>> EVERYBODY READY BOARD MEMBERS. GOOD EVENING
[I. Call to Order]
[00:00:06]
AND WELCOME TO THE REGULAR MEETING OF THE SIOUX CITY COMMUNITY SCHOOL DISTRICT IS SEPTEMBER 25, 2023, AT 06:06 PM.I HEREBY CALL THIS MEETING TO ORDER.
PLEASE WOULD YOU JOIN ME FOR THE PLEDGE OF ALLEGIANCE? ALICE, WOULD YOU PLEASE CALL THE ROLL?
>> BOARD MEMBERS, YOU HAVE IN FRONT OF YOU AND AGENDA FOR TONIGHT'S MEETING.
[IV. Approval of Agenda]
IS THERE A MOTION TO APPROVE THE AGENDA?>> WE HAVE A MOTION AND A SECOND FOR THE AGENDA.
BOARD MEMBERS ALL IN FAVOR SIGNIFY BY SAYING AYE.
>> MOTION CARRIES AND AGENDA IS APPROVED.
SHANICE CITIZEN INPUT ARE THERE ANY PARTICIPANTS FOR CITIZEN INPUT TONIGHT?
THE NEXT ITEM ON OUR AGENDA IS THE CONSENT ACTION ITEMS.
[VI. Consent Action Item(s)]
IT IS THE RECOMMENDATION THAT THE BOARD OF DIRECTORS APPROVES THE FOLLOWING CONSENT ACTION ITEMS. ITEM A, BOARD MEETING MINUTES FROM SEPTEMBER 11, 2023, B, THE HUMAN RESOURCES REPORTS, C, THE FINANCE REPORTS.D, THE CERTIFIED STAFF SUBSTITUTE RATES, E, SCHOOL IMPROVEMENT ADVISORY COMMITTEE, MEMBERSHIP, EDUCATIONAL EQUITY COMMITTEE, EEC MEMBERSHIP, CASINOS, SPORTS MEDICINE AND ATHLETIC TRAINING.
H, CONTRACTS FOR BOARD APPROVAL.
I, FACILITY RENTAL CONTRACTS FOR BOARD APPROVAL.
BOARD MEMBERS ITEMS A THROUGH I ON OUR CONSENT ACTION ITEMS, IS THERE A MOTION TO APPROVE THE ACTION ITEMS?
>> IS THE SCENE OF CONTRACT MR. MANDELA, IS THAT THE SAME AS IT'S ALWAYS BEEN, ANY SUBSTANTIVE CHANGES TO IT?
>> IF THERE IS, THEIR RATE HAD STAYED THE SAME FOR THE LAST 10 YEARS.
SO THERE IS A PRICE INCREASE AND THERE IS A STAIR-STEP AT PRICE INCREASE FOR THE NEXT FOUR YEARS.
>> PRACTICES, EVENTS THERE'LL BE SOMEONE THERE. GREAT, THANK YOU.
>> I JUST WANT TO POINT OUT THE ITEM D ON THE CONSENT ACTION ITEMS, CERTIFIED STAFF SUBSTITUTE RATES.
WE HAVE FOUND THAT WE HAVE THREE CATEGORIES OF SUBSTITUTE RATES, A AND B, WHICH ARE THE SHORT-TERM INTERMEDIATE.
THEN WE HAVE ITEM C, WHICH IS THE LONG TERM.
WE SAW THAT WE WERE GETTING OUT OF MARKET FOR THE FIRST TWO CATEGORIES, A AND B, WE RAISE THOSE $10 AN HOUR AND ITEM C, WE RAISED $5 AN HOUR.
THAT PUT US BACK INTO TIED WITH THE LEADING OF THE MARKET, I BELIEVE IT WAS.
IT'S SOMETHING THAT WE NEED TO KEEP TRACK OF ON A REGULAR BASIS TO ENSURE THAT WE'RE COMPETITIVE TO ATTRACT AND GET THE SUBSTITUTES NECESSARY.
>> YEAH, IT WILL PREDICT YOUR DAY.
>> PER DAY IT'S PREMIUM RIGHT NOT PER HOUR. NO.
>> I WOULD SAY THAT'S A GREAT GESTURE THAT SIOUX CITY COMMUNITY SCHOOL DISTRICT HAS FOR THE RETIRED TEACHERS COMING IN AT A HIGH RATE BECAUSE OUR BEST SUBSTITUTE TEACHERS ARE THE ONES THAT HAVE LOTS OF EXPERIENCE AND HAVE RETIRED, WANT TO COME BACK.
>> I THINK THE TOP RATE FOR THAT IS 215 WITH HIS $5 INCREASE PER DAY FOR RETIRED TEACHERS AND YOU'RE LUCKY TO GET THOSE BACK ON RETIRE SORT OF.
>> I JUST LIKE TO MAKE A COMMENT ON E AND F THAT WE HAVE SOME FANTASTIC CANDIDATES FOR THOSE GROUPS AS IT FEELS NOT IN HIS HEAD, YES AND.
MY HEART IS GLAD THAT WE'RE GOING TO HAVE SOME GREAT PEOPLE WORKING AND SERVING OUR DISTRICT.
>> THANKS TO THE BOARD MEMBERS WHO DID THE INTERVIEWS.
I THINK THERE WERE THREE OF YOU THAT DID THE INTERVIEWS FOR THOSE.
THANKS FOR TAKING THE WHOLE DAY, I BELIEVE WASN'T IT?
>> IF I WANT TO ABSTAIN FROM THE CERTIFIED STAFF SUBSTITUTE RATE, DO WE NEED TO PULL D OUT SEPARATE?
>> IF YOU'RE GOING TO ABSTAIN FROM IT.
>> BECAUSE I ACTIVELY SEVEN THE DISTRICT.
>> I WOULD THINK IT WOULD BE INAPPROPRIATE FOR YOU TO VOTE ON THAT, BUT SO BOARD MEMBERS DO WE NEED A MOTION TO PULL THAT OUT SEPARATELY ITEM D? BOARD MEMBERS, I WOULD ENTERTAIN WE HAVE A MOTION ALREADY.
[00:05:04]
I WOULD ENTERTAIN A MOTION TO MODIFY THE ORIGINAL MOTION TO VOTE ON SEPARATELY ON ITEM D ON THIS, IS THERE A MOTION TO MODIFY THE ORIGINAL MOTION TO SEPARATE ITEM D, CERTIFIED STAFF SUBSTITUTE RATES INTO A SEPARATE VOTE.>> ANY DISCUSSION ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE.
>> ITEMS D WILL BE HANDLED THE LAST.
WE HAVE ITEMS A, B, C, IS AN ECHO, F, G, H, I THAT WE'RE VOTING ON NOW OR ARE FURTHERING ANY DISCUSSION?
>> I'M SORRY TO GO BACK TO THE SUB-ARRAY.
DO WE OFF THE TOP OF OUR HEAD AND KNOW WHAT OUR FILL RATE IS FOR THE FIRST MONTH? [NOISE]
>> EIGHTY NINE PERCENT, VERY GOOD.
>> ANY FURTHER DISCUSSION, BOARD MEMBERS? WE HAVE A MODIFIED MOTION AND IS FOUR ITEMS, A, B, C, E, F, G, H, AND I.
ALL THOSE IN FAVOR OF APPROVING THOSE CONSENT ACTION ITEMS SIGNIFY BY SAYING AYE.
>> BOARD MEMBER IS NOW WE'RE GOING TO VOTE ON ITEM D, CERTIFIED STAFF SUBSTITUTE RATES, AND MR. GEORGE SAYS HE'S GOING TO ABSTAIN.
>> I WILL BE ABSTAINING FROM THE VOTE ON ITEM D, CERTIFIED STEP OR A SUBSTITUTE RATE.
>> BOARD MEMBER, IS THERE A RECOMMENDATION THAT WE APPROVE? ITEM D CERTIFIED STAFF SUBSTITUTE RATES.
>> WE HAVE A MOTION AND A SECOND.
ANY DISCUSSION? ALL THOSE IN FAVOR OF APPROVING ITEM D, CERTIFIED STAFF, A SUBSTITUTE RATE SIGNIFY BY SAYING AYE.
>> MOTION CARRIES, AND THEY ARE APPROVED.
BOARD MEMBERS ITEM 7 ON OUR AGENDA IS
[VII. Board Member Reports / Future Meetings]
THE BOARD MEMBER REPORTS IN FUTURE MEETINGS AND SO WITH THE BOARD MEMBER REPORTS, I WOULD START WITH MR. HAMON.>> I JUST WANT TO FOLLOW UP WITH THE INTERVIEWS THAT WE HAVE FOR THE SCHOOL IMPROVEMENT.
MAY WE'VE JUST REALLY HAD SOME GREAT TO SEE RATHER THAN SAY, I WANT THEM TO BE GUILT THREE YEARS OF THEIR LIFE, THEY HELP IMPROVE THE SCHOOL DISTRICT WAS REALLY A JOY TO PEOPLE AND I SEE COMING UP AT WHOLESOME STADIUM ON SEPTEMBER 30TH, NORTH IS GOES UP DANIEL SCARS BEST MARCHING BAND COMPETITIONS [INAUDIBLE]
>> THANK YOU. I DO HAVE A REPORT VERY BRIEF.
ALTHOUGH WE ARE MOVING TOWARDS THE END OF THE MONTH, I WANT TO ACKNOWLEDGE THE NATIONAL HISPANIC HERITAGE MONTH IN OUR DISTRICT.
I HOPE THAT OUR DISTRICT HAS HAD THE OPPORTUNITY TO ATTEND EVENTS THAT ARE BEING HELD OR WERE HELD IN OUR TRI-STATE AREA.
ALSO, AS WE TALKED ABOUT A LITTLE BIT EARLIER, I WAS ONE OF THE THREE BOARD DIRECTORS WHO CONDUCTED THE EQUITY EDUCATION COMMITTEE AND THE SIOUX FOR INTERVIEWS AND PHIL AND JANE AND MYSELF AND DIRECTOR SCOLARO, WE PUT OUR HEADS TOGETHER.
WE HAD SOME GREAT OUTSTANDING CANDIDATES.
SO I JUST WANT TO THANK EVERYONE WHO APPLIED TO APPLY TO SERVE.
MY HAT OFF TO YOU FOR THESE NEXT THREE YEARS.
I, ALONG WITH DIRECTOR BERNIE SCOLARO, ATTENDED THE NORTH VERSUS EAST FOOTBALL GAME.
THOSE KIDS PLAYED THEIR HEART OUT ON BOTH SIDES AND IT WAS PRETTY COOL TO REPRESENT BOTH SIDES.
[LAUGHTER] SO THAT WAS PRETTY COOL.
BUT IT WAS ALSO A DEAF AWARENESS NIGHT WHERE I MET GREAT PEOPLE WHO TRAVELED LITERALLY ACROSS THE COUNTRY TO BE HERE IN SIOUX CITY, IOWA.
HISTORY WAS MADE AND I'VE ALWAYS LOVED WHEN SIOUX CITY, IOWA GETS THE ATTENTION.
HISTORY WAS MADE, I MET A LOT OF GREAT PEOPLE.
ALTHOUGH THERE WAS TECHNICAL DIFFICULTIES, WE STILL MANAGED TO HAVE A PHENOMENAL GAME AND ENJOY THE NIGHT.
I APPLAUD OUR NORTH HIGH STUDENT DEMARICO YOUNG FOR REALLY BIRTHING THAT.
HIS VISION WAS TO HAVE THAT HAPPEN AND THAT WAS JUST AWESOME.
I ALSO ATTENDED, OF COURSE, MY BOARD POLICY COMMITTEE MEETING AND I WAS PREPARED TO GO TO THE WEST HIGH HOMECOMING, BUT IT WAS RAINED OUT.
I ALMOST WORE MY WEST HIGH SHIRT TONIGHT, BUT I'LL SAVE THAT.
I WANT TO ALSO THANK ALL OF THE 11 CANDIDATES WHO HAVE DECIDED TO
[00:10:03]
RUN AND SACRIFICE THE NEXT FOUR OR TWO YEARS TO SERVE THIS DISTRICT.I WISH EACH CANDIDATE THE BEST OF LUCK IN THEIR CAMPAIGNS AND I ENCOURAGE PEOPLE TO VOTE.
WE HAVE CHALLENGES SET BEFORE US AND THE CANDIDATES ARE.
I WOULD ENCOURAGE YOU ALL TO STUDY, UNDERSTAND WHAT'S GOING ON IN THIS DISTRICT, AND REALLY BE PREPARED FOR SOME TOUGH QUESTIONS BECAUSE WE HAVE SOME TOUGH TIMES AHEAD.
JUST I WANT TO END IT OUT AS SAYING LOCAL CONTROL IS EXTREMELY IMPORTANT.
WITH THAT, I CONCLUDE MY REPORT.
>> THANK YOU, DIRECTOR SCARLETT. DIRECTOR GEORGE.
>> THANK YOU, PRESIDENT GREENWELL.
I ATTENDED ALL MY MEETINGS AND HAD THE PRIVILEGE OF ATTENDING THE UE AND STEERING COMMITTEE MEETING AND SOMEHOW I GOT MYSELF ON ANOTHER COMMITTEE, LEGISLATIVE PRIORITY COMMITTEE.
I DON'T KNOW HOW THIS HAPPENS TO ME.
I'M LOOKING FORWARD TO WORKING WITH THIS GROUP OVER THE NEXT YEAR.
A LOT OF GREAT SUPERINTENDENTS AND OTHER FIRST-TIME MEMBERS, BUT I THINK MAYBE I JUST NEED TO KEEP MY MOUTH SHUT SOMETIMES, BUT I'M ON ANOTHER COMMITTEE.
AWESOME POSTS ON FACEBOOK TO GARY HOKLIN, 83 YEARS OLD.
HE TAUGHT FOR THE DISTRICT FOR MANY YEARS.
PRIOR TO THAT, HE WAS A CHIROPRACTOR.
HE WAS ONE OF THE ORIGINAL TEACHERS THAT TAUGHT AT WEST HIGH WHEN IT OPENED UP.
COMBINED TOTAL, 51 YEARS AND COUNTING.
EIGHTY THREE YEARS OLD HE IS, BUT HE'S BEEN TEACHING FOR 51 YEARS COMBINED.
HE HAS MADE AND CONTINUES TO MAKE A DIFFERENCE IN OUR SCHOOLS.
I BELIEVE IT IS PART OF OUR RESPONSIBILITY TO THANK YOU, MR. HOKLIN AND TO ALL FORMER TEACHERS AND TO REMEMBER THOSE WHO GIVE MORE THAN THEY RECEIVE AND HE'S TRULY A MAN WHO GIVES BEYOND.
I MEAN, I DON'T KNOW HOW TO PRAISE THAT MAN.
WE SHOULD HAVE A STATUE WITH HIM.
BUT I JUST WANT TO THANK MR. HOKLIN AND TO ALL THE FORMER TEACHERS WHO GO BACK IN AND SUBSTITUTE.
WITH THAT, MR. GREENWELL, I CONCLUDE MY BOARD REPORT.
>> THANK YOU VERY MUCH. I REALLY DON'T HAVE ANYTHING TONIGHT, SO WE'LL MOVE ON TO FUTURE MEETINGS.
ON OCTOBER 2ND, 2023, WE'LL HAVE A BOARD FINANCE AND FACILITIES COMMITTEE MEETING.
OUR BOARD STUDENT ACHIEVEMENT COMMITTEE MEETING WILL OCCUR ON OCTOBER 4TH.
A REGULAR SCHOOL BOARD MEETING, THE NEXT ONE, OCTOBER 9TH.
EDUCATIONAL EQUITY COMMITTEE, OCTOBER 13TH.
BOARD FINANCE AND FACILITIES COMMITTEE MEETING, OCTOBER 16TH.
BOARD POLICY COMMITTEE MEETING, OCTOBER 17TH.
BOARD STUDENT ACHIEVEMENT COMMITTEE MEETING, OCTOBER 18TH, AND REGULAR SCHOOL BOARD MEETING, OCTOBER 23RD AT THE END OF OCTOBER.
SO THOSE ARE OUR FUTURE MEETINGS.
WITH THAT, I'LL TURN TO DR. EARLEYWINE AND HIS SUPERINTENDENT'S REPORT.
[VIII.Superintendent’s Report - Dr. Rod Earleywine]
>> THANK YOU. I WILL BE ATTENDING AND I THINK THERE'S A COUPLE OF BOARD MEMBERS ARE GOING TO ATTEND THE CHAMBER DINNER THIS THURSDAY.
I'M LOOKING FORWARD TO THAT EVENT.
GREAT TURNOUT FOR THE TRADES BUILDING RIBBON-CUTTING.
THAT PROGRAM IS UP AND RUNNING.
WE'RE VERY EXCITED ABOUT THAT PROGRAM.
CONGRATULATIONS TO THE ROTARY STUDENT OF THE MONTH, CALEB CROSS FROM NORTH HIGH SCHOOL.
HE SPOKE IN FRONT OF THE ROTARY CLUB AND DID AN OUTSTANDING JOB AND HE'S ONE OF THE YOUNG INDIVIDUALS THAT HAS TAKEN ADVANTAGE OF THE SHATTERING PROGRAM WE HAVE WITH CNOS BECAUSE HE DEFINITELY WANTS TO GO INTO THE MEDICAL FIELD.
HIS PARENTS ARE IN THE MEDICAL FIELD.
HE'D SAID WHAT AN OUTSTANDING OPPORTUNITY THAT IS FOR HIM TO BE ABLE TO SEE THE VARIOUS ASPECTS OF THE MEDICAL FIELD THROUGH CNOS OPENING UP THEIR DOORS FOR OUR STUDENTS.
MET WITH THE EDUCATIONAL FOUNDATION LEADERSHIP WITH ANGELA BEMIS, HAD GOOD DISCUSSION ON PLANNING AND PRIORITIZING WHAT THEY WANT TO DO IN CONJUNCTION WITH THE SCHOOL DISTRICT.
LASTLY, THERE WAS A COMMUNICATION THAT WENT OUT TODAY CONCERNING SENIOR PASSES.
AS YOU KNOW, WE STARTED THIS YEAR CHARGING FOR SENIOR PASSES.
ANYBODY 62 AND ABOVE, PRIOR TO THIS YEAR, THEY WERE FREE.
IT'S CAUSED SOME ISSUES IN OUR COMMUNITY WITH SOME OF OUR RETIRED PEOPLE AND I APOLOGIZE FOR THAT.
IT WAS NOT OUR INTENTION TO CAUSE GRIEF FOR ANYONE.
WE'RE AT THE POINT IN TIME WHERE A LOT OF SCHOOL DISTRICTS IN THE AREA AND ACROSS THE STATE AND PROBABLY THE NATION MANY ARE
[00:15:01]
GETTING AWAY FROM THE SENIOR PASSES AND CHARGING JUST A LOWER AMOUNT WITH A COST OF OFFICIALS AND EQUIPMENT AND ALL THESE THINGS AND REALLY OUR PROGRAMS ARE SELF-SUSTAINING, MEANING WE COUNT ON THOSE GATE RECEIPTS.BUT A DECISION WAS MADE AND I TAKE RESPONSIBILITY FOR THAT.
SO WE ARE BACK TRACKING A LITTLE BIT ON THAT.
THE COST WILL STILL BE $30 FOR SENIOR PASS FOR THE YEAR.
BUT YOU WILL BE ABLE TO GET INTO IF I BOUGHT IT AT WEST AND PRIMARILY I GO TO WESTERN EVENTS.
BUT IF YOU WANT TO GO TO A NORTH AND EAST EVENT, THAT SENIOR PASS WILL BE ACCEPTED.
IF YOU BOUGHT MORE THAN ONE TO TRY TO SAVE MONEY BECAUSE YOU GO TO A LOT OF EVENTS, YOU WILL BE CONTACTED AND WE WILL DO EVERYTHING WE CAN TO REIMBURSE THE DOLLARS THAT YOU SPENT ABOVE AND BEYOND THE ORIGINAL $30.
THAT WAS COMMUNICATED OUT TODAY.
SO IF ANYBODY ELSE HAS ANY QUESTIONS, THEY CAN CERTAINLY CALL MY OFFICE OR SEND ME AN EMAIL AND I'LL DO MY BEST TO ANSWER THOSE QUESTIONS.
WITH THAT, I WILL END MY REPORT. THANK YOU.
>> JUST A QUESTION ON THAT. IF PEOPLE DID BUY MULTIPLE TICKETS, THEY CAN EITHER COME DOWNTOWN OR THEY CAN GO TO THE HIGH SCHOOL?
>> WE ARE GOING TO CONTACT THEM. WE KNOW WHO THEY ARE.
WE WILL CONTACT THEM AND WE'LL FIGURE OUT HOW TO MAKE THAT RIGHT.
>> DR. EARLEYWINE, THANK YOU FOR YOUR REPORT. WE'RE STILL UP.
[IX. A. Superintendent Goals - Dr. Rod Earleywine]
NEXT ITEM, ITEM 9, ON OUR AGENDA, ITEMS OF PRESENTATION, DISCUSSION, AND/OR ACTION OR THE SUPERINTENDENT GOALS.IT IS THE RECOMMENDATION THAT BOARD OF DIRECTORS APPROVE DR. EARLEYWINE'S SUPERINTENDENT GOALS FOR THE '23/'24 SCHOOL YEAR AND IN BROAD FASHION WE'VE IDENTIFIED FIVE PRIMARY GOALS.
THERE'S LOTS OF SUB-GOALS AND COMPONENTS OF IT, BUT WE'VE IDENTIFIED FIVE PRIMARY GOALS FOR DR.
EARLEYWINE AND NOT IN ANY PARTICULAR ORDER, BUT WE'LL JUST GO THROUGH THEM.
PRIORITY 1 IS THE ESSER BUDGET, STRATEGIC PLAN.
FOR THOSE OF YOU WHO DON'T KNOW WHAT ESSER MEANS, THINK OF IT AS COVID CASH.
WE'RE GETTING TO THE END OF THE TIME FOR THAT JUNE 30TH IS THE CUTOFF OF THAT OF THIS COMING YEAR AND IT'LL BE DONE.
WE'RE PRIORITIZING THINGS AND CHANGING SOME THINGS.
I THINK WHAT'S COME TO LIGHT RECENTLY IS THERE ARE SOME SAFETY ITEMS THAT WE NEED TO ADDRESS.
THOSE SAFETY ITEMS INCLUDE AIR VENTILATION SYSTEMS AT THE HARRY HOPKINS CENTER FOR THE AUTO TECH AND THE SOME OF THE METALWORKING ACTIVITIES, AS WELL AS THE DUST COLLECTION AT WEST HIGH FOR SOME OF THE WOODWORKING AND OTHER ACTIVITIES OUT THERE.
WE'VE TALKED ABOUT SOME OTHER SAFETY ITEMS AROUND THE DISTRICT DOORS, THINGS LIKE THAT.
THEN WE'RE ALSO AT A POINT WHERE IT LOOKS LIKE WE MAY HAVE SOME SUBSTANTIVE AMOUNTS OF MONEY LEFTOVER FROM OUR ESSER THAT WE DIDN'T USE FOR STAFF AND CURRICULUM AND THINGS LIKE THAT THAT WERE OUR PRIORITIES AND WE'RE ASKING MR. TIM PAUL TO RE-EXAMINE WHAT AIR CONDITIONING WOULD COST AT THE RESPECTIVE HIGH-SCHOOL GEMS. WE'RE NOT COMMITTING TO IT.
WE'RE NOT COMMITTING TO IT AT THIS POINT.
WE'RE JUST ASKING YOU TO LOOK AT IT BECAUSE IT LOOKS LIKE WE WILL HAVE A REASONABLE AMOUNT OF ESSER FUNDS THAT MAY BE AVAILABLE TO HANDLE.
CERTAINLY WILLING TO TAKE CARE OF THE SAFETY ITEMS FIRST. THAT'S ABSOLUTE.
BUT WE'RE TAKING A LOOK AT OTHER THINGS AS WELL.
THE ESSER BUDGET IS ONE OF DR. EARLEYWINE'S GOALS.
NUMBER 2 IS STAFF RETENTION AND RECRUITMENT.
NUMBER 3, SPECIAL EDUCATION PROGRAM REVIEW AND REVISION.
NUMBER 4, ENGLISH LANGUAGE LEARNERS, ELL PROGRAM AND REVIEW.
NUMBER 5 IS STUDENT ACHIEVEMENT AND CONTINUOUS ACADEMIC IMPROVEMENT FOR ALL STUDENTS.
THOSE ARE THE FIVE HIGH-LEVEL ITEMS WE'VE ASKED DR.
EARLEYWINE TO LOOK AT AS FAR AS HIS GOALS FOR THIS YEAR AND I'LL LET HIM GO INTO FURTHER EXPLANATION. DR. EARLEYWINE.
>> OBVIOUSLY, THERE'S A LOT OF THINGS THAT ARE TIED TO THAT.
>> DR. EARLEYWINE, COULD YOU PUT YOUR MIKE ON, PLEASE?
>> THERE ARE A LOT OF THINGS TIED TO THE SRO BUDGET, WHICH IS PRIORITY ONE, AND MY GOAL IS TIED TO THAT.
THAT WORK HAS ALREADY BEGUN MEETING WEEKLY TO KIND OF HAMMER THAT OUT AND SEE WHAT WE ABSOLUTELY NEED FOR THE FOUR POSITIONS, AND HOW WE CAN MAKE SURE WE'RE SERVING OUR STUDENTS TO THE BEST OF OUR ABILITY.
STAFF RETENTION AND RECRUITING IS SO CRITICAL.
WITH A TEACHER SHORTAGE WE HAVE RIGHT NOW.
WE NEED TO MAKE SURE WE'RE DOING EVERYTHING WE CAN TO RETAIN OUR CURRENT STAFF, TO KEEP THEM IN THE GAME FOR A FEW MORE YEARS, IF YOU WILL, AND ALSO MAKING SURE WE'RE NOT LOSING OUR YOUNGER STAFF,
[00:20:04]
THAT THEY COME AND DON'T FEEL LIKE THEY'RE SUPPORTED LIKE THEY SHOULD BE, SO WE ARE TRYING TO STAY ON TOP OF THAT AND WANT TO MAKE SURE THAT WE DO EVERYTHING WE CAN TO IMPROVE THE CLIMATE AND CULTURE OF OUR SCHOOL DISTRICT AND MAKE SURE THAT OUR STAFF FEELS SUPPORTED, THAT THEY FEEL APPRECIATED.WE ARE WORKING HARD WITH THAT.
AS FAR AS RECRUITING IS CONCERNED, WE NEED TO CONTINUE TO DO THAT.
I THINK THE HR DEPARTMENT, ALONG WITH THE COMMUNICATION DEPARTMENT, HAVE DONE A GOOD JOB OF RECRUITING, BUT IT'S REALLY TOUGH BECAUSE THERE JUST AREN'T THE NUMBER OF TEACHERS THAT THERE USED TO BE.
>> [OVERLAPPING] I HOPE JUST GROWING YOUR OWN PROGRAM IS GOING TO GENERATE SOME INTEREST TO GET THESE STUDENTS BACK INTO TEACHING IN OUR DISTRICT.
>> YES, ABSOLUTELY. SPECIAL EDUCATION PROGRAM REVIEW AND REVISION, THAT HEAVY LEFT WAS STARTED LAST YEAR AND WE ARE CONTINUING THAT THIS YEAR.
AGAIN, WHEN YOU LOOK AT THE SPECIAL EDUCATION AND THE ELL, THOSE ARE REALLY HEAVY LESS WHEN YOU LOOK AT REVIEW AND REVISION AND REALLY REVAMPING THOSE PROGRAMS WITHIN PROBABLY WITH SOME OF THE MOST NEEDY AND VULNERABLE STUDENTS THAT WE HAVE, AND WE NEED TO MAKE SURE WE'RE PROVIDING THOSE SERVICES TO THE BEST OF OUR ABILITY.
THAT GOES BACK TO RETENTION AND RECRUITING THE STAFF AS WELL THAT TIES TOGETHER VERY WELL.
THERE USED TO BE A TIME WHEN SPECIAL EDUCATION TEACHERS, A LOT OF STUDENTS COMING OUT OF COLLEGE HAD A SPECIAL ED ENDORSEMENT BECAUSE THERE WERE AN ABUNDANCE OF TEACHERS.
THE THING THAT WE WOULD TELL OR I WOULD DEFINITELY ADVISE EVEN MY OWN DAUGHTER IS IF YOU WANT A JOB, MAKE SURE YOU GET A SPECIAL EDUCATION ENDORSEMENT, THEN YOU'RE GOING TO GET A JOB.
THEN IF YOU'RE NOT CRAZY ABOUT SPECIAL EDUCATION AFTER A FEW YEARS, YOU'LL BE ABLE TO GO TO A REGULAR EDUCATION POSITION.
NOW I DON'T BELIEVE THAT'S THE ADVICE COMING FORTH ANYMORE SIMPLY BECAUSE THERE'S SUCH A SHORTAGE OF TEACHERS.
IF YOU HAVE A DEGREE IN ELEMENTARY EDUCATION, YOU'RE GOING TO GET A JOB.
THOSE ARE THINGS THAT JUST WE HAVE TO BE AWARE OF AND WE HAVE TO DO A BETTER JOB OF MAKING SURE THAT WE'RE NOT OVERLOADING OUR TEACHERS.
WITH THE PAPERWORK ASSOCIATED WITH SPECIAL EDUCATION, SOMETIMES IT'S SO MUCH, AND IT'S JUST VERY DIFFICULT TO STAY ON TOP OF THINGS, AND TEACHERS DON'T LIKE THAT FEELING.
THEY WANT TO BE ON IT ON TOP OF THINGS.
THEY WANT TO BE IN CHARGE. THEY WANT TO KNOW WHAT'S GOING ON WITH THEIR STUDENTS.
THAT'S THE MARRIES THAT WE NEED TO IMPROVE ON IT, AND SAME WITH THE ELL PROGRAMS. STUDENT ACHIEVEMENT, CONTINUOUS IMPROVEMENT FOR ALL STUDENTS; THAT'S WHAT WE'RE ALL ABOUT.
WE HAVE TO MAKE SURE WE'RE PROVIDING QUALITY RESEARCH-BASED INSTRUCTION TO OUR STUDENTS.
THE BEST EXAMPLE RIGHT NOW, THAT IS A SCIENCE OF READING THAT WE'RE IMPLEMENTING, JUST STARTING TO DO THAT.
WE'VE TALKED ABOUT TODAY, AND PRESIDENT GREENWALD ASKED ME THAT QUESTION.
WHEN WE DO A NEW INITIATIVE, HOW LONG BEFORE WE SEE A DIFFERENCE, AND IT'S 3-4 YEARS.
THAT TAKES A LITTLE TIME, SO BE PATIENT WITH US, BUT WE ARE DOING OUR VERY BEST TO MAKE SURE OUR STUDENTS ARE GETTING THE BEST EDUCATION THEY CAN POSSIBLY GET.
BECAUSE WE HAVE QUALITY PEOPLE, WE HAVE QUALITY TEACHERS, QUALITY SUPPORT STAFF, QUALITY ADMINISTRATION.
WE JUST TO MAKE SURE WE'RE ALL PULLING AND ROWING IN THE SAME DIRECTION.
>> BOARD MEMBERS, ANY QUESTIONS FOR DR. EARLEYWINE? I KNOW WE HAD A CLOSED SESSION BEFORE THAT WE TALKED ABOUT THESE MATTERS.
ANY FURTHER FOLLOW-UP QUESTIONS FOR DR. EARLEYWINE?
>> I DON'T HAVE ANY QUESTIONS.
I JUST WANTED TO THANK YOU FOR GOING THROUGH THESE AND WELL-THOUGHT-OUT, TYING EVERYTHING THAT WE'RE TRYING TO DO INTO YOUR GOALS.
I THINK THAT'S A VERY APPROPRIATE I KNOW YOUR GOALS ARE ABOUT THE SAME AS PROBABLY ALL THE UEN SUPERINTENDENTS BECAUSE WE JUST WENT OVER EVERY ONE OF THESE ON LAST FRIDAY, SO THANKS FOR GOING OVER THEM WITH US.
WE'VE NEVER REVIEWED THE SUPERINTENDENT OF SCHOOLS PUBLICLY BEFORE.
THIS WAS REALLY OUR FIRST TIME, SO THANK YOU FOR LETTING US REVIEW THESE PUBLICLY, AND I'M TRYING TO BE OPEN AND TRANSPARENT ABOUT WHAT OUR FOCUS POINTS ARE AND WHAT YOUR FOCUS [INAUDIBLE].
>> ABSOLUTELY. AS IF THEY WERE LAST YEAR, THESE WILL BE ON THE WEBSITE FOR EVERYONE TO VIEW AND IT'S PUBLIC INFORMATION.
>> AS WE GO THROUGH THE DR. EARLEYWINE HAS AGREED THAT HE'LL UPDATE IT.
THERE'S 10 PROFESSIONAL STANDARDS THAT WE EVALUATE ADMINISTRATORS ON IT AND IN PARTICULAR SUPERINTENDENTS AND WE'LL ADDRESS EACH ONE OF THOSE STANDARDS AGAINST THESE GOALS AND SOME OTHERS THAT COME UP DURING THE YEAR.
WE'LL HAVE ALL OF THOSE STANDARDS COVERED BY THE END OF THE YEAR.
[00:25:04]
I THINK A GOOD START, AND A GOOD SHOWING AND THE TRANSPARENCY OF YOUR GOALS.I'M PLEASED THAT YOU WERE WILLING TO DO THAT.
>> SHE NEEDS ANYTHING FROM THE PUBLIC?
>> BOARD MEMBERS, IT IS THE RECOMMENDATION THE BOARD OF DIRECTORS APPROVED DR.
EARLEYWINE'S SUPERINTENDENT GOALS FOR THE 2023/2024 YEAR.
>> WE HAVE A MOTION AND A SECOND FOR THE RECOMMENDATION.
ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE.
THE NEXT ITEM ON OUR AGENDA IS THE STUDENT ACHIEVEMENT COMMITTEE UPDATE.
[IX. B. Student Achievement Committee Update - Angela Bemus & Amy Denne]
MS. BEMIS AND MS. DANNY. I DON'T SEEM MS. DANNY HERE.>> DANNY IS IN CHICAGO FOR ATTORNEY. IT'S JUST ME.
>> IT IS THE RECOMMENDATION THAT THE BOARD ACKNOWLEDGES THE STUDENT ACHIEVEMENT COMMITTEE UPDATE. WE DON'T HAVE TO APPROVE IT.
WE'RE JUST GOING TO ACKNOWLEDGE IT.
WITH THAT, I'LL LET YOU PROVIDE THE INFORMATION.
>> I CAN'T SEE THOSE VIEW ON HERE.
IT'S RIGHT HERE. IT LOOKS DIFFERENT, RIGHT?
THANK YOU. THIS IS OUR IOWA STATE ASSESSMENT OF STUDENT PROGRESS UPDATES.
WE PUT IT UNDER THE LENS OF STUDENT ACHIEVEMENT BECAUSE IT'S ONE OF THE FACTORS THAT WE USE TO IDENTIFY THE HEALTH OF OUR DISTRICT.
IT'S ALSO WHAT OUR STATE USES AS ONE OF THE EITHER 9 OR 11 CATEGORIES THAT THEY USE TO DETERMINE THE HEALTH OF OUR DISTRICTS.
WE WILL BE GETTING THE IOWA SCHOOL PERFORMANCE PROFILE RESULTS SOON, PROBABLY THE END OF, WELL, THEY'VE SAID AT THE END OF SEPTEMBER, BEGINNING OCTOBER, AND THAT HAS EVERYTHING IN IT AND HOW THEY DETERMINE THE HEALTH OF OUR DISTRICT.
BUT IOWA STATE ASSESSMENT OF STUDENT PROGRESS IS SOMETHING THAT WE'RE ALL VERY FAMILIAR WITH.
IT REALLY NEEDS ITS OWN PRESENTATION.
BECAUSE WE GET INTO A LITTLE MORE DETAIL.
WE'RE GOING TO TALK ABOUT WHAT IT IS.
WE'RE GOING TO LOOK AT OUR DATA.
THEN I'M ALSO GOING TO SHARE WITH YOU SOME OF THE THINGS THAT WE HAD PLANNED AND THAT WE ARE DOING THIS YEAR.
THE IOWA'S STATEWIDE ASSESSMENT OF STUDENT PROGRESS, IT'S OUR ACCOUNTABILITY ASSESSMENT.
IT'S ALIGNED TO OUR IOWA CORE STANDARDS, WHICH IS THE SAME AS ALL OF OUR CURRICULUM IS.
WE TAKE MATH AND ELA IN GRADES 3 THROUGH 11.
WE TAKE THE SCIENCE ASSESSMENT IN FIFTH GRADE, EIGHTH GRADE, AND 10TH GRADE.
EVERY SPRING, THE STATE GIVES US A THREE-WEEK WINDOW.
THEY SAY THAT YOU CAN DO THREE WEEKS BETWEEN THIS SECTION OF TIME AND IT IS ONE OF THE CONTRIBUTORS TO THE IOWA SCHOOL PERFORMANCE PROFILE, WHICH I JUST SHARED WITH YOU THAT WE'LL GET INTO ONCE WE GET THAT SCORE.
THAT IS WHAT OUR ASSESSMENT IS. HANG ON.
HOW I AM GOING TO PRESENT TODAY IS I'M GOING TO SHARE WITH YOU OUR SCORES FROM THIS YEAR AND LAST YEAR BY GRADE LEVEL.
AFTER THAT, I'M GOING TO SHARE WITH YOU THE LONGITUDINAL DATA BECAUSE THE STATE LOOKS AT IT FROM YEAR-TO-YEAR, SO THIRD GRADE 2022, 3RD GRADE 2023.
WE LIKE TO LOOK AT OUR DATA INTO TERMS, THAT IS HOW THE STATE LOOKS AT IT, SO OF COURSE WE DO, BUT APPLES TO APPLES.
OUR THIRD GRADERS LAST YEAR ARE FOURTH GRADERS THIS YEAR.
WE ALSO WANT TO SEE OUR COHORT GROUPS AND HOW THEY'RE IMPROVING.
I'M GOING TO SHOW IT TO YOU BOTH WAYS.
>> BASICALLY, WHEN YOU SAY YOU'RE PLAYING 3RD GRADE LAST YEAR, FOURTH GRADE THIS YEAR IS THE EXPECTED GROWTH.
THAT'S REALLY, DID WE MEET THE EXPECTED GROWTH ARE NOT MEET THE EXPECTED GROWTH?
>> BUT LIKE I SAID, THE STATE DOES NOT LOOK AT IT THAT WAY.
THE STATE LOOKS AT IT THIRD GRADE TO THIRD GRADE.
THAT'S HOW THEY'RE REPORTING IT.
I'M GOING TO SHARE WITH YOU 3RD-11TH GRADE,
[00:30:01]
5TH, 8TH, AND 10TH GRADE SCIENCE.THIRD GRADE, WE WERE UP 3% IN ELA AND UP 4% IN MATH.
IN 4TH GRADE, WE WERE FLAT IN ELA, WE WERE UP 4% IN MATH.
IN FIFTH GRADE, WE WERE UP 3% IN ELA AND UP 7% IN MATH, WHICH IS A PRETTY BIG JUMP.
WE TYPICALLY DON'T SEE THAT BIG OF A JUMP.
IN SIXTH GRADE, 5%, WE IMPROVED 5% IN ELA AND 3% IN MATH, SEVENTH GRADE, WE WERE DOWN 4% IN ELA, AND WE WERE UP 9% IN MATH.
AS I SHARE WITH YOU THE NEXT SCORES, I HAVE ALL THESE PLUSES.
WE DID NOT GO DOWN IN MATH IN ANY GRADE.
BUT THE NEXT FOUR GRADES, WE DID GO DOWN IN ELA.
IN EIGHTH GRADE, DOWN 7% IN ELA AND UP 4% IN MATH, NINTH GRADE DOWN 2% IN ELA UP 1% IN MATH, 10TH GRADE DOWN 1% AND UP 6% IN MATH, AND 11TH GRADE DOWN 7% AND UP 4% IN MATH.
>> CAN I MAKE ONE OBSERVATION?
>> IT LOOKS LIKE IT'S DISAPPOINTING THAT WE'RE DOWN, BUT IT LOOKS LIKE THE STATEWIDE, THEY WERE DOWN ON THE ELA AND MOST OF THOSE CATEGORIES AS WELL.
>> WE WERE. THAT'S MY NEXT POINT.
>> NO, THAT'S OKAY. WE FOLLOWED OUR STATE.
EITHER WE'RE ABOVE THE TREND OF THE STATE, OR WE WERE AT THE TREND OF THIS STATE.
ALTHOUGH OUR PERCENTAGES ARE DIFFERENT RATE THAN THE STATE PERCENTAGES.
IF THE STATE WENT DOWN, WE WENT DOWN.
BUT NEVER DID WE GO DOWN AND THE STATE NOT GO DOWN. DOES THAT MAKE SENSE? NOW ON THIS PRESENTATION, I HAVE A LOT OF DATA.
IT'S REALLY FOR YOU TO SIMMER WITH AND LOOK AT ON YOUR OWN BECAUSE THERE'S A MILLION DIFFERENT WAYS WE CAN LOOK AT IT.
I'M SHARING WITH YOU THE TWO WAYS THAT I FEEL REPRESENT THE WHOLE AS MUCH AS I CAN.
THIS DATA HAS BEEN SHARED WITH ALL OF OUR BUILDINGS.
MR. VANDERLOO AND MR. MOSHER, THEY THEMSELVES WENT THROUGH ALL OF THE DATA AND DISSECTED WHAT DOMAINS IN ELA AND MATH STUDENTS WERE NOT PERFORMING BY BUILDING AND SHARED THAT WITH THEIR PRINCIPLES.
THEN THEIR PRINCIPLES TAKE THAT TO THEIR TEAM.
THAT'S SOMETHING THAT IS A LITTLE DIFFERENT THIS YEAR THAT WE KNOW THAT OUR PRINCIPALS AND TEACHERS JUST WERE TRYING TO TAKE MORE THINGS OFF THEIR PLATE.
BUT THEY NEED TO KNOW WHAT IN ELA OR WHAT IN MATH ARE WE NOT DOING WELL AND WHAT ARE WE DOING WELL?
>> DID YOU FIND ANY AREAS IN PARTICULAR WHERE WE'RE NOT DOING WELL THAT ARE COMMONALITY AMONGST MULTIPLE SCHOOLS?
>> YEAH. AT THE ELEMENTARY LEVEL WHEN IT COMES TO ELA CONVENTIONS, WAS THE TOP AREA CONSISTENTLY.
ALL EXCEPT I THINK ONE GRADE LEVEL IN ELA.
>> CONVENTIONS. TELL ME WHAT CONVENTIONS MEANS.
>> OF WRITING. COMMAS, PERIODS, THOSE TYPES OF THINGS.
EACH BUILDING PRINCIPAL WILL BE ABLE TO TAKE THEIR DATA AND LOOK AND SAY, OKAY, HERE'S AN AREA WE NEED TO WORK ON.
HERE'S WHAT WE'RE DOING WELL, HERE'S WHAT WE NEED TO KEEP GOING.
>> WE GAVE THAT TO THEM AND ENCOURAGED THEM.
WE SHOWED THAT PROPAGATES THOSE REPORTS THEMSELVES AND THEN REQUIRED THEM TO GO THROUGH THEM WITH THEIR BUILDING LEADERSHIP TEAMS TO DEVELOP REALLY SPECIFIC GOALS.
>> THAT'S AWESOME BECAUSE I KNOW EACH BUILDING IS DIFFERENT AND UNIQUE.
IT'S WHAT YOU ASK TO ATTACK IT.
>> BUT WE HAVE TO LOOK AT WHAT KIND OF AN ENGLISH AND READING PROGRAM WE'RE GOING TO USE AT THE DISTRICT.
>> YES. WE'RE GOING TO TALK ABOUT THAT.
>> MR. VANDERLOO, VERY SIMILAR.
AT THE SECONDARY SCHOOLS WE DID THE EXACT SAME THINGS.
I DON'T HAVE THE FORM WITH ME TO BE SPECIFIC, BUT I CAN TELL YOU THERE'S SOME VERTICAL ALIGNMENT ISSUES THAT WE'RE DISCUSSING AS MR. HAMON JUST MENTIONED.
WE'RE LOOKING AT THINGS THAT FOLLOW THROUGH FROM 6-11TH GRADE FOR OUR SECONDARY STUDENTS, BUT SOME OF THOSE START IN THE ELEMENTARY SCHOOLS.
THERE'S SOME VERTICAL ISSUES THAT WE'RE DEALING WITH.
EACH SCHOOL DOES HAVE SOME SIMILAR ISSUES, BUT EACH SCHOOL ALSO HAS A FEW UNIQUE ITEMS THAT THEY'RE ADDRESSING INDIVIDUALLY.
AGAIN, THEIR BLT TEAM WILL MEET COLLECTIVELY TO CREATE GOALS FOR THEIR BUILDING.
BUT THERE ARE ALSO SOME SIMILAR ONES ACROSS THE DISTRICT.
>> I UNDERSTOOD THAT CONVENTIONS MEANS GRAMMAR.
[00:35:03]
VERTICAL ALIGNMENT MEANS?>> IT MEANS THE THINGS WE TEACH, GRADE TO GRADE.
>> THERE'S SOME DEFICIENCIES WITH SOME OF OUR STUDENTS AS THEY MOVE THROUGH THE SYSTEM, THEY'RE NOT GETTING A CERTAIN SKILL AT A CERTAIN GRADE LEVEL.
IT'S SHOWING UP EVERY TIME WE TEST ALL THE WAY THROUGH THE SYSTEM.
>> RATHER THAN GREENWELL, WE NEED TO DO MORE VOCABULARY DOWN THE WALL, MORE READING COMPREHENSION DOWN THE WALL.
>> I'M GOING TO SHARE THE LONGITUDINAL DATA, AND THEN I'M GOING TO TALK ABOUT THAT BECAUSE I THINK THAT THE DATA IS THE DATA.
THE MOST IMPORTANT THING IS HOW WE'RE GOING TO RESPOND TO IT, AND SO IF WE LOOK AT OUR LONGITUDINAL DATA, WHEN YOU LOOK AT IT THIS WAY, I'VE GOT 21, 22, AND 23 HERE FOR ELA MATH AND SCIENCE.
THIS WOULD BE THIRD THROUGH 11TH GRADE, SO THIS IS JUST A COMPILATION OF 3RD TO 11TH GRADE.
WE WERE 57, BUT THIS IS THE APPLES TO APPLES-TO-APPLES, THE SAME COHORTS OF KIDS.
57% WERE PROFICIENT IN ELA IN 21, 59% IN 2022 AND THEN 58% IN 2023.
IN 2022 52% AND IN 2023 57%, SO THOSE ARE THE SAME KIDS, AND THEN WHEN WE LOOK AT SCIENCE, AND I WILL TELL YOU THE VERTICAL ALIGNMENT IN SCIENCE IS A HUGE.
WE DID RESTRUCTURE OUR SCIENCE STANDARDS LAST YEAR.
WE COMPLETELY READ IT BECAUSE WE WERE MISSING, WE HAD BIG HOLES IN SCIENCE BECAUSE IT'S VERY SPECIFIC CONTENT IN TERMS. IN 2021 IT WAS 52% PROFICIENT, 2022 53, AND 2023 49%.
LIKE I SAID THAT IS OUR DATA WHEN WE LOOK AT COHORTS OF STUDENTS.
>> JUST AN IDEA OF THE NUMBER OF COHORTS IS THAT 70% OF OUR STUDENTS IN GENERAL OR [OVERLAPPING] ABOUT 70%.
THE SAME 70% OF KIDS WERE IN EARLIER GRADE.
THEY WERE IN OUR DISTRICT LAST YEAR.
THEY ARE IN OUR DISTRICT THIS YEAR AND THOSE ARE THE APPLES-TO-APPLES COMPARATIVES.
>> WE HAVE ABOUT, I DON'T KNOW WHAT IT IS THEY SHARE, BUT 28% MOBILITY, SO WE ALWAYS CONSIDER AS A DISTRICT.
SOME BUILDINGS HAVE 50% MOBILITY, SOME ONLY HAVE 10, BUT WE AVERAGED ABOUT 28% MOBILITY, SO 70% WOULD BE A GOOD REPRESENTATION OF THAT.
I DID THE SAME THING BY EACH GRADE LEVEL, SO YOU CAN LOOK AT THAT ON YOUR LEISURE AND I WILL BE HAPPY TO ANSWER ANY QUESTIONS BECAUSE THERE ARE JUST DEPENDENT ON YOUR INTEREST AREA.
THERE'S JUST SO MANY WAYS WE CAN LOOK AT THIS.
I ALSO HAVE THE DATA DEMOGRAPHICALLY, WHICH I'M GOING TO SHARE WITH YOU IS VERY SIMILAR TO WHAT WE'VE HAD BEFORE.
SEE HERE, THAT WAS OUR GRADES 3-11, AND THEN IF WE LOOK AT OUR ELL STUDENTS THAT WE'RE SEEING IN MATH IN ELA AND SCIENCE WE ARE STILL SEEING THAT BIG GAP.
WE STILL SEE THE BIG GAP WITH OUR SPECIAL EDUCATION STUDENTS.
THAT ISN'T A SURPRISE TO US, SO THAT DATA IS REALLY OUR ACTION STEPS, ARE REALLY FOCUSED VERY MUCH TOWARDS OUR ELL STUDENTS AND OUR STUDENTS WITH IEPS.
I'LL BE SHARING WHAT WE'RE DOING WITH THAT IN JUST A MOMENT.
OUR ASIAN POPULATION ALWAYS OUTPERFORMS. THIS IS TYPICAL.
THEY OUTPERFORM ANY OTHER SUBGROUP.
OUR AMERICAN INDIAN ALASKAN NATIVE PRETTY SIMILAR.
AGAIN, BLACK AFRICAN-AMERICAN USUALLY MIMICS SIMILAR, AND OUR HISPANIC LATINO, SO IF YOU LOOK AT THOSE THREE GROUPS, HISPANIC LATINO, NATIVE AMERICAN, AND BLACK THEY ARE ALL WITHIN THE 50S PERCENTS LIKE BETWEEN HIGH 40S OR LOW 50% PROFICIENCY.
BELIEVE IT OR NOT OUR BIGGEST POPULATION THAT WE HAVE TO REALLY FOCUS ON AS OUR HAWAIIAN PACIFIC ISLANDER.
WE ARE SEEING THAT THAT POPULATION IS AN INCREASINGLY GROWING POPULATION IN OUR DISTRICT AND WE HAVE PINPOINTED SOME KEY FACTORS AS TO WHY.
THAT IS THE CASE, BUT LIKE I SAID THAT IS OUR BIGGEST AREA OF DISCREPANCY.
>> ARE THOSE NON-ENGLISH SPEAKING OR MOST OF THOSE ARE ENGLISH?
>> FROM LOTS OF DIFFERENT ISLANDS, THEY HAVE LANGUAGES THAT WE HAVE NO INTERPRETERS FOR.
TYPICALLY, THEY'RE HIGHER MOBILITY.
[00:40:03]
WE HAVE HIGHER MOBILITY AND SO THERE'S SOME OTHER FACTORS TO THAT I CAN SHARE, BUT THAT GROUP IS A GROUP THAT REALLY WE'RE TRYING TO FOCUS ON ATTENDANCE, GETTING THEM TO SCHOOL.THAT'S THE GROUP THAT WE KNOW OUR EFFORTS FOR THAT GROUP ARE A LITTLE DIFFERENT.
MOST OF THEM ARE ELL LEARNERS AS WELL, BUT WE HAVE A HARDER TIME GETTING FOR ATTENDANCE.
OUR ATTENDANCE IS PRETTY LOW ON THAT, AND SO WE'RE CONTRIBUTING A LOT OF THIS JUST TO NOT BEING AT SCHOOL.
>> THEN THIS IS PROBABLY THE FIRST TIME [OVERLAPPING] DEMOGRAPHIC HAS BEEN.
>> THIS IS THE FIRST TIME WE'VE LOOKED AT IT LIKE THIS.
>> ATTENDANCE IS WHAT WE'RE LOOKING AT.
>> IS THERE A REASON WHY THEY ARE SUCH A FACTOR NOW, IS THERE AN EMPLOYMENT SHIFT IN THE COMMUNITY, ARE THEY COMING FROM THE PHILIPPINES?
>> I KNOW THAT WE HAVE HAD A PROGRAM THAT BOUGHT A LOT OF THE PACIFIC ISLANDERS IN SEABOARD HAD A HIRING SO THAT BOUGHT A LOT OF THE PACIFIC ISLANDERS IN AND ALSO SOME RELIGIOUS ORGANIZATIONS RUSHED OUT AND BOUGHT A LOT OF IT.
>> I WILL SAY OUR CULTURAL PROFICIENCY WE ARE DOING, SO WE ARE LOOKING AT CULTURAL PROFICIENCY IN THAT GROUP AS WELL BECAUSE IT'S NOT A GROUP THAT WE'VE EVER REALLY FOCUSED ON BECAUSE OUR POPULATION WAS NOT VERY LARGE, YEAH.
>> QUESTION IS, I HEARD YOU MENTIONED ATTENDANCE A COUPLE OF TIMES.
HAVE YOU CORRELATED ATTENDANCE WITH A DIFFERENT GROUPS AND DO YOU SEE A CORRELATION BETWEEN ATTENDANCE?
>> WITH THIS GROUP IS THE BIGGEST HUGE CORRELATION, WITH THIS GROUP THE MOST.
OUR ATTENDANCE IS PRETTY EVEN.
WE DON'T HAVE ANY GROUPS THAT REALLY OUTDO THE OTHER BY A LOT.
THIS WAS THE SUBGROUP THAT STOOD OUT FOR ATTENDANCE.
IT WAS AN OUT QUITE THE OUTLIER LOOKING AT ALL THE OTHER SUBGROUPS.
>> THEN DO WE THINK THE LANGUAGE GAP PLAYS A LARGE ROLE THERE AS WE DON'T HAVE ANY MATERIAL IN THEIR LANGUAGE?
>> WELL, WE BELIEVE IT'S LANGUAGE.
WE BELIEVE WE NEED AND TO UNDERSTAND THE CULTURE MORE TO UNDERSTAND HOW TO CONNECT WITH THEM ABOUT HOW AND UNDERSTAND THEIR CULTURE REGARDING SCHOOLING, BECAUSE OFTENTIMES THE ATTENDANCE ISSUE IS NOT BECAUSE THEY DON'T WANT TO SEND THEIR KIDS TO SCHOOL OR THEY JUST DON'T, BUT FROM THEIR COUNTRY OR FROM WHERE THEY WERE BEFORE, THERE ARE DIFFERENT GUIDELINES AS TO WHY YOU SEND YOUR KIDS TO SCHOOL AND WHY YOU DON'T.
SO WITH DIFFERENT SUBGROUPS, THEY KEEP THEIR KIDS HOME MORE IF THEY JUST HAVE A COLD.
HONESTLY A LOT OF IT'S THE WEATHER FOR THIS GROUP.
IF IT'S REALLY COLD, THEY JUST DON'T, SO WE HAVE TO EDUCATE OURSELVES, SO WE CAN THEN CONNECT WITH THEM AND HELP THEM.
>> NOT TO GET INTO THE WEEDS HERE, I'M JUST CURIOUS.
DO WE BREAK THIS DOWN BY GRADE LEVEL FOR ATTENDANCE?
IN THEIR CULTURE THEY START GOING TO SCHOOL 14 AND THAT BACKENDS IT HEAVILY.
>> THEIR TRANSPORTATION IS ANOTHER FACTOR, BUT WE ARE STARTING THAT.
WE STARTED THAT WORK WHICH THAT IS IN NEW A SUBGROUP THAT WE'VE REALLY NEVER DUG INTO BEFORE.
>> DO WE HAVE A ROADMAP ON HOW TO ENGAGE THE PARENTS REGARDING SOME OF THE DATA THAT WE HAVE LIKE THE ATTENDANCE ISSUE, MAYBE IT'S A LANGUAGE, MAYBE IT'S A CULTURAL BARRIER ON HOW TO GET THEM MORE INVOLVED AND UP TO SPEED ON WHAT FOR ALL GROUPS NOT JUST THIS GROUP?
>> BUT WE DO FOR ALL GROUPS, AND SO WE'RE ACTUALLY WORKING ON THAT WITH TECHNOLOGY RIGHT NOW AND WITH COMMUNICATIONS DEPARTMENT BECAUSE OUR TEACHERS AND OUR ADMINISTRATORS HAVE ALL THE ACCESS, BUT HOW DO WE GET IT TO OUR PARENTS TO ALSO HOW DO THEY UNDERSTAND IT? AND SO THOSE ARE THINGS THAT WE ARE WORKING THROUGH RIGHT NOW.
THE STATE DOES GIVE US SOME GUIDANCE.
THEY DO GIVE US SOME GUIDANCE ON HOW TO DO THAT AND SOME SAMPLES OF COMMUNICATION, BUT WE WE'RE WORKING ON JUST HONING IT MORE AROUND OUR POPULATION AND THEIR NEEDS.
>> I GUESS JUST LOOKING AT THIS AND GOING BACK THROUGH SOME OF THE DEMOGRAPHICS, IT TROUBLES ME THOUGH THAT WE HAVE 50% OF OUR AMERICAN INDIAN ALASKAN NATIVES THAT ARE NOT PROFICIENT IN MATH
[00:45:02]
AND READING OR ELA EVEN HIGHER PERCENTAGE IN BLACK AFRICAN-AMERICAN AND HISPANIC AND HAWAIIAN PACIFIC, SO THEY'RE AROUND THE MID 50S, BUT EVERY OTHER KID.I MEAN THAT'S EVERY OTHER KID THAT'S WALKING IN THE BUILDING.
IT'S NOT PROFICIENT. I MEAN THAT'S PRETTY SUBSTANTIVE.
>> IF YOU NOTICE, WE ARE PERFORMING HIGHER IN MATH TYPICALLY.
>> WHAT WE'VE DONE, OUR ACTIONS, WE HAVE DONE THE ANALYSIS.
JUST SO YOU KNOW, IN THE PAST, AS THE ADMINISTRATOR, YOU AND YOUR LEADERSHIP TEAM WOULD ANALYZE THE DATA.
I MEAN, IT IS LENGTHY AND IT TAKES A LOT OF TIME.
WHAT WOULD HAPPEN IS THAT BY THE TIME THEY HAD IT ANALYZED, IT'S ALREADY NOVEMBER.
THIS YEAR DATE, THE DIRECTORS ANALYZED IT THEMSELVES TOGETHER, THEN SHARED IT WITH ALL OF US AND THEN GAVE IT TO THEIR ADMINISTRATORS.
THEY COULD JUST GET GOING RIGHT AWAY SAYING, OKAY, LET'S LOOK AT THIS, LET'S CREATE SOME ACTION STEPS.
EVERY BUILDING HAS TO CREATE THEIR OWN ACTION STEPS SPECIFIC TO THEIR BUILDING.
AS A DISTRICT, WHEN YOU LOOK AT THE CURRICULUM AND INSTRUCTION, WE IN ELEMENTARY, HAVE REALLY IDENTIFIED COMPREHENSION AND VOCABULARY, ELEMENTARY, MIDDLE SCHOOL, AND HIGH SCHOOL.
VOCABULARY IS THE NUMBER 1 AREA WE ARE NOT PERFORMING.
>> EXACTLY. MATH HAS ITS OWN LANGUAGE, AND THESE KIDS ARE COMING UP NOW AND NOTICE THAT STEADILY DECLINED OVER THE PAST 12-15 YEARS OF VOCABULARY IS JUST NOT WHERE IT USED TO BE.
THE TEST HAS GOT HIGH VOCABULARY IN IT AND SO YOU'RE GETTING KIDS, ELL KIDS, KIDS THAT DON'T HAVE THE VOCABULARY BACKGROUND AND NOW WE'RE GIVING THEM A TEST THAT'S WAY UP HERE IN VOCABULARY.
WELL, I SEE THAT AS BEING A HUGE FACTOR.
WE ALL KNOW THAT LITERACY IS A PROBLEM.
I MEAN, EVERY YEAR, THAT IS, EVERY DISTRICT HAS A GOAL AROUND LITERACY BECAUSE THEY'RE STRUGGLING.
WHAT WE HAVE DETERMINED, THE GURUS OF RESEARCH IS THERE WAS A VERY LARGE STUDY THAT TOOK THE LAST 50 YEARS OF RESEARCH AND ANALYZED IT AND DETERMINED THAT THE WAY WE'VE BEEN TEACHING READING FOR ABOUT THE LAST 10-15 YEARS IS ACTUALLY WHY OUR SCORES ARE DECLINING BECAUSE WE FOCUS MORE ON SPECIFIC SKILLS AND WE DON'T EXPOSE TO FULL TEXT.
WHEN YOU THINK ABOUT VOCABULARY, THE ONLY WAY TO BUILD VOCABULARY IS BY READING, LISTENING TO READING, EXPERIENCES, DISCUSSION, AND WRITING.
THOSE ARE HOW KIDS GROW THEIR VOCABULARY.
WHEN WE DO NOT READ ALOUD TO STUDENTS OR WHEN WE JUST READ SHORT LITTLE DECODABLE READERS, I CAN USE THAT TERM, WE'RE NOT GETTING DEEP ENOUGH INTO TEXTS FOR STUDENTS TO UNDERSTAND HOW TO COMPREHEND AND TO BUILD THEIR VOCABULARY KNOWLEDGE.
>> FOR EXAMPLE, WE SPENT A LOT OF TIME ON FLUENCY.
FLUENCY HAS ITS PLACE, SO DON'T GET ME WRONG.
BUT COMPREHENSION AND FLUENCY HAVE TO GO HAND IN HAND.
WE SPENT SO MUCH TIME ON FLUENCY LIKE I CAN FLUENTLY READ A DOCUMENT THAT A LAWYER WROTE, BUT WHEN I GET DONE, I DON'T REALLY KNOW WHAT I READ.
I CAN READ THROUGH IT VERY QUICKLY AND FLUENTLY, BUT I DON'T UNDERSTAND IT.
>> WE'RE SEEING BOARD MEMBERS UP HERE RUB THEIR HEAD AND ARE ITCHING AND NERVOUS.
>> HE'S BEING SARCASTIC, I THINK.
>> QUESTION. DO WE KNOW THE REASON WHY THE STATE EMBARGOS THIS DATA UP UNTIL A COUPLE OF WEEKS AGO? DO WE KNOW THAT? BECAUSE TO ME, I DON'T KNOW.
BECAUSE WE DO THIS IN THE SPRING, RIGHT?
>> WE DO IT IN THE SPRING BECAUSE NOW THERE'S A WRITING COMPONENT.
I THINK THAT TAKES LONGER AND THEN THEY EMBARGO IT, TO I DON'T KNOW, THEY EMBARGO IT FOR LIKE TWO OR THREE WEEKS.
>> IT JUST MAKE SENSE FOR SCHOOL DISTRICTS TO FORM A ROADMAP TO SUCCESS.
RIGHT AWAY WE GET THIS INFORMATION OUT A LOT QUICKER.
>> YEAH, WE'D LIKE TO HAVE IT.
WELL, THE WHOLE IDEA OF IT WAS YOU'RE GOING TO HAVE THESE RESULTS BACK QUICKLY WITHIN A COUPLE OF WEEKS,
[00:50:02]
BUT THAT HAS NOT HAPPENED.WHAT THEY DO IS, ONCE THEY GET IT ALL CALCULATED AND GET READY FOR DISTRIBUTION, THEY THEN DEVELOP AND PUT OUT A PRESS RELEASE ACROSS THE STATE AND AFTER THAT IS RELEASED THEN THEY LET US RELEASE AS WELL.
>> WE PUT IT ON THE STUDENT ACHIEVEMENT AGENDA RIGHT AWAY WHEN WE GOT IT, SO WE'VE ONLY HAD IT FOR ALMOST THREE WEEKS.
>> IS EVERY SCHOOL'S RELEASED OR JUST THE STATEWIDE TOTAL?
>> SO WE CAN DO OUR WATERLOO, DUBUQUE, COUNCIL BLUFFS COMPARISONS.
ON THE DE SITE, WHEN THE IOWA SCHOOL PERFORMANCE PROFILE IS COMPLETE, WHEN THE STATE IS READY FOR THAT, WHICH THIS IS THE LAST THING THEY'RE WAITING FOR, I'M NOT QUITE SURE WHY IT'S NOT READY, BUT ONCE THAT COMES, THEN YOU'LL BE ABLE TO LOOK AT EVERY DISTRICT.
>> IT'S BEEN A PARTICULAR INTEREST OF MINE THAT WE COMPARE SIOUX CITY AS, HOW DO WE COMPARE WITH I CONSIDER, A RELATIVE PEERS.
>> [INAUDIBLE] NOT DES MOINES, BUT WATERLOO, DUBUQUE, COUNCIL BLUFFS THAT ARE SIMILAR DEMOGRAPHICS, SIMILAR SIZE.
>> [INAUDIBLE] IS A LITTLE BIT SMALLER, THAT'S ABOUT HALF OF IT.
>> I CAN BRING ONCE THE IOWA SCHOOL PERFORMANCE PROFILE IS OUT, I CAN PUT THAT TOGETHER AND BRING IT TO A STUDENT ACHIEVEMENT COMMITTEE AND IF WE WANT TO DECIDE TO PRESENT IT, I CAN DO THAT AS WELL.
>> WE CAN LOOK AT OURSELVES IN THE MIRROR AND SAY WE'RE HANDSOME AND BEAUTIFUL AND ALL THAT, BUT HOW DO WE COMPARE AGAINST PEERS?
>> THEN ONE LAST QUESTION FOR ME.
I MEAN, EVERY THIRD GRADER TAKES THE SAME ELA TEST.
THE IEP KIDS TAKE THE SAME ONES, THE ELL TAKES THE SAME.
>> EVERY STUDENT TAKES THE SAME TEST.
NOW STUDENTS WHO ARE ENGLISH LANGUAGE LEARNERS, OR HAVE A 504 PLAN, OR HAVE AN IEP MAY HAVE ACCOMMODATIONS, MEANING EXTENDED TIME, A SMALLER SETTING TEST OTHER THAN THE ELL TESTS CAN BE READ TO THEM LIKE THE MATH TESTS CAN BE READ.
>> YEAH, IT'S THE SAME TEST THOUGH.
>> THEY'RE TAKING THE SAME TEST.
THERE'S A DIFFERENCE BETWEEN MODIFICATION AND ACCOMMODATION.
ACCOMMODATION MEANS THAT WE TAKE THE OUTSIDE FACTORS.
MODIFICATION IS ACTUALLY CHANGING THINGS ON THE TEST.
WE DO NOT MODIFY, WE CANNOT MODIFY.
>> MAYBE I MISSED IT, BUT THE VIBE, SINCE THEY WERE ONLINE, THEY'RE NOT INCLUDED IN THESE RESULTS?
>> ARE THEY NOT INCLUDED IN OR THEY ARE INCLUDED?
>> WHAT WE ARE DOING THOUGH, AND WE'VE STARTED, WE HAD OUR FIRST FULL DAY, SO ALL OF US ON THE MRS. DANNY, FROM CURRICULUM, MYSELF, MR. MOSHER, HAVE ALL BEEN TRAINED IN THE SCIENCE OF READING.
WE'VE STUDIED IT, WE'VE BEEN TRAINED IN UNDERSTANDING WHAT TO DO AND HOW TO TEACH IT, AND NOT ONLY THE PEDAGOGICAL SIDE TO IT, BUT THE RESEARCH SIDE AND WE STARTED LAST FRIDAY WITH OUR FIRST GROUP OF ADMINISTRATORS GETTING THEM ALL TRAINED UP.
THEY WILL HAVE HOW MANY FULL DAYS?
OUR NEW CURRICULUM THAT WE ARE ADOPTING FOR NEXT YEAR IS ALL BASED ON THE SCIENCE OF READING.
BUT FOR OUR TEACHERS, THIS WILL BE WHY BOBBY AND JEN WERE LAUGHING AND BILL IS BECAUSE PROBABLY MY AGE AND OLDER, WE TAUGHT THIS WAY WHEN WE FIRST STARTED TEACHING.
THAT'S HOW WE TAUGHT READING, IS BASED ON THE SCIENCE OF READING.
WE TAUGHT PHONICS, WE TAUGHT VOCABULARY, WE READ STORIES TO THE CLASS.
YOU WOULD HAVE A DISCUSSION WITH A SMALL GROUP ABOUT THE BOOK AND DIFFERENT THINGS ABOUT THE BOOK.
WE THEN MOVED TO PASS 10-12 YEARS TOWARDS SKILLS, WHICH THEN TOOK AWAY THE BROADER, I CONSIDER IT PUTTING IT ALL TOGETHER.
THAT IS REALLY THE CURRICULUM, THE VENDORS.
THE PUBLISHERS REALLY WENT TO THIS DIFFERENT BALANCED LITERACY APPROACH AND IT'S NOT WORKING CLEARLY.
THIS HAS NOW COME BACK AND WHEN YOU LOOK AT IT, SO TEACHERS, I WOULD SAY MY AGE AND OLDER ROUGHLY. I'M PRETTY YOUNG.
[00:55:04]
BUT I WOULD SAY ARE LIKE, WHOA, YAY, I KNOW HOW TO DO THIS, THIS MAKES SENSE TO ME.OUR TEACHERS WHO HAVE ONLY BEEN TEACHING FOR THREE OR FOUR YEARS, THEY ARE SAYING, OKAY, I THINK OUR TEACHERS WHO'VE BEEN TEACHING LIKE FIVE YEARS TO THE LAST 5-15, THIS IS A PHILOSOPHICAL CHANGE IN WHAT THEY WERE TAUGHT IN COLLEGE ON HOW TO TEACH READING.
WE, AHEAD OF TIME SAID, WE CAN'T JUST GIVE THEM THE MATERIALS AND TELL THEM HOW TO TEACH IT BECAUSE REALLY YOU HAVE TO UNDERSTAND WHY.
IF YOU DON'T UNDERSTAND WHY YOU'RE TEACHING IT IN A CERTAIN WAY, IT'S NOT GOING TO BE AS MEANINGFUL.
THAT'S WHY WE'RE TAKING THIS YEAR TO ENSURE THAT ALL OF OUR ELEMENTARY TEACHERS ARE TRAINED AND OUR IMPLEMENTATION OF THE CURRICULUM WILL BE NEXT YEAR INSTEAD OF THIS YEAR.
>> WE GOT TO GET AWAY FROM SOME OF THESE CRAP AND GET BACK TO SOME OLD-SCHOOL STUFF.
>> [INAUDIBLE] OLD SCHOOL AND THAT'S WHAT THESE YOUNGER TEACHERS ARE GOING TO HAVE TO BE TAUGHT ABOUT.
>> VERY MUCH HAS CHANGED, THE UNIVERSITIES AS WELL, THAT ISN'T HOW THEY WERE.
WE REFER TO ELEMENTARY, OF COURSE, SECONDARY NEEDS TO UNDERSTAND, BUT IN SECONDARY, TYPICALLY, YOU'RE NOT LEARNING HOW TO READ.
YOU MAY BE BEHIND IN READING, BUT YOU ALREADY HAVE SOME BASIC SKILLS.
BUT WE ARE STILL ENSURING THAT WE HAVE OUR READING TEACHERS IN OUR SECONDARY.
THEY WILL ALSO BE TRAINED BECAUSE IT WILL HELP THEM IDENTIFY KIDS WHO ARE BEHIND IN READING, MORE OF WHAT THEY'RE LACKING.
AND WHAT WE'VE FOUND IS PHONICS. WE DON'T HAVE PHONICS SKILLS.
>> WELL, I'VE GOT TO DO A SHOUT-OUT HERE TO DORDT UNIVERSITY, BECAUSE MY DAUGHTER GRADUATED FROM THAT AND THEY WERE TEACHING THEM THE SCIENCE OF READING.
>> [OVERLAPPING] AND HOW TO APPLY THAT. SO I DON'T KNOW IF MORNINGSIDE, BRIAR CLIFF, NORTHWESTERN, WHAT THEIR PROGRAMS ARE LIKE. [BACKGROUND]
>> IT DEPENDS ON THE COLLEGE TOO.
>> [OVERLAPPING] BUT AT THE SAME TIME, SHE GOT LUCKY.
>> REGARDING THIS WHOLE LANGUAGE THING, WE GOT AWAY FROM PHONIC, WE GOT AWAY FROM VOCABULARY, FOLKS KNOWING FLUENCY, AND THINGS STARTED TAKING A NOSEDIVE OVER THE PAST 15 YEARS.
WE'VE GOT TO PULL THE NOSE BACK UP.
ALTHOUGH WE'VE BEEN TRAINED, JARED AND I, AND AMY ARE BEING TRAINED WITH THE PRINCIPALS AS MODELS.
WE ARE WITH THEM ON THOSE FOUR-AND-A-HALF DAYS SO WE CAN ANSWER QUESTIONS.
IT'S A PRETTY INTENSE TRAINING.
IT'S HONESTLY THE TOP-NOTCH TRAINING FOR SCIENCE OF READING THAT'S OUT THERE, AND WE WERE FORTUNATE WITH OUR ESSER FUNDS AND THE BOARD APPROVING US TO USE SOME FUNDS TO DO THAT.
>> THIS IS WHY IT TAKES 2-3 YEARS TO SEE CHANGES, YOU HAVE TO BAKE ALL THIS IN.
>> EXACTLY. IT TAKES SOME TIME.
THE TEACHERS HAVE TO MAKE THE CHANGES, THE KIDS HAVE TO GRASP THEM AND THEY HAVE TO START LEARNING THEM.
>> IN THE SCIENCE OF READING, THEY SAY 3-5 YEARS FOR A DISTRICT-WIDE SHIFT.
TO HAVE THAT TOTAL COMPLETE SHIFT, IT TYPICALLY TAKES 3-5 YEARS.
>> WE'RE GOING TO HAVE SPELLING WORDS ON MONDAYS WITH A TEST ON FRIDAY AND WE'RE GOING TO SOUND OUT WORDS FOR PHONICS ON THAT DAY.
THE SPELLING IS A LITTLE MORE STRUCTURED, BUT WE'RE GOING BACK TO SPELLING.
WE'RE GOING BACK TO COMPREHENSION, WE'RE GOING BACK TO TEACHING, PRE-TEACHING VOCABULARY, AND USING MORE COMPLEX TEXT.
WE'RE REALLY HOPING IT WILL EXPOSE OUR ELL STUDENTS, AND OUR STUDENTS ON IEPS TO HIGHER-LEVEL TEXTS.
THEY WILL BE HEARING IT AND INVOLVED IN DISCUSSION WITH IT, WHICH THEN WILL SUPPORT THEM IN CLOSING THAT GAP.
>> HOW ARE WE INFORMING, EDUCATING, COMMUNICATING TO PARENTS THAT WE'RE FUNDAMENTALLY CHANGING WHAT WE [OVERLAPPING]
>> I WAS JUST THINKING THE SAME THING BEFORE YOU SAID IT.
WE'VE GOT TO GET IT ACROSS TO PARENTS TOO THAT THE VOCABULARY IS SO IMPORTANT.
>> IN THE ELEMENTARY, IT'S ACTUALLY PRETTY EASY BECAUSE WE ARE GIVEN FUNDS TO HAVE PARENT INVOLVEMENT EVENTS FOR LITERACY, SO OUR BUILDINGS CAN HAVE THE EVENTS.
TYPICALLY, THEY HAVE THREE OR FOUR A YEAR.
[01:00:02]
AND WE'VE GOT A LOT OF FUNDING THIS YEAR FOR PARENT INVOLVEMENT.IT'S TITLE FUNDS, BUT A SPECIFIC AMOUNT FOR EACH SCHOOL HAS TO BE DEDICATED TO PARENT INVOLVEMENT, AND SO WE HAVE THOSE.
WE ALSO HAVE THE CONFERENCES WHERE WE HAVE JUST A SUMMARY OF UNDERSTANDING WHAT DO YOU NEED TO DO? WHAT ARE WE DOING WITH YOUR STUDENT? I WILL TELL YOU THOUGH, NOT EVERYBODY IS THERE.
A LOT OF PEOPLE HAVE TAKEN IT UPON THEMSELVES AS TEACHERS AND DOVE INTO IT, BUT AS A DISTRICT, WE'RE JUST GETTING THE TRAINING UP TO SPEED POWER NOW.
>> I AM ON MY COMMUNITY THAT'S WHY I'M GETTING INVOLVED MORE.
>> WE'RE JUST ASKING THAT YOU ACKNOWLEDGE OUR REPORT AND PLEASE FEEL FREE TO REACH OUT TO ME VIA EMAIL OR PHONE AS YOU LOOK AT THE DATA AND YOU HAVE ANY QUESTIONS.
BECAUSE LIKE I SAID, THERE'S DIFFERENT WAYS YOU CAN LOOK AT IT AND I COULD BE HAPPY TO TALK THROUGH THAT.
YOU HATE TO SEE SOMETHING THAT DIDN'T WORK.
WE CARRIED ON FOR SO LONG, BUT AT LEAST WE ACKNOWLEDGE IT NOW AND WE'RE CHANGING COURSE, WHICH IS THE BEST YOU CAN EXPECT RIGHT NOW, SO GOOD.
ANY OTHER QUESTIONS FOR MS. BEMIS OR DR. EARLYWINE ON THE STUDENT ACHIEVEMENT UPDATE?
>> I THOUGHT MS. BEMIS PRESENTED THAT VERY WELL.
>> GREAT. THANK YOU. MOVING ON TO ITEM C,
[IX. C. First Reading of Board Policies - Dr. Rod Earleywine]
OUR FIRST READING OF BOARD POLICIES.WE HAVE IN FRONT OF US POLICY 604.5, STUDENT SURVEYS, ANALYSES, OR EVALUATIONS, AND POLICY 1003.5, COMMUNITY RESOURCE PERSONS AND VOLUNTEERS.
IT IS THE RECOMMENDATION THAT THE BOARD OF DIRECTORS APPROVES THE ABOVE BOARD POLICIES FOR THE FIRST READING.
ANY DISCUSSION, BOARD MEMBERS?
>> JUST CLARIFICATION ON COMMUNITY RESOURCE PERSONS AND VOLUNTEERS, WHAT THAT'S ALL INCLUDING.
THE PROCESS THAT THEY HAVE TO GO THROUGH TO BE A VOLUNTEER?
>> YES. WE WERE TALKING ABOUT THE BACKGROUND CHECKS AND THE SCREENING AND ALL OF THAT AND THE ENCOMPASS OF HOW MANY VOLUNTEERS.
AND THAT WE ARE NOW ASKING THAT PRINCIPALS NOTIFY THEIR DIRECTORS WHEN THEY'RE HAVING OUTSIDE PEOPLE COME IN.
WE JUST HAD ONE IN SECONDARY THAT GOOD THING THAT WE PUT THAT IN PLACE.
IT'S A GOOD MOVE. THAT IS NEW IN THERE.
BEFORE, THE PRINCIPAL JUST HAD TO GIVE THE PERMISSION.
SOME BUILDINGS ALWAYS JUST HAD THE SAME PEOPLE COMING, SO THEY DIDN'T REALLY ASK ANYMORE, BECAUSE THEY JUST ALWAYS CAME EVERY YEAR.
WELL, THIS ENSURES THAT THE PRINCIPAL ALSO NOTIFIES THEIR DIRECTOR AND THE DIRECTOR GIVES THE OKAY.
>> SHANICE, ANYTHING FROM THE PUBLIC ON THIS?
>> ANYTHING ELSE FROM BOARD MEMBERS? WE HAVE A MOTION TO SECOND TO APPROVE THE FIRST READING OF THESE.
ALL THOSE IN FAVOR, SIGNIFY BY SAYING AYE.
>> ALL THOSE OPPOSED? AND MOTION CARRIES.
[IX. D. November 2023 School Board Election - President Greenwell]
LAST ITEM ON THE AGENDA, I'M NOT GOING TO SAY VERY MUCH.TWO OF US UP HERE ARE CANDIDATES, SO WE WILL NOT USE THIS PLATFORM TO TAKE IT FORWARD, NOR WILL WE ALLOW CANDIDATES TO COME FORWARD AND SPEAK, USE IT AS A PLATFORM FOR ELECTION PURPOSES.
JUST TO SAY THAT FOR THE FOUR-YEAR POSITIONS AS DIRECTOR SCARLETT INDICATED, THERE ARE NINE PEOPLE RUNNING FOR FOUR FOUR-YEAR POSITIONS AND THERE ARE TWO PEOPLE RUNNING FOR THE ONE TWO-YEAR POSITION.
THAT IS IT. THE ELECTION IS ON NOVEMBER 7TH AND GOOD LUCK TO ALL THE CANDIDATES. THAT SHOULD BE IT.
WE WILL NOT HAVE THIS ON THE AGENDA ITEM GOING FORWARD.
WITH THAT, BOARD MEMBERS, I WOULD HAPPILY ENTERTAIN A MOTION TO ADJOURN.
>> WE HAVE A MOTION TO SECOND TO ADJOURN.
ALL THOSE IN FAVOR, SIGNIFY BY SAYING AYE.
>> [NOISE] MEETING IS ADJOURNED. THANK YOU VERY MUCH.
>> SEE YOU, GUYS.
* This transcript was compiled from uncorrected Closed Captioning.