you there that' be nice as she does that we'll get started this is I'm working on it okay all right we can hear you you though good luck yeah just for uh attendance we need to make sure that it's really you not M okay um hang on well if we got we can hear your voice so that's good as long as we hear one of them so is that okay okay because I'm afraid I'm GNA lose you if I me too much no that's fine that's fine okay okay um this is the Centerville Community School District our mission statement is that all students will learn well become lifelong Learners and contribute positively to Society tonight we're having regular board meeting we're going to talk about that in a minute um March 18th 2024 at 5:30 p.m. the Cal admin office I'd like to go ahead and start with a roll call call the meeting in order and the roll call please Burger is absent Carter is absent heon here here Mo here Thomas here here yep so Carol we're glad you're able to call in tonight hope everything's going well with your family thank you yeah um I know Derek's said a a a conference from work and Tim had some family things that came up at the last minute tonight so he's he's also helping some family out right now um so I appreciate everybody being here in person so we have a for in person that is kind of important U like to welcome visitors and uh I know we have some suit presentation tonight that's awesome I am going to read our U statement for public comments before we we get into anything so this is her board protocol for before we go into the public form we'd like to welcome we'd like to remind all students I'm sorry I'm going to start over we'd like to remind all speakers that while this is an open form for any issue praise concern the board does expect all speakers to maintain a syil tone and refering to profanity raising their voices or making statements that are threatening or harassing towards others any speaker creates a distruption may be asked to leave the me we also want to remind all speakers that any comments that may be made during a public comments are done so at the risk of the person making a comment and that the district will not be responsible for defamatory potential defamatory statements which may be made about a particular person if the is the board's practice not to engage or respond to speakers during the public comment session regardless of the topic or concern the board wishes to further discuss or address an item or concern raise a public comment will do so by establishing item agenda the future board meeting or delegating their responsibility to the administration to address the issue with that are there anybody who would like to speak to the board in the public forum seeing none we'll close the public form and move on to approving the agenda motion to approve second Mot second approve the agend all in favor signify by saying I I I all opposed thank you I I okay we got you uh there is no old business we'll move on to new business with student presentations so we have a couple girls that are going to be in the all state speech um got Jennifer SMY and Taylor Martin we're going to do this kind of Jennifer is in spontaneous speaking which she draws what she's going to talk about and then she works on it for a little bit so we're going to have Jennifer draw then Taylor is going to do her speech and then we'll have Jennifer okay okay there you go thanks you only get one I get to look at oh you get to look at all of them okay all right Miss Taylor before your tlor going to be doing PR where do you want me to stand at usually stand right SHO right here this way all right wait no three three all right okay in the bra of My Dreams by Kathy Lee Phillips we go over girlhood puberty and its greatest foe finding the right bra the ma school girls restroom was packed with fourth graders watching up after morning recess when Betsy Fowler's shrill voice rang out above the chatter well look at this my bra strap just won't stay in place an uneasy silence enveloped the girl's restroom Betsy shoved a very obvious white strap underneath the shoulder of her sleeveless pink and white polka dot dress and smiled smugly I hated her at that moment needless to say the rest of the day was a blur I wanted a bra in the worst way and by the time the final bell rang it was an obsession as the bus stopped I jumped off and raced up the driveway I blurted Betsy Fowler has a bra and I just got to get one Mama took one step back before muttering you don't need a bra horrified I didn't what any other normal fourth grade child would do I nagged I pestered I whined I accused my mother of not loving me I brooded and sulked I was obnoxious in Brady when I climbed into a bed on Thursday night my baged mother surrendered I will pick you up after school tomorrow and we will go to town and buy you a trainer a trainer I began to worry a trainer what was a trainer was it a bra if so was it Lacy and white did it have a pink flower on the front and furthermore was I ready for a trainer I didn't know training was involved in this particular growth process didn't the contents of a bra just grow naturally what was I supposed to train them to do and what if I trained them wrong after all I was only 9 years old without realizing it I could just figure myself for Life Training this was a lot of responsibility to place on a fourth grader I hardly slept at all true to her word mama was waiting for me on the final School B rang my stomach hurt and I was afraid I would throw up long before we walked into kesler's inside we met a tall lady with gray hair and Tiny glasses perched on the end of her nose we've come to purchase a bra Mama announced over the top of her glasses the grayhair lady looked at me I think we need a trainer she said she walked toward a rack holding small pastel boxes she opened a blue box and held up a trainer my stomach relaxed and I began to bre normally it was a bra and it was perfect it was a brilliant white lace decorated the bottom and to my delight a petite pink flower sat front and center trainer or not it was the bra of my dreams surely Betsy Fowler had not a finer bra we'll take it Mama announced I left the store without saying a word but as I walked toward the door I was sure everyone was staring at me fully aware that a bra rested inside my brown shoing B bag Monday morning came I awoke before the alarm sounded my dress had been carefully chosen pale yellow tulps on a blue background it was sleeveless of course thus allowing my bra strap to make an appearance at a strategic moment during the school day climbing aboard the school bus I felt like a true woman of the world arithmetic was my first class that day the teacher called my name Kathy could you come up to the board and show us to work this problem I walked slowly to the front of the room selected a piece of chalk and lifted my arm to write the numbers out the Blackboard as I did the bra lurched upward it climbed toward my throat twisting and pinching as it moved had some Demon intent on ruining my life gained control of this innocent garment the bra kept crawling higher and higher until it seemed ready to shoot through the neck of my dress I was sure everyone in the class could see an abnormal wrinkle crisscrossing my my chest holding me in its tight grip the wicked combination of elastic and Lace threatened my dignity and bound my upper chest until I could barely breathe excusing myself quickly I ran to the bathroom I was no longer interested in showing my strap to Betsy Fowler and the other girls in my fourth grade class I was interested in pure basic survival as I trik the bra back into place what could I do if this cursed object I had no purse I could have just stuff it into one of my books there was no alternative I had to wear the horrible Contraption until the end of the day I could do it I told myself as long as I didn't move my arms thus I spent the rest of the day walking like a short robot programmed to keep my arms glued tightly to my side I stepped off the bus that afternoon completely defeated walking silently to my room I removed the cursed garment and stuff in the back corner of my dresser drawer I prayed I would never see it again Mama never mentioned the bra again neither did I I have worn many bras since that horrible day at mad school so long ago I have worn cross your hearts two hookers back hookers and front hookers I have worn sports bras strapless bras and bras with Freight straps held together with a few strategically placed safety pins I've worn white bras black bras and once on a dare a leopard skin bra occasionally I still wear a bra with a tiny pink flower on the front well board any comments well thank you they're all afraid I will say this I'm not going to address the subject man other than the intent of the story I had a Boston once told me better be careful what you asked for you might just get it because that's kind of what happened right oh yeah absolutely you did a wonderful job on delivery you had great voice inflection and you were very entertaining in the presentation thank you so thank you definitely an all state worthy performance definitely what is the biggest issue for students in schools today I believe that the answer to this question is a lack of administrative presence directly in the school I have three main points to back this up and they are the mental health of students the lack of connection between students and administration and leading to student misconduct the mental health students I do believe that this is very important as I am a student in a high school I think that mental healthy students is completely overlooked a lot of times not just in our school in no way it's this personal but it's in schools all over the Midwest all over the country I think it is great that many things have been tried to been done to make mental health better but how can Administration know what needs to be done if they are not directly in the schools experiencing it how can you know what a student may be struggling with if you don't know the student's name how can you know these things these are things that an administrator needs to be in the school they need to be seeing these students and they need to know what they are struggling with in all across age cave through Trump all of them this leads to a lack of connection between students and administration I do believe that students should see Administration as authorative figures but I don't think at any age level they should ever be intimidated by them especially in a community that struggles with poverty and rough home lives they should see administrators as somebody that they can come to somebody who is safe and somebody who will help them in a time of need if they are intimidated by you there's almost no way that that students ever going to feel comfortable to come to you and they will continue to struggle alone which will lead to poor mental health poor sports um performance and poor academic performance all which reflects our school this all leads to student misconduct especially in the older levels if a student is not close with a administrator if a student doesn't see the admin in the building often in a certain area often they're going to know what they can get away with and they're going to do it I know so many kids who misconduct every day they do stuff they should not be doing but they know they can get away with it because there's only one to two people that are there that are there that can punish them or check what is happening if students have a proper commun a proper connection with admin they may behave better because as for me personally if I have a connection with somebody rather than just seeing them as authored figure I'm going to be a lot less likely to misbehave because I don't want them to give me that disappointed face but like all issues I do have a possible solution one of the easiest Solutions I think Simply Having more administrators would help a lot like I said one to two people cannot oversee an entire School body in any way shape or form I just wish that one day we can see in schools all across America that administrative presence is more direct in schools and that we can see administrators see administrators build a connection with students thank [Applause] you okay did that not line up perfectly with so I've shared some of the legislative concerns that have come up this year of where the legislature was pushing the five% of administrative costs or non-teaching costs and thinking about um you know here we have from students saying I we need more of those people to help us out with this I think that's that is super timely right now know the state's trying to limit how much you can spend on Administration so like and that counts secretaries and some of those other positions in this so great timing on that great timing you can Lobby for us 3 minutes she came up all that you both did a great job very people get to go to all states congratulations that speaks well of you and our school district so nice job yeah for just having that for a short period of time was very well constructed for just doing something off the yeah I'm taught how to I was told to format them the same way I would an essay for Mrs Phil's class so that's what I go off of You by a chance going to go into law school are you no no I was debating it for a little while but that's a lot of schooling well you're able to to form some logic an arguments very quickly so that would be a useful skill are you both going to do something that uses your speaking skill I hope because you both have wonderful speaking yeah kind of I mean I'm wanting to go into nursing more but you have to be able to talk to people yeah definitely it's a big deal like news news yeah that would definitely require good deals yeah and you're doing some of that I think with the Ping with the pitch that's great great job when is All State can you kind of give us the sco that is it is Monday right yeah 2th Monday yep and going to be at you and I and so you go out there and I'll just be on campus y Yeah so basically there's like sections of people that are all doing either the same thing as us or similar things and you stay there for the section you perform and then you get your critics and it's just it should be a good experience do you get a rating or do you just get um I don't think it's not really ating you just get like critic and then everyone gets a medal so well I mean you deserve it to be there but it's only like one of the kids in speech so when you say everybody gets a medal you're still the elite of the elite 500 out of out of like 9,000 that we should be really proud to have two especially two are going to represent us as well as you two are going to thank you well good luck on the uh on your Ventures up there so you'll get a completely different subject you you will never even um so what they do is they give me like topics but they're very vague like school safety will be one of them and like they're very vague topics that you are just expected to know stuff about and so then you draw it and you get more specific like nuclear nonproliferation or something like that yeah yeah honestly there's a lot about China and missiles and I really know nothing about literally that worked out yes feel it I read off the paper that can be tell that is very and you had great inflection with it too I mean you kind of a comedy piece where you you knew the right times to pause and the right times to emphasize to really get the the effect out of it thank you if you read the news like that people will watch thank you girls so much for coming in tonight all right thank you very much our third one asked for a rain check okay we can do that we do that good night thank you you all right that was very entertaining yeah so okay always love to have student presentation so move on to Item B approve the keyless entry upgrade project this is a bunch of money yes so this is um with our new camera system because we had to make the change from the company that we had been using cameras from the entry buttons that we have now don't line up with the new camera system and if we attached them to the new camera system we wouldn't be able to use the federal funds through the governor safety Grant to be able to buy the cameras so um this allows us to put our entire system on the AIS on the AIS because yeah there's two companies one company access one company access that gets me but is it IP yeah where like the police department can see in um to see all the different cameras and this puts it all on one system that way um um the high school project money uh the technology budget will cover a portion of it um we're hoping to revise some of our governor safety Grant um stuff to possibly cover part of the rest and then we have some tech some technology budget that we're planning to use for the rest of that but this will put us all on one system and none of the dawa um cameras will be on campus anywhere as those are on the forbidden list now is this just the the what basically like what's there now or is this remote like the key fob access it key fob access key card um also we did for PIN numbers which that would be probably very few use people using that um it's also like the buzz in system as well so it's all that and it'll be connected in with our camera system so the neat thing about this system this is with this we'll have the exact system that I used in my previous district and you can even from the from your camera system so the secretary will be able to have it up on their computer screen rather than a separate little tablet there they'll be able to click on the camera that has a door attached to it and tell it to open that door uh rather than having to have the little tablet down here in addition to what they've got and it'll be all one integrated system and when we do camera views so we're talking about putting screens up in each of the offices so that they can monitor different views our secretar will be able to monitor each of the entrances that have the um the badge in um so that they'll be able to actually see all entrances at all times on their big screen in front of them and usually you've got enough space to do a couple hotpots too because it'll it'll be kind of similar to what you're seeing up there right now where you can have little I don't know outlets for each camera so you set up your entry ws and then maybe three or four hallways that are usually kind of the tougher ones so there's some additional monitoring that can happen throughout the day so you said ke card yeah so I mean every staff M using the card navigate into the front door and then with the key lock change they only have the key to their room so they just go through we'll use the same cards we'll just take over the new system cards are completely separate than DOA so Universal but this is not to classrooms this is all there there's no camera in classrooms except for like the gym the the locks uh no not the classroom lock just the external door lock we have yeah I think there's maybe a couple additional ones in what we have or like the high school has some I know we had a couple additional at L one more additional at preschool um and and part of that like the preschool one for example am I right in remembering it's the one right off the playground so like right now they have to um hopefully not prop but they have to do something that gets them back in that door coming off of recess but now they'll be able to badge in coming off of recess um and maintain Safety and Security but still not have to trade kids all the way around so right right now there's two like you two at Middle School two at high school and one in preschool so well like the the monitor the video monitor for the secretaries yeah wait just so there's so there's there's just one with like at preschool there's only one with the camera you're asking how many key entry places key entry or camera entry they're different yeah they're different I guess so like so like like Lake View Lake View has the video monitor the main door yeah and then the one extra on the playground I that's on video CU you have to push the button right and then does are you talking about when they buzz in you can see them yes yeah that's existing just on the front door there is one that there is one on the back side of power that is planning to be moved cuz we don't we're moving away from people entering in that one but um then a high school that's all they have is that right now any I guess I didn't see I made well maybe didn't know how to read this quote but so how many are we talking video buzz in systems at each location similar to what we have now the only thing that we're adding additional to is the actual key cards themselves people can access to get in like staff okay so like did you end up adding the one I'm trying to remember did we add one on the back of the gym with just card access not a video with this yeah we're trying to that one is lock doors will do us no good if somebody CRS it over right it defeats the whole so I would assume that we would have a policy that uh promotes the idea that you're caught propping the door open I would tell you I think our staffs have done a lot better job because we realize the value of that safety the other thing is often times when law enforcement drives through our building they or drives through our um campuses they stop and walk the building and most of the time they stop in the administrator's office and tell us what they find either complimenting it or saying hey you got to tell them when I'm building the truck the door still get shut I mean so I think they've really helped keep that as part of our process I'll say I haven't gotten any calls at midnight that door has been propped open the last six months or so so it's I've gotten a couple pictures text texted to me but we've addressed individuals with that okay motion to approve second we have a motion in a in a second to approve the keyless entry upgrade project all in favor signified by saying I I I all opposed approved thank you I think this will really help approve the proposed fy2 adopted budget summary this is just what you had last week um yeah last week that things changed just want to approve it to go on the paper you know I went through and looked at this lines one two and three are which we're taxing those are the three elements that we're really taxing on from 2023 to 2025 we're averaging a 1.6% increase in property tax that were L that is phenomenally low compared to what the Consumer Price Index is doing so nice job on the budget controls that's a that's a good number when you get asked a question out on the street I saw that and I figured the ma out one point we're average of 1.6 a year very good of what we're taxing people so I mean we're getting a lot more money from the state but that's that's different not a lot okay not enough to keep up with inflation all right motion to approve the proposed fy2 adopted budget summary second we have a motion second to approve the adopted budget summary all in favor signify by saying I I all opposed it passes I guess I should rephrase and say the preponderance of the increase in the money we're getting has coming from the state versus property tax that's probably a better way for the that's better let's talk about board policy 400 series I as I uh was telling a couple people before the meeting 68 is 60 some pages through 200 or so of the 400 series um as I kind of got into the day I had to meet with some parents and some different things that kind of sidetracked me so I think I'll put Julie in charge one day and and work on board policies some more but um what you will find when you get this series this week is the 400 series is very very different uh because it is probably probably the most out ofate uh set we have actually it was kind of funny to read some of the not funny it was terribly sad to read some of the technology regulations technology use for staff um as though I think maybe the internet must have just been invented or something when they wrote These like I don't think social media existed yet so um there's going to be a lot of cross out and a lot of italicize I tried to keep as many of the things in place that were there and cross out parts of sentences and add Parts but I will admit on some of the policies I kind of gave up on that and said just that whole thing is bad here's the whole thing that the state gives um just because so much was so different um so just kind of be prepared and I apologize in advance for how ugly it looks when you get it this week um so we're still going to get it ahead of the first point time that's not going to be an easy week wor case scenario next week's spring break so like nobody else very few people should probably come in my office during that time I would hope and than all right so that was more of an update than all right District data review Julie and the principles sounds like a band Julie and the principl okay I'm gonna try to share and make sure I do this right here okay we're gonna okay um so we just have some student data which I won't go over very much because Lisa shared a little bit of that with you last uh week as well and then um dis achievement data um we um wanted to just bring you up to date on where we are and um some of the scores and things that we have so right now you can see the fiveyear certified enrollment trend is down which you all know um the certified St or certified enrollment is um that red line is the students that are in our resident District that we um count and then the ser students served or served students is the black line and those are the students that we actually instruct every day um and provide their education if you have any questions please stop and ask as we go through um again some of these though you've seen so I don't want to take too much time on them um preschool numbers we um hit a low in 2020 as the whole state did um we went back up a little bit and then we've kind of seen a trend down I think it just kind of is a combo of things um this is only the students that we serve um in U including uh kids world it's because it's our certified enrollment so uh with our Community Partners so you can kind of see where we've been in 2020 is the year that we moved a teacher to Lake View and only have three four-year-old classrooms um which has worked for us so far um our numbers are a little bit more up just from what I'm seeing for kind or for preschool roundups so that's exciting um you can see open enrollment tuition out and in um again the black line is the Open Enrollment that we're tuition out the students that are leaving our district and the red that are coming in and you can see that that Gap is kind of stayed about the same if you really do the math there it's getting a little wider but um lots of different reasons can I I have a question one before the preschool so the preschool is here and then the one at kids world four the foury olds there yep the kids yep kids world foury oldold room um it's like for $ we sign a contract with them that you'll approve okay um and then we pay them each month okay yeah but they count as our I want to ask a question maybe this is Mark I know one of the issues we talked about with open enrollment is that you can you can transfer out and in and out and bounce and out as a parent you can bounce your kid in and out of District multiple times throughout the year there was this legislature doing something they decided not to continue forward with the bill restriction on that anymore and these sorry suppose the concerns around student safety that we were told were heard and understood didn't matter anymore that was probably borderline too political so I'll leave it there and these numbers are from our certified enrollment so from our October 1 data so these numbers could fluctuate I mean we've gotten some in we've gotten some out it's kind of a revolving door now that you can do it whenever you want um but this is just the information that to the state as uh we were trying to do and to speak to that I mean I I hate to say this but I still think it's right to pursue truy even if that means we're going to lose lose kids and money because of the self enrollment thing it's still right to have a standard um I'm just thinking of the the ones do that Miss like 30 days or something like that 30 or 40 days and when you pursue Cy they just go to another District and that that kid is not getting an education right that's little frustrating standard yeah theice doesn't include that so you will not meet everybody's needs right you can strive set yourself a goal but you can't beat yourself up the next slide here is uh the daily attendance and unfortunately this is not as up to date as I would like it to be um this is from our school performance profile which is a a few years behind um with the data that share but this is the last attendance data that I had that's from them um we can run reports and talk to you we can tell you that uh we still fight attendance every day um this also has the Centerville free and reduced lunch as you can see from um like 1920 it has went down and that's due to Like We Believe free lunch um from the federal government parents didn't have to fill out that free introduced form um and so hopefully we'll see a trend up when we get some new data in the next year or two and then the green line is the state free and reduced lunch which you can see they also kind of made a trend down that's the attendance of free and reduced lunch okay yep but I think it's also like attendance in the free and reduced lunch like population changed because we don't have that as correctly identified um so attendance is a huge issue as you can see we've dropped several points and that's something that has been a big priority of ours this year and continues to be a priority as Mr Taylor shared with you last um meeting as well um something that we've been working on as a district is to really look at our uh Vision as a prek-12 and what that means and what that looks like and this is one of the things that I'm really excited um that we do now and continue and will continue um um as you know we've presented a lot of data to you with um fast bridge and um star data and one time the high school used mat data and we've kind of been all over the place but now every second through 12th grader is taking a reading and a math and these are the scores for that the Red Bar on this um graph is the fall score and the gray is the winter score and it just kind of gives us a a you know a tiptoe into what is happening in our system um and then there's also the district percent or the overall percent um you can see that we went down a little bit in some places we went up a little bit so it just kind of gives us an idea of um looking at different grades it is not available for K1 because this is very much a comprehension type based um um test and it is kind of adaptable so like depending on how students do they continue to increase um but it does give us a a a dip in what is happening in each grade level and then as a system so I'm really excited that we have this and that we will be able to continue to look at kids scores as they move through the system and cohorts of kids um and we have found that it's pretty accurate to matching um iio assessments not completely but it does correlate pretty well which is another good thing to predict what what are the what do the numbers represent um the percent of students um proficient so winter is this winter yep these are these years yep so fall would have been September and this would have been January I want to say it was typical for him to go down said winter Windows usually kind of tough as I and the other thing remember how many snow days we had leading up to that so our kids came back we had professional development remember that we had a couple days there then we had a number of snow days like five and we would expect to see a pretty good Rebound in this right that's what I was going to say but the truth is remember these scores are really the screener data so what we're really supposed to do with this data is look at it and say hey those kids that are not proficient what are we going to do to help get them proficient this is not a let's report that to the state and leave it there this is a now that you know who is in trouble towards not meeting the number that we're expecting what are you going to do next now that we just want to keep that in front of you that's the screener work so says now you see a concern how are you going to respond obviously we want to have it at 100 right that's but what 80 80% Mike would be perfect because they say if your data shows 80% then your core instruction the way teachers teach every day in their reading class that is meeting the needs of the majority that 80% so one thing that should show some improvements on our a reading scores would be that we're going to be doing with letters and early literacy uh we did sign on one I believe a positive that's come out of this legislative session is the emphasis on the science of breeding uh we've talked I think briefly with this group either through emails or at the board table about the the breeding warse so over the course of the last half century or so maybe longer than that I don't know um there's been a battle between whole language and bonic instruction where some people are like well you got to give them books they got to get into books and find a love for reading and that's how you teach them how to read and then other people are like no they have to know how to sound out the words to be able to do that well phonic is winning in a big way now which I I think really helps struggling readers I really believe in the phonic part of it and I think a lot of a lot of educators are really starting to get that I kind of hope the pendulum doesn't swing again because I saw whole language in a previous distri well you know my career so then you know where I saw it um and it wasn't good we switched to phonics and started seeing uh progress for kids so I think as we dig deeper into that and get more training in the science of reading for our teachers I think we'll see some improvement on that the Wilson work is very science of reading I was going to say I feel like we are ahe of the game in our district on that actually you guys I I shared with months ago he came in and we were in a classroom and I was the teacher was leaving sick first grade remember that and I said something to one of the kids about um today's word is which which one of these has um a uh these two letters and one of the first graders said well it's kind of multi slabic Mrs scoffield and I said to Mark Taylor when's the last time you heard that come out of a first graders SM but honestly that's the way our kids are talking aren't they Julie Julie brought hegerty to our kindergarten and first grade program and some of the places that we follow online with best practice of reading they speak about the work that we are doing with hegerty and wonders and Foundations and that's so exciting to think that the best recommended practice is exactly what we've been doing in Lake View now for a number of years but it was really um the work of the team when Julie's like our teachers say there's not enough of this so they brought that for so the state has an RFP out right now for early literacy uh curriculum and materials and it's not a at least at this point it has shared with us as that we're going to dictate what you teach or how you teach or what program you use but I would venture to Guess that the ones that end up approved and science of reading based materials are that set of materials that Terry's talking about that's just a matter of having skills built into your staff as you turn over staff as new staff comes in so that they're able to to use that approach for kids so this uh screener is also given in May and so um hopefully in June we'll be a B to update you after we've been able to do that um where we landed in the spring on a reading as well and then we also have it for math it's called a math um and again it's kind of a lot of Concepts um brought into the math world and you can see that um we did see an increase in most of um that across the district and even at the district level um the average there so um lots of great work uh lots of things happening and um I'm just really excited that this is the start of what we can look at K through 12 but really second through 12 but um kind of when they've learned a little bit of what they're doing in K1 and um can and can track that and look at that um and see how things are going as the health of the district um we're doing a lot of interventions and things with math um at Lake F and and working through that some at the middle school so I think that's a positive that the principles are talk about a little bit here so um now excuse me yeah grade six reading and math MH that's sort of the end of Lake View they got the best numbers what do you think grade six is yeah grade six is at I know they are but they're the product of like view yeah at the end of Lake View's career we've seen um we've seen some great things with um that I think it's the momentum of continuing to work through we talked the other day about exciting things of um a few IEP students who've been um met their goals met their goals and so they're exiting out of one goal or the the program in general so I think what we're seeing is the work of um the elementary school is feeding into the middle school and um there's some things that we're working on at the middle school with interventions and things that we're trying to to continue that um to support students the way they are it's just it's a different world um and so it looks a lot of different so we have to adapt and make changes um so I would agree I think that sixth grade um class is the one that we worked so hard last year I did not teachers work so hard last year with the interventions in math and I think that's why you see what you see um a little bit too so I guess I'm I'm trying to process I still don't understand we we come out of into the winter and all the reading went down but we come out in the winter and all the math went up that is like all math went up and all reading went down what I'm going to tell you over the course of the time that we've given bass Bridge we see that every year I mean for the 14 years or the 12 years we've done bass Bridge we that and that's that's what we see Statewide I mean it's not will the the true test comes in May but just like I said this is just a temperature you guys you know you go to the the clinic and your throat hurts they take your temperature look in your throat check your ears this is just a way for us to take the temperature of our kids skills if they're good then we're going to stay solid if not we're going to keep supporting interventions to help develop those skills so that we see that on the St test when you when you you guys mentioned that word a lot interventions yeah is it interventions of I mean as a whole so it interventions on a need to I'm going to tell you about that if I'm button in too soon you tell me but like um so when we got talking about this work I said you know what um this is great and when we always talk about like the summative and the formative formative is I see this today so tomorrow I can plan for this when we get IO assessment test it's summi and I don't mean this disrespectful but it's dead in the water those scores are done what's done is done is done but what we have done with that is we take these these screeners right now so in fifth grade this fall we had 44 students out of 93 and I know this sounds so silly but like you guys saw it one of the skill sets is place value and you're like fifth graders don't know place value so the question would be um if I had I have bags of blocks and I would say um how many blocks do you think are in this bag and the kids would guess and I would say what does the three mean what does the four mean I'm looking to hear three1 4 ons I'm looking to hear um how would you would 38 blocks be more or less how would you know that you know we're kind of working through that but you know what we found out you guys our kids missed second grade math the year Co you know what one of the main topics in Co in second grade math is place value so where did we pick that up we didn't pick it up because we started third grade and we started going we started fourth grade we started going so we had 44 students in the fall that we said okay they need place value so the teachers um work on how many kids they have if they can do it in their room so when they have what we call Mass Center time the kids who got it they go on and do something higher level with the instruction they get then the teacher brings groups of kids back four and five works with them then Jenny Durham our instructional coach comes in tests those kids at the end of that lesson the kids that are done they join the higher level work the kids it aren't we do a second run with so our fifth grade teachers have done place value they've done equal signs they've done um fraction understanding now they've done three interventions this this year to date our fourth graders we have 46 of them we started with number sents again as I sounds silly but it's like you know so many kids aren't necessarily used to Counting one through 10 and then we try to get them to count to 100 then we say things like show me 76 which one of these shows 6 ones you know it's just basic number sense and so our fourth grade teachers have done number sense place value equal sign and the line segmenting our second grade kids we have we're seeing less and less so fifth grade had 44 fourth grade had 46 third grade had 26 because they've had this work now for a couple years and now this year's second graders they are at the um part and the whole it's operations and problem solving and this is further than we've ever gotten in our building with intervention work so we're really excited to see that because we know that it's being done right during the math core class and we know that as we see that then it just makes the next step easier and easier for the kids so um the key thing is what you hear everybody talk about is that um our instructional coach they they are the ones that are making the game changer for us they pull the kids out in the hall they give them the screener they take that data give it to Jenny Jenny shows the teacher leader how to do the intervention then the teachers work on that together in their team meeting then they start the work then Jenny re screams then we talk about who needs retested and so on and so on and so on so it's really been it's really been a game Cher in our data and our kids understanding and um I worked with a group of first graders we had um quite a few of them in um the number sents in first grade and um which is they should be expected of known that from kindergarten and in the beginning you know they it was wasn't crazy to be there but when we get ready to leave and we're telling them good job you know you pass out they're hugging you saying they wish you you know I wish it wasn't over like no you you're glad it's over you're going back to your room to do more fun things with your friends you know but I really think our you know Kate hash our AA consultant says nothing builds kids confidence more than the ability to know they can and so that's what we tried to focus on instead of feeling awkward that you're pulled into a small group we're reminding ourselves that really what we're doing is we're empowering you because now you know you can you know you're not sitting there trying to hide those skills you're like I got it now and we do that with reading in the area of um whole class foundations where all of our kids in second third and fourth grade have whole class foundations so they go for 30 minutes and the teacher in the classroom with the title teacher while that's happening and then the student who are below that come pull out in small groups and they do that during their small group reading centers so but just like Julie said our schedule has really allowed for that and the other thing is we are really blessed with the number of Title One staff we have that respond to that and and so that's one of the things we're trying to work on and build in for next year is how to do that at the middle school to keep that work going too I apologize for not knowing this but your instructional coach is they work with how many classes oh they work with all we have we have three instructional coaches for the whole district and they um work with all the buildings um their their office is in one specific building but they're they go all over um and it's paid through through the teacher leadership um Grant um and so they're full release they don't have a classroom they are totally to help other teachers but I will tell you what they are absolutely amazing and they are like you know when we have a lot going on at Lake View they're all hands on deck when the Middle School's doing something they go help there I mean it is they are a great group of ladies that work well together and prioritize who needs what when and to Mike's Point about the integration to the high school like in math um we use our advisory time and it's kind of a little different I think what our advisory time does it allows teachers to find kids that they need to me your help on and what that does it lets them move faster in class so instead of holding the whole class back because a few kids aren't getting something they're able to keep the pace up and then they're able to pull kids in to their advisory Ty program you use to schedule that we use flexi schedule sorry yeah so that's kind of how we our interventions are kind of individual in that you know our math people do really well I think like Kate H we've had really good luck with our math consultant that's really kind of um got that on board one the things I will say about high school reading is you know high school we don't really teach reading we teach language arts um in this last screening window it was a lot of heavy writing that was that was a lot of writing part of it so a lot of the classroom focuses in their English classes were on the writing part and now we're kind of moving back to more reading some novels some plays and things like that so sorry when I think about high school and we talk about the dropouts and the kids that are having problems does this intervention kind of focus on some of them to try to keep them try to keep TR to keep TR positive because High School is about earning credit and you know we like to teach them skills so they can earn credit feel better about themselves and just you know better kids do more likely they are to come back tomorrow at the middle school are we have an advisory but we don't use it like that our advisory is first thing every morning and we do announcements attendance say the Pledge to the flag and then the remainder of the period spent on social emotional learning like emotional stuff that the kids at the middle school deal with you know how to be respectful responsible they fill out their planners on the beginning of the week and then the end of the week they do a check to make sure they have everything in there and they get so many Live school points and so that's what that's used for um the intervention time is called Power hour and then they all kids also have what's called a guided study where they can work on assignments and stuff but um title one kind of stops after Lake View so we don't have title teachers in our building um so a lot of our core teachers have to do um classwide interventions if they have a specific skill that they're seeing um one of the things we've done with the special ed Department this year because of Kash and the AA support is called numeracy project which um once again the instructional coaches help with that and it's a program where they can drill down do diagnostic testing and figure out exactly what stage and what skills that they need to work on instead of working on all fractions they might just need subtraction of fractions and then they work on those instead of everything so it drills down on specific skills to intervene on um another thing that's different when they hit sixth grade um when we do the a reader screener we also do a fluency test to see um how fluent they are to see if they still have decoding skills and after that then we stop fluency and we only do a reading in seventh and eighth grade because if they're not fluent what we found is a lot of kids may not be reading the words per minute that they should according to Benchmark but they understand what they read they take their time they may have to reread something but they can comprehend what they read so it's more important when they get into secondary that they understand it's not about reading fast it's about can I understand what I just readed and so that kind of switches after sixth grade when they get to the middle school but um I'm excited for next year Terry's got has been visiting with us at the middle school about some ideas for some intervention stuff so um it's it's I'm excited about some of the stuff coming down the road so um I also think that our math scores are showing an improvement due to the fact that we're using a K12 curriculum um we are using illustrative math and that is uh that's been the last probably two and two to three years I would say because we had some Co in there and and a pilot and some things so I think um that you will also continue to see things because it's directly aligned to the core and then those interventions um kind of go with that too so lots of info there an interesting side note on that too we think about that we typically have a fairly High poverty rate in our community what the research will tell us is that you'll often see better performance on math than on in high poverty areas is um and I think there's something to the effect of like it's more concrete math is a more concrete subject um so it's just an interesting thing that kind of bears out in our data and data that I've seen kind of in our GPAA area y y so now we're going to go to building uh specific student achievement and um I'm going to wear my other hat now and talk to you about preschool data um 8es is a early literacy um concept um test assessment uh screener I guess is the word I should look for um and I just given you um the past few years um you can see that in uh I can't see the bottom of my screen but up there the 2021 data we obviously don't have a um uh Blue Line because the state was switching vendor and that was not um ready for us at that time um is why we're missing that piece um but the blue is the fall scores for each year the green is the winter and then the spring um um is the purplish color um you can kind of see that uh we have done some work this year and are already close to where we ended in the spring so I hope we continue to see that growth um we really uh looked at our instruction and how we can better serve our students um with this specific uh information um they're tested on five or six different areas kind of like the K1 is on Fast Bridge it's very similar um to that it's just the early learning skill skills for preschool um so they look at book Concepts they look at rhyming they look at letter sounds they look at um what doesn't belong which is always interesting some vocabulary pieces um some things that are hard for our kiddos at first um because they haven't always been exposed um but we're we learn to kind of help them through that with what they need you stay on that page for a second so there's one thing that I want to call your attention to if you think about this data this is Norm reference meaning that it's based on how other kids their age at that time of year uh test out rather than Criterion reference which would mean here's a set of skills you should get for the year 39% have it now 40% so this is saying kid our kids are coming in well below kind of average um each year and then being raised up each uh each window there through what's happening with our preschool program so I think that's a really interesting piece that's noted and where the state is looking to make a shift to the state report cards they're actually reducing how much growth counts for a school district on what's reported out um so this is why a lot of superintendents in our area are fighting against that um because we do see growth with kids that come in with a lower skill set to begin with um and I think that really is an important piece to call out whether a school is being successful or not yeah uh this is uh just one piece of information we use at the preschool but it's the one that I can report to you the other one that we uh use a lot is what's our gold assessment but it's very individualized and Kids In Color bands and things and something that the teachers use to work to increase these scores but it's definitely very individualized that's the thing about preschool is every kiddo has been exposed to different things and needs different things so um they work really hard to to expose them to different things that they can throughout the day can I another question on that uh Lisa gave us this sheet with all these different abbreviations and that one was I know um I I'm going to have to look it up I don't really but it's for the preschool that's yeah it's a it's an actual a screener assessment is what it is that's all I need to know so when they rolled out the fast test for the elementary they rolled out iges for preschools same okay yeah individual growth and development indicators honestly I don't ever spell that out so I have to look it up every time cuz anybody in the preschool world knows Indies is what that means so there's like you what is it there's like pictures you have to be able to identify there's rhyming pictures rhyming letter sounds and they kind of change throughout the um CU like onset rhyme and then it goes away and it becomes something else so um each year there or each section so fall winter spring there's usually five assessments um what doesn't belong it might be like a toothbrush uh toothpaste and I don't know an apple or something yeah and they have to say which one doesn't belong um just like Concepts that are early literacy early developmental things um so so real real quick in this I'm probably going to answer this myself but like the students that took it in the fall of or spring of 22 uhuh they're done they are considered on the 22 23 no they would be in kindergarten okay yep no these are just very this is one year of data um so they would just be that that year of four-year-old student and this is only the four-year-olds the three-year-olds do not take this yep but these are all to connect it back to that science of reading thing science of reading phonics foundational skills indicators it's early indicators of um how they will be readers and we see that um we see kids we also use the program called countdown that allows that kind of connects to the kindergarten programming and um has really made a big difference I think in what we see kids are able to do any other questions about preschool Okay so so um make few is up all right so um that first one in there again just kind of shows that whole um the fast reading benchmarks and what um we always talk about is you know we hope that all the work we're doing is leading us upwards of that 80% and you know the thing I think that was so disheartening was we saw the co fall and um so Julie said we're excited to see that we're headed back upwards there but um just the piece that we're always mindful of I think that would probably be where we're at on that document um the next one sorry no you're good you guys just follow along because I can't read that far away um the next one there um and I know this is just a little bit different with ours is um because we are one school our school and District data always are the same can you kind of see that on that form so you know that but so this is our grade three this is um the first year that students take the isas in our building they um we do it on the Chromebook just like everyone else does but um the one thing that I think we always try to talk a little bit about is we try to um I always take our data and compare it to the year before compare it to our conference schools compare it to our AA schools and compare it to our state we want to make sure that we're always preparing our kids and looking out there with the vision of can they compete with their colleagues in the South Central conference can they compete with the AA GPAA can they compete with the state um one piece that I get really excited about because we haven't always seen it is um you know when we talk about our resources oftentimes there's a lot of resources financially accounted for to serving our lower performing students and um a few years ago when Ronda was the curriculum director she shared you know like we've got to be mindful that our students who are high performers are um often identified as you know talented and gifted Learners we need to make sure that they're growing too and so we kind of take all three of those areas and look at that and say you know what portion of our students are exceeding the expected number so you can kind of see that in our um third grade data and um I use the same chart just to kind of help show you that same thing with fourth grade um it's the very same way there we see the spring 202 23 compared to Spring 2022 and then down below we kind of check that temperature against what our state level is so to kind of give you some perspective on what you're seeing there's a couple different ways we can look at this isas data right so we can compare apples to apples and we can take a Cort through and see what their level of proficiency is in third grade and fourth grade and fifth grade to get to get an idea of what's happening for that individual group of students or you can do comparisons of third grade every year and so when you're doing that cohort model you're really seeing what does our system do for for a group of kids when you're doing third grade year to year to year to year you're saying what is it that we where are some of the holes uh as we do item analysis we can think about we typically Miss on this type of item every year in this grade so we're able to go back and review whether our curriculum is truly aligned to what we need to do to be successful and those so this is a very uh system look rather than an individual look when you do it this way we take out um we take um so we take our class lists that have each teacher on them so if this was a third grade class or fourth grade is probably a better example we take our fourth graders that have their class list and we highlight if they are proficient or not in Reading first and then in math and we compare that to the year before and and quite honestly we look student for students so we're going to look on there and be like hey Terry was proficient last year but she's not this year then we kind of want to talk about that what's her fast score look like what's her what's her reading scores look like did she get any extra intervention help um did she have a death in her family or divorce in her family was there a traumatic life experience because we do really try to look down through each student to make sure you know I always say the world we live in today our our families can choose any school district and we're all we've got enough around us we want to make sure that we're we're meeting the consumer so if you come in Mike and you're saying he want to talk to you about my child we need to know kind of where your child's at and what resources we're spending time and energy on or what concerns we have and and what we need to do so we tear it down a lot more individually in the classroom with the teachers and our grade level teams so okay I'm sorry I got it I don't know what yellow blue so um the yellow is non-proficient I should have said that in the very beginning light blue is our proficient and the dark blue on the right is our students who exceed that so thank you I should that's okay so there's fourth grade and then um here's fifth grade and you kind of saw the big bump in fifth grade I'll tell you what it was um one of the biggest bumps in the AA schools from us over to the river and that's totally attributed to the work that where we started with our fifth grade in the math intervention work and I couldn't credit it enough it's our classroom teachers that did that work and Jenny Durham and Paige Warren that helped guide that work and Jen Ben the three of them working with our teachers and getting that planned and really get outside of the box it did and it gave and and you know K hash was the one who said here's the map of where to go and so then um we really hit that hard last year in fifth graded and worked with others too but um that is really what has I mean it's just like a recipe now if if you don't score this then we start here and then after this we go to this and then after this we go to this so we feel like we've got a pretty systematic approach to responding to intervention in the building now so there's work to be done there but I'll tell you what I say it all the time our kids work hard our kids are deeply invested um a lot of John Hattie's work says when the kids are doing their own scores they know them better we've got Title One teachers and classroom teachers all over the building that say have you recorded your score yet have you chared your score yet and kids will come out in the hall and tell you what come look at my chart you know and so I feel like everybody's all in down there trying to do what's right for kids and and our kids and families are working hard behind that too um you'll also see that science is represented in fifth grade it's only tested in fifth eth and um 10th grade we just didn't forget it our are Middle School okay so the first chart shows your six grade and um you can see there the colors it listed the light blue is the not proficient proficient and then Advanced and uh so if you put the uh proficient and the advanced together just comparing a little bit to last year like Mark said it's different kids in each of those years but last year um we're down a little bit in La we had it was at uh 66% last year if you add those together 65 math we went up from 50 uh% proficient to 56 overall this year so um kind of mirroring what we're seeing with your fast data the same thing um seventh grade next one um if you look at that one we're down a little bit in ela we went from 63 last year to 60 this year um overall proficient math we went up from 61 to 65% overall and uh so like I said it's nearing the fast stuff eth grade um total together with the proficient and Advance we went down a little bit from 69 to 60 and math from 68 to 67 just slightly um the thing I'm concerned most about in um the eighth grade like Julie said we we only test test 58 and 10 yeah for Science and so your science instruction they do what they call band grades together for assessment and so it they aren't tested till those specific grades but the things are tested over are a band of grade levels up to eighth grade and so we didn't have anybody in the advanced level in science last year and we dropped a little bit so we talked about that um in my building a little bit and the teachers were noticing some of the questions that were being asked versus what they're talking and I'm not sure um from what I'm hearing the teachers say that the alignment of our curriculum is aligned as much to the Iowa assessments as we would like it to be so we're looking at that down the road to see um what we can do about that um we gave Awards last year during our award day for those kids that scored in the advanced level in in literacy and math and science so um I didn't have any awards to give in science cuz no one was in that advanced level so I'm hoping this year when we take those assessments that I'll have be able to give out some advanced level Awards on that day so um questions that's some of how we use the data for Isa um is like how can we look at it as a system and what what things are happening and um science is something that again is it wasn't um necessarily something that's complet I mean it's it's a dip um on Fifth and eighth grade and 10th grade but wasn't looked at at the state but is one of the um proposed changes on the new report card is to add science scores so um we're going to have to start not that science has never not been important but something that we're going to have to look at a little bit more um in depth um and focused on you know it um it's just the time that and the resources that have always been put in um at the state level have always been reach math and really more reading at this point um but I think our district has taken a great initiative in trying to build our math program better yeah well and I I don't our science what I see is good stuff it's more Project based it's not like read about science and me it's a lot of Hands-On um they're at inquiry based they're asking questions and and posing problems and there's a lot of like stuff they put up on the boards and the kids try to think through through things and question things it's not like oh here's what you got to know for the test it's it's not taught that way it's a whole different way of instruction it is and it's conversations that we're just having and um making sure that we're giving the kids the best tools that they have and making sure that um you know what they are assessed on is something that we're covering um to make sure we've had that conversation at the high school level and are going to change some way course course offerings are happening in science as well um so moving in the right direction it's just not been as big of a priority I would say just because it's just not been from the state so um that's something that we're working on in our in our house so next up is high school high school so ninth grade here I have the uh I went with our ninth graders then the state averages and then readings on the left maths on the right um this you know we compare pretty well to the state I think was brought up earlier the um Advan a little behind and that's some things we we've worked on to try to get those move more kids to the advanced level um looking up from that way you I'm good with that 10 we we did add we add the science in um again once again you see we we're pretty close to state where the state's at all all around okay okay and then 11th um 11th math this year was really good or last year was pretty good couple years before we had kind of a low um so I think that's just some of the work our math Department's done some of the alignment they've done they talked to other teachers like I said the AA help um I think the interventions have all played a big part of that um I think the next one is act act this is just a kind of a snapshot of Acts over the years you can see there's a like what is it 10 kids we already had 10 kids take it this year um we will have every Junior Tak it again um at the end of April where we've started a couple years ago doing offered it to every Junior we just think it's a good opportunity for those kids um and we get some good data out of it but that's how we we uh kind of hanging around in there we're not quite back to pre-co numbers yet but we're getting we're working back up toward that and then the last side is I have is just a graduation and I think we do a pretty good job of graduating our kids um I think we have some different path the alternative school you know meets every day right below us it really helps um connect some of those kids to school uh provide them what they kind of need to make sure they can at least you know get a diploma graduate cuz that's pretty important um and again it also is the free and reduced lunch so that many kids that percentage of that population is what they're talking about for the state or versus centero which we're both both of our graduation rates are above the state which is as say when you look at the fact that on the state level uh students on for introduced L lunch graduate 7% less of the time in the state of Iowa our students on frece lunch graduate at a higher rate than students across the state um so that's kind of a neat item to have there and as we continue to add some of those um supports that we talked about like at the last meeting um we can make it where they can still graduate with a higher degree of rigor that you see some of the scores go up along with that continue High graduation so I think that'll that'll be really nice um and again I just want to point out that this data is a little bit older and it's just because the state hasn't released it so I didn't want to I mean I can run reports that kind of get you close but I just to compare apples to apples I wanted to make sure so it is a little behind but that's where the state is it takes him a while make this all one thing that's kind of exciting I know I've been here feels like a lot longer sometimes than newer people but I'm just saying like we are really at a great place right now where we are working as a K12 team like when we sit down and we talk about hiring people or we talk about resources or moving people it is it is like okay the data says this the numbers say this it's feedback it feels so good that we are really trying to span the K12 plan you know and when we talk about interventions like what do you need for your interventions you know or what are you looking at how will that work in your time I mean it just feels like we are just really moving in the right direction as one ship on the I every student takes that hold on second Carol okay yes yes and the other thing is we have we have some Strat two students that are assessed in an alternative way so that would be the other population that's a very small percentage I just didn't want to say go ahead Carol okay um can we back up and look at that act uh data sheet okay um the writing scores are drastically lower than the other areas what are we doing to um address writing in our district at the you know at the higher level high score I think they're not scored not SC the scores are done different so the r score goes from a two to a 12 right um oh gotcha okay cuz I'm thinking my goodness okay yeah and we are Aver between six and seven did you know that I did the average score is between six and seven I knew it was different I just didn't know what so actually if you look at last year's data that's a great score of the see that's why you have to understand the data I'm glad question thanks for out yeah um we are addressing some writing uh we are going to launch a an initiative um next month um called writing Revolution and it's where we introduce uh little Snippets of writing in every content every classroom um which I'm really excited about as well and that will be a K12 initiative um things that we can do in our classroom to help our kids be better writers so it's not just on our Ela folks it's on all of them um and just that we write and everything that we do so just um putting that in so we are addressing it even though our scores are really good too but also that's big part of our PLC work that when we I think we talked maybe again at the table when we did the tamy session maybe about how we at some point about how we'd seen some holes where maybe we weren't hitting certain standards because we thought another grade was hitting a standard so as we've gone through the PLC work the the vertical teams this year we've really worked to identify where those holes are and start to fill them in and start to make sure that we give some accountability for each of those areas to each to the grade levels where it needs to go I'm glad I asked the question yes yeah good question any other questions Honey Creek is offering a writer Workshop yeah do we have any students that might they got to go free too yeah that information off y uh the end of the month it's next weekend or whatever believe it was shared in creative writing class yeah or will be this week I don't know if it was today um yeah so I I don't know that we have any students that are going they were all um invited and um you know the information was sent so I think and they're being told about it yeah I think the hope is eventually uh when it lines up not on spring break do use some of the creative running class to at least when I talked to Delaney about maybe encouraging some of the creative writing kids to go out that and because there's some really cool writing happening in there but well some of our population has gone on a great band trip so yeah good portion of that course is gone on that V Tri Florida right well thank you um if you have any questions or want any more information we will try to bring back those uh fast scores for you in the in like I said probably June because we have all the month of May to take it um so we can bring those back to you then okay you've given us lots of information most of thank you encouraging if not good but you haven't told me what we can do um I think just you always being um so welcoming the idea of what we need I think at this point it's just we need some more time to work through working as a K12 that's not something that has always happened I think looking at curriculums and um one of the things we're looking at is social studies curriculum um because we haven't focused on that because it's not reported to anywhere but it is important that our students have that um access ibility um so I think your willingness to always be like tell us what you need and how we can get there um I I think is what I would say just your support of that is is huge but that's just my opinion so it sounds like the illustrative math move to put the entire District on that is paying off yes that doesn't always work um I would say like in every content because um they're not all streamlined like that I think math is a lot easier to do that because it is so concrete and so sequential we're uh reading and writing um you know we that's something that we'll look at as we go through um but it I don't know that it's always going to work like that that's what I if I remember one of the things that was kind of presented to the board was to replace some and I don't remember which buildings it was some of the math earlier than we would have to get everybody on the same y set of curriculum and that was a lot of money to spend and it looks like that was what paying off yes yes absolutely yeah I think what that was is we replaced math and reading again at the same time instead of doing it in Cycles um so yeah I think that has paid off I think um you know looking at some new curriculums looking at what more of our teachers are teaching with the standards is really important I think the vertical teams that we have done this year K12 um in every content has allowed us to really understand the HS the gaps um and moving Us in the right direction so I think at this time I would say we don't need anything specifically um but just want you to know that we're in the process of working through a lot and our teachers are working really hard to um to do what we're asking of them I think just a tag on the Mike's question I think this is where you're coming from is a month ago when we had our when we as a board did board assessment what are we doing as a board and what are we going to do this year there's two areas of Focus one is student learning the other one is District culture right and I think that's kind of comes from this is right where the two things we as a board need to get better at are those two areas that we're going to work on as the board so one thing that you did I think that did that already just tonight did that was really helpful is when you are asking questions you don't really have an outsider perspective but it's less of in the like in the trenches in the moment perspective and kind of maybe triggers for us okay this might be a good tool to use when talking to a parent about their their kid or this might be something when we're talking about a Student Success with a parent maybe they won't understand that piece right away and we need to be ready to explain that so I think that's when we come and present these things questions are probably one of the really big things that we need uh from you all because for us it starts to become a little common place in every day right so uh you know I go to watch Kevin do stuff with his plane and and and uh for him that's easy he can do that off the top of his head but for me it's like holy cow how does that even work his boys were over at my house this weekend I let him some and he had to fly it too which was a lot of fun you know the one thing I would say though that um just because I have peers that are in this work in other places the one thing you do that I think is maybe goes unnoticed is you trust us and our teachers and that goes a long ways because like when Julie brought Hagerty in we didn't have to vet that through the world to get in here Julie's like here's what we're hearing here's what we're seeing here's the data we got to have kindergart and start doing this 15 minutes a day boom done added it to our block and then we watched the data come when we talk to you about you know there's students with dyslexia and the best practice is this you didn't question whether we had done our late work you were like well if you guys think that's the best then buy it implement it and let us know what we can do next and and the end of the day is it's all good stuff but it's really the delivery that's changing lives and the people who are delivering it closest to us are our teachers and so I just say thanks for that for appreciating and making that work we got a lot of good people doing it I guess I like the bad news as well as the good I can't do anything about the good news I might be able to do something about the bad news so don't be afraid to clue is in yeah okay I think we've done a lot of great conversations this year on things that we can do to tweak and I hope we see the benefit of that and I think the thing we always have to remember and U Mark and I talk a lot about this uh when we do get to talk is like how we want it to be like that and some of these things are going to take a little time to get the momentum in going as as I think we're seeing in the math with what has now been 3 years of K12 instruction is really now starting to pay off and and some of those interventions are happening and things so I think you know it's a slow process um so just keep keep going on the journey with us and to speak to those people one thing that makes me really proud as we've done the vertical work with our with our staff this year is you can get into this and look at data and look at where we're going and and it would be very easy for me to blame the person who taught the grade in front before me and say well Cas if You' have taught I might be just fine our people are are doing a great job of staying away from that kind of talk and saying what do we need to do as a system um because that's a real easy problem to fall into with these things and I think we've been super happy with the response of our teachers with these vertical meetings and the professionalism that we get um towards you know it's our problem to take care of and it's our kids as a whole so I think that's a huge deal I think it's um it's really exciting um you know as I plan start planning for next year which seems crazy but um the amount of PD the amount of things we Ted about it today at our princi meeting I we just have so much but we're doing the work and we're going to see the results so I can't wait to see it in a couple more years okay anything else all right thanks for the report out oh me sorry turn uh item that approve Personnel business procedures we got a few in our full motion to approve second no motion second approve Personnel business procedures is that line our board pack all signify by say I I I opposed those are approved I think that constitutes our B our build principal report also unless anybody wants to add anything you want to add something I just have that one on that okay uh oh oh yeah there also yes resignation um I guess do you have anything I know it doesn't say superintendent report but I know if you wanted to add anything real quick no I I think we maybe yep I just the gear up Grant that we got that to implement with the seventh grade this year um Mrs o Leon that you approved her to do that um is going to begin tutoring with some of our kids tomorrow night after school so she's been contacting some parents and getting that all set up and so I'm really excited about that opportunity for our middle school kids so she she's getting she's planning her Andy's kind of lead I mean he is lead it because I don't have time so I just might give him the credit but he's uh working with her and they're planning a family night to introduce the program to all the seventh grade parents and and kick it off so giving you some updates on that as we keep going so I I hope maybe that maybe Andy and her can come one night to the board meeting and kind of present some stuff once they get it all going so um you did get an email um from the iack folks so this kind of the curriculum director is this she's a principal not a principal but um there may be a donor company donating to pay for iack for some high schools on the state it's something that we pursued earlier uh in the year that looks like a really good deal it's a jobs uh job job skill training program um So Lisa and I and I need to get you on the invite have a meeting with a guy from I um on Thursday I think it is um to find out about that because he reached back out to me and said hey I know you said you're just not sure about money I may have something for you so keep your fingers crossed that could be a a free deal maybe even for us if all goes according to plan or at least very very cheap to get something great another layer for those kids that we were talking about okay so they will move more takeaways I'm going to start with Mike I never start with well I've been start I never start with me so feel well it's your turn um no I think uh I really really really appreciate the data and when this stuff comes in because as a board member that's what I feel I need to know um and I hope it continues with many not just District but even certain programs and things like that then that to me shows us if decisions we making are working or not um so I really really app appreciate that I really appreciate you guys being here thank you for setting that up Tom well I I thought the the data was really interesting and I thought the one little fact on the data that I thought was the neatest thing was that our kids on free and reduced luns are graduating I think that is exciting at a better rate than the rest of the state you know you know we're not going to be as good as some schools in the state we know that but if we're going in the right direction what the heck and we we know we got more poverty in this area than lots of other areas and you know we just have to really work hard I'm so proud of the way you talk about how the teachers work for that that's exciting Mr Thomas uh I really like the student presentations um I could have some of that every yeah those GS were very dynamic and uh kind of spot on yeah with with a lot of their delivery and uh I hope they do well at State they both super nice kids too I I think having present one of the one of the uh kind of best changes to the board me we had because it's just me it's a highlight I agree absolutely so okay um M what Carol do you want to chime in on something sure um I never thought I would say this but I really enjoyed the data presentation you know I think that principes did an excellent job of compiling that and presenting it in such a way that it made it you know easy to understand and yeah good job okay um oh wait a minute one more thing go ahead I will be back from California this weekend so I will see you all at the next meeting in person okay well we know you're out there doing some important family stuff so yes yes thank you for your understanding that April 8th meeting is shaping up to be a doozy so yeah it's got some stuff yeah oh no okay um what I'm going to say is my takeaway is or my comment is this is scheduled to be a work session but what we had is a regular board meeting and in talking with Mark and and Lisa it seems like every single work session we have we end up having to have a regular meeting in order to do some business because you can only approve things in a regular meeting you can't do it in work session and at the end of the day when you we have have that every single work session lece has to do two sets of meeting minutes it's extra work so we decided that all we could have was a regular set meeting instead of a regular meeting in a work session I have never understood session when I was put my papers in Run for the board the first time you came in and you saw me and said I want to invite you to come to the work session I had no idea what a work session was and the only thing that I've ever figured out of the work session you just don't vote it stuff you just talk about stuff but you're basically you're here you're doing the doing the work of the board so um unless there's any objections our second meeting of the month are no longer be work sessions or just be regular meetings just redu some the administrative agenda Creation in that meeting that as long as we don't put the word approval on an item if we put review like we were hopefully going to be able to do for the 400 series today then you know you can have all the discussion you want you just don't can still do the work but it's it's less bureaucratic is that a good word it it's always mystified me as to why we call this work session and couldn't vote the work will get done much faster yeah once a month it's just not often enough to run an organization like this we're still going to have the two meetings a month as scheduled but we're just not going to call it a work session we'll just if there's something we just need to talk and discuss we'll just talk and discuss but it that way we don't have close one meeting and open another open up another one very good thank you for that I think that makes Lisa little Happ so anyways um so administrators thank you for the staff for the work and and getting reports in all that kind of stuff because that is going to be a a board Focus for the next year is like I said ear is going to be the student learning and culture so um with that motion to Second motion second to all fav say I thank you have a good evening