creating an alternative school for this to be.

02:00:12.020 --> 02:00:14.020
I'm.

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.

02:00:20.020 --> 02:00:22.020
And I'll turn this.

02:00:22.020 --> 02:00:26.020
Our, our struggling is what I'm hearing.

02:00:26.020 --> 02:00:31.020
Trying to balance all the discussion that kids and the regular kids.

02:00:31.020 --> 02:00:34.020
And, and make that work.

02:00:35.020 --> 02:00:40.020
And you're saying inclusion is working, which is fine.

02:00:40.020 --> 02:00:48.020
But when we look at our regular results, that's not looking so good either.

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.

02:00:55.020 --> 02:01:01.020
Because we need all of our students to be achieving at a higher level.

02:01:02.020 --> 02:01:06.020
And I guess we need to be really looking at that.

02:01:06.020 --> 02:01:08.020
And like, go back to that.

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.

02:01:15.020 --> 02:01:17.020
Like, you know, right?

02:01:17.020 --> 02:01:18.020
Okay.

02:01:18.020 --> 02:01:19.020
Sure.

02:01:19.020 --> 02:01:20.020
And what was it?

02:01:20.020 --> 02:01:21.020
The schools, eight school.

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.

02:01:30.020 --> 02:01:36.020
Teachers are concerned about some of these special ed games in the classrooms.

02:01:36.020 --> 02:01:38.020
I mean, they're pretty high.

02:01:38.020 --> 02:01:43.020
And the word is, we also do a lot with peer educators.

02:01:43.020 --> 02:01:46.020
And a lot of peer educators are out there.

02:01:46.020 --> 02:01:51.020
And I'm not sure I know how all that works either in terms of.

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,

02:01:59.020 --> 02:02:03.020
but the classroom, the entire classroom.

02:02:03.020 --> 02:02:04.020
They can't.

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.

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,

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.

02:02:35.020 --> 02:02:38.020
That would be an equity self contained classroom again.

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.

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.

02:03:11.020 --> 02:03:15.020
So I think we're, we're very much at the very beginning stages of that.

02:03:15.020 --> 02:03:17.020
That's why.

02:03:17.020 --> 02:03:18.020
Is that right?

02:03:18.020 --> 02:03:21.020
Is Dr. Gordon still there?

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.

02:03:28.020 --> 02:03:31.020
Yeah, the purpose would be not.

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.

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.

02:04:03.020 --> 02:04:05.020
Thank you.

02:04:06.020 --> 02:04:13.020
We have students that are identified as you read.

02:04:13.020 --> 02:04:14.020
What happens?

02:04:14.020 --> 02:04:19.020
I have 18 creates programming that needs to be identified in the plan.

02:04:19.020 --> 02:04:23.020
I think that the evaluation is really done.

02:04:23.020 --> 02:04:30.020
I think it's because we have, as opposed to what we used to have.

02:04:31.020 --> 02:04:41.020
Oh, that information is all covered for you.

02:04:41.020 --> 02:04:46.020
Is that, you know, when we stop making the program, would we stop identify?

02:04:46.020 --> 02:04:48.020
Absolutely not.

02:04:51.020 --> 02:04:52.020
That's by law, right?

02:04:52.020 --> 02:04:57.020
I guess there's an idea that it would say we have to.

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.

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.

02:05:14.020 --> 02:05:20.020
It occurs. It just occurs in their home school versus sending them to one site.

02:05:20.020 --> 02:05:22.020
I will say.

02:05:22.020 --> 02:05:27.020
When Todd had that program, it was very hard to staff. And for many years.

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.

02:05:38.020 --> 02:05:43.020
That was unfortunate.

02:05:43.020 --> 02:05:46.020
I'm sorry, go ahead.

02:05:47.020 --> 02:05:52.020
So the next one, then, is the discipline and equity or the racial dispro report.

02:05:52.020 --> 02:05:57.020
So this comes out of the Individuals with Disabilities Education Act. Again, this is.

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.

02:06:06.020 --> 02:06:11.020
More restrictive educational placements or higher rates of suspension and expulsion.

02:06:11.020 --> 02:06:15.020
And the goal is to ensure equitable treatment and access for all students.

02:06:16.020 --> 02:06:25.020
So we do not have significant disproportionality identified for our district in any of those areas.

02:06:25.020 --> 02:06:34.020
So we're not disproportionately identifying a particular race group for special education.

02:06:34.020 --> 02:06:41.020
We're not disproportionately identifying a particular race group in a specific disability category,

02:06:41.020 --> 02:06:54.020
or are we disproportionately putting one racial or ethnic group in a certain placement or environment.

02:06:54.020 --> 02:06:58.020
We do, though, have some discrepancy that's been identified with our discipline.

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.

02:07:07.020 --> 02:07:12.020
Students with disabilities tend to have higher levels of out-of-school removals.

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.

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?

02:07:37.020 --> 02:07:38.020
You must.

02:07:38.020 --> 02:07:39.020
Yes.

02:07:39.020 --> 02:07:40.020
Yes.

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.

02:07:51.020 --> 02:07:56.020
These things happening so that we don't have to go to manifestation.

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.

02:08:10.020 --> 02:08:14.020
So are they needed new students also?

02:08:14.020 --> 02:08:15.020
I don't say so.

02:08:15.020 --> 02:08:16.020
Not necessarily.

02:08:16.020 --> 02:08:25.020
So we have students with disabilities experiencing a lot more behavior issues.

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.

02:08:37.020 --> 02:08:41.020
So compared to other students with disabilities.

02:08:42.020 --> 02:08:50.020
We can I can look into that.

02:08:50.020 --> 02:08:52.020
I don't have it off the top of my head.

02:08:52.020 --> 02:08:54.020
Yeah.

02:08:54.020 --> 02:08:55.020
Yeah.

02:08:55.020 --> 02:09:00.020
Stay level and students with disabilities.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

02:11:52.020 --> 02:11:55.020
How many students were involved in this?

02:11:55.020 --> 02:11:56.020
31.

02:11:56.020 --> 02:11:57.020
Yep.

02:11:57.020 --> 02:11:58.020
There's seven.

02:11:58.020 --> 02:11:59.020
Okay.

02:11:59.020 --> 02:12:02.020
The top line on there says in total 31 students.

02:12:02.020 --> 02:12:03.020
31.

02:12:03.020 --> 02:12:04.020
Yep.

02:12:04.020 --> 02:12:05.020
That's that one.

02:12:06.020 --> 02:12:07.020
That's a targeted group.

02:12:07.020 --> 02:12:08.020
Yeah.

02:12:08.020 --> 02:12:10.020
When you chose these students, you said, all right, these are the kids.

02:12:10.020 --> 02:12:13.020
We're going to do this intervention with.

02:12:13.020 --> 02:12:14.020
Yep.

02:12:14.020 --> 02:12:16.020
Because of their chronic absenteeism.

02:12:16.020 --> 02:12:17.020
Yeah.

02:12:17.020 --> 02:12:19.020
Because they were identified by.

02:12:19.020 --> 02:12:23.020
Again, I guess my question came from who demonstrated improvement.

02:12:23.020 --> 02:12:25.020
What about the ones who did show improvement?

02:12:25.020 --> 02:12:27.020
It's the first sentence.

02:12:27.020 --> 02:12:29.020
It's the percentage that demonstrate.

02:12:29.020 --> 02:12:30.020
Yeah.

02:12:30.020 --> 02:12:31.020
The wording through.

02:12:31.020 --> 02:12:32.020
Oh, thank you.

02:12:32.020 --> 02:12:33.020
Yeah.

02:12:34.020 --> 02:12:36.020
Are we expanding the cohort?

02:12:36.020 --> 02:12:41.020
So the intent is for the memorial to the intent.

02:12:41.020 --> 02:12:45.020
It was also for Blaine and Kenny, but they are going to look into.

02:12:45.020 --> 02:12:48.020
I don't know what that looks like right now with the LA being at.

02:12:48.020 --> 02:12:50.020
The high school.

02:12:50.020 --> 02:12:54.020
If that'll stay separate or that'll just become one cohort.

02:12:54.020 --> 02:12:55.020
We haven't figured that part out yet.

02:12:56.020 --> 02:12:57.020
Yeah.

02:12:57.020 --> 02:12:58.020
Yeah.

02:12:58.020 --> 02:12:59.020
Yeah.

02:12:59.020 --> 02:13:00.020
Yeah.

02:13:00.020 --> 02:13:01.020
Yeah.

02:13:01.020 --> 02:13:02.020
Yeah.

02:13:02.020 --> 02:13:03.020
Yeah.

02:13:03.020 --> 02:13:04.020
Yeah.

02:13:04.020 --> 02:13:05.020
Yeah.

02:13:05.020 --> 02:13:06.020
Yeah.

02:13:06.020 --> 02:13:07.020
I mean, that's.

02:13:07.020 --> 02:13:09.020
That's huge stuff right there.

02:13:09.020 --> 02:13:10.020
Life changing.

02:13:10.020 --> 02:13:11.020
Yes.

02:13:11.020 --> 02:13:14.020
And it's the, the staff are really proud.

02:13:14.020 --> 02:13:16.020
And they're the ones that, I mean, they're the ones that did it.

02:13:16.020 --> 02:13:19.020
They engaged in professional learning throughout the course of the year.

02:13:20.020 --> 02:13:25.020
They engaged in some coaching meetings with the staff from the transition improvement grant.

02:13:25.020 --> 02:13:28.020
And they're the ones that.

02:13:28.020 --> 02:13:33.020
Did the delivered the intervention and they tracked the data and.

02:13:33.020 --> 02:13:34.020
So.

02:13:34.020 --> 02:13:35.020
Yeah.

02:13:35.020 --> 02:13:39.020
So that's like 20, 20 plus students.

02:13:39.020 --> 02:13:45.020
That decreased disciplinary referrals, decreased suspension.

02:13:46.020 --> 02:13:49.020
17 kids improve their attendance.

02:13:49.020 --> 02:13:57.020
That's huge for those kids.

02:13:57.020 --> 02:13:59.020
And so then this slide is the LAs.

02:13:59.020 --> 02:14:03.020
So BLA had seven students in their cohort.

02:14:03.020 --> 02:14:07.020
And they, you know, improved attendance.

02:14:07.020 --> 02:14:10.020
Not what they were hoping for by any means.

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.

02:14:21.020 --> 02:14:22.020
So.

02:14:22.020 --> 02:14:23.020
It's curious.

02:14:23.020 --> 02:14:24.020
Is there a.

02:14:24.020 --> 02:14:29.020
Did they give you the non any group of tenants by.

02:14:29.020 --> 02:14:33.020
You know, 20% or 10% or.

02:14:34.020 --> 02:14:37.020
Decreases from their.

02:14:37.020 --> 02:14:45.020
In terms of.

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.

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.

02:15:09.020 --> 02:15:11.020
So, yep.

02:15:11.020 --> 02:15:12.020
Yeah.

02:15:12.020 --> 02:15:16.020
I would encourage you guys to continue to kind of.

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.

02:15:27.020 --> 02:15:31.020
And it's like three or four or, or some number.

02:15:31.020 --> 02:15:39.020
One like that.

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.

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.

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.

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.

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.

02:16:46.020 --> 02:16:51.020
And so they did some work around their child outcomes.

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.

02:17:00.020 --> 02:17:02.020
They did work around the preschool environments.

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.

02:17:19.020 --> 02:17:23.020
Does that work for the student does that not work for the student.

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.

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.

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.

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.

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.

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.

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.

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.

02:19:11.020 --> 02:19:18.020
And that was reflected on the earlier slides where we looked at the idea data.

02:19:18.020 --> 02:19:20.020
That's, that's three year olds.

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.

02:19:41.020 --> 02:19:44.020
It was all done with teaching staff.

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.

02:19:56.020 --> 02:19:59.020
Same time that the teaching and learning team presented.

02:20:02.020 --> 02:20:05.020
It used to be on the website, maybe with the transition to the website.

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.

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.

02:20:24.020 --> 02:20:29.020
Spent a lot of time with the four K teachers as well.

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.

02:20:43.020 --> 02:20:47.020
Okay. How do you, how are you measuring that?

02:20:47.020 --> 02:20:51.020
That's through the metric tool that the LTAI uses.

02:20:51.020 --> 02:20:52.020
Okay.

02:20:52.020 --> 02:20:53.020
The benchmarks of quality.

02:20:53.020 --> 02:20:56.020
And we have, what does that mean to the place?

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.

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.

02:21:14.020 --> 02:21:18.020
I'm wondering about family partnerships.

02:21:19.020 --> 02:21:23.020
So is there everything else was.

02:21:23.020 --> 02:21:25.020
Hi, bro.

02:21:25.020 --> 02:21:29.020
You know, is there a reason why family partner was just a struggle?

02:21:29.020 --> 02:21:30.020
It is.

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.

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.

02:21:47.020 --> 02:21:50.020
Yeah.

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.

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.

02:22:20.020 --> 02:22:25.020
It was initiated out of the need to address those federal identifications.

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.

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.

02:22:42.020 --> 02:22:45.020
And so the team has worked.

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.

02:22:52.020 --> 02:22:55.020
So we've been working with our team.

02:22:55.020 --> 02:22:59.020
We took the board goals that.

02:22:59.020 --> 02:23:04.020
That you guys had sat for the district this last year.

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.

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.

02:23:27.020 --> 02:23:32.020
And so we had your strategic priorities, your board priorities listed in there.

02:23:32.020 --> 02:23:36.020
And we've then come up with a math of literacy in the school climate goal.

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.

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.

02:23:57.020 --> 02:24:05.020
To those goals, like the initiative inventory, looking at are the resources we're using working.

02:24:05.020 --> 02:24:13.020
We have too many.

02:24:13.020 --> 02:24:16.020
Any other questions or comments.

02:24:16.020 --> 02:24:18.020
Very far.

02:24:18.020 --> 02:24:20.020
Thank you.

02:24:20.020 --> 02:24:22.020
Yes, Megan.

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.

02:24:28.020 --> 02:24:30.020
It's.

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.

02:24:35.020 --> 02:24:38.020
I think Eric, you were talking about like the separate treating things like that.

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.

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.

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.

02:25:08.020 --> 02:25:13.020
Thank you, Eric and missing and appreciate our hard work.

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.

02:25:20.020 --> 02:25:27.020
So, um, then our next meeting is going to be.

02:25:28.020 --> 02:25:31.020
August 4th.

02:25:31.020 --> 02:25:33.020
August 4th.

02:25:33.020 --> 02:25:35.020
26th.

02:25:35.020 --> 02:25:40.020
534 immediately following the business operations.

02:25:40.020 --> 02:25:43.020
And each are committing whichever is later.

02:25:43.020 --> 02:25:45.020
You have a motion for adjournment.

02:25:45.020 --> 02:25:47.020
So before you before you.

02:25:47.020 --> 02:25:48.020
Yes.

02:25:49.020 --> 02:25:51.020
Our committee was discussing informally.

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.

02:25:57.020 --> 02:25:58.020
Yes.

02:25:58.020 --> 02:26:00.020
We sometimes feel like that was pressure on us too.

02:26:00.020 --> 02:26:02.020
Oh, just so we're all.

02:26:02.020 --> 02:26:03.020
I want to just.

02:26:03.020 --> 02:26:04.020
Not at all.

02:26:04.020 --> 02:26:05.020
No.

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.

02:26:15.020 --> 02:26:19.020
We're all planning on being part of your meeting anyway.

02:26:19.020 --> 02:26:21.020
And so there's no need for it.

02:26:21.020 --> 02:26:23.020
You guys don't need to hurry at all.

02:26:23.020 --> 02:26:24.020
I'm sorry.

02:26:24.020 --> 02:26:25.020
No, no.

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.

02:26:28.020 --> 02:26:29.020
I call it retreat.

02:26:29.020 --> 02:26:30.020
Yeah.

02:26:30.020 --> 02:26:31.020
Not everyone was there.

02:26:31.020 --> 02:26:32.020
Yeah.

02:26:32.020 --> 02:26:33.020
So we're all on the same page.

02:26:33.020 --> 02:26:34.020
No rush.

02:26:34.020 --> 02:26:37.020
Maybe a one hour hour and a half more typical.

02:26:37.020 --> 02:26:38.020
Yeah.

02:26:38.020 --> 02:26:39.020
Right.

02:26:39.020 --> 02:26:40.020
Yeah.

02:26:40.020 --> 02:26:42.020
We'll be here as long as we need to be here.

02:26:43.020 --> 02:26:45.020
We're good at that.

02:26:45.020 --> 02:26:46.020
I know.

02:26:46.020 --> 02:26:47.020
I know.

02:26:47.020 --> 02:26:48.020
Because of this.

02:26:48.020 --> 02:26:49.020
Oh, yeah.

02:26:49.020 --> 02:26:50.020
All right.

02:26:50.020 --> 02:26:55.020
Any other questions, comments, thank you again.

02:26:55.020 --> 02:26:56.020
Anyone?

02:26:56.020 --> 02:26:57.020
Yeah.

02:26:57.020 --> 02:26:58.020
All right.

02:26:58.020 --> 02:27:00.020
We have a lotion for a German.

02:27:00.020 --> 02:27:01.020
Oh, moved.

02:27:01.020 --> 02:27:03.020
And a second.

02:27:03.020 --> 02:27:05.020
Time to go in the second then.

02:27:05.020 --> 02:27:06.020
You did something.

02:27:06.020 --> 02:27:07.020
Absolutely.

02:27:07.020 --> 02:27:09.020
All in favor?

02:27:09.020 --> 02:27:10.020
Bye.

02:27:11.020 --> 02:27:12.020
There you go.

02:27:12.020 --> 02:27:13.020
Thank you so much, everyone.

02:27:13.020 --> 02:27:14.020
I was here.

02:27:14.020 --> 02:27:15.020
Yes.

02:27:15.020 --> 02:27:16.020
Have a great night.

02:27:16.020 --> 02:27:17.020
Yeah.

02:27:17.020 --> 02:27:24.020
Bye.