Calling this meeting to order. This is uh Independent School District District 832. It is Monday, September 14th, 2026 at 5:30 p.m. We will now do roll call of attendance. >> Uh complete. Director Rean is absent. >> Um I move to approve the agenda. However, we do want to add with flexibility. Second. >> All in favor? >> I >> I motion passes. >> I request the flexibility so that we could start with our action item which is approval of bid pack one. We have a number of visitors here who are going to Oh. >> Oh, you need Jenny. That >> I think I I seconded. >> Um, so I have this, but I just that um Ericson's not here. He was going to mind going. >> Um Okay. Well, I guess then you're going to wait. Okay. Sorry about that. That was my ask that was my request and now it's not going that way. >> Well, it's been it's about flexibility. >> I'm glad we're all being very You want to go to the just the transition. >> Okay. Well, uh next we will do the sixth and nth grade transition day and secondary principal update. You'll need to share those micro Yeah. Or do you here? Will you all start by introducing yourselves? Yep. >> Good evening everyone. I'm Justin Han, building principal at the high school. And here we go. >> You want me just click through? >> We have an update from the approval of the calendar change uh from on Monday, August 31st. We had sixth graders in the building at the middle school and only nth graders in the building at high school with leadership from eighth graders and 11th and 12th graders. >> This is weird. We got to do it on both. >> Yeah, >> I guess I can >> I'll be in charge of this one. >> Okay. >> Um and so really today what we're going to be talking about during this presentation is a couple things with focusing on the attendance students who are actually in attendance for those sixth and nth grades. um overview of what the students did during that day and then we collected feedback from staff, families, students and then also the last piece will be the growth areas that we gleaned from those surveys that we sent out. >> Thanks. And while you're talking, will you lean closer to the microphone? No, that's okay. >> It's I know we're trying to like Yeah, >> it's difficult here. The big screen isn't working today. So, >> all right. >> At the middle school, we had all six graders were in attendance at initially appeared as if there were uh five people that were absent that they ended up from the district. So we had uh 100% attendance and 46 web leaders and all of the web leaders are eighth grade >> and we had excellent attendance at the high school as well with two students missing. So 288 out of 290. One student was ill and one student was on vacation. And then we had 60 of our juniors and seniors as link crew leaders that were present for the day. So, lots of good things that'll happen over the course of this year with that as well. Okay, for the overview of the students day, Jackie, you'll start with the middle school. >> At the middle school, we start out with a fun day that um uh started out on the lawn. A beautiful day, thankfully. Uh so, we were outside until 7:55 and we whether they were getting dropped off uh from the bus or from a parent, they just gathered out front. They got name pigs. We intentionally held them out on the lawn because the assembly that is hosted by the west students is what the kind of the draw to that is to have like a big entrance when the sixth graders come into the building. So we held on to everybody so that they could all walk in at the same time and the web leaders could do their thing. Uh they were in the gym doing things with the web leaders until about 8:45 8:50 and then they spent time in small groups of six to eight sixth graders along with three or four eighth graders and they got student eighth grade guided um tours around the school, help with walkers, finding classrooms, things like that. Uh then they went and spent an hour and a half with their middle school success teachers. Middle school success is kind of like an advisory class. So that um we always hope by through the course of the year that the middle school success teachers kind of listen for the middle school student. Um so they spent a big chunk of time in that uh class. Seventh and eighth grade teachers supported sixth grade teachers during that time. And one of the big things that we have been talking about in the middle school for several years is um along with the AVID strategies specifically around organization is putting together a binder. And those of you who have kids in the middle school know the big binders that they come home with that are very that are organized in a very specific way. And so that was a time for them to get to know their advisory teacher as well as the kids in the class. but then also just get set up so that on Tuesday when they came back they had their binders ready to go and they were ready to move around. Uh we took a little bit longer lunch and it's a good thing we did. Um it's hard to learn that routine for sixth graders. And then the entire afternoon uh they practice walking through their schedule and um we had an early dismissal for buses and kids at the very end of the day and then got them out of the school on their way home. At the high school, we had um a very similar start to our day with all staff were lined up in a big tunnel to the entryway to the Shiitaka Fine Arts Center. We came through and so all the students that got dropped off in the morning um right by the main entrance, they were naturally um guided to that area. Students that were dropped off by the buses and the bus lane had to walk through the building. So, we had our link crew and some of the other adults in the building that made sure they got to that front entrance of the building so we could welcome them in. And then we met with them in the shiakequa and just um went through a lot of very similar things that we went through in the spring when we do our eighth grade transition day with them. Talk about the clubs and activities, their support systems there. And then that link crew um after that they went and did a lot of their link crew um activities in their small groups very similar to what they're doing with web in the middle school. So, it's a lot of team building and just getting to know you and um showing what those leadership from the leadership from our juniors and seniors just making those connections and being intentional about it. And then um from 10 to 2, they go through an adjusted schedule. So, we had a little bit extended lunch so students could practice putting their pin numbers in, but also just getting through um that that lunch line before they actually come in to school with the upper classmen because it can be a little bit daunting. And I was told by my own daughter last year that she goes, "Do you know that half the ninth graders don't eat lunch the first two weeks until they can figure this out?" So it was really intentional about providing that experience and opportunity for them. And so again, the intentionality with building connections with our staff, too, just so they have another face to go with those six different academic teachers that they're going to have throughout the course of the year. They also got a chance to visit their advisory teacher because they spend the first two weeks of each semester in advisory and so all the school rules and all the other you know logistical things happen during the first two weeks in advisory and then they go through their schedule. Um and then we had a wrap up with the pepfest and that is really just a bunch of games and things that you'd naturally see like during homecoming pepfest. um those activities that our juniors and seniors put together for them and some fun competition just to get them kind of involved in our school culture for the day. >> At the conclusion of the the day, we did separate um surveys that surveyed the both the middle school and the high school staff um just getting feedback on how they think it went. Um, as you can see there, the there are several strengths at the middle school. Um, they some of the things that we talked about, the practicing of the lockers, running through the class schedule, kids knowing, uh, sixth graders being able to walk through those hallways without bigger bodies in there where they can kind of see where they're going. Um, this schedule allowed for all teachers to support sixth graders and it was very evident. Then on Tuesday, the sixth graders were more self positions than they normally are on that first day of school. And that ended up being really nice because then um seventh and eighth grade teachers weren't able to help and eighth grade students. So everybody felt better um about starting on that second day. We still have several kids in both seventh and are so hard for them when it's when everybody kind of assumes that they know what they're doing and it's not true that everybody knows what they're doing. So it was really nice to have available for that. Um, I would say a lot of our suggestions and feedback were I would say within the the logistics of just kind of how things were going. Very easy to tweak things that just you sometimes don't know how it's going to go until you get there and track it. And so now we have some feedback on some some minor adjustments that could make to the schedule. Um, at most noted that compared other it was a great way to start with the >> right and so some similar things for strengths at the high school from the staff survey this lower stress transition into high school for those nth graders and where stakes are a little bit higher with grades and with the courses and helping them to get out into either the workforce or college afterwards but they have time to learn the building and practice schedules individualiz attention and connection positive culture. They spend most of the day with their link leaders and then notice nth graders navigate more confidently once arrive and I would say on a typical year I will have 15 plus students nth grade students in the first week of school at least 15 will ask where's this class I had two kids this this year in the first week of school so I' I'd say that that was a really positive aspect of that where students did I showed just the fact that I didn't have ask me as I was standing out um you want to look at those evaluating the class um period schedule for mixed grade courses. So some um areas like if you're in like an AP psych or an AP human geography which is open to nth graders, you might have like two or three students in a class. And so for the teacher that was a little bit awkward that like what am I going to talk to these two or three kids about? But I we're going to work we're going to work through some of those things um as we move forward with this. Um improve arrival and welcoming logistics school. um just the way that we had to filter kids as I described through the school from the bus lane and other students getting dropped off in the front. We'll have to think about how to do that differently. And then also we had some feedback on the on the pest and um at the end of the day as well. Um I think nearly every staff was like it better and comparing it to how we started in the past and then just additional feedback staff knew the model is highly beneficial for students and that it was worth continuing. All right, here's our feedback from families. foramilies at >> um I think what kind of resonated I'm not going to read this because you all can read that but I think what resonated with me the most is just looking at um I the fourth one there my child felt welcome by the school that 96% like that I think with the smaller amount of students in the building and the amount of um adults available to them made a huge difference in them welcome Um and you know 100% agree that that helped their child have a successful um the communication was great um especially considering it was a decision that was not did not go out with the original calendaration that came after the fact and that um was received really well and I think um this is a family survey but you will also notice a little bit about the day as well. >> And for nth grade families, a lot of similar results, but again, like the biggest piece for me is always about um how we treat one another and feeling welcomed. Again, what Jackie had said by both our our staff by students and just those early connections that they can make to have another face because students might not self- advocate in talking to adults all the time, but certainly with those student leaders, um I think that they have a little bit more doing that. So, as well. >> Everybody participated in that level. >> Yeah. >> Um and again, just a really high percentage that they agreed that the transition day was helpful. Um they were welcomed by school staff, they were welcomed by the student leaders. Um they It helps them feel more confident. Um, and they would recommend continuing with the um, when we talk to the kids on day two in the cafeteria just walking around. How does it feel to be here? They know where they're going. The things that we were trying to accomplish. So, some very similar things again. with our ninth graders that that respond to the survey. Um just again that first one um agreed strongly agreed transition date helped them have a successful first week. And I think it's the little things for um any of those transition you know pieces they just need to have a little bit of familiarity with the building how things operate. They're worried about who's going to be in their first hour all the way through the seventh hour of the day. And so I think that helped alleviate and for them to see which peers were in their classes but then also just feel comfortable enough when they showed up the next all the bigger kids in the building. So, um again, you look at the numbers at the end of there at the end of that with% that's a very high number. So, really happy with that and there's certainly improvements that we can make to make it better in years in the future opportunities for growth. >> Sure. Um it is always challenging for new to district students. Um especially I I learn as I talk with more and more families in the model that we have here at Mona where the kids are if you are here you're at kindergarten you're with the all the way through um the it it is tricky to come in in sixth grade and I imagine in ninth grade where you just don't know everybody you haven't that is always something that is that is um an area for growth in how we support kids when they come to the um to the district and um the communication um about what to expect was another one that we thought about. We decided we were going to offer breakfast to families and and hardly any advantage of that. And so that would be like for an example of what we would communicate that breakfast will be provided and we encourage I think a lot of them were not wanting to eat but we did have um a breakfast option that they that they did not take advantage of. And we know too some of the activities that we had at open house, we had 9th graders come and it was mainly for our 10th through 12th graders um during the week of workshop week, but um 9th graders came because we had food trucks. We had uh bean bag tournaments happening outside and so a lot of different activities and then they just noted that there were some similar things that took place on that first day too. and they just like going to, you know, walk their class schedule and um visiting with teachers that they had on that schedule um getting familiarity with the building. Um and so there's some things that we can change about that as well, right? And so feedback for um district leaders and schoolboard when evaluating this calendar change. And so um there's still when we look at the various um stakeholders that we surveyed strong support for continuing continuing that transition day model on that first day um and across all the surveys it helps students feel more confident, prepared and welcome. That's really what we are looking for um just because we know again those transition um years are really tough on kids and going up to a new building um can provide a lot of anxiety and this uh this I really think helped mitigate that. And then new to district families really emphasize the value for students entering an unfamiliar school system. And so we've thought about different ways as Jackie's spoken well about those those challenges just coming from outside the district. And so want to make sure that we have different um systems in place to help support them as well going forward. >> What questions or Oh, okay. >> I haven't um Jackie, the locker problem thing was a really Did that ever happen before? >> No, you had to go all the way down the hallway and wait in line to get a locker and that was not a first day problem. That was the open house problem that that was that happened. So, that was a combination. I don't know what that was. a combination of what the having a different custodian in our building and then also this was our first roll over somewhere with and the the the rollover didn't match exactly what happened with the custodians and yeah that was a nightmare on um open house night that was um that was fun um but on the actual sixth grade day anybody who didn't come to open house and didn't have their locker We did all of those combinations before they came on um Monday. So everybody's scheduled how it was printed with the combination was the correct on that day. So that was really it got blended together but that was more of a problem. We did the same thing for seventh and eighth graders so that they agreeing out that well Um and then can I do my one more or are we going in? Okay. Um was there no cell bell to bell on that only day? Okay. So here's my question. There I have three pictures people sent me that were you have to scan a QR code if you wanted more information. I don't know how that works. middle school model. Um, is this totally off topic? But it was part of the sixth grade day. Can I read them? One was if you wanted to join the group page turners. The quote was learn more to scan here and register. The other one is if you want to join the fall play, scan code to sign up. And the other one was if your locker is not working, scan for a video to show you how to open your locker. So the the first one that you talked about is that's a QR code that's done by Um and there's there's there are QR codes outside on on um the posted there all the time. So um and then the second one is about being in the place. There's an um and then the locker one. Okay. Um and the the fact of the matter is we do have The bell to bell no cell is from 8:00 to 2:40 but they are free to roam the school for 15 minutes before that and then after school. So there is time and kids without cell phones it they could have found a teacher and said how do I do this? >> Yeah. >> And like Mr. >> and Mr. Bra had like I've been I've been reading the announcement for the last couple days. Um So there's the QR code and then it's also you can go visit him. >> Okay. >> And then he add it's the information is always offered in more than one way. Do >> you have a sense of how many students took the bus that normally would take the bus on the first day >> at at the high school level? I I don't Yeah. >> Yeah. They drop off. I would say it's hard to tell because we're getting off the But really it's like a third of the kids getting off from the bus. So it looks like >> but there were a lot of kids and the ninth graders get dropped off like closer to the middle. >> Yep. >> But yeah, there were a lot of kids that got dropped off from the bus >> as as a parent of both a sixth and a ninth grader. It went really well for our house. So it was for survey of one. It was also excellent. There was a I think the bus was running late on the first day. So there was this like moment of panic of like are they going to show up at all? How late are they going to be? So, we ended up driving them in and we wanted them to take the bus, but it was just I think the first day bus route was was slow, but other than that, it was great. What a what a great opportunity to I mean have this great success. So, that's been great. And all the feedback's been great as well. So, well done. Thanks for the suggestion, >> chair. Yeah, just congratulations. I know you're all excited about this when you presented it and >> congratulations on the success. But there's a tradeoff. I mean, from the high school perspective, I I don't think so. I think that there's, you know, I want teachers to spend the first couple days like building that rapport with kids so that they can push them um into com, you know, areas that of discomfort because you have to be challenged academically, right? And that's part of the high school experience and learning about yourself and learning how you learn and making meaning of things. And so really I think it's an opportunity to build relationships that doesn't just happen the first, you know, week. It happens throughout the duration as you build that rapport with students. Um but you know, I think it's um some traditional things like the first couple days you're going through the syllabus, what those expectations are. I think some of those things you can speed up. I think those are things that you can speed up and go through. And so um I think that's what teachers do at the high school at least. middle school our seventh and eighth grade teachers did a lot of support um teachers that day. Um, and specifically when they started going through their schedule at the end of the day, that gave some ethners a little bit more time. And they were able to probably be better prepared for seventh and eighth graders arriving because they had time where they got to sit in their their team and talk about need extra support for whatever added benefit for them. a little bit of time and just feeling more prepared that workshop week goes by in flash and um I think if I don't know if that was true for your um teachers of the older kids as well but a little bit of time for them to kind of ground themselves and really prepared um I think made them be probably more intentional with what they did on that. Would you ever open this up to any student in the middle or high school who was not sixth or nth grade? Like could the 10th, 11th, the 12th grade who was new to the district participate? That'd be helpful. We did a specific um on that open house during workshop. We specifically invited all new to district families in. So they met first in our counseling office with our um with our counselors. So they got a building tour. they got a chance to meet their teachers and walk their schedule because some of the students that are coming in brand new, their schedule was might have just been created the week before. Um, and so there's there's a lot of like, you know, juggling um with them, but we wanted to make sure that we did something a little bit additional for them. So, we did that in the counseling office and then gave them tours, like I said, and walked through their schedules and, you know, had a chance to meet the families. and they typically get an individual meeting with their counselor as they're coming into the district and they're setting up their schedule and they'll get a tour and I'll typically try and meet with as many of those families individually too as I can um before they get to that point. But we invited whoever wanted to come in on that date on that homework that part of binder organization. So, we want them to have a good tried to make it fun. Um, but those are conversations that come up. We really um put like I work to put together um just a lot of get to know the the teacher type activities, get to know the kids like this is important. We want you to be set up so you're ready to go and then those are like the conversations that happened in individual classrooms and um the next day. But um some of that like grades are for real and well those are part of our middle school Thank you. >> Yeah, >> thank you. >> Yeah, >> we'll have you back. We'll have you back after. >> Sorry about this. >> We're going to move to Tim Ericson sharing the approval of bid package one. Why don't you all come as well? I anticipate that the microphone will be passed to you at some point. And even though a number of us know you, it still would be helpful to the whole board to hear for you to introduce yourselves again. >> AJ Lisby Okay. So, we're going to go through this, I think, rather quickly. Um, you may have questions afterwards. Uh, but so this is bid package number one, and it is, uh, there's a number of different things here that, uh, were bid on. We received 24 bids. Uh we're looking at general trade, so demolition. Uh we're looking at cast and place concrete, unit masonry, structural steel. There's quite a number of different pieces to this. Uh but you can see there uh the uh bid tabulation and you can see the recommended subcontractor in this in these each of these areas of uh each of the construction bid pack areas. And so uh the total bids are 2.167 2,167590. Uh and I think we'd be recommending approval of these subcontractors with the amounts there. U we had >> you are looking at the attachment summary. >> I'm sorry. Yes. >> Everyone is tracking their number of attachments. So >> referred to as the tab summary, >> Marameida-BP number one. Okay. And um I think I'm just going to probably turn it over for you if you have questions and then we'll let folks answer those. >> I'll have a question. Can you provide some background, some perspective on the bids? How do they compare? How's the environment? Just the fact that we got 24. Give me some background. >> So with 24 bids across seven packages, that's uh equates to about three each. Some of those packages we did not receive three each on general trades was one of those exceptions. We had two on. We had quite a number in the earthwork side of things. Conveying equipment, which is the elevators. Not as many in that category. We did have three though, but there's no limited number of actual manufacturers. Um, structural steel, same thing from a fabrication and erection side of things. We had two each for those categories, uh, which is fairly common in the market to have two bids for each of those depending upon what we have going on in the larger metro. One, there's not a ton of suppliers and there's about as many erectors as there are suppliers. As far as the bid day expectation, we did end up underneath the estimate of what we had anticipated for bid package one. So that's good news. Um, and it was, you know, aggressive, but it wasn't necessarily overly aggressive to say, you know, I would say it's on Director D and I had the chance to meet this morning. and we went over more details of it as well. >> One of the questions that I've been thinking about since we met this morning was when the bids come in, how do you decipher who actually get the word of the business? Is it the lowest bidder or do you look at the proposals and do some of them get tossed out because maybe they miss a line item or I don't know how it goes, but >> Yep. So, we utilize a process that we call bid leveling. So we take all the bids, they're due that day and it's basically a list of everything that we had for trade clarifications. So as a part of that, it includes a complete highlighted set of the drawings. So there might be, you know, on the next couple bid packages, there's going to be uh probably 700 pages worth of drawings, thousands of details all colorcoded. So we basically try to create each bid that we receive to be truly comparable to the other. As a part of that bid leveling process, if something's missed, you provided an opportunity to either rectify the bid so that way they do truly become comparable bids. Um, and that gets done across every bid package in every line item within their time. >> Yeah. So, you level the bids and then you take the lowest bid. >> Yep. >> Okay. Makes sense. Just just to follow up to that. So you're not required. We're not required to take the lowest bid. >> Correct. >> It wouldn't be required to take the lowest bid in this scenario, but at the end of the day, that is what's getting taken. It's the time that bid leveling process is what we do to make sure that it is competitive. If they, you know, instead of wanting to level the bid, >> it would likely be withdrawn and then go to the second. >> Gotcha. Thank you. Will you put this in front of your and will you talk about what RFQ >> I'm sorry. So for the the contractors who who proposed on it went through an RFQ or the request for qualifications process, we were able to gather a bunch of information about the individual firms and trades, number of people, experience, all those things before they got the actual invite too and then it just became a matter of qualifying the bid to make sure they had of the bid package. Are these groups you've worked with before and have a good reputation? >> We've worked with have they have good reputation. As Drew mentioned, we had an opportunity to meet this morning in a bit greater detail and um my understanding is that the dollar amount came in less than what we had budgeted, which is always good news and it was very thorough overview. So I feel confident I did sit in on some of those bid leveling meetings and they're quite extensive. Um there's a there's a pretty long questionnaire that they have to fill out as they go through this and then there's a lot of back and forth discussion uh as they go through and make sure that the uh the bidder is including everything you're not making too many assumptions. So it's a very solid I feel a very solid process >> that we are asking for. >> So moved. >> Second. >> Donna. >> Donna Dolman. >> Donna. Second by Dolman. Uh all in favor. Hi. >> Thank you very much. >> Thank you. >> Early this morning and late. >> Welcome back. >> Um, next we're going to be discussing the academic calendar. >> Actually, we have the rest of the secondary principal um presentation. So, the first part was to share with you the um the the results of the sixth and ninth grade transition day. Um but if you recall, every fall we have our principles come and talk to um just give you an update on their the work from last year and the results of of their goals and their work from last year. Um, typically we have all four principles come together, but because of some scheduling, we're having our secondary principles this month, and we'll hear from our elementary principal next month. Um, okay. So, with that, I will hand it back to you. >> Glad you're willing to come back. All right. Um so at the middle school just kind of a in general the data that we look at for system improvement in in terms of academics um review. We also look at ongoing students and review it. Um, and then if you recall a year ago, we switched middle school level from NW. This was our building goal last year. I think both Justin and I are follow the format of what we what our goal was last year. What's kind of what we did with the response to that and then what we're moving towards for our goal follow that same format. But last year at the middle school we were really focusing on writing um and it as a as a way to encourage deeper thinking and express oneself and the why why writing is kind of what you see there on the the right hand side. Reading and writing go hand in hand as a way to communicate to what you understand engage in thought um we are noticing in standardized assessments that writing is occurring more and more often. There's a component of writing that is embedded in those standardized assessments. So we are practicing that. Um and then as Justin and I both talk about a lot with the adoption of being an AVID district uh the rigor increases with AVID and writing is the the top skill and so we were writing last year at the middle school. Um we had some systemwide uh expectations and the expectations writing strategies in all of the classes. Um note takingaking is considered a writing strategy. Uh summarizing is complex skill. Um, basic reflection count as writing. middle school students don't have a lot of and so having that building wide and all and then we across all the content not English class but we would draw attention to capitalization all content areas worked on those skills. Um, one of I I have up there is the use of stem. It's hard to get going. Um, sometimes even as adults, it's hard to get going and so you give them and kind of filling giving some of the practical part of the sentence, but then they need to fill in. Um, I know both at the middle school and our teachers and things like that. We um we model a lot of these um >> um and then one of the things that we have done have a similar thing what what's up there but it is um for us we use the teachers who are make sure that you are incorporating the effort was developed as well. Um we did a survey mid year 89% of the classes were wring one or more a week and 70% are um most classes also inated response written response and unit assessment as well very much about what people are learning in the class. Um and then just a comment from one of the staff members there about working within their PLC. So teachers choose what they want what they want to um work on during their PLC work and their planning and their daily practice. Are we are we writing via keyboard or via pen? >> Yeah. What's your philosophy with pen versus keyboard? >> That it's a hot button topic right now. Um because the teach I would say at the middle school they are teachers are going away from Um however that being said for some students having access to that keyboard. So it's both. But um to really know what a lot of this is very quick. It's not a lot of it is just shorten. Um so for this current school year um we have changed. We still have a a goal in literacy and we're adding to the writing component of that and including um some comprehension reading comprehension with that. Um our students just took on Thursday of the um fall testing. So we don't know schoolwide scores yet for everybody as we're speaking up. But once we have the number of students who fell into the um or highrisisk, we will create a goal to um move more students into the high and so um but it will be a continuation of some of the things that we've been doing with aid reading and writing strategies in all of the content areas. Um continue that writing development and expectations and then um as you are likely aware we have and both of the buildings, roughly half of our staff that are completing the um training, reading for and so this is a year where there will be a lot of learning from teachers, a huge learning group with pieces of implementation. Um the goal of that implement will people that as they are learning they're trying things up too. And what will come out of that is the teachers have a better understanding the science behind reading as well as how to >> Lisa has done a lot of work with. Okay. And then um our second goal um or kind of common challenge is along the lines of creating a culture for learning. This is something that I've been talking about the last couple years, but at the middle school, we're um focused on being hearing committed, serious community. Um and what what have we been trying to do? Be prompt and transparent with our communication. Um as part of the field um goal setting, teachers um use uh a growth area in how to get them the whole area in that area that is the high school as well. Um we put our student more studentfriendly language kids understand what they are going after. Um and we work on our um behavior interventions response behaviors in middle school. there is a lot of learning about some of the not so great that are made for multiple times. And so talking about having a restorative conversation around that and um learning as a response to kind of what I was saying there. Our goal is always to give um families information same day what's going on in school. This is what happened um with your with your kiddo today and here's responded to it. Um, again, teachers have individual goals and engagement and creating culture, community culture. Um, I kind of already said this, but um, just student friendly language. Um, and then we worked as a really um, revising our some data for you. Every third year there is a Minnesota student survey. This is a couple of years old, but um 70% of eighth graders and 90% of um care about school um often are almost always given to eighth graders. Um and then roughly 90% report caring about that are showing that they really care about what's um my savers is part of the week of assessments that kids take and my sabers is one component of that as a screener. Um in the fall of 24, so that was last fall when I was looking at the previous year. Um 97 97% of the students report to be at low risk for this question. There's 21 questions in that question. And in the spring last year, there were still 97 that were lowrisisk about their environment and 94% um for their So um our our students what they self report that they have. And then um uh just behavior behavior referrals um in the 2425 school year. Uh 71% of students not um receive a behavior referral and last year and that could be even behavior referral. And if we all You all may have but what are we doing to um our goal this year is to reduce the amount of good choices for themselves, good choices for the community. What are we doing um about that is we continue to work through middle school success and um have lessons around um uh those interpersonal connections whether it's student connection or student to adult connections. Uh we use the team time the core team of teachers meet every other day. There's a lot of discussion around students um at those meetings both um what kind of support do they need as well as what can we celebrate about the kids that are in we're doing both things at those team meetings. Um, and then we continue to have restorative conversations with students when they have made a choice that was less than ideal. and um just continue to have positive outreach with the families and really um show our families that partnership. >> Question on that one. Um I'm I'm no stranger to the office of middle school, so I completely get your point about that being an opportunity to learn. Um, was there any consideration given to tracking like repeat offenders and trying to lower that percentage of the population? >> Yes, absolutely. So, we have all of that. This is just kind of a high in the sky overview, but um we will target sounds wrong, but it is. We do target um the kids that will have 10 or more. Um most often those are students that have some other type of additional support already in place and then it is thinking about what is that support appropriate or what else do the students need. Um we'll also look at um uh the ethnicity of the students um if they're special education if they're on a 504. So we'll we'll take the the data um who the students are that offenders and then we'll Any other questions? >> Any other questions for middle school? >> That was it for middle school. >> All right. >> And then the high school, we're up. And so you're going to see some similarities with the um data that we use to help improve our um our system here at the high school. And so again, we look at the DNF list every three weeks. It's something that we bring to our instructional leadership team to to look at specific kids. We've got a problem solving team that helps with kids that are ringing the bell at a higher level. And so Ryan, when you talked about like some of those kids might behaviorally, if they're repeat offenders and doing some similar activities, then we look at different supports for that, too. Um and so ACT, AP scores, MCAs, and also we started with the A reading and a math test last year. And so we've developed now um an intervention with the A-reading and are looking to do that with a math as well. And so last year um our first goal was um really about career and college readiness. And so what things do we want to see um from that to help prepare our students for what comes after high school? really looking at um like a big goal of ours at the high school is really about having students and all students in the building prepare themselves for the rigors of after high school by taking some sort of advanced coursework. So whether that's an AP course, taking an honors class, um an accelerated math course, taking a CIS or a college now class, those are some of the college opportunities that we have too. um Avid Wicker instructional strategies that Jackie's already talked about, but the writing, inquiry, collaboration, organization, and reading are key components for our students to be successful students and also really dig deep into the understanding and meaning um of of learning. And so we're seeing that um across all of our our different um content areas. And we also wanted to see explicitly increased participation in our AVID elective course. And so what happened when we look at rigorous coursework um last year so this is just taking a look at last year um is 734 out of 1152 students took a rigorous course um and what we need to start tracking differently is um that four-year journey that students have because really when you look at that upper level coursework what's really open to nth and tth graders is are two AP courses and then honors English and accelerated math and so once they get to be juniors is when we really see and so the data I look at with ILT is really about tracking like we look at the amount of AP and CIS courses that start really their junior year. Um but then wicker across the curriculum. So, when Lisa and I go in and did our observations, and I would say, you know, one thing that Jackie didn't talk about, and I I totally left it off the plate here, too, is that our new teacher evaluation system. I really like it because it marries up all the different components that we talk about with Wicker to our strategic plan, but it it also helps with that common language that AVID brings in with those evidence-based strategies. So, in 90% of our teacher observations, which are 15-minute walkthroughs, and the minimum time you'd walk through a teacher's classroom is four times, and they're unannounced, um, is that we saw those AVID strategies being implemented by teachers. And sometimes, even in 50 minutes, I was seeing two and more AVID strategies being worked into a class period. And so, that's for us to see that, and this is going to be our fourth year of implementing those AVID um, professional learning modules. It's really um, promising to see that. and that teachers have picked that up and taken that and carried that forward. Um, oh, go ahead. >> Could you repeat that? So, >> sorry I'm talking fast. >> No, no. Well, I I think just to repeat it to underscore it for me and for others who might be listening that um you walk through every teacher's classroom four times a year unannounced. >> No teachers that are on cycle. So roughly 20 to 25 teachers a year. >> Okay. >> That are on cycle. >> Yep. >> Okay. And how does that work for the other building? >> Same. >> Yep. >> Yep. No, it's a good question. And then we saw an increased participation from 2425 school year um in our AVID elective from 13 students to last year 32 students. We had another increase for this year as well. Um and so those were things that took place. Um, and again, those are students. Um, I think most of you when you've done the boardwalks have seen that AVID elective in action. Um, but the depth of knowledge that they're getting to when looking at the ability to reflect and bring in that writing and reading component is really fun to see. when kids they don't always remember all the things they've done but when they have to take those intentional breaking points during the quarters or semesters of the year and they have to gather evidence of their learning across those wicker bands. So what they've done in writing and inquiry and collaboration organization and reading they bring all that to the table and that becomes part of what Jackie talked about with that big binder. those students are specifically utilizing that tool to pull out all those evidence pieces and then use it as a reflection tool and to plan going forward. And so just some of the indicators for that too. Um, and going back to those that goal from last year, this is just a five-year snapshot of our AP students, exams taken, scores of three or higher, which is typically where colleges will give college credit. And then, um, our total percentage. And so, one thing in this last year, um, is that we had an increase to 502 total AP students, which is the most we've ever had. Last year it was a a record for us at Monamita High School and this year we're setting that again with or last year with number of exams as well. Um and then again our total percentage of students with a score of three or higher dropped just a little bit. But I'm super happy because I'd rather have our students with that explicit goal of taking one of these classes of rigor and experiencing that and getting a C in the class or a two or a three on the test and just having that opportunity and that experience. And that's really what I mean counselors and our staff members have worked really hard in helping to convince students during registration that this is worth your time and you're going to learn a lot about your own learning and then how to do those. You know, again, College Board sets that curriculum, but our teachers get trained in that. Um, and so it's a worldwide curriculum. It's it's AP courses are taught all across the world. So, it's a really really good program to have. >> I mean, those are huge increases the last couple years. What what do you attri? Are you paying them? What What >> I thought you guys were >> What do you No, I um again, I think it comes back to helping students build confidence in themselves and making sure that they're aware through that communication with our registration process and Lisa's done a great job of that. The counselors have we've talked explicitly with ILT about increasing those opportunities and that one of our goals is to increase participation for students in those classes of rigor. So, I don't I I can't put my finger exactly on what it would be, Paul, but I think that it's a combination of a number of things. >> Have you increased the number of AP courses? And I know you've added some CIS courses since 2022 to 2026. So, that could be part of it, right? >> Yeah. The only AP course we've added, and that was added for the year 2025, >> was AP pre-calc. >> Yep. But we haven't added anything since then. in CIS um we haven't added any CIS course >> okay >> in my time it's been the world languages science has yeah we'll be adding one more for science with the physics course another physics course um and then we've got human anatomy and physiology and that's we added a English one >> lost >> we lost the um sign language one yep we added an English one for seniors. Yep. >> One more AP class or CIS. >> That'll be a CIS course. >> Okay. And is there any plan to have additional AP? I mean, we have a lot for our size. So, I'm not suggesting we need more, but I'm just curious. >> Yeah. And that's so that's a double-edged sword, right? Because other schools will actually limit the amount of AP courses or upper level courses that students can take to three in a sixth period day. And so, we have six, you know, academic periods. And so we wrestle with that because when we pull that data and we just look at our juniors, we've had kids in the past that are five out of six and you're like what is this kid doing and how are they because we do talk about when that we have a student success meeting with parents at the beginning of the year for our incoming nth graders and talk about you have to have that work life balance. We have 80% of our student population taking they're in some club activity or athletics too and so how do you balance all that manage it? And you you've all had students here and some of you had students who have graduated and so you know that um struggle sometimes to balance that because you you want that high academic achievement and then you got kids that are also looking at other other things too that they want to be involved in. So how do you balance that? It's a it's a big question. So I don't know where those numbers will go in future years too, but we want to be able to have that high number because I do want students to to try and attempt. Justin, real quick. I I think we were considered some level of like AP designation, like we're like silver school and then there's like a gold level above that. Are we >> There's a platinum, a gold, and a silver. I think we were gold last year, >> but we've >> been gold the past couple The past few years we've been gold, but we So, you have to be platinum in all three areas >> to get >> and we were platinum in one of the three last year, I think. Right. >> Yeah. I'm not sure that's a goal to get. I mean, I'm not suggesting we should target that. I'm just curious if this if this puts it in the that category. >> I I can't remember all the metrics and I'll have to >> I I think I do. Um, one is um taking at least one how the percentage of of graduating seniors that have taken at least one >> um AP test. Um it has to do with the percentage of students again graduating uh seniors that have uh passed have gotten a three or higher >> or higher is the number. Yeah. >> And one is um the percentage of students who take at least five over the course of their time including at least one of those five in ninth or 10th grade. >> Yeah. >> I I would agree that it doesn't need to be a goal but it's actually achievable because we offer so many AP. it is for the size school we are and you look at what other classes they might be in like a Stillwater or a White Bear which are twice our size but they don't always run those courses either. So yeah. All right. And then the second goal that we had too was um similar to some of the things that Jackie talked about with the Minnesota student survey is just really reflecting on those relationships because that's the foundation um that we can get kids to achieve at those high levels to help push them along because they trust in that relationship that's been built. And then connection regarding their future. And then I'm also going to share some cell phone data since last year was a full year of implementation and we have a little bit different policy than um grades eight and below in our district. Um and so what happened um I don't need to read all of this to you but um I'm going to show you some of the numbers and I think that you've as a board you've already reviewed some of that data. So where Jackie said eighth graders take it and there's one other grade level at O that takes it our ninth and 11th graders take it at the high school level too. Um take the Minnesota student survey. And so as you look at um at those numbers, I'll just the second bullet point um with that we've got a lot of different protective factors related to students being engaged and taking part in school activities. Um feeling a sense of identity control over their future and so and that adults in the community care about them. at some areas of growth too and looking at we're really only below our county counterparts and also state averages um at with the one of the last ones I'll show you um with thinking about educators um in a school helping them think about things after high school. And so that's kind of what you're going to see here. But um I think just that second row feeling safe at school and you can see statewide average our county um averages for other schools here and then also Mameidi public schools and then the fourth one down to a focal point just reporting um positive student teacher relationships at school 95.9% and then looking at those comparisons too it's a really high percentage. >> Yep. Oh, sorry. >> No. Yeah, >> I have a new >> Yeah. >> Yep. >> There's really whatever interests are out there that kids have, there's an ability to find other students that have that think that same way, too. And um we just ask that they go and talk with Mr. Foresight because his job is really to find a space and then find another adult in the building that can help supervise and then and then we make it happen. So there's like we talked about in this before, but like there's cookie club and there's pasta club and so there's things that you know kids will make all this stuff and then bring them to school and then it becomes a real a nice collaboration, a little bit of a detractor from like the rigors of the school day and they get to have some fun and decompress and hang out with their peers. But also like today as I was walking through today was the first day of flex for us because we spent the first two weeks in advisory um they were already doing presentations in um in one of the engineering clubs and so they're already getting after it on and that again that's their choice. That's one of the things that they love to do. So it was fun to see that. Um, and then just in that second one too, um, this, um, this component was kind of wrapped up in that second bullet point on the previous on one of the previous slides, but like I look at feeling empowered, that second one down by themselves or others. And that's part of our job as educators. And then um, feeling a strong sense of identity and control over their future. And then like I said, a little bit of work to do with having an adult at school helping them think about what their post-secary options are. Well, I think I I seem to remember we had that same >> we talked about >> improvement last year, right? >> Well, this is actually improvement. >> This is the same data that I shared with you at another board. >> Yep. They take this every three years. >> That's why it's okay. >> Y >> the high school also used it. >> Yep. For our last year's goals. Yep. >> Thank you. Okay. >> Yep. >> And then so what happened? This is getting in the cell phone. Um again, our is our first year of implementation. If you'll recall, two school years ago, it was implemented um at the beginning of April and we tried it for basically the last quarter of the year. And so here's just an overall number um so that you can see a breakdown by grade in that second one, but the first one is just our overall number of violations. So we have a tiered approach um to the number of violations. So first offense, the second to third, and fourth. And it's exactly the curve that you'd want to see that it's working as a deterrent, right? Um that we don't we want to see that tailing off. And then um so if I recall the data from the spring of the first year of implementation, we had kind of let the genie out of the bottle with the ninth graders. And so it was hard to then get the genie back in the bottle. And um and and so I think our ninth graders were like the worst that spring when we used that data. But then if you look at the data here um and how we started the school year with that in place you see on the book ends the 9th and 12th graders and then in the middle our 10th and 11th graders who naturally would like to push things. So um but I think overall just hearing the things that we have heard from other schools were not dealing with this at quite the same level. Like I think that there's like in some school districts there's like a dedicated person that's just dealing with cell phone stuff. I mean that's really Yeah. So um and then we're sorry. >> Yeah. Um one of the challenges that we had before had the policy was that there was an inconsistent policy from teacher to teacher. >> Yes. Do you get a sense that when you look at those violations, they're not just coming from one teacher, but it's coming distributed across the teacher set to assume that they're applying it equally as well >> or she looks at the data more than I do because she works with >> those those students. >> I would I would say so. I mean, there are um right now it's beginning of the school year. Um you know, there only like weekends there has been too many, but I would It's not just one or two teachers, it is across the board. Um, and things like that. And we review those expectations across the building. Um, because then it becomes a well so and so lets us do and and we don't want that. We want that consistency. So, um, we work hard to try to ensure that that happens. I know when um Justin and I are walking around, if we see something not being enforced, whether it's cell phone or or what other um uh kind of building expectations, we will then just address those individuals. We want to make sure we're consistent. Absolutely. >> And we frame it at the beginning of every year as, hey, don't undermine your colleagues, right? We're we're working as colleagues, and when you support those consistent buildingwide practices, you're supporting your colleagues. Yeah. Um on to this this year's goals. Um literacy obviously with the science of reading and the read act is a is a really big um component. And so we're kind of we're aligning all the different things from um when Jackie talked about their student learning goals and engagement goals. Really using reading as a basis for all of that. So what you see up there is a use of the A- reading um assessment data. And so to get um we have I'll share that data with you in just a second too. But by the end of this year, we want to see so from fall to spring percentage of our ninth and tth grade students specifically that are scoring below target, which is 40 percentile. And they have to do that twice on that A- rating. And then they take a a second test called the CAP test. And then that um that helps us align those interventions specifically for that. So it gives us that kind of strand data, what students are struggling with specifically. But then we want to decrease that number of students scoring below that target. um by the end of the year um is a web of targeted reading instruction and implementation of our AVID reading strategy. So we've got those two different groups that Jackie had referenced before and what professional development they'll be going through this year. And then so what our action steps are is our um our AVID site team and ILT identified four to five AVID reading strategies for all staff to utilize. We've already done that. Um we're going to you know define that reading and I like the way that um that Dr. Schmidt had talked about this too that we might not think of ourselves as as you know all teachers of reading but certainly of language and so we have a certain language in each of our different content areas and to help really in use that as an all-encompassing tool and we think about all those core content areas for for our staff um teachers intentionally incorporating avid reading strategies in their instruction. We've seen that. Um and then we have our baseline data from we will get that next um this week from the A- reading test. And then we have that learning year with the carry all training for one of our approximately half of our staff. And then that communication um that we use with the families of students who qualified. And the example that I give is we had we started off with like um eight or nine of our students last year. We had two students or two families that accepted the reading intervention in the spring of last year. So two out of that that eight that were we really need to target they didn't want the other help and so we really need to do some different things in that communication too with them and and about the importance of it and so what do we want to see um this is goal number um this is part of goal number one too with that college and career readiness but um this the actual data for state and um nationwide ACT scores will come out on October 15th so we don't have that number just set, but our composite score was 22.7 for specifically um our juniors taking it on April 8th of the spring. And so we had 241 students that took it out of roughly 286 students. So missing 40 plus students that took it. There's a variety of reasons um for that, but oftentimes if a student scores or gets a score that they want, they won't take it on our all test day. And so you can see where we're at in meeting um that career and college readiness um benchmark for Minnesota colleges um in reading, math, and then English. And then those students that met all three, we had an increase in all those areas over the last few years. >> A question about the MCA. So the science portion is no longer counted in the overall >> score. So will I noticed this year though they still had the science portion? >> We did. continue to do that. >> We're talking about it. Okay. >> Yeah. I I don't know. It's like the writing piece. We found out a couple years ago that six colleges >> wanted that as part of their admission tool or part of their admissions process. And so, um, we stopped doing the writing one. And I don't know where this will go with the science and we just we found out about it last year like everyone else. And so, we will keep doing it. And my assumption is that we'll do it for this year and see kind of what more guidance we get from ACT and the College Board. I would just um suggest that you let the students know so that they're prepared for that section just because >> it's an option now. So just make sure they know that you've chosen it to be included. >> Yep. Absolutely. And so again, this is just from that April 8th day and so it doesn't reflect like students can take it multiple times. So this is just our data that was done in house. All right. And then um I've talked about this already um but we just really want students and we're going to be figuring out a way to collect data across a student's four-year journey in high school. Then what we want to see is just um we also want to see that increase of students enrolling in AVID elective um by over 20 from TW the last last school year. We just really feel like it helps students gain those skills that they need to be for academic readiness and then supporting them in that journey to college. All right. And then um students having opportunities to engage with adults at school to help them think about their college and career options. So, this came from that Minnesota student survey. Um, and Paul, you had asked about that. Um, it was that last row on the last slide of that data, but um, partnership with community education and providing opportunities for students to attend college and career fairs. And so, those have been set up and we did a couple of those last year um, at the high school. There is a reality check event that's going to happen in November. Um, and that's some of the things that community had helped bring um, to the high school, too. And then we just had to had to help find a date and then students and staff that were willing to um go through that. But really what a student gets at this reality check event is they get a card with a job on it or career and then they go through the whole process of like you've got kids and a family, you're paying insurance, here's your car loan or you know your mortgage on your house. And so you have to kind of get all these different numbers and consider some um things from different perspectives. And so it's that's a reality check. It's done through Royal Credit Union. Um, and they've had a lot of success in different school, different high schools in this area. So, it's really and that's really geared towards our juniors and seniors. And so, we have some um there have the ability to do up to 100 students um in a session. And so, we've got some classes that are picked out that this would pair very well with like our financial algebra and personal finance courses too at the high school. And then um we have a new software um for our college and career readiness that our counselors will be using. And this will end up this is now um Lisa Floody Watkins and Carly Lwellan planned this out for advisory lessons too throughout the course of the year. But it's to help students again kind of envision it's to gain a knowledge of who they are, their interests and likes and then start pairing those up with specific careers and do some of that career exploration. back to your the last one there. Yep. Um does this is part of this goal connected to our really low survey results from that said like someone has connected with me to talk about my future. We are really low compared to >> Yep. >> Any reason why we're so low on that one? And >> I don't so like and so if you look at that data right um I'm going to go back here. Sorry, there's one of So that third one, that third one down, right? That third row says a feeling of strong feeling a strong sense of identity and control over their future is 85%. There's a little bit of a disparity then for me in that last one, too. So, I don't really know why that is, but there's when I looked at this, I thought there's something that's not that doesn't sit right with me in thinking about that because if they've got this strong sense of feeling about their future, but yet somebody at school hasn't talked to them, where is that coming from? Is it coming from families, their community, or their friends? Um, so the counselors are also um there's specific things that they'll be working on to help with that, like they're having um meetings with each grade level and talking more explicitly about those types of career explorations and what kind of education you might need and what colleges provide specific um career tracks and training for them. And could you talk, Lisa, about what you you've been planning for those advisory lessons, just big picture, what that's going to look like by grade level. >> Yeah. Yeah. So, um Justin kind of touched on it, but essentially students will take um a variety of different um >> inventories, >> inventories, quizzes to get an idea. and they can go in as many times as they want and take it as many times as they want because when they're a freshman oftent times they don't have the same interest by the time they become a senior. So they go in and so they do um kind of like an interest like survey um they are going to do so they just here are the things that I like and I don't like. Um then they do um reflections on kind of where do I think my strengths are? What do I feel like I'm good at? And then they do this thing called a matchmaker quiz. And so it kind of sets them up with based on what you said your interests were and things like that and your strengths, these are the kind of the careers that you might want to look into. Um sometimes they get a little bit, you know, kids are like, wait, what? But it's like, no, they're something that you said prompted this choice, so go and look at it. So what kids will then do is they dig into those careers. What does that career actually look like? Um what are the qualifications? what kind of major would I need? And then based on that, it's like, okay, so if it's this major, what colleges have that major? Because we all know not every college has every major and they might have their dream school, but then they're like, wait, they don't have the program I'd be looking for. So, it just opens the door to so many things of that that career planning stuff. So, a lot of the stuff that's going to be happening this year, um, we're implementing at 9:12. So, the first things they're going to learn how to do are just some of those inventory things, and then they're going to really start diving into um careers, setting goals for after high school. So, there'll be a lot of um opportunity for students to just explore and um moving forward. We can do resume builders. Um they can create a whole profile, things that they can take with them um once they graduate high school. So, it's a really cool program. Um this year we're kind of just scratching the surface a little bit, you know, with um where we're at, but then as we move forward, um Carly is gonna and I are going to work on developing what is ninth grade and it'll be kind of tiered. Um this year we're just kind of dumping them all in the pool um a little bit, but being more specific because our juniors and seniors do need something a little bit different than freshman and sophomores. So there are some differentiations there in some of the things that we're going to have them do. there's scholarship stuff really which I think is awesome. So they can do a they can um create their scholarship profile so when it comes time to apply for those they've got all that information kind of ready to go. Um there's just a lot of avenues that we can go and a lot of things that students can do to explore and then also help set themselves up for success. >> How do students find that? What what is that? >> So it's called Zello. And so um what it is is it's a link that they just click on like that's a >> so they're going to learn about this through advisory. So all students are going to have an opportunity to log in and learn about this in their advisor. First one their first lesson is coming up on Friday September 25th. That's a pretty easy one like hey here's Zillow. Let's get you logged in. Let's get you familiar with it a little bit. Um and then they'll they'll start the process of doing some of those other things. But yes, all during advisory, they're nice and short things, but again, students have access to it anytime they want. So, um I think that some students are going to be really drawn to the things that are in there. Um we haven't even introduced it yet and we've we went on and looked uh looked Carly and I did and we've already had like five kids log in and we haven't even told them about it, but I was like, "Oh, oh, they found it." and you know and um you know so it's just I think when they get in there they're going to see a lot of helpful things and then also providing that guidance and support through advisory so that all students have that opportunity not just the ones who are tinkering around in fall. So this is part of um so you keep hearing about Kari. She is um our coordinator for portrait of a graduate. So she's been doing some of this work um with various group. So she's been working with community education. She's been working with counselor. She's been working with Lisa to try and steer all of this um as part of kind of the core I'll just call it curriculum um throughout the the high school. So, she's been helping to kind of steer that and build that over time. >> What grade do you start suggesting or hinting to a kid about century? And boy, you'd be a great auto tech diesel guy for 916 programming. >> 916 programming. >> Yes, that's what she's talking about. they well they can start um you know that second part of their their 10th grade year. Um but I mean it just it's I think teachers seeing it and um you know what kind of students they are and where their interests lie. I mean we had some really I mean there's some programs there and that's why they run at 916 is because schools can't afford to do those programs on their own. Um but you get a chance to work with professionals in some in some of those career areas. So >> second semester 10th grade >> yeah I think I think they can >> and not all the areas but some of the areas. Yeah. >> And I would say too my hope would be with this you know software Zello that that will also then help guide some of those conversations. Um students might not see themselves >> in those types of careers. So by doing this process they might say oh okay and then and also our counselors can see it too. So they can help provide guidance. They're like hey where were you at with your you know interest survey? What was your matchmaker? what were those things and really help guide those conversations too to help them because they don't know what's all out there either you know they have you know because there is a lot of opportunity so I think that that will help with that piece does the military pop up on >> Zello >> y >> one more is it possible do kids ever leave I'm guessing seniors only do they ever have their credit do they ever leave to go to work during the day and they go to a job >> we don't have a workbased coordinator. >> Yeah. So, I got an observation and I guess question. Um, first of all, I like seeing the progress on previous year's goals and the goals that you've got for this year specifically. The fact that it can be data driven and objective. Um, it makes it a lot easier to track progress. So, I think that's fantastic. Um, the question I have is obviously we do a ton to are high achieving students and you called up the fact that, you know, we're checking in with those DNF students on a pretty frequent basis. >> There's that middle 60% that isn't one of those directions, right? And a common critique that I hear from parents that are sometimes critical of our district is if you fall in that middle 60%, you kind of just float under the radar, right? You're not a behavior issue. You're not a high achiever, but you're also not getting poor grades. So you don't really get the attention then um as we think about our strategic plan and the importance of student agency as part of that should we be thinking about ways to empower that middle 60% to take a more active role in their education and I'm clearly not an expert but I'm just thinking like if they're getting a 2.5 today what do they need to do to bump up from from a C++ to a B in two of their classes to potentially, you know, get on to the B on honor role or something like that. And maybe that's a stupid example, but the point is like what can we be doing to allow these kids that are kind of in the middle to have more of a role in improving the outcome of their education? And I'm not directing that question at anybody in particular. I'm just saying maybe that's a broader discussion for the group. >> Well, I think you could >> can I Yeah. just answer a little bit from like a big picture perspective. So, um, four years ago, we were wrestling with this that question too, um, Ryan. And so, a big part of that discussion and what came out of that was AVID because it really is for those students in the middle who want and have that ambition to to want to do better. And so part of that um buildingwide reach and both through the middle school and the high school with having that AVID elective isn't that it just remains in the AVID elective is that you start to see those strategies and we have that common language developed across our whole building so that all students are seeing it not just the students um you know the high-end students or the low-end students are getting that intervention and that you know that attention piece um but AVID is really intended for those students in the middle. I'd also say that increase in the number of students who are engaging in rigorous coursework those are I mean that is those are our kids who are in the middle who are >> challenging themselves. So that is that has been a real emphasis to get more and more kids >> not just the kids who would naturally choose but the kids who maybe don't see themselves that way that is >> and the addition of the AP pre-Kel class is really meant for those kids in the middle as well. >> Okay. where a lot of when you look at the other AP courses and who it's intended to you know tailor it's kind of tailored towards those um those high achieving kids that pre-cal class is explicitly meant for students in the middle because that's an on-track class that has just been part of that progression for students who are on level in math if you want to call it that. >> Okay. >> I would say to the CIS physics course that we'll be adding next year is also targeted for students in the middle and then allow >> well it will allow them then build some skills and they might choose them to take the regular CIS physics. So the CI that that course linking on the actual name of it so forgive me but it is one of those that's targeted for our that middle group of students to build some of that confidence like the AC free so that they then feel empowered to take other take their initial falling ass. for one student. So it helps them and the middle school have responded to that. I would say that are already have started will support them. as well. >> Um two um points. number one for really good presentation. So, thank you very much. Um, and at the risk of asking something a little bit off topic. Um, I think I'll direct this to Superintendent Duffren, but I I think I want to hear your input, get your input as well. So, I'm a little Johnny come lately to this whole AI thing that's going on, but my eyes have been opened as to how effective and efficient and productive it's made me recently. Do we have the ability as administration and staff to leverage AI internally and are we using it and are we recognizing benefits? >> Because I see I mean I see all the work that goes into putting together a presentation like this. that you know. >> So, a couple Yeah. And I think it's going I think it's probably worth um a study session at some point um to really talk about AI because there's um >> there are conversations we had about learning and how uh the the aspects to learning that are not uh compatible with AI. I guess I'll just >> um and then there's the the aspect of AI that um create efficiencies for us. >> Um I will say that uh we do have an expert in the room in Alice Cyford. She does do some workshops on it. Maybe she maybe she do one for us in the future about and it's more of a productivity sort of tool I'll just say. Um so we I will say we have had a lot of discussions about and we do use AI in a productivity way. Um we do leverage it that way but we also are really aware of um learning and the conflict that AI has with learning science. So um and we think it would be worthwhile to have that conversation in the future and Dr. Schmidt is kind of taking the lead on on some of that. We did some work this summer as an administrative team and we're going to come back and talk to you a little more in depth. >> Thank you. >> You >> Thank you. Excellent job. >> We are going to talk about the calendar. >> You have it in you to stick around. Yeah, I can. Yep. because you have been especially those who have been part of I don't know um the high school in particular the both of you have been part of our conversations about construction this summer more so because it is so disruptive >> um at the high school um and so as we talk about um the academic calendar for next year um I thought you could be on hand if that's okay >> um we've talked about this a few times so hopefully this won't take too long is that okay if I'll continue on. Is everyone hanging in there? Um, so this academic calendar that you have in front of you, uh, we have discuss, so this we've discussed with the calendar committee. We discuss, oh, you don't have in front of you. Do you have in front of you? Oh, you're just going to give it to them. Okay. >> Um, we the calendar committee put together two calendars last time uh they met in the spring. One was to start before Labor Day and the other was to start after Labor Day. And in that when we had that discussion uh we talked about um their continued recommendation of um starting before Labor Day supported uh all the things that we talked about before with learning and tests at the end, you know, just what happens at the end of the school year. But we also talked at that time about the possibility that even though um there was the feeling about starting early, there may not really be that option because of construction. And so we did discuss that with them ahead of time. And with that in mind, they also put together um this calendar u which is the um calendar starting after Labor Day. Um and so we have been through a quite a few um uh construction meetings now with the phasing and just what has to happen in order for us to be able to open uh school next year on time. And it's it's uh it's going to be a pretty disruptive spring at the high school in particular. Um and just what they keep calling the summer slam. all the things that they need to get done in the summer. So, we are recommending for the 2728 school year um this calendar which starts um after Labor Day for students. And Justin, did you have anything you wanted to >> No, just I've been part of um building projects in a different district before and I just say I've never seen one finish on time and Woodbury High School's a good example right now. uh their their project is not complete and they've had to open school the same time everybody else and so they're working around it and we're going to have a enough disruption and we've already seen the phasing those timelines shift with the phasing in the last two meetings that we've had and so I just know that other things will come up as construction happens and there I know that Aaron as the activities director is worried about gym space being available with the work that is going on with the HVAC and the support um structures that need to be put into place to have that on top of the the gym roof and um and just the other things that have to happen and it's going to be it's a significant project and I'm just rather air on the side of caution would be my want I guess in this we're prepared to answer questions you may have >> regarding this recommendation I um I think one of the one of the things that we're waiting on to hear some feedback after starting this school year correct is that one item was have we heard any >> so feedback >> here we have not sent out the so here are a couple things one we have not sent out um a survey regarding um how people felt about that um two we have looked at attendance and our attendance was was good, right? It was great on that. It was great on that and it was and even starting school year our attendance. So that actually isn't an issue and um so I want you to know like in a normal >> year frankly we would be recommending starting. We did not have there we definitely had families um comment that they didn't want to be starting before Labor Day. We had others who really liked it. Um, and we have not surveyed again in part because and we can do it. We can do it if you want to, but our um our strong recommendation is just to start after Labor Day because construction honestly that's that's where it's coming from. And so you you may get we could certainly survey families and get that feedback and they could say we love it and I just would want you to know I'm still going to recommend that we we start after Labor Day because of construction. So um so >> not considering that again I don't think it makes sense to do the survey. >> Well that was my feel I agree. I thought I wouldn't want to be disingenuous with people if we >> asked them and then had I understand right this would make it one extra week of the summer but then the summer of 28 would be one >> it would be regular. So this was the year that we would have picked up an extra week of summer this past summer because of the place where everything fell but instead we took um we started early um and so now it pushes that extra week of summer. So there was going always going to be a summer that had an extra week, but no summer that had a less That's okay. >> You talking about just the start date or just the calendar in general? >> Well, it's the it's the calendar in general. Um, and we'll be will be um it won't be decided today. It will be at the next meeting anyway. so I can um take feedback if there's anything else on this calendar. Um but as you know, those of you who are on the calendar committee, you know, there's not a ton of flexibility when when we put this together. Um and so we can certainly tweak some things, but we try and have the same number approximately the same number of days in each quarter semester is one thing we look at. Um we have we look at when um spring break falls to make sure it doesn't click with some of the larger state tournaments that we typically participate in with 916. we look at 9:16 um and then we and then there was the October if you recall um some people keep calling this a fall break but if you remember we tried to align October days so that they they did um support families in having it just be one time off instead of multiple. Those were things that went into play with this calendar. That was going to be one comment is the last two years I feel like we've made an effort and successfully to avoid the random day off here and there and it seems like some of those are starting to creep back into this calendar. Um I understand that when there's days off for conferences those are strategically around academic calendar. They probably can't be moved but there's like the professional day on November 12th. There's one on January 28th, there's one on April 7th. Um, but specifically like the January and the November dates, is there consideration to putting those next to existing breaks? So, we're not >> Well, and I would add February. >> Those are all end of term. So, >> November 12th is the end of first quarter. February 11th um is conferences. Um, April 7th is the end of third quarter. So, that's that's where those um come into play. The reason for conferences at February 11th, I'd have to go back. I can ask why that was, but I have a feeling that was kind of um Oh, it's a K8. Do you think that was so that I think that was so that they had enough um time with them um to be able to actually come um right if some of the courses are changing at semester the the only challenge I see is that we've gotten to a a point that I think it was in February that we made that a four day a Friday and then the following Monday and we because it used to see this where it was a Monday and then a Friday and then a Monday then a Friday and they were never connected and we finally got to a point that one of them was connected. I don't I thought it was February, not January. But anyway, just >> Well, I will say February, we did that in February and we actually had a lot of trouble with attendance um because f I can do you recall when we had the February um the longer around uh President's Day, >> we had um a lot of trouble with attendance >> week after I think >> the week after is people created their own spring break as a result. Um, so that was a that was an issue for attendance for us. Um, so I'll I'll just say that was um it was hard to support that again. It was a pretty big Yeah. I mean, we had a lot of kids at the high school. It was >> big chunks of time. So, >> just for going back to four day. >> Yeah. The I mean, the critique the other side of that coin that I'm I promise I'm going to hear is uh the week of January 17th is a 4 day week. The following week four day week and then there's a full week and there's another four day week then a full week and another four day week. >> I understand. And >> then yeah >> and I Yeah. So we can go back and look at it. I'll just say January 17th is a holiday. January 28th is the end of the semester. February 21st is a holiday and February 11th was um part of the conference issue there. April 7th term. So we do have some of these that are related academically related >> trying to avoid moving the 11th to the 18th because then >> that's what I I mean I recall it being a real problem for us. So, I mean, I understand that it might be it was a problem for attendance at the high school and so for um academic reasons that conversation just playing devil's advocate. It's a problem for working families with elementary kids, too. >> I think there's no good calendar. We also heard from the parents that didn't like it at the law. You all, right? Because that was we also heard that side of it. So if I had my dream, we would have spring break in February miserable, go somewhere or even just stay at home and not have to get out. But you and then we later in January or in in June. Yeah. Anyway. Okay. So I can So I feel like the one thing I'm hearing is to look into the possibility of February 18th. I'll just tell you that's the reason why. It's not that's one of the reasons why, but I cannot remember what else. Um if there's anything else, but then it sounds like just let you know if we think of any other questions because we'll be voting on it the next meeting. Okay. for staying to help me with that. I appreciate it. >> Everyone doing? Do you need a breather? >> Somebody needs >> Oh, I can wait. The goals should not be a huge surprise to you. Um both of them are kind of a continuation of uh previous goals. It's just the ongoing work similar to how the principal talked to you about want to start with superintendent. There we go. Thanks for participating. All right. So um so the >> superintendent goal >> I was thinking that >> uh there we have the first one is around agency. If you remember we um organized this around various goal areas from our strategic plan. So, this is the first one has to do with the fourth year of the district-wide um literacy uh goal, and you've heard it referred to a couple of times now, but we do have a plan for all um staff 6 through 12 to participate in um something regarding science reading training. Some are more intense than others. The curricular areas that have um whereformational text is part of learning. um the content area those areating those um areas are much more intense um whereas the others are um doing some deeper uh curriculum work around standards um with led by Dr. Schmidt. So those are that's how we're going after um those those that strong academic foundation. So math for example has new standards and so their work is not is they have one module around reading um but the rest of the time they're really going to this year to their um again we're um you've heard a lot of this again but um what we are doing with that avid strategy and that next it's the zello is the name of the college career readiness software and we um so our portrait of graduate coordinator is really going after the idea of kids being able to get into this software so that they can do what we've talked about with building portfolios resume and having them tied to their career. So that is the path she's on. She also um worked to get a college fair here this year. So there are a number of things kind of in the works that um are part of moving that portrait of um so that is that one. The next one with custom partnership some of these things you've seen before but it's a continuation of those budget promises we've made with budget to actual um and a budget that's responding to those future budget challenges that we anticipate. Um we also are working on our our construction communication plan. Um that that you uh we talked a little bit about today in the facilities meeting. Um I know you've seen the website, but we're going to be building out that website, building out more communication. We have construction communication plan, but with this um we will also be um developing a communications plan to set the stage for phase two as well. So alongside the communications our current building plan. We're also going to be creating a a phase two um communication get that moving as well. Um I'd say oh one other the so the some of these are pretty familiar to you. Um but we also are looking at a we we do need to update our strategic plan. really. I think we should be doing it this year, but with all of our facilities challenges, I think it would be hard to be able to host that kind of um work, extensive work. So, and we'll have this opportunity to launch it in the fall with our new facilities. I think it could actually um really kind of spur on some good thinking when they're in those spaces that um we've remodeled. Um but to that end, one of the things we're exploring um for this spring is to really increase uh some leadership opportunities and training for staff throughout the district so that there more to come on that. We just think um building more leadership among uh in all areas throughout the um throughout the district to really move our strategic plan forward would would really bring this to another level. >> Can you can you provide an example >> provide an example of what that leadership training could be? >> Yeah. >> Well, um >> and the objective for >> Yeah. So, so there um I will talk about I don't want to commit to anything because see okay so here's the thing everybody I have Dr. working with me now and he is uh he's got he teaches leadership courses. He's a he thinks about this a lot with me and so I I'm not committing anything. Okay. But um one of the things that's uh one of the powerful things about our strategic planning process is when we have people who are not administrators leading those conversations around what do you want to see us doing next? So those action team parts um you were part of the um the planning team. So you didn't get to see action team. You weren't >> I don't remember. >> So the action team um has a couple of leaders that lead the community around um conversation about what we should do. So here it is. We come up with the the planning team says this is what we're after. This is our mission. these are um our strategies and then the action team says this what we're at. So having um teachers or principles or whoever it may be just leaders throughout our throughout our district feel confident in the way they are able to lead a community conversation >> um would really move I think the conversation forward because there's a different kind of >> art. Yeah. And there's a different kind of conversation when it's not administrators. >> Yeah. >> And it does take some training to get them. So that is how we've kind of been talking how do you how do you have those skills to feel confident in okay um then we also have um continuing um I it's just that continuous conversation but with data because I know that's um an area that you'd like to see grow um and um more more ways around that um portrait of a graduate communicating portrait of graduate and engaging the community in the portrait of graduate work. Um, so those are continuations but areas that we've talked about. >> And I could just add I really liked um that piece about helping students find their interest areas. And the one thing I would say that probably needs improvement is that communication to the students, which will I'm hoping will be part of that. But there's a lot of times that students, you know, I'll talk to a Well, I didn't even know that was I didn't I' had never heard of 916 or you know and I know we do it in the in the uh introduction with parents night and but it's still it takes a few times and I think once you once we're able to identify interest areas that'll help that portrait of a graduate just even grow more significant. >> Yes. And I think once we get going on what's happening with Zello I think we need to parents. So yes, for those parents whose children allow them to help them with things um at different time, you know what I mean? So um there might be some opportunities for parents to really be engaged what that looks like as well. >> I think it'd be good to be strategic about that. as as a parent of four kids in the district. The number of emails I get, >> you've never heard this before. >> On like school level and the teacher level, I mean, I just it is I I it's a part-time job just reading emails, right? And so I I I it's hard to get through it all and so we have to tag team in our house, but um I want that communicated, but like communicating more isn't always more effective. Just sending more messages probably gets drowned out. How do you create the right communication that hits the right people at the right time um and not become desensitized to well there's I got eight emails today from my media I can't even read them all right so I want it to be as effective as possible I think it's a great it's a great resource it's a great initiative um but how we communicate that whether it's there's different ways of doing that would be certainly effective in our household >> if you find that you have any feedback on any of those before next time around, let me know. But, um, a lot of it is continuation. It should not surprise you. Um, and then again, we're starting to one of our areas of, um, the strategic plan is creating leaders throughout our district and having teachers be leaders in their field as well. So that is part of what we were kind of started brainstorming how we could >> a little bit of off the cuff feedback before it's kind of out of sight out of mind. um when it gets to the partnership piece of it, if there's a way to weave in and maybe this is a schoolboard goal, I don't know. But um more partnership with our municipal partners in addition to working through partnerships with um private entities and and trying to evaluate if there is a sponsorship slashf funding slash something. I don't even know what I'm asking for but I just would like to continue that continue that conversation. >> Yeah. So, I've started exploring some of that again. You know, we tried it once and um Stacy met someone um and connected me with someone new and so we met um last week to to again take another run um and um May also joined me for that conversation. together. Um, we talked about what that could look like. Um, because we do need that's not necessarily what we do naturally. Um, and so we were looking for something that we >> um Yeah, but we have it will be a big undertaking which is also why we've talked about how our communication we really want our communication as we're rolling. um your schoolboard goals. Um you will notice on here um when I look at this uh we do have sponsor community meetings for parents, community members, and local leaders. Um continuing to host that district uh dessert and dialogue and coffee conversation. Um, we have right now participate and or present at community organizations. I don't know if you I didn't know if you wanted me to remove some of those because I I know that I heard that maybe you wanted to go to Rotary. Maybe I wasn't really sure where you wanted to go with that one. So, I still have it in there until um I think you should give me some feedback on that one. Um, so even if I just start and then you also talked about the possibility of having like just oneon one that was another I don't know I don't know that I wrote that in here or if it was I yeah I have um I do have that in here that oneonone copy so I'm not sure >> I'd like Personally, I like that. I think like a bianual connect with each of the main cities that represent our district would be really more effective than going to like a meeting or something like that. >> Yeah. And if they would like us to come to a meeting, then they'll ask us at that. >> Hey, we'd really love to hear. >> Um, so would you like me to go forward with assigning everyone a mayor? There one do you all want to >> that's probably gonna be more effective than us. >> Yes. All right. So I'll assign you a mayor to invite coffee. Um and again participating board learning walk is in here. Um participation of school building visits and events. You had increased understanding of district's academic performance, including strategies and resources needed to address socioeconomic gaps. That was something you asked for specifically. Um, invest in district academic priorities. Do you want me to read these to you? Is that helpful? I don't know. It's helpful, right? It's not helpful for me to read this to you. Okay, then I'm going to start doing stop doing that. Um um I am um I have I will say I'm host we have host the legislative copy to advocate for district priorities and just I have talked to the finance committee about having we're going to have a finance meeting sooner rather than later. I don't remember which night it is. Um to talk a little bit about um kind of starting some of those conversations so that we so that we can bring to the board kind of a legislative platform to discuss ahead of time before you know that a good time to do the more casual one we did a couple years ago in January or February when people have been sworn in. >> Yes. And so our goal this time around. So last time we created that, we invited them and we kind of scrambled to put something together based on conversations we kind of had as opposed to really being a little more planful about what are those things we really want to go after and having the whole board engage in what that looked like. I I kind of put it together based on on our conversations, but not like a really clear way we were going to go about it and advocate for it. something like >> um >> I think any newly elected legislator should cater the event. >> Okay. >> Yeah. >> Okay. Any other feedback on Okay. So you'll just look them over before the next meeting 28th give me feedback far in advance so that we can update them and >> thank you >> for schoolboard stuff. Do we want to have anything in there around the thoughtful application of AI or investigation into the thoughtful of >> um do you want I have in my so yeah we can certainly make it that um in my goals I do have something um once again around um bringing forward uh nonacademic data that um impact learning that we had talked about just like I brought to you the um the Minnesota student survey that one time so that could be some >> learning work that could be part of our work >> at a retreat But I do think I we would like to share with you the conversations we've had. Um we're going to be putting together something. Um we've started kind of having conversations and and have some various pieces of communication we want to share with families um as well. probably >> as a board I would us to be advocates for leaders in this area. So the more educated as a whole that we can make two years. >> It's not called this anymore but isn't world best workforce sooner than later in the school year. >> That's ker is what it's called now. And um >> is that October already? It is October that we >> that too soon to address or get socioeconomic academic data. >> Um we would have data around uh with the socioeconomic gaps, right? That's what I have for you. Please give me feedback. I can update those before or next. >> I move to adjourn. >> I'll second that. >> Second. >> All in favor? Hi. >> It's