[00:00:02]
>> I'M OVER. HERE WE GO. GOOD EVENING.
[I. Call to Order]
IT'S APRIL 22ND, 2024 AT 6:01.I NOW CALL THE REGULAR MEETING TO ORDER.
PLEASE JOIN ME IN THE PLEDGE OF ALLEGIANCE.
SEANIECE, WILL YOU PLEASE CALL THE ROLL.
>> BOARD MEMBERS, IS THERE A MOTION TO APPROVE THE AGENDA?
[IV. Approval of Agenda]
BOARD MEMBERS, IS THERE ANY DISCUSSION? ALL THOSE IN FAVOR OF APPROVING THE AGENDA, SAY AYE.
>> ALL THOSE OPPOSED, SAY, NAY.
AT THIS TIME, THE BOARD OF DIRECTORS
[V. Citizen Input]
INVITE INDIVIDUALS AND DELEGATIONS TO COME FORWARD AND SPEAK ON ISSUES RELATED TO SCHOOL DISTRICT OPERATIONS THAT ARE NOT INCLUDED ON TODAY'S MEETING AGENDA.CITIZEN INPUT ON ACTION AND DISCUSSION ITEMS WILL BE ACCEPTED AT THE TIME AND DISCUSSION OF EACH AGENDA ITEM.
SEANIECE, IS THERE ANY CITIZEN INPUT TONIGHT?
>> MICHELLE, REMEMBER YOUR FULL NAME AND YOUR ADDRESS.
>> MICHELLE HELT 5625 SEGER COURT.
I'M HERE TONIGHT AS A CONCERNED PARENT OF AN EAST HIGH STUDENT AND A STUDENT AT SUNNYSIDE, WHO WILL ATTEND EAST MIDDLE SCHOOL IN A YEAR.
MY CONCERN CENTERS AROUND THE STAFFING OF EAST HIGH AND EAST MIDDLE VOCAL MUSIC PROGRAM FOR THE UPCOMING YEAR AND BEYOND.
LAST WEEK, I, ALONG WITH PARENTS, AMY NELLIS, AND CHRISTI FINNEGAN, DIRECTORS MICHAELSON, EHMCKE, AND MILLER, ALONG WITH MS. BEAMS, MR. VANDERLOO, MR. COOK, AND HEATH WEBER, MET TO DISCUSS THE VOCAL MUSIC STAFFING AT EAST MIDDLE AND EAST HIGH.
WE WERE THANKFUL FOR THIS OPPORTUNITY TO SIT DOWN WITH DECISION MAKERS IN AN EFFORT TO UNDERSTAND THE RATIONALE BEHIND THE STAFFING.
OUR INTENT WAS TO HAVE OPEN COMMUNICATION, TRANSPARENCY, AND COLLABORATION.
THESE HIGH SCHOOL DIRECTORS HAVE BEEN GIVEN TWO SUBOPTIMAL CHOICES.
THEY HAVE NOT CHOSEN EITHER OPTION.
HOWEVER, THEY HAVE SHARED WITH THE ADMINISTRATION THEIR DESIRE TO KEEP THE HIGH SCHOOL CHOIRS TOGETHER AND NOT BREAK THEM INTO ADDITIONAL SECTIONS AS WELL AS THEIR CONCERN FOR THE MIDDLE SCHOOL PROGRAM.
IN WANTING TO KEEP THE CHOIRS TOGETHER TO BE CO-TAUGHT AND THEIR CONCERNS WITH SUPPORTING EAST MIDDLE SCHOOL VOCAL MUSIC PROGRAM, A DECISION WAS SELECTED MORE BY DEFAULT THAN CHOICE.
THE PLAN FOR NEXT YEAR HAS NOT BEEN FULLY CREATED AND OR SHARED.
BUT IN ESSENCE, BOTH OF THESE HIGH DIRECTORS WILL GO OVER TO THE MIDDLE SCHOOL TO TEACH TWO OR THREE PERIODS.
ANOTHER PARTIAL FTE, WHO ALSO TEACHES ELEMENTARY MUSIC WILL COME TO EAST MIDDLE FOR 2-3 PERIODS.
THIS WOULD BE IN ADDITION TO REPLACING THE 1.0 CHOIR DIRECTOR WHO RECENTLY RESIGNED.
YES, THIS PROVIDES CURRICULUM COVERAGE.
HOWEVER, OUR CONCERN AS PARENTS IS WHAT DOES THIS MEAN FOR THE CO-CURRICULARS AND FOR THE ACTUAL TEACHERS THEMSELVES.
OUR HIGH SCHOOL DIRECTORS CANNOT BE STRETCHED ANY THINNER TO SUPPORT THE MIDDLE SCHOOL CO-CURRICULARS.
HOW DO THEY TEACH BUT NOT GO TO CONCERTS OR HELP STUDENTS PREPARE FOR OPUS HONOR CHOIR, ETC? WOULD THESE EXTRA DUTIES BE AN EXPECTATION OF THE VOCAL MUSIC TEACHER WHO WOULD THEN BE SPLIT BETWEEN ELEMENTARY AND MIDDLE SCHOOL? A SINGLE INDIVIDUAL, THE 1.0 FTE ASSIGNED TO EAST MIDDLE WOULD MORE THAN LIKELY BE SOLELY RESPONSIBLE FOR ORGANIZING AND OVERSEEING THE VOCAL MUSIC PROGRAM WHILE UP TO THREE DIFFERENT INDIVIDUALS WILL PROVIDE SUPPORT.
IT'S TOO MUCH FOR ONE PERSON ALONE, AS EVIDENCED BY THE RESIGNATION OF MR. BRANDT, WHO ONLY TAUGHT AT EAST MIDDLE FOR ONE YEAR AND IS NOT COMING BACK DUE TO WHEN HIS BUDGETED 1.0 CHOIR ASSISTANT WAS CUT TO 0.5 THIS YEAR.
THE FACT WE WOULD HAVE BOTH OF OUR HIGH SCHOOL VOCAL MUSIC DIRECTORS GO TO THE MIDDLE SCHOOL IN THE MORNINGS IS CONCERNING.
WE ARE THE THIRD LARGEST 4 A CHOIR IN THE ENTIRE STATE, AND EVERY MORNING, WE WOULD NOT HAVE A CHOIR DIRECTOR IN OUR BUILDING.
MR. HESS AND MS. SHEPHERD ARE CONCERNED ABOUT THE MIDDLE SCHOOL PROGRAM, BUT SACRIFICING THEMSELVES TO PROVIDE FTE SUPPORT IN THE BUILDING WILL JEOPARDIZE OUR HIGH SCHOOL PROGRAM. IT'S NOT OKAY.
IT WAS CLARIFIED IN OUR MEETING LAST THURSDAY THE ONE FTE EAST MIDDLE ASSISTANT VOCAL MUSIC POSITION WAS FUNDED WITH GENERAL FUND DOLLARS, NOT ESSER FUNDS.
THAT FTE TECHNICALLY STILL EXISTS.
WE WERE TOLD THE DISTRICT DOES NOT LAY OFF TEACHERS AND THEY DON'T GET RID OF FTES.
THEY MOVE THEM AROUND YEAR TO YEAR TO MEET THE NEEDS OF THE DISTRICT.
WE ARE ASKING YOU TO STAFF THE EAST MIDDLE SCHOOL VOCAL MUSIC WITH A DEDICATED 2.0 FTE.
MOVE THE POSITION BACK TO SUPPORT EAST MIDDLE ALONE WITHOUT SHARING STAFF.
[00:05:02]
WITH MORE THAN 500 CHOIR STUDENTS, WE ARE ASKING THAT YOU SUPPORT THAT LEVEL OF ENROLLMENT BY FILLING YOUR ELEMENTARY NEEDS ELSEWHERE.WE ALSO UNDERSTAND EVERY HIGH SCHOOL TEACHER NEEDS TO TEACH SIX OUT OF EIGHT BLOCKS.
LET ME REMIND YOU THERE ARE CURRENTLY 269 STUDENTS ENROLLED IN EAST HIGH SCHOOL CHOIR.
I'VE HEARD THIS MAY BE INCREASING TO OVER 300 STUDENTS NEXT YEAR DUE TO THE LARGE ENROLLMENT NUMBERS IN 8TH GRADE.
THERE ARE FIVE CURRICULUM CHOIRS AT EAST HIGH.
THE DIRECTORS HAVE SAID THEY WANT TO KEEP THEM TOGETHER AND CO-TEACH.
ADDING ONE MORE CLASS TO EACH OF THEIR SCHEDULES WOULD CREATE A FULL SCHEDULE OF SIX BLOCKS ALLOWING FOR TWO FTES TO BE ALLOCATED TO THE EAST HIGH SCHOOL PROGRAM.
THIS WOULD SPARE THEM BEING STRETCHED THIN BETWEEN OUR HIGH SCHOOL MIDDLE SCHOOL PROGRAMS, WHICH WOULD ONLY POUR GASOLINE ON THE BURNOUT THAT GENERATED A LOT OF DISCUSSION DURING THE LAST MEETING.
PIECEMEALING OUR VOCAL MUSIC TEACHERS BETWEEN THE MIDDLE AND HIGH SCHOOL IS NOT NEEDED WHEN THE ENROLLMENT NUMBERS ALREADY SHOW THE PROGRAM AT EAST MIDDLE AND EAST HIGH IS BUILT AND IT IS SOLID.
WE ARE TALKING ABOUT 800 PLUS CHOIR STUDENTS BETWEEN THE TWO PROGRAMS. SPLITTING THE TALENTED DIRECTORS BETWEEN THE PROGRAMS WOULD BE FOOLISH.
FOLLOWING THE LAST BOARD MEETING, MANY OF THE STUDENTS IN ATTENDANCE LEFT FEELING DEFEATED AND DISILLUSIONED DUE TO SOME OF THE COMMENTS THAT WERE MADE.
OUR STUDENTS WANT TO BE HERE TO SUPPORT THEIR PROGRAM, THEIR DIRECTORS, THEIR PASSIONS.
AS PARENTS, WE SUPPORT THEIR DESIRE TO BE INVOLVED.
HOWEVER, WE MUST ALSO SUPPORT THEIR WELL BEING AND ARE COMMITTED TO ADVOCATING ON THEIR BEHALF.
WHILE WE APPRECIATE THE TIME AND INFORMATION LAST THURSDAY, WE STILL RESPECTFULLY DISAGREE WITH THIS PLAN TO REDUCE VOCAL MUSIC FTES AT EAST.
THERE ARE WAYS WITHIN THE RULES DISCUSSED AND WITHIN BUDGET TO KEEP EAST HIGH SCHOOL VOCAL MUSIC STAFF AT 2.0 AND CHANGE EAST MIDDLE VOCAL BACK TO 2.0 DEDICATED SOLELY TO EAST MIDDLE.
IF WE BASE THINGS OFF OF ENROLLMENT, THE ENROLLMENT SUPPORTS THESE NUMBERS.
THE SUCCESS OF OUR CHILDREN AND ALL STUDENTS IN THE VOCAL MUSIC PROGRAM IS OUR TOP PRIORITY.
WE ARE COMMITTED TO SEEING THIS THROUGH FOR THEIR BENEFIT. THANK YOU.
>> THANK YOU. ANY CLARIFYING QUESTIONS? THANK YOU.
>> MICKEY NELSON, 1935 PLUM CREEK ROAD, SIOUX CITY 51103.
I PROMISE I WILL NOT SPEAK ON ANY PRIOR TOPICS.
HOWEVER, I DO WANT TO DISCUSS THE ACTUAL TEACHER CONTRACT, WHICH ACTUALLY INCLUDES THE STIPENDS THAT ARE ACTUALLY DESIGNATED TO EACH SCHOOL, EACH ACTIVITY.
I WANT TO USE THE SAME WORDS THAT I'VE HEARD IN MANY OF THE DISCUSSIONS.
THAT MANY OF THE DECISIONS BEING MADE ARE MEANT TO CREATE EQUALITY AMONGST ALL THREE SCHOOLS.
AS YOU CONSIDER THIS EQUALITY, I'M ASKING YOU TO ASK QUESTIONS, BUT AT THE SAME TIME TO BE TRANSPARENT IN WHAT YOU ARE OFFERING EACH INDIVIDUAL SCHOOL.
IF YOU ARE GOING TO OFFER MORE TO ONE HIGH SCHOOL, I WOULD SAY THAT THAT SAME NUMBER OR THAT SAME AMOUNT OF MONEY SHOULD BE SHARED AND CONSIDERED FOR ALL THE OTHER HIGH SCHOOLS.
NOT ONLY FOR CHOIR, BUT ALSO FOR BAND AND FOR ORCHESTRA, IF NEEDED.
>> ANY CLARIFYING QUESTIONS, BOARD MEMBERS? THANK YOU.
WE ARE ON TO THE NEXT ITEM, CONSENT ACTION ITEMS.
[VI. Consent Action Item(s)]
NEXT ON THE AGENDA ON THE CONSENT ACTION ITEMS ARE THE FOLLOWING; BOARD MEETING MINUTES FROM APRIL 8TH, 2024; B, HUMAN RESOURCE REPORT; C, FINANCE REPORTS; D, FISCAL YEAR 25 CURRICULUM RESOURCE FEES, STUDENT FINES, TEXTBOOKS, AND MEAL PRICES; E, CONTRACTS FOR BOARD APPROVAL; F, FACILITY RENTAL CONTRACTS; G, BENCHMARK READING INTERVENTIONS; H, FISCAL YEAR 25; E, RATE CATEGORY 2; I, FISCAL YEAR 24 CHEVY SUBURBAN; J, FISCAL YEAR 24, CONTRACT FOR TRANSPORTATION SERVICES BETWEEN THE SIOUX COMMUNITY SCHOOL DISTRICT AND LIVE WELL HOME HEALTH CARE; K, FISCAL YEAR 24 LEEDS ELEMENTARY SCHOOL PLAYGROUND EQUIPMENT PURCHASE; L, SAFE AND CIVIL SCHOOLS, AND M, SPANISH TEACHERS AGREEMENT.BOARD MEMBERS, IS THERE A MOTION TO APPROVE THE CONSENT ACTION ITEMS?
>> WE HAVE A FIRST. WE HAVE A SECOND.
BOARD MEMBERS, IS THERE ANY DISCUSSION?
QUESTION OF TEXTBOOKS OR LOSS OR DAMAGE.
[00:10:08]
TEXTBOOKS ARE VERY EXPENSIVE?>> WE DO HAVE TEXTBOOKS FOR OUR STUDENTS, AND WHILE IT ISN'T A HUGE NUMBER, WE DO LOSE TEXTBOOKS.
EACH TEXTBOOK IS ABOUT $75-$100.
I HAVE NOT SEEN ANY CHARGES GO THROUGH IN THE LAST THREE YEARS.
>> WE HAVE THIS POLICY THAT WE'RE EFFECTIVELY NOT ENFORCING WE'RE LOSING MONEY ON.
BUT NOW, AS WE MOVE IN THE PAST THREE YEARS, ALL THE ADOPTED CURRICULUM THAT WERE PURCHASED.
THE TEACHERS GET A CLASSROOM SET THEY DON'T GO WITH THE STUDENT.
BUT THERE ARE CURRICULUM CYCLES ARE SEVEN YEARS.
THERE ARE STILL TEXTBOOKS OUT THERE THAT HAVE BEEN OUT THERE THAT WE HAVE NOT IF WE LOSE THEM, WE DO NOT TYPICALLY COLLECT.
WOULD YOU AGREE? I DO NOT REMEMBER EVER SEEING ANY INVOICE IN HERE.
OF THIS POLICY. THERE'S NO SUBSTANCE TO IT.
THE REASON BEING IS THAT WE JUST LIKE WITH THE COMPUTERS, WE ONLY CHARGE IF THERE WAS MALICIOUS INTENT.
>> WE SPENT CLOSE TO OVER ONE HALF MILLION DOLLAR ON COMPUTER REPAIRS.
THEY'RE PICKING OFF KEYS INTENTIONAL. ARE WE FINDING THOSE?
>> WE BEGAN ENFORCING THAT AT A HIGHER LEVEL LAST YEAR? IT WAS BROUGHT UP AT BOARD.
WHAT WE'VE DONE IS PRIMARILY WITH THOSE STUDENTS IF THEY DO NOT HAVE THE ABILITY TO PAY, THEY JUST DON'T GET ANOTHER DEVICE.
THEY HAVE TO USE A BUILDING BASED DEVICE.
>> CHECK OUT THAT THEY CANNOT TAKE THEY IT HOME AGAIN.
>> THEY'RE NOT SUPPOSED TO TAKE IT HOME AND THE TEAM LEADER IS RESPONSIBLE FOR COLLECTING THE DEVICE.
WELL, THE REASON I BRING BOTH OF THESE UP IS WE'RE RUNNING A $4.2 MILLION DEFICIT FOR NEXT YEAR.
THESE TYPES OF THINGS THAT ARE DAMAGE TO DISTRICT PROPERTY WILLFUL NEGLIGENCE, OTHERWISE, I THINK WE GOT TO MAKE A POINT TO CHARGE STUDENTS AND PARENTS FOR DAMAGE SCHOOL PROPERTY.
WE CHANGE OUR POLICIES ON LAPTOPS SENDING MIDDLE SCHOOL HOME THAT'S WHERE MOST OF THE DAMAGE OCCURS IS MIDDLE SCHOOL. WE DON'T THINK.
>> TRACK WE HAVE MAJOR THE BOOKS EVERY YEAR.
WE DO KEEP TRACK OF HOW MANY WE LOSE.
WE AREN'T REPLACING A LOT OF THE BOOKS BECAUSE NOW WE CAN GET IT VIRTUALLY.
I THINK THAT HAS SOME TO DO WITH IT.
I ALSO CAN SAY TRADITIONALLY, THE DISTRICT HAS NEVER SOUGHT OUT A COLLECTION AGENCY TO COLLECT THINGS.
THAT GOES ALONG AS WELL WITH STUDENT FEES AND FINES.
THAT IS SOMETHING THAT WE KNOW THAT WHERE WE'RE AT RIGHT NOW, IS THAT MIGHT BE A DIRECTION WE NEED TO GO? BECAUSE WE HAVE TO HAVE SOMEBODY MANAGE AND COLLECT THESE FEES.
THAT IS NOT A SYSTEM THAT WE HAVE BUILT IN RIGHT NOW, RATHER THAN A BUILDING BASED REGISTRAR JUST REACHING OUT TO THE FAMILY.
>> I THINK I HAVE A FEW TOPICS.
ONE, I WANT TO START WITH THE CHEVY SUBURBANS.
>> CAN I ASK ONE QUESTION REGARDING THAT?
>> THEN I'M SORRY. WE HAVE A LEGAL RIGHT TO ASSESS THE FINE, RIGHT? WE DO HAVE A LEGAL RIGHT TO ASSESS THE FINE AND COLLECT.
>> WE DO. THE DISTRICT HAS NEVER DONE THAT.
[INAUDIBLE] BUT IT IS SOMETHING THAT WE HAVE TALKED ABOUT BECAUSE IT'S GETTING TO THE POINT WHERE PEOPLE JUST AREN'T PAYING.
>> SORRY, DIRECTOR MILLER, YOU'RE UP.
[00:15:02]
>> I'M SORRY, JUST GIVE ME A MOMENT.
CAN YOU SEND THAT POLICY TO US SO THAT I CAN SEE WHAT THAT POLICY SAYS AS IT RELATES TO CURRICULUM AND THE FEES OF OUR STUDENTS?
>> I'D LIKE TO SEE [INAUDIBLE] DIRECTOR [INAUDIBLE].
I JUST WANT TO FAMILIARIZE MYSELF WITH THAT POLICY.
>> DIRECTOR MILLER, YOU ARE UP.
MR. PAUL AND I HAD A EXTENSIVE CONVERSATION BACK AND FORTH, AND I WANT TO MAKE SURE THAT WE UNDERSTAND THAT THE MATERIALS WE RECEIVED AS A BOARD SAID THAT KNOEPFLER CHEVROLET DID NOT SUPPLY A BID.
KNOEPFLER CHEVROLET WOULD SAY THAT THEY HAD NO REQUEST FOR A BID.
THAT EMAILS SAYING YOU HAVE TO GIVE US A PRICE BY NOON OR A PRICE BY THE END OF THE DAY IS NOT A BID PROCESS.
I WOULD SUGGEST THAT WE MOVE FORWARD WITH AN RFP PROCESS IN THE FUTURE AND MAKE SURE THAT WE UNDERSTAND WHEN WE ARE TRULY ASKING OUR VENDORS FOR BIDS AND THAT THEY UNDERSTAND THAT IT'S A BID PROCESS AND THAT THEY KNOW WHAT THE CRITERIA IS FOR THAT BID PROCESS.
I WOULD SAY THAT KNOEPFLER CHEVROLET DOES HAVE TWO SUBURBANS ON THEIR LOT TODAY THAT COULD BE MADE AVAILABLE TO US BUT THEY WERE NEVER ASKED FOR A BID ON THEM.
GOING OUTSIDE OF THE SIOUX CITY WHEN WE HAVE A TAX BASE HERE THAT SUPPORTS OUR SCHOOL SYSTEM ISN'T THE RIGHT THING TO DO IF WE CAN SUPPLY OUR NEEDS INSIDE THE SIOUX CITY LIMITS.
GENERIC. KIM AND I HAVEN'T HAD A GOOD CONVERSATION ABOUT IT, I SUSPECT WE WILL DO THINGS DIFFERENTLY MOVING FORWARD.
BUT I WOULD ADVISE THE BOARD THAT WE WATCH THAT WE DO THINGS DIFFERENTLY MOVING FORWARD.
THE NEXT TOPIC, JUST AS A MISSING ELEMENT.
THE SWARM IS ONE OF THE RENTAL AGREEMENTS THAT WE HAVE IN HERE.
THAT IS TO EXTEND THE CONTRACT UNTIL 2029.
THAT'S NOT CLEAR IN THIS, I THINK.
>> MAY 29, OF THIS YEAR. JUST THIS YEAR.
>> JUST THIS YEAR. THEY'RE GOING TO PAY AN EXTRA $1,800 FOR ANOTHER MONTH, IS THAT?
>> YEAH, MONTH AND A HALF, BASICALLY, YES.
>> JUST TO BE CLEAR, NOT MAY OF 2029, JUST MAY 29.
>> I'M SORRY IF THERE'S CONFUSION THERE.
>> THEN MY LAST TOPIC IS SAFE AND CIVIL SCHOOLS.
I THINK IT'S ABOUT A QUARTER OF $1 MILLION WORTH OF PURCHASE.
SPEAKING TO SOME OF THE TEACHERS THAT HAVE PARTICIPATED IN THE PROGRAM, I HAVE NOT FOUND ANY SUPPORT FOR THE PROGRAM, AND WE GOT LOTS OF INFORMATION SENT TO US AS A BOARD THE OTHER DAY.
I WOULD WANT US TO CONTINUE LOOKING AT THAT INFORMATION.
IF YOU READ THROUGH THE EMAIL THAT WAS SUPPLIED TO US, THERE'S NOT CLEAR DETAILS ABOUT WHAT THE BENEFITS ARE, WHAT WE'RE ACTUALLY GETTING OUT OF IT.
THERE'S A LOT OF INFORMATION BUT IT DOESN'T HAVE $1 AND CENTS AND IT DOESN'T SAY HOW THE ADMINISTRATION IS TRULY PARTICIPATING IN THE PROGRAM.
I WOULD WANT TO MAKE SURE THAT WE DO A STUDY MOVING FORWARD THAT WHEN WE MAKE THESE LARGE DECISIONS THAT WE UNDERSTAND WHAT THE BENEFIT IS, IT GOES BACK TO THAT ROI.
DIRECTOR GREENWELL KEEPS REMINDING US THAT WE'RE IN A $4,000,000 DEFICIT, AND WE ARE IN A $4,000,000 DEFICIT.
WHEN WE ARE LOOKING TO PURCHASE SOMETHING FOR A QUARTER OF $1 MILLION, WE NEED TO MAKE SURE IT'S THE RIGHT THING TO PURCHASE.
>> HEY, DIRECTOR GREENWELL. IS YOUR MIC ON?
>> THERE'S A SHORT NARRATIVE BY SOMEBODY FROM THE ADMINISTRATION, I THINK THAT'D BE GREAT TO HEAR WHILE WE'RE PURCHASING THE SAFE.
I'M ASSUMING THAT WENT THROUGH STUDENT ACHIEVEMENT COMMITTEE.
SHE WILL SPEAK TO THAT. [NOISE]
>> YES, IT DID GO THROUGH THE STUDENT ACHIEVEMENT COMMITTEE.
IT IS A CONTINUATION OF OUR WORK FROM LAST YEAR SO IT DID GO THROUGH THE STUDENT ACHIEVEMENT COMMITTEE.
WE DID LOOK AT OTHER OPTIONS LAST YEAR WHEN WE FIRST WENT INTO PARTNERSHIP WITH SAFE AND CIVIL SCHOOLS.
AND SO THEY ARE PROVIDING US LOTS OF PROFESSIONAL DEVELOPMENT OPPORTUNITIES SO THAT WE CAN SUPPORT OUR CLASSROOM TEACHERS WITH EFFECTIVE CLASSROOM MANAGEMENT PRACTICES.
THAT'S AT THE CLASSROOM LEVEL.
WE ADDITIONALLY HAVE SCHOOL-WIDE INITIATIVES, WHICH INVOLVE FOUNDATIONS LEVEL TEAMS. THE BLT TEAMS THAT COME TOGETHER TO WORK ON BUILDING LEVEL PRACTICES, AND THAT WOULD BE SIMILAR TO WHAT WE USED PBIS TEAMS FOR IN THE PAST.
THAT WAS A SERVICE THAT WE WORKED ON WITH THE AEA.
THEN AT THE DISTRICT LEVEL, IT IS LOOKING AT THE PRACTICES THAT OUR DLT USES TO ENSURE THAT OUR BUILDINGS ARE SAFE AND SUPPORTIVE BUILDINGS, THAT OUR CLASSROOMS ARE SAFE AND SUPPORTIVE AND THAT
[00:20:03]
INDIVIDUAL STUDENTS ARE RECEIVING SUPPORTS FOR BEHAVIORS.>> WHAT DATA WILL WE GET? CAN THERE BE DATA LINKED TO THIS PROGRAM AS IMPROVING OR NOT? YOU KNOW WHAT I'M SAYING?
>> YES, THERE IS. THIS YEAR WE DID NOT HAVE ANY LUCK WITH THE ACTIVE CONSENT.
REMEMBER THE IOWA LEGISLATION PASSED THE ACTIVE CONSENT RULE.
WE DID NOT HAVE VERY FAVORABLE TURNOUT FOR PARENTS TO ALLOW CHILDREN TO PARTICIPATE IN THOSE.
THE ONLY SURVEY WE WERE ABLE TO ADMINISTER THIS YEAR WAS OUR CONDITIONS FOR LEARNING SURVEY.
THAT IS BECAUSE THE GOVERNOR ALLOWED THAT TO CONTINUE TO BE ADMINISTERED.
BUT NONE OF THE SURVEYS THAT WE PREVIOUSLY WERE USING FOR THIS PROGRAM, WE WERE NOT ALLOWED TO USE THEM BECAUSE OUR PARTICIPATION FROM PARENTS WASN'T HIGH ENOUGH.
GOING FORWARD, WE HAVE AN ACTIVE CONSENT PROCESS.
WE'VE BEEN MEETING ABOUT THAT AS A DISTRICT LEADERSHIP TEAM SO THAT WE ARE ABLE TO COLLECT DATA ON THIS.
ANYTHING RELATED TO THE LEGISLATION, JUST SO THE BOARD KNOWS, WE AREN'T ALLOWED TO ASK ANY QUESTIONS OF STUDENTS REGARDING THEIR SOCIAL EMOTIONAL BEHAVIOR, MENTAL HEALTH WITHOUT ACTIVE PARENT CONSENTS.
>> IN OUR CLIENT SURVEY WITH STAFF, HAVE WE SURVEYED OUR STAFF?
>> THAT IS AVAILABLE AND I BELIEVE LESLIE AND ANGELA, WE'RE WORKING WITH K12 INSIGHT.
I BELIEVE THAT'S COMING TO THE BOARD IN MAY.
I THOUGHT THAT WAS WHAT I HEARD.
>> YEAH. I ADDRESS THIS, HOW WE ARE SUPPORTING STUDENTS.
I DO WANT TO ALWAYS KNOW THAT WE HAVE OVER 1,000 TEACHERS.
IT'S VERY IMPORTANT WHEN YOU SAY YOU TALK TO MANY TEACHERS THAT, WHAT IS THAT QUANTITY? BECAUSE NOT EVERYBODY LOVES EVERYTHING.
I CAN TELL YOU THAT IT IS A RESPONSE TO HOW WE SUPPORT OUR STUDENTS SOCIALLY AND EMOTIONALLY AND HOW WE SUPPORT OUR TEACHERS WITH CLASSROOM MANAGEMENT AND COMMON MANAGEMENT PRACTICES ACROSS THE DISTRICT.
WE'LL ALSO BE COLLECTING NEXT YEAR WITH INDIRECT RELATION TO SAFE AND CIVIL SCHOOLS, WHERE WE'RE COLLECTING TEACHER TO STUDENT POSITIVE INTERACTION, AS WELL AS OPPORTUNITIES TO RESPOND IN THE CLASSROOM BECAUSE THOSE ARE TWO THINGS THAT THIS SAFE AND CIVIL SCHOOLS HAS PROVIDED PROFESSIONAL DEVELOPMENT ON.
THE RESEARCH SHOWS THAT MORE OPPORTUNITIES STUDENTS HAVE TO RESPOND IN A CLASSROOM CAUSES THEM TO BE ENGAGED MORE.
ALSO, POSITIVE INTERACTIONS BETWEEN ADULT TO STUDENT, WE SHOULD SEE A 5:1 RATIO AT ALL TIMES OF A POSITIVE TO A NEGATIVE GOING ON IN THE CLASS.
THOSE ARE THE THINGS WE FOCUSED ON ON LEARNING THIS PAST YEAR, AND THOSE ARE WHAT WE'LL BE COLLECTING SPECIFIC DATA ON, BUILDINGS WILL IN THE CLASSROOM.
>> I'M A LAYMAN HERE SO I DON'T KNOW ALL OF IT.
BUT IT SOUNDS LIKE TO ME, THIS IS YOUR PRIMARY TRAINING TOOL.
>> IT IS AND WE HAVE BEEN USING IT.
THE STATE OF IOWA JUST ADOPTED IT AND TOOK STATE AND CIVIL SCHOOLS ON, PUSHING IT AS A STATEWIDE INITIATIVE.
>> DOES THAT MEAN WE'LL HAVE TO DO IT REGARDLESS?
>> WELL, WE'RE ALREADY DOING IT.
>> SCHOOL DISTRICTS WHO ARE NOT DOING IT DO NEED TO SEND THEIR STAFF TO TRAINING.
THAT IS ONE OF THE RECOMMENDATIONS OF THE STATE.
FIRST COMPREHENSIVE AND TARGETED SCHOOLS.
I DO WANT TO MENTION, THOUGH, WE DO HAVE BASELINE DATA.
WE COLLECTED A SIGNIFICANT AMOUNT OF BASELINE DATA THAT I COULD PROVIDE TO YOU.
THIS WAS OUR FIRST YEAR FULLY IMPLEMENTED.
>> I THINK THAT WOULD BE EXCELLENT.
>> MR. MILLER'S QUESTION I THINK IS A VALID ONE.
IS IT PROVIDING BANG FOR THE BUCK? THE YEAR OF LEARNING, WE DID A FULL YEAR OF LEARNING, WE'VE DONE OUR YEAR OF LEARNING.
WE HAVE TO TRAIN ALL OF OUR STAFF.
WE WERE ABLE TO GET EVERY SINGLE TEACHER BETWEEN LAST SUMMER AND THIS SCHOOL YEAR.
EVERY TEACHER WAS TRAINED AND SUPPORTED THROUGH MONDAYS AND PD DAYS WITH ADDITIONAL PROFESSIONAL DEVELOPMENT.
BUT REALLY THE FOCUS IS [OVERLAPPING] INTERACTIONS AND ENGAGING STUDENTS.
>> DIRECTOR LEE, DO YOU HAVE ANYTHING?
>> YES. I'M JUST ASKING QUESTIONS.
I'VE HEARD A LOT OF POSITIVES BUT HAVE THERE BEEN ANY NEGATIVES OR AREAS OF IMPROVEMENT THAT OUR TEACHERS THAT ARE IMPLEMENTING THIS PROGRAM THAT THEY SAID THAT WE NEED TO BE MINDFUL OF AS WE MOVE FORWARD TO REFINE THIS PROGRAM?
[00:25:03]
>> THAT THEY'RE NOT FULLY READY TO IMPLEMENT SOME OF THE THINGS THAT WE WERE ASKING THEM TO DO.
>> ARE THERE TEACHERS INVOLVED IN THE PROCESS OF IMPLEMENTATION AND AT EACH BUILDING OR IS THAT JUST A SELECTED THAT ARE PART OF YOUR MEETINGS AND IMPLEMENTATION?
>> NO, THEY'RE NOT JUST PART OF OUR MEETINGS.
THERE IS A COMMITTEE FROM EVERY BUILDING OF JUST TEACHERS THAT PARTICIPATE AND GIVE US THE GUIDANCE.
THEN THROUGH THEIR FEEDBACK, THEY GET TO DETERMINE WHAT THEIR BUILDING WANTS TO FOCUS ON.
>> NEEDS TO FOCUS ON BASED ON THEIR ASSESSMENT.
THERE'S A TEAM OF EIGHT FROM EVERY SCHOOL.
>> A TEAM OF EIGHT FROM EACH SCHOOL.
>> IS THAT WHAT YOU SAID? TEAM OF EIGHT?
>> YES, TEAM OF EIGHT FROM EVERY SCHOOL.
>> CORRECT. PRESCHOOL THROUGH 12.
>> ANY OTHER QUESTIONS? YOU GOOD?
>> I GUESS WE DID THIS LAST YEAR.
I DON'T KNOW WHAT THE BASELINE TELLS US, WHETHER IT WAS GOOD OR BAD OR IT'S MEDIOCRE, AND WE NEED TO SPEND THE $240,000 IN ORDER TO HAVE A REAL MEASUREMENT OF WHETHER IT'S A SUCCESSFUL PROGRAM OR NOT.
JUST BECAUSE THE STATE OF IOWA IS DOING IT, DOESN'T MEAN THAT IT'S THE RIGHT THING.
WE'VE HAD OTHER THINGS THAT THE STATE OF IOWA HAS RECOMMENDED THAT WE DON'T NECESSARILY AGREE WITH FOR OUR SCHOOL DISTRICT.
I WOULD PROPOSE THAT WE MOVE THIS ITEM UNTIL WE SEE THE TEACHER SURVEY.
>> I WANT TO KNOW THAT THE TEACHER SURVEY ADDRESSES HOW STUDENTS ARE SUPPORTED AND HOW STUDENTS FEEL THEY'RE SUPPORTED AND WHAT CLASSROOM MANAGEMENT LOOKS LIKE, BUT NO, IT'S NOT JUST ONE DATA POINT.
THOSE QUESTIONS ENCOMPASS MANY THINGS.
I JUST WANT TO MAKE SURE THAT IT DOESN'T JUST SAY SAFE.
BECAUSE OUR STUDENTS DON'T UNDERSTAND WHAT SAFE AND CIVIL SCHOOLS.
>> I HAVE A QUESTION. IS THERE A DEADLINE THAT WOULD PREVENT US FROM DEALING WITH THIS IN MAY AND HAVING THIS STATISTICAL INFORMATION IN THE IN BETWEEN?
>> WELL, THEN I INTERPRET MR. MILLER'S MOTION TO BE A MOTION TO DELETE FROM THE CONSENT AGENDA ITEM L ABOUT SAFE AND CIVIL SCHOOLS THAT WOULD THEN COME FORWARD IN MAY FOR A REVIEW AFTER WE'VE SEEN THE STATISTICS.
>> JUST TO CLARIFY, DIRECTOR MILLER, MADE THE MOTION TO MODIFY THE MAIN MOTION BY REMOVING CONSENT ACTION ITEM L, SAFE AND CIVIL SCHOOLS TO BE TABLED TO A LATER DATE.
>> DIRECTOR MKEE HAS SECOND IT.
>> MAY WE ONLY HAVE ONE BOARD MEETING, WHICH IS MAY 13TH.
>> I THINK THE ANSWER WAS THAT IN THAT IN BETWEEN-
>> WE COULD GET THAT INFORMATION, CORRECT, MRS. DENNY?
>> YES. THEN AT THE MAY BOARD MEETING, WE'LL PRESENT THE SURVEY RESULTS?
>> MR. CHAIRMAN, IF MR. MILLER WOULD ENTERTAIN A FRIENDLY AMENDMENT TO HIS MOTION, I WOULD ADD THAT WE WOULD BRING IT BACK AT OUR MAY MEETING FOR A DECISION.
>> AS LONG AS WE HAVE THE DATA PROVIDED BEFORE THEN.
>> WE HAVE IT ON THE PROPOSED AGENDAS TO SHARE THE CLIMATE SURVEY FOR THE MAIN MEETING.
SHOULD WE TAKE THAT OFF THE AGENDA, AND I JUST SUPPLY THAT DATA TO THE BOARD TO LOOK AT INDIVIDUALLY AND THEN YOU'LL VOTE ON IT AT THE MEETING?
>> YOU'RE PROPOSING TO DO A SWITCH THERE.
>> NO. WHAT YOU'RE SUGGESTING ON ON OUR AGENDA ITEM IS TO TAKE OFF THE K12 SURVEY INFORMATION, BUT INCLUDE IT IN THE DATA THAT WE'RE REQUESTING?
>>WE DON'T HAVE A PRESENTATION, BUT K12 INSIGHT HAS PUT TOGETHER A SUMMARY, AND IT ALL SUPPORTS THAT.
SO I CAN SEND THAT TO YOU. WE DIDN'T DO THAT.
WE HAVE K12 INSIGHT DO THE ANALYSIS, SO THERE'S NO BIAS.
>> I'M OKAY WITH THAT. ARE YOU GUYS OKAY WITH THAT?
[00:30:03]
>> THE MOTION TO AMEND THE CONSENT ACTION ITEM MAIN MOTION.
>> DIRECTOR MILLER MADE THE MOTION.
HE'S GOING TO AMEND THE MAIN MOTION BY TABLING THE CONSENT ACTION ITEM L SAFE AND CIVIL SCHOOLS UNTIL THE MAY BOARD MEETING.
DIRECTOR MKEE [PHONETIC] SECONDED.
WE'RE GOING TO TAKE A VOTE BY ALL OF THE BOARD MEMBERS HERE ON THAT AMENDED MOTION.
>> I CAN GET THAT TO YOU TONIGHT.
I CAN SEND IT TO YOU RIGHT NOW.
>> MAY 13TH, 2024, IS THE MAY BOARD MEETING?
>> THE MOTION TO TABLE, THE SAFE AND CIVIL SCHOOL CARRIES TO THE MAY 13TH MEETING.
NOW WE GO BACK TO THE MAIN MOTION, WHICH WAS FIRST AND WHICH WAS SECONDED.
>> ALL THOSE IN FAVOR OF APPROVING THE CONSENT ACTION ITEMS, SAY AYE.
>> I JUST WANT TO MAKE SURE THAT DIRECTOR LEE GOT TO VOTE ON THAT ONE.
>> YES, I DID. I JUST DIDN'T REVIEW, SORRY.
[VII.A. Title VI Indian Education Grant Application - Dr. Dora Jung]
TITLE 6 INDIAN EDUCATION GRANT APPLICATION, DR. DORA YOUNG, I SEE THAT SHE'S NOT HERE.DOES ANYONE WISH TO SPEAK ON THAT FROM THE ADMINISTRATION?
>> THE NOTICE OF THE HEARING, SHE HAD PRESENTED ON IT AT THE LAST BOARD MEETING.
>>. THE NOTICE WAS PROVIDED THAT A HEARING WOULD BE HELD AT 6:00 PM LOCAL TIME AT THE EDUCATIONAL SERVICE CENTER 627 FOURTH STREET, SIOUX CITY, IOWA ON THE 22ND DAY OF APRIL 2024 TO RECEIVE PUBLIC INPUT ON THE DISTRICT TITLE 6 INDIAN EDUCATION GRANT APPLICATION.
ANY INTERESTED PARTY MAY APPEAR AND FILE OBJECTIONS AND OR ANY INFORMATION FOR OR AGAINST THE SAME WILL BE HEARD ON THE ABOVE NAMED GRANT APPLICATION WITH THE FINAL DECISION OF THE BOARD OF EDUCATION AS A MATTER OF RECORD.
SHANICE, IS THERE ANY CITIZEN INPUT?
>> BOARD MEMBERS, IS THERE A MOTION TO APPROVE THE TITLE 6 INDIAN EDUCATION GRANT APPLICATION?
>> WE HAVE A FIRST, WE HAVE A SECOND.
BOARD MEMBERS, IS THERE ANY DISCUSSION? NO DISCUSSION. ALL OF THOSE IN FAVOR SAY AYE.
[VIII.Future Meetings]
SIOUX CITY CONFERENCE BOARD MEETING, 12:00 PM, APRIL 23TH, 2024, AT THE CITY HALL FIFTH FLOOR COUNCIL CHAMBERS, 405 6TH STREET.EDUCATION LEGISLATIVE FORUM, 8:30 AM, APRIL 27TH, 2024, ESC BOARDROOM.
ARE YOU SMARTER THAN A FOURTH GRADER? THEN ARE FOURTH GRADERS, 6:00 PM, MAY 2ND, 2024, WEST HIGH SCHOOL AUDITORIUM 2001 CASTLEMAN STREET.
NINTH ANNUAL MISTY CADET CORPS ANNUAL AWARDS BANQUET, 5:00 PM, MAY 3RD, 2024, SIOUX CITY SCOTTISH RITE 801 DOUGLAS STREET.
BOARD FINANCE AND FACILITY COMMITTEE MEETING, 3:00 PM, MAY 6TH, 2024, ESC BOARDROOM.
BOARD STUDENT ACHIEVEMENT COMMITTEE MEETING, 12:00 PM, MAY 8TH, 2024, ESC BOARDROOM.
A NIGHT AT THE ACADEMY, 5:00 PM, MAY 9TH, 2024, SIOUX CITY CAREER ACADEMY.
EDUCATIONAL EQUITY COMMITTEE MEETING, 12:00 PM, MAY 10TH, 2024 ESC BOARDROOM.
BOARD WORK SESSION REGARDING POOLS, 5:00 PM.
RUN YOUR SCHOOL BOARD MEETING, 6:00 PM, MAY 13TH, 2024 ESC BOARDROOM,.
ANNUAL DISTRICT RETIREMENT PARTY, 5:30 PM, MAY 13TH, SPALDING PARK ELEMENTARY.
LIFE ACADEMY GRADUATION, 1:00 PM, MAY 16TH, 2024, LIFE ACADEMY.
NORTH HIGH SCHOOL GRADUATION, 7:00 PM, MAY 20TH, 2024, TYSON EVENT CENTER.
BOARD POLICY COMMITTEE MEETING, 3:30 PM, MAY 21ST, 2024, ESC BOARDROOM.
WEST HIGH GRADUATION, 7:00 PM,
[00:35:02]
MAY 21ST, 2024, TYSON EVENT CENTER.EAST HIGH SCHOOL GRADUATION, 7:00 PM, MAY 22ND, 2024, TYSON EVENT CENTER.
BOARD FINANCE AND FACILITY COMMITTEE MEETING, 3:00 PM, JUNE 3RD, 2024, ESC BOARDROOM.
BOARD STUDENT ACHIEVEMENT COMMITTEE MEETING, 12:00 PM, JUNE 3RD, 2024, ESC BOARDROOM.
REGULAR SCHOOL BOARD MEETING, 6:00 PM, JUNE 10TH, 2024, ESC BOARDROOM.
SUPERINTENDENT'S REPORT, THERE WILL BE NO TONIGHT.
ITEM 10, ITEMS OF PRESENTATION,
[X.A. FY24 Proposed Budget Amendment - Patty Blankenship]
DISCUSSION, AND OR ACTION.FY24 PROPOSED BUDGET AMENDMENT, PATTY BLANKENSHIP, YOU ARE UP.
>> JUST A REMINDER, LET PATTY BLANKENSHIP GET HER PRESENTATION DONE, AND THEN IF YOU HAVE QUESTIONS, WE'LL GO TO BOARD DISCUSSION.
>> THE FORMAL AND LEGAL BUDGETARY CONTROL FOR THE CERTIFIED BUDGET IS BASED UPON FOUR MAJOR CLASSES OF EXPENDITURES KNOWN AS FUNCTIONS.
WE TALKED ABOUT THESE WHEN WE WERE PASSING OUR BUDGET FOR FY 25, BUT THE FOUR FUNCTIONS ARE INSTRUCTION, SUPPORT SERVICES, NON INSTRUCTIONAL PROGRAMS, WHICH IS THE FOOD SERVICE PROGRAM, AND THEN OTHER EXPENDITURES.
INCLUDED IN OTHER EXPENDITURES ARE THINGS LIKE FACILITIES AND CONSTRUCTION.
WHAT IS BEING PROPOSED IS AN AMENDMENT TO THE FY 24 BUDGET.
YOU CAN SEE THE FIRST COLUMN THERE.
IT SHOWS THE FOUR FUNCTIONS, AND THEN THERE'S THE FY 24 CERTIFIED BUDGET, AND THEN WHAT THE PROPOSED AMENDMENT IS TO COME TO THE NEW AMENDED BUDGET WOULD BE.
SO IT'S A NET ADJUSTMENT OF ABOUT 1.7 MILLION.
ABOUT 700,000 OF THAT, THAT 742 IS FOR INCREASES TO THE SCHOOL NUTRITION BUDGET FOR INCREASE IN FOOD COSTS AND WAGES.
AND THEN ALSO THE OTHER ADJUSTMENTS ARE REALLY ABOUT MOVING ESSER EXPENDITURES AROUND.
SO WHEN WE PASSED THE BUDGET THE FY 24 BUDGET WHEN WE PASSED IT IN APRIL OF '23, WE DIDN'T KNOW FOR SURE WHERE ALL OF THOSE ESSER EXPENDITURES WERE GOING TO LAND.
SO THAT SEVEN MILLION COMING OUT OF INSTRUCTION A PORTION OF IT IS COMING DOWN TO TOTAL OTHER EXPENDITURES.
WE HAVE ABOUT FOUR MILLION DOLLARS IN ESSER EXPENDITURES THAT ARE BEING USED FOR CAPITAL PROJECTS.
AT SOME OF THE MIDDLE SCHOOL, THE GYM AC AND NOVEL SUNNY SIDE PROJECTS.
THOSE WEREN'T ON THE LINE OUT OF BUDGET WHEN WE PASSED THE BUDGET IN APRIL OF '23.
IT'S REALLY JUST MOVING AROUND THE ESSER EXPENDITURES TO THE RIGHT FUNCTION.
AND YOU SEE THAT NUMBER 1 THERE SAYS THAT WHEN WE PASSED THE BUDGET THE FY 24 BUDGET, WE ONLY HAD $14.8 MILLION OF ESSER III EXPENDITURES IN THAT BUDGET.
THE REVISED BUDGET, WHAT WE NEED TO SPEND IN THIS FISCAL YEAR, IS 17.9 MILLION.
SO THAT'S A 3.1 MILLION DOLLAR DIFFERENCE.
SO REALLY, I'M NOT ADJUSTING THE BUDGET BY EVEN THAT WHOLE 3.1 MILLION DOLLAR DIFFERENCE BECAUSE SOME OF THE OTHER AREAS, WHERE THERE WAS PLENTY OF BUDGET IN THOSE AREAS.
THIS IS WHAT THE PUBLICATION IN THE NEWSPAPER WILL LOOK LIKE.
SO THE RECOMMENDATION IS THAT THE BOARD OF DIRECTORS SET A PUBLIC HEARING FOR MAY 13TH, 2024 TO RECEIVE PUBLIC INPUT ON THE DISTRICT'S FY 24 PROPOSED BUDGET AMENDMENT.
SO THIS IS JUST SETTING THAT HEARING DATE.
AND THEN AT THE MAY 13TH MEETING, WE WOULD HAVE THE HEARING, AND THEN WE WOULD PASS THE PROPOSED AMENDMENT.
>> BOARD MEMBERS, IS THERE ANY DISCUSSION? DIRECTOR DAMEON.
>> PATTY, IT WASN'T APPROXIMATELY I THINK 2.5 OR THREE MILLION RELATED TO TITLE 1 MONEY THAT WE GOT A BIG WINDFALL OF TITLE 1 MONEY THAT WE WEREN'T EXPECTING TO GET IN.
WE WERE GOING TO USE ESSER DOLLARS ORIGINALLY FOR THAT, BUT WE'VE GOT A BIG SLUG IN THAT WE WEREN'T EVEN ANTICIPATING.
[00:40:03]
AND THAT WAS THAT FREED UP THOSE AS WELL.>> YEAH, I DON'T REMEMBER THE EXACT DOLLAR AMOUNT, BUT THAT WAS ONE OF THOSE ADJUSTMENTS THAT WE'VE BEEN BRINGING THAT ESSER BUDGET TO THE BOARD PERIODICALLY.
AND AT ONE POINT WE ADJUSTED THAT TITLE 1.
WE WERE GOING TO SUBSIDIZE TITLE 1.
AND WE BROUGHT THAT TO THE BOARD AND ALREADY RAN THAT ADJUSTMENT THROUGH.
>> RIGHT. BECAUSE I THOUGHT THAT WAS AROUND THREE MILLION DOLLARS THAT WE RECEIVED THAT WAS BECAUSE WE WERE EXPECTING TO SPEND ESSER MONEY FOR ALL THOSE EXTRA TITLE 1 TEACHERS WE PUT IN PLACE AND THAT WAS WITH ESSER DOLLARS.
AND THEN WHEN WE GOT THE TITLE 1 GRANTS, [OVERLAPPING] THAT MONEY WE'RE BRINGING IT BACK IN FOR THE OTHER ITEMS. I THOUGHT THAT WAS A LARGE PIECE OF THIS CHANGE.
>> JUST FOR CLARIFICATION IN THE RECORD, THIS BUDGET WE'RE SPEAKING OF NOW IS THE ONE ABOUT THE SCHOOL YEAR THAT'S ABOUT TO END AND ENDS ON JUNE 30 OF THIS YEAR.
IT'S NOT THE BUDGET THAT WILL PICK UP ON JULY 1 OF THIS YEAR AND DEAL WITH THE FOLLOWING SCHOOL YEAR.
>> IS THERE A MOTION TO SET A PUBLIC HEARING FOR MAY 13TH, 2024 AT 6:00 P.M. LOCAL TIME AT THE EDUCATIONAL SERVICE CENTER 627 FOURTH STREET, SIOUX, IOWA TO RECEIVE PUBLIC INPUT ON THE DISTRICT FISCAL YEAR '24 PROPOSED BUDGET AMENDMENT.
>> WE HAVE A FIRST. WE HAVE A SECOND.
SHANICE, IS THERE ANY CITIZEN INPUT?
>> ALL THOSE IN FAVOR SAY AYE.
>> ALL THOSE OPPOSED, SAY NAY.
ITEM B, FISCAL YEAR NORTH HIGH ELEVATOR REPLACEMENT.
[X.B. FY24 North High Elevator Replacement - Tim Paul]
MR. TIM PAUL, WILL SPEAK TO THIS ITEM.>> THANK YOU, BOARD MEMBERS. BACK DISCUSSING THE PROJECT FOR THE REPLACEMENT OF THE ORIGINAL ELEVATOR AT NORTH HIGH SCHOOL.
IT'S AN ORIGINAL DOVER ELEVATOR THAT WAS INSTALLED WITH THE BUILDING IN THE EARLY '70S.
THIS ELEVATOR HAS A HYDRAULIC LEAK IN THE CYLINDER THAT IS UNDER THE CONCRETE REQUIRING THE REPLACEMENT OF NOT ONLY THAT CYLINDER, BUT AT THIS TIME, ALL THE CONTROLS THAT GO ALONG WITH THAT NEED TO BE UPDATED AND BROUGHT UP TO CODE.
SO THIS PROJECT WOULD BRING THAT ENTIRE ELEVATOR UP TO CODE AND ALSO REPLACE THE CAR WITH A NEW CAR AND ALL OF THE HYDRAULIC EQUIPMENT THAT I JUST SPOKE ABOUT.
THE PROPOSED ESTIMATED BUDGET FROM THE ARCHITECT, WHICH IS CMBA WHICH YOU APPROVED THE CONTRACT FOR THEM TO DESIGN THIS IS $432,950.
WITH YOUR PERMISSION, WE'LL SET THE PUBLIC HEARING FOR THE MAY 13TH BOARD MEETING AND FOLLOWING THAT APPROVAL AT THAT MEETING, WE CAN ROLL THOSE PLANS OUT FOR BID AND BRING THOSE BACK TO YOU IN EARLY JUNE TO START THE PROJECT.
>> BOARD MEMBERS, IS THERE ANY DISCUSSION?
>> WE'RE GOING TO SEND IT OUT FOR BIDS, SO WE WILL PUT IN OUR P PROCESS OUT.
WE WILL FIND OUT HOW MUCH EXACTLY IT'S GOING TO COST.
WE'LL HAVE AT LEAST TWO BIDS THAT COME BACK TO PUT THIS IN, SO IT MAY BE MORE OR MAYBE LESS THAN THE 400,000.
>> JUST TO CLARIFY THAT, THE ARCHITECT WILL POST THE BIDS FOR THE PROJECT AND THEN THEY'LL COME BACK IN AND WE'LL OPEN THEM IN A PUBLIC HEARING AT THE BOARD ROOM.
WE USUALLY DO THAT AT 2:00 P.M. ON A SELECTED DATE SO THAT WE FOLLOW THE IOWA FAIR BIDDING LAWS BECAUSE THIS PROJECT IS OVER 196,000.
>> DIRECTOR MKEY. BOARD MEMBERS, THERE IS A MOTION TO APPROVE PLANS, SPECIFICATIONS, AND ESTIMATED COSTS OF $432,950, INCLUDING ENGINEERING FEES PROVIDED BY CMBA ARCHITECTS OF SIOUX CITY, IOWA FOR THE DISTRICT'S REPLACEMENT ELEVATOR AT NORTH HIGH, AND TO SET A PUBLIC HEARING AT 6:00 P.M.
LOCAL TIME AT THE EDUCATIONAL SERVICE CENTER 627 FOURTH STREET, SIOUX CITY, IOWA, ON THE 13TH OF MAY 2024.
PLANS AND SPECIFICATIONS MAY BE REVIEWED AT THE PURCHASING MANAGER'S OFFICE LOCATED AT THE SAME ADDRESS.
>> WE HAVE A FIRST. WE HAVE A SECOND.
SHANICE. IS THERE ANY CITIZEN INPUT?
>> ALL THOSE IN FAVOR, SAY AYE.
>> ALL THOSE OPPOSED SAY NAY. MOTION PASSES.
ITEM C, ELEMENTARY LITERACY CURRICULUM,
[X.C. Elementary Literacy Curriculum - Amy Denney & Jarod Mozer]
AMY DENNING AND JARED MOSER TO SPEAK ON THIS.[00:45:03]
>> I'D LIKE TO INVITE ALL OF OUR MEMBERS WHO ARE HERE TO COME UP.
THANKS FOR HAVING US HERE TONIGHT TO TALK ABOUT OUR ELEMENTARY LITERACY CURRICULUM.
IT IS TIME FOR OUR ELEMENTARY CURRICULUM TO GO THROUGH A REVIEW, AND IT'S A SEVEN-YEAR CYCLE AND PROCESS.
TONIGHT, I HAVE WITH ME A NUMBER OF PEOPLE WHO ARE ON THE COMMITTEE.
THIS IS JUST A SMALL REPRESENTATION OF PEOPLE WHO SERVED OUR DISTRICT ON OUR LITERACY COMMITTEE.
I HAVE WITH ME SHERRY HEGELMANN WHO TEACHES KINDERGARTEN AT REEVES.
DID CHRISTINE MAKE IT? SHE DIDN'T MAKE IT. THAT'S OKAY.
LOUISE LEMUS WHO TEACHES AT IRVING ELEMENTARY IN THIRD GRADE. THANK YOU, LOUISE.
MEGAN STERLING EWELL, WHO IS AT MORNING SIDE ELL, I HAVE KRISTIN GRAY OR TITLE 1.
TITLE FIVE. SHE DID USED TO DO YELLOW.
KRISTIN GRAY, WHO IS OUR WORLD LANGUAGE COORDINATOR.
NIKKI MERGES WHO IS OUR INSTRUCTIONAL COACH AT RIVERSIDE ELEMENTARY.
STACY HENDERSON, WHO IS A PRINCIPAL AT LIBERTY ELEMENTARY.
TINA BRENNAN WHO IS OUR TK THROUGH FIVE ENGLISH LANGUAGE ARTS CURRICULUM FACILITATOR.
I'M MISSING SOMEONE OVER THERE.
RHEA TORRES, WHO IS AT IRVING ELEMENTARY ALSO TEACHING THE ALATE PROGRAM.
THEY'RE HERE TO HELP ME TONIGHT, BUT THANK YOU FOR BEING HERE AND LISTENING TO OUR COMMITTEE AND TO OUR RECOMMENDATIONS.
JUST AS A REVIEW, WE DO HAVE A BOARD POLICY IN PLACE THAT SUPPORTS THIS PROCESS.
IT'S BOARD POLICY 602.8, AND THEN ADDITIONALLY, WE HAVE AN AR THAT FOLLOWS THAT.
BECAUSE THIS IS THE FIRST OPPORTUNITY THAT THIS BOARD HAS HAD FOR A CURRICULUM REVIEW, I WANTED TO USE THE OPPORTUNITY TO MAKE SURE THAT YOU ARE AWARE OF OUR CURRICULUM REVIEW PROCESS AS WE HAVE A NUMBER OF OTHER CURRICULUMS BEING REVIEWED IN A SHORT TIME HERE.
WITH THIS, WE LIKE TO THINK OF OUR CURRICULUM REVIEW WORK IN STAGES, AND THIS FOLLOWS THAT AR POLICY.
EACH STAGE WE EQUATE TO A YEAR.
STAGES 1 AND 2 ARE REALLY THOSE PROCESSES WHERE WE ARE LOOKING AT WHAT THE RESEARCH SAYS, WE'RE ASSESSING OUR CURRENT PRACTICES, WE'RE SURVEYING OUR TEACHERS.
WE'RE LOOKING AT OUR DATA, AND WE'RE REALLY GETTING A FEEL FOR WHAT THE NEEDS OF OUR DISTRICT ARE.
WE'RE ALSO LOOKING AT OUR CURRICULUM.
WE'RE LOOKING AT WHETHER OR NOT OUR CURRICULUM IS IN ALIGNMENT WITH OUR STANDARDS AND OUR BELIEFS AND OUR VISION, OUR PHILOSOPHY, MAKING REVISIONS TO THAT CURRICULUM AND THEN DETERMINING WHAT NEEDS TO BE IMPLEMENTED.
ARE THERE ANY STRATEGIES THAT WE NEED TO LOOK INTO? THE THIRD STAGE OR YEAR 3, THIS IS WHERE WE'RE AT RIGHT NOW.
WE EXTENDED THIS STAGE A LITTLE BIT BECAUSE OF THE SCIENCE OF READING.
WE WANTED TO TAKE A LOOK AT ALL OF THE RESEARCH BEHIND THIS AND WE REALIZED AND RECOGNIZED THAT THIS WAS A SIGNIFICANT SHIFT IN PHILOSOPHY WITHIN OUR DISTRICT, AND WE NEEDED TO ALLOW OUR TEACHERS THE OPPORTUNITY TO BECOME BETTER AWARE OF THE RESEARCH AND BETTER AWARE OF THOSE EVIDENCE BASED PRACTICES THAT SHOULD BE IN OUR ELEMENTARY CLASSROOMS WITH REGARDS TO LITERACY INSTRUCTION.
WE LOOKED AT ALL THE DIFFERENT AVAILABLE TEXTBOOKS AND RESOURCES THAT WOULD SUPPORT OUR TEACHERS.
THIS COMMITTEE ENGAGED IN A LOT OF WORK.
THEY COMPLETED EVALUATIONS ON A NUMBER OF RESOURCES, LOOKING AT WHETHER OR NOT IT ALIGNED WITH THE READING LEAGUE EVALUATION, WHETHER OR NOT IT WAS APPROVED BY THE US DEPARTMENT OF EDUCATION, WHAT DIFFERENT RESEARCHERS IN THE FIELD OF LITERACY HAD TO SAY ABOUT DIFFERENT RESOURCES.
FROM THERE, THEY HAVE BEEN ENGAGING WITH VENDORS.
WE NARROWED THIS WORK DOWN TO BENCHMARK, THAT'S THE PUBLISHER.
THEY'RE A SMALLER PUBLISHER IN THAT THEY SPECIALIZE IN LITERACY.
SOMETIMES WE GO WITH PUBLISHERS AND THEY FOCUS ON ALL THE CONTENT AREAS AND THIS PUBLISHER SPECIFICALLY FOCUSES ON LITERACY.
WE'VE BEEN PLANNING OUR PROFESSIONAL DEVELOPMENT AND THINKING ABOUT WHAT WE NEED TO DO TO BE SUCCESSFUL GOING FORWARD.
THEN THAT TAKES US INTO STAGES 4-7.
WITH YOUR APPROVAL OF PURCHASING OUR RESOURCES, WE WOULD MOVE INTO IMPLEMENTATION NEXT YEAR, FULL IMPLEMENTATION AS A DISTRICT.
FORTUNATELY, WE'VE HAD THE OPPORTUNITY TO ENGAGE IN A SLOW PHASED IMPLEMENTATION OF SORTS, WHERE 62 TEACHERS ARE PILOTING OR SLOWLY IMPLEMENTING THE RESOURCES THIS YEAR TO HELP US BETTER PREPARE FOR A FULL IMPLEMENTATION NEXT YEAR, AND THIS GROUP IS A PART OF ALL OF THAT WORK.
AND THEN AFTER WE'VE IMPLEMENTED, WE'LL CONTINUE TO SURVEY ABOUT NEEDS, WE'LL PROVIDE PD ONGOING MONITORING AND EVALUATING AND ANALYSIS.
SO JUST TO MAKE SURE THAT YOU'RE AWARE, WE ARE FOLLOWING THE LEGAL REQUIREMENTS OF IOWA CODE AND IOWA ADMINISTRATIVE CODE,
[00:50:02]
WHICH TALKS ABOUT THE DIFFERENT RESOURCES THAT YOU MUST USE TO TEACH LITERACY.IT HAS A NUMBER OF REQUIREMENTS OF DISTRICTS, AND THEN IOWA FURTHER GOES ON TO DESCRIBE WHAT DISTRICTS ARE REQUIRED TO PROVIDE.
THIS IS BEING UPDATED AS WE SPEAK.
WE HAVE COMMITTEE MEMBERS WHO ARE PARTICIPATING AT THE STATE LEVEL REPRESENTING OUR DISTRICT.
TINA IS REPRESENTING US ON THE ELEMENTARY LEVEL, AND THEN WE HAVE PEOPLE WHO ARE REPRESENTING US AT THE SECONDARY LEVEL AS WELL.
THE STATE IS MAKING CHANGES TO LITERACY RECOMMENDATIONS.
WHERE THIS SAYS 90 MINUTES OF RESEARCH BASED READING INSTRUCTION, THE EXPECTATION WILL BE 120 MINUTES.
THE RESOURCES THAT WE'RE RECOMMENDING TO YOU ARE IN ALIGNMENT WITH THE NEW RECOMMENDATIONS THAT HAVEN'T BEEN RELEASED YET.
THE COMPONENTS OF A COMPREHENSIVE LITERACY BLOCK INCLUDE WHOLE GROUP, SMALL GROUP, AND COLLABORATIVE AND INDEPENDENT LEARNING.
IN THE PICTURES THAT YOU CAN SEE, THESE ARE OF OUR STUDENTS AND OUR TEACHERS, PROVIDING INSTRUCTION TO STUDENTS IN A WHOLE GROUP SETTING, IN A SMALL GROUP SETTING AND THEN IN COLLABORATIVE AND INDEPENDENT LEARNING TIME.
ADAMS AND MOATS, BOTH ARE QUOTED BY SAYING, "ALTHOUGH CHILDREN LEARN TO LISTEN AND SPEAK WITHOUT FORMAL INSTRUCTION, LEARNING TO READ IS NOT NATURAL.
IT MUST BE TAUGHT. TEACHING READING IS COMPLEX AND REQUIRES EXTENSIVE KNOWLEDGE AND TRAINING." APOLOGIZE FOR THE TYPO.
WHAT IS ALL THIS TALK OF THE SCIENCE OF READING? I'M REMINDED THAT THIS IS DECADES WORTH OF RESEARCH ON READING AND WHAT IS BEST PRACTICE IN READING? IT'S NOT A NEW PHASE, IT'S NOT JUST SOME NEW METHOD OR SOME NEW PLATFORM OR CURRICULUM? IT'S REALLY BASED ON RESEARCH OVER TIME.
THERE WAS A LOT OF ATTENTION DRAWN TO IT AND IT CAUSED US TO ALL PAUSE AND TO THINK ABOUT WHAT ARE THOSE COMPONENTS THAT WE ARE TEACHING OUR STUDENTS? HOW DO WE STRUCTURE OUR LITERACY BLOCK, AND HOW ARE WE ENGAGING WITH STUDENTS.
I INCLUDED A LITTLE INFO GRAPH HERE ABOUT THE SIMPLE VIEW OF READING AND SCARBOROUGH'S READING ROPE.
THIS TEAM ENGAGED IN TWO YEARS WORTH OF WORK IN LEARNING ABOUT THE DIFFERENT COMPONENTS OF LITERACY, BETTER UNDERSTANDING THE READING ROPE, BETTER UNDERSTANDING HOW EACH OF THESE COMPONENTS IS WOVEN TOGETHER TO PRODUCE A SKILLED READER.
I JUST BRIEFLY WANT TO LET SOME OF OUR COMMITTEE MEMBERS TALK ABOUT SOME OF THE THINGS AND THE WAYS THAT THEY'VE ENGAGED THEIR EXPERIENCES WITH THIS LITERACY WORK.
I'M GOING TO STEP ASIDE AND IF THEY COULD EACH JUST SHARE A TAKEAWAY OR SOMETHING THAT THEY WOULD LIKE YOU TO KNOW ABOUT THEIR WORK WITH THIS.
>> HELLO AGAIN. I'M MEGHAN STERLING.
I STARTED OFF IN ELL AND THEN I HAVE MOVED BACK TO TITLE.
IT'S ALWAYS BEEN A PASSION OF MINE.
I WOULD LIKE TO SHARE THAT I LOVE THE VOCABULARY THAT IT LENDS TO OUR ELL STUDENTS.
THE PROGRAM HAS, OH MY GOODNESS, THE READER THEATER.
SORRY. HARPING ON THE SPOT UP HERE.
I LOVE THAT AND I LOVE THE VOCABULARY THAT IT OFFERS.
>> KRISTIN GRAY, WORLD LANGUAGE PROGRAM COORDINATOR.
I WAS PART OF THIS COMMITTEE TO VET THROUGH TWO UNIQUE LENSES, AND I WAS VERY THANKFUL TO BE INCLUDED IN THE WORK, MAINLY LOOKING AT THE SUPPORT FOR OUR ENGLISH LANGUAGE LEARNERS AND ALSO FOR THE RESOURCES AVAILABLE FOR OUR DUAL LANGUAGE PROGRAM AND THE SPANISH SIDE OF IT TO MAKE SURE THAT WHAT WAS AVAILABLE IN ENGLISH WAS AVAILABLE IN SPANISH TO THE EXTENT THAT WE COULD GET IT TO MATCH.
THOSE WERE MY TWO MAIN LENSES GOING THROUGH IT AND I REALLY LIKED THE OFFERINGS FOR THE EL SIDE THAT THEY DID RELATE IT TO THE LEVEL OF LANGUAGE PROFICIENCY OF THE STUDENT AND OFFER A LOT OF SCAFFOLDING SUGGESTIONS TO THE CLASSROOM TEACHER.
THEN THERE IS EL RESOURCES THAT GO ALONG WITH IT AND TAG TEAM, I GUESS, WITH THE PRIMARY SOURCE SO THAT THE SMALL GROUP PULLOUTS THAT THE EL TEACHERS HAVE, THEY'LL HAVE RESOURCES THAT GO WITH WHAT'S HAPPENING IN THE LITERACY BLOCK.
THERE'S A FEW THINGS I WANT TO ADD ABOUT THESE MATERIALS.
WHAT I LOVE ABOUT IT IS THE WHOLE BUZZWORD OF SCIENCE OF READING AND WE THINK ABOUT THE WHOLE PHONICS THING, WHICH IS IMPORTANT.
[00:55:01]
BUT THE OTHER PART OF READING, THERE'S LOTS OF READING SCIENCE, AND ONE BIG PART OF IT IS KNOWLEDGE BUILDING.KIDS JUST NEED TO LEARN STUFF ABOUT STUFF AND THIS PROGRAM DOES IT REALLY WELL.
THERE'S 10 UNITS THROUGHOUT THE YEAR ON DIFFERENT CONTENT AREAS, SOCIAL STUDIES, SCIENCE, AND OF COURSE, WE KEEP LITERATURE AS WELL BECAUSE WE CAN LEARN A LOT FROM STORIES ABOUT OTHER PEOPLE.
WHAT I LOVE ABOUT THE WAY THAT THE UNITS ARE SET UP IS THAT EVERY GRADE LEVEL WITHIN THE BUILDING IS GOING TO BE STUDYING THAT SAME TOPIC AT THE SAME TIME.
WE'VE GOT LIFE SCIENCE GOING ON THE FIRST THREE WEEKS AND THEN WE CHANGE INTO SOMETHING ELSE.
THIS WILL ALLOW FOR A GREAT SCHOOL-WIDE COLLABORATION WITHIN CLASSROOMS, AND I'M REALLY LOOKING FORWARD TO SEE HOW WELL OUR KIDS WILL ENJOY THIS NEW LEARNING.
THE OTHER THING I WANT TO ADD AND AMY ALLUDED TO THIS IS THE REPRESENTATIVES THAT WE'VE HAD FROM BENCHMARK ADVANCE.
BEFORE ON OUR LAST CURRICULUM, I RECALL REPRESENTATIVES COMING IN AND TEACHING US ABOUT THE READING PROGRAM.
IT WAS JUST ABOUT HOW TO NAVIGATE THE MATERIALS AND HOW TO USE THE PIECES.
BUT I'VE BEEN EXTREMELY IMPRESSED WITH THE REPRESENTATIVES FROM BENCHMARK ADVANCE.
NOT ONLY HAVE THEY TAUGHT US HOW TO USE THE MATERIALS EFFECTIVELY, THEY REALLY KNOW ABOUT LITERACY AND I THINK THEY CAN BE EXTREMELY HELPFUL WITH OUR TEACHERS TO HELP THEM BECOME THE BEST LITERACY TEACHERS THAT THEY CAN BE.
>> SHERRY HAGEMAN, I TEACH KINDERGARTEN AT LEEDS.
ALTHOUGH THREE OF THOSE YEARS HAVE BEEN IN KINDERGARTEN SO I'VE SEEN CYCLES COME, CYCLES GO.
I'M ONE OF THOSE TEACHERS WHO DOESN'T GET STUCK IN A RUT, SO IF THERE'S SOMETHING NEW, OKAY, IF IT'S GOING TO BE GREAT, OKAY, LET ME TRY IT.
I DID AN INDEPENDENT READING PROGRAM LAST YEAR AND HAD GREAT SUCCESS.
I WAS A LITTLE BIT, DON'T MESS WITH IT.
BUT LIKE I SAID, I'M WILLING TO TRY IT.
IN A DISTRICT THIS LARGE, TO GET A COMPREHENSIVE READING PROGRAM THAT WILL MEET THE NEEDS OF ALL OF OUR STUDENTS IS HARD, IT'S REALLY HARD.
OF THE PROGRAMS THAT I HAVE HAD AS A TEACHER HERE, WHICH HAS BEEN 13TH YEAR, THIS IS PROBABLY THE BEST OF THEM.
THERE ARE MANY ELEMENTS OF THIS PROGRAM THAT ARE GREAT.
ONE OF THE THINGS MY STUDENTS LOVE IS A STUDENT MAGAZINE.
THERE ARE DECODABLE STORIES THAT KINDERGARTENERS CAN READ, THEY CAN WRITE.
BUT MY STUDENTS' COMMENTS WERE, OH, THIS IS GOING TO BE SO FUN, AND THEY DO LOVE THAT BOOK.
THEY LOVE GETTING OUT THAT MAGAZINE.
I HAVE WRITING SAMPLES, NOT THAT YOU HAVE TIME TO LOOK AT THEM.
BUT THE LAST QUARTER, OBVIOUSLY, IT'S A PROGRESSION IN ALL GRADE LEVELS, BUT WITH KINDERGARTEN, YOU HAVE KIDDOS WHO DON'T EVEN KNOW LETTER NAMES, LETTER SOUNDS.
I HAVE 60% ELL IN MY KINDERGARTEN AND ALL OF THEM WERE ABLE TO WRITE ALMOST A FULL PAGE.
IF THEY COULD NOT WRITE A FULL PAGE, THEY WERE ABLE TO AT LEAST ATTEMPT TO WRITE WORDS AND DICTATE SENTENCES, WHICH IS THE IWA STANDARD THROUGH DRAWING, WRITING, AND DICTATIONS STUDENTS WILL BE ABLE TO TELL ABOUT THE PROCESS WRITING.
THAT WAS IMPRESSIVE. THEN THE ONE THING THAT WAS REALLY COOL, IN LEEDS, TWO OF THE FOUR KINDERGARTEN TEACHERS ARE IMPLEMENTING BENCHMARK, AND IT WAS JUST A UNIQUE SITUATION.
WE HAD TWINS IN TWO DIFFERENT CLASSROOMS, ONE BENCHMARK, ONE NOT BENCHMARK.
AT CONFERENCES EARLY ON, WE PRESENTED THE FACT THAT THIS IS A NEW PROGRAM, DO NOT COMPARE YOUR KIDS, THE REPORT CARDS ARE GOING TO LOOK VERY DIFFERENT AND BOTH OF THOSE PARENTS COMMENTED, I WONDERED WHAT WAS GOING ON.
THE MATERIALS BEING BROUGHT HOME ARE MORE IMPRESSIVE.
THEN THEY ADDED, WE DIDN'T KNOW IF THAT WAS JUST BECAUSE YOU'RE OLD [LAUGHTER] OR IF IT'S BECAUSE IT WAS THE CURRICULUM.
EITHER WAY, I TOLD THEM THAT IT WAS THE CURRICULUM.
>> I'M TINA BRENNAN, AND I'VE HAD THE OPPORTUNITY TO LEAD THIS TEAM THIS YEAR WITH BENCHMARK ADVANCE AND ADELANTE.
ONE THING THAT I HAVE SEEN AS I GO OUT TO CLASSROOMS AND OF ALL THE DIFFERENT SCHOOLS IS THE INTEGRATION THAT WE HAVE SCIENCE AND SOCIAL STUDIES, CONTENT IN THE READING PASSAGES THAT STUDENTS ARE READING ABOUT, AND WHAT THEY'RE READING ABOUT THEY'RE WRITING ABOUT.
THEY'RE GETTING THE CONTENT WITH SCIENCE AND SOCIAL STUDIES AND THEN WHEN THEY'RE LEARNING ABOUT SCIENCE AND SOCIAL STUDIES, THE ACTIVITIES, AND THE ASSESSMENTS DURING THEIR SCIENCE AND SOCIAL STUDIES TIME, THEY HAVE A MUCH GREATER VOCABULARY, THE KNOWLEDGE BASE.
[01:00:07]
THEY'RE JUST ABLE TO MAKE CONNECTIONS MUCH EASIER, AND WE'RE ABLE TO HEAR THOSE COMMENTS FROM TEACHERS THAT ARE TEACHING.ONE THING ABOUT THE WRITING, MANY STUDENTS ARE VERY EXCITED ABOUT WRITING.
IN THE PAST, WE'VE HAD STUDENTS THAT ARE MAYBE THEY GET STUCK ON WHAT TO WRITE OR THEY'RE UPSET, THEY'RE CRYING.
WE'RE NOT SEEING THAT AT ALL THIS YEAR.
WE'RE SEEING STUDENTS JUST TAKING OFF AND REALLY LOVE WRITING.
BUT EVERYTHING THAT THEY'RE READING ABOUT IN THE CLASSROOM, THEY'RE WRITING ABOUT.
THEY'RE DECODING AND ENCODING ON A DAILY BASIS. THANK YOU.
>> I'M STACIE HENDERSON, PRINCIPAL AT LIBERTY, AND WE'RE REALLY FORTUNATE BECAUSE OUR WHOLE BUILDING IS ABLE TO IMPLEMENT AND PILOT THIS YEAR, K-5, AND THERE'S A COUPLE OF PEOPLE IN ALL OF THE OTHER BUILDINGS.
AS AN ADMINISTRATOR, SOMETHING THAT I'VE SEEN IS THE VERTICAL ALIGNMENT IS AMAZING.
I'LL GO FROM ONE CLASSROOM WHERE THEY'RE TALKING ABOUT PRIMARY SOURCES OR MAKING CONNECTIONS, AND THEN I'LL GO TO THE NEXT GRADE LEVEL AND THEY'RE JUST TAKING IT DEEPER AND THE NEXT LEVEL IS TAKING IT DEEPER.
WE HAVE THAT OPPORTUNITY FOR SCAFFOLDING.
I WAS GOING TO TALK ABOUT THREE THINGS. THAT'S ONE OF THEM.
THE SECOND ONE IS THE WRITING.
WE HAVE REALLY HAD A DIFFICULT TIME TEACHING WRITING AND REALLY TEACHING OUR KIDS HOW TO COMPOSE TEXT AND DECOMPOSE TEXT, AND BENCHMARK DOES AN AMAZING JOB OF THAT.
THEN FINALLY, WE'RE IN THE MIDST OF IS ESP RIGHT NOW AND WE HAD A LITTLE FRIEND.
I GOT A PHONE CALL IN MY OFFICE THE OTHER DAY, HEY, ONE OF OUR STUDENTS RAN OUT OF CHARACTERS IN THIS SHORT ANSWER.
THERE WAS NO MORE SPACE FOR HER AND SO THE LEVEL OF WRITING THAT OUR STUDENTS ARE ABLE TO DO AS A RESULT OF THE WORK THAT WE'RE DOING IS REALLY AMAZING.
I CAN'T WAIT TO SEE WHAT'S GOING TO HAPPEN.
I WAS JUST SUPPOSED TO SAY MY NAME.
THANKS. BUT I FEEL LIKE I AM REALLY LOVING THIS NEW PROGRAM THAT WE ARE USING THIS YEAR.
THIS IS MY FIFTH YEAR TEACHING THIRD GRADE AT IRVING. MY NAME IS MARIA TORRES.
PART OF THE BEGINNING OF THIS PROGRAM IS ROUTINES AND REVIEW OR REVIEW AND ROUTINES, AND WE HAVE RESPECTFUL CONVERSATIONS.
I REALLY LOVED HOW MUCH CONVERSATION IS COMING UP WITHIN THE STUDENTS AND AS A WHOLE GROUP.
I ALSO FEEL LIKE THIS IS A VERY GOOD PROGRAM TO PREPARE OUR KIDS FOR ICAS ASSESSMENTS BECAUSE IT'S BASICALLY THE FORMAT THAT WE HAVE FOR ICAS.
>> I'M LUIS DEMUS ALSO TEACHER AT IRVING.
THE VERTICAL ALIGNMENT FROM GRADE TO GRADE LEVEL IS AMAZING, BUT ALSO WITHIN THE STORIES WITHIN A UNIT.
WE START WITH THE FIRST WEEK, TWO SHORT STORIES ABOUT THE TOPIC THEN WE GO INTO THE SECOND WEEK AND IT'S EVEN DEEPER AND THEN THE THIRD WEEK IS EVEN DEEPER.
IT'S NOT JUST A VERTICAL ALIGNMENT THROUGH THE WHOLE K5, BUT IT'S ALSO THROUGH EACH UNIT FOR THE STUDENTS AND JUST BEING AT IRVING, WE DO MORNING AND AFTERNOON LANGUAGE FLIP SO THE LANGUAGE IN THE MORNING MIGHT BE ENGLISH, BUT THEN IN THE AFTERNOON, THEY'D BE ABLE TO EXPLAIN IT TO THE TEACHER IN THE OPPOSITE LANGUAGE, WHICH IS SPANISH.
IT'S JUST THAT CONNECTION BETWEEN BOTH LANGUAGES AND THE LITERATURE.
WE'VE SEEN GREAT SUCCESS WITH THIS PROGRAM JUST FROM AUGUST TO NOW.
THE KIDS ARE ENGAGED THE BACKGROUND KNOWLEDGE, THEY'RE WANTING TO KEEP LEARNING.
TODAY WE LEARNED ABOUT THE TROPICS AND THE KIDS WERE JUST ECSTATIC ABOUT IT SO IT'S A GREAT CURRICULUM.
>> YOU WILL SEE THE RECOMMENDATION FOR BENCHMARK ADVANCE AND BENCHMARK AVALANTE.
BENCHMARK ADVANCE IS THE ENGLISH COMPONENT, BENCHMARK ADLANTE IS THE SPANISH COMPONENT FOR OUR DUAL LANGUAGE STUDENTS AT IRVING IN THOSE CLASSROOMS. IT DOES HAVE A PROGRESSION, SO I CAN'T SAY THINGS ANY BETTER THAN WHAT THE COMMITTEE MEMBERS SAID, BUT THIS IS JUST A REPRESENTATIVE THAT IT DOES STAIR-STEP ALL THE WAY THROUGH SO OUR STUDENTS ARE GETTING A COMPREHENSIVE EDUCATION IN LITERACY.
TEACHERS ARE USING EXPLICIT TEACHING, EXPLICIT INSTRUCTION.
THERE IS ENCODING AND DECODING, SO READING AND WRITING, PRACTICING WITH SPIRAL REVIEW, WHICH I'LL TALK ABOUT IN A SECOND, AND THEN MULTIMODAL AND MULTISENSORY LEARNING, WHICH IS IMPORTANT FOR ALL OF OUR LEARNERS.
IT'S ESPECIALLY IMPORTANT FOR STUDENTS WHO ARE SECOND LANGUAGE LEARNERS AND STUDENTS WHO HAVE DISABILITIES.
>> SPIRAL CURRICULUM. THIS IS SOMETHING THAT IS NEW TO SIOUX CITY IN TERMS OF LITERACY.
[01:05:01]
MATH HAS BEEN USING SPIRAL CURRICULUM FOR A WHILE, BUT IN LITERACY, IT IS A NEWER APPROACH IN THAT WE DON'T EXPECT STUDENTS TO IMMEDIATELY MASTER A STANDARD.IT COMES BACK OVER THE COURSE OF A YEAR AND WE EXPECT MASTERY BY THE END OF THE YEAR.
THE WAY THAT WE ASSESS, WE DO HAVE ONGOING ASSESSMENTS, BUT WE DON'T EXPECT ANY STUDENT TO MASTER THE STANDARDS UNTIL THE FOURTH QUARTER.
THIS IS JUST A SAMPLE SHOWING A STUDENT REALLY ANNOTATING SO MUCH SO THAT WE LEARNED THROUGH OUR IMPLEMENTATION THAT WE NEEDED TO REVISE OUR STUDENT SUPPLIES FOR NEXT YEAR BECAUSE STUDENTS NEED TO BE ABLE TO ANNOTATE AND THAT WASN'T SOMETHING THAT WE'VE EVER ASKED OUR STUDENTS TO DO BEFORE, BUT THROUGH THE RECOMMENDATION OF THE COMMITTEE, WE'VE MADE THAT CHANGE ON OUR SCHOOL SUPPLY LIST.
OUR NEXT STEPS IS LOOKING AT OUR ELEMENTARY REPORT CARD AND ALIGNING THAT WITH OUR IOWA CORE LITERACY DOMAINS, PROVIDING THE RESOURCES TO TEACHERS, PROFESSIONAL DEVELOPMENT, FULL IMPLEMENTATION NEXT YEAR, THERE WILL NEED TO BE A LOT OF COMMUNICATION WITH OUR FAMILIES SO WE ARE WORKING WITH OUR COMMUNICATIONS OFFICE AS WELL AS ALL OF OUR PRINCIPLES SO THAT WE CAN PROVIDE SUPPORTIVE COMMUNICATION FOR ALL OF OUR FAMILIES AND WE PLAN TO HAVE A WEBSITE PAGE, WHICH WE'VE ALREADY BEGUN SO THAT IT'S ABLE TO BE TRANSLATED INTO ANY LANGUAGE.
WHAT WE'VE LEARNED IS THAT WHILE WE GET THINGS TRANSLATED OFTENTIMES INTO JUST A FEW LANGUAGES, WE HAVE MANY MORE BEING SPOKEN IN OUR DISTRICT AND WE WANT THEM ALL TO BE ABLE TO ACCESS THE INFORMATION AND THEN ASSESSING OUR STUDENTS AND REALLY MONITORING OUR IMPLEMENTATION AND ANALYZING OUR WORK.
OUR RECOMMENDATION IS THAT YOU PURCHASE THIS FOR THE NEXT SEVEN YEARS, WHICH TAKES US THROUGH 2031 FOR THE TOTAL AMOUNT OF $1,653,517.
SOMETHING THAT I HAD INITIALLY INDICATED ON MY EXECUTIVE SUMMARY WAS THAT ALL OF THE MONEY WOULD BE COMING OUT OF ISL SO WHAT I WOULD LIKE TO DO IS I LEARNED THAT WE DO HAVE MONEY LEFT IN ICA THAT THE LINE ITEM SPECIFICALLY SUPPORTS THIS SO I WOULD USE THE AMOUNT THAT I HAVE LEFT IN ACER, THEN I WOULD USE THIS FISCAL YEAR'S REMAINING INSTRUCTIONAL SUPPORT LEVY MONEY, AND THEN GOING FORWARD, WE WOULD PAY FOR OUR CONSUMABLES AS WE GO THROUGH THE REST OF THE SCHOOL YEARS.
>> BOARD MEMBERS, I'D LIKE TO START OFF THE DISCUSSION PERIOD BY JUST STATING, I AM A FATHER OF A THIRD-GRADE TEACHER.
I'VE LEARNED MORE ABOUT SCIENCE OF READING AND TALKING OVER MY HEAD.
THIS GROUP, IF THEY EVER GO TO A USED CARS LOT AND START SELLING CARS, I PROBABLY MIGHT BUY ONE OR TWO OF THEM.
I JUST THINK THIS WHOLE CONCEPT WILL HELP MOVE OUR KIDS FORWARD.
BOARD MEMBERS, ANY DISCUSSION? DIRECTOR MILLER.
>> CLEARLY, WE HEAR WHAT'S GOING ON AT IRVING AND HOW THAT'S GOING TO HELP THAT SPECIALTY SCHOOL WHAT ABOUT THE OTHER SPECIALTY SCHOOLS THAT WE HAVE? IS IT A SEPARATE ACCOMMODATION? IS IT SEPARATE MATERIALS THAT WE'RE PURCHASING, OR ARE THEY NOT PARTICIPATING?
>> NO. ALL OF THE SPECIALTY SCHOOLS HAVE A BLUEPRINT THAT GOES AND ACCOMPANIES THE WORK THAT THEY DO.
ALL OF THE SCHOOLS WILL BE USING BENCHMARK AS THEIR BASE SERIES FOR LITERACY.
FOR EXAMPLE, WHEN I WAS THE PRINCIPAL OUT AT MORNINGSIDE STEM ELEMENTARY, THERE'S A STEM BLUEPRINT FOR THAT BUILDING AND THEY HAVE DIFFERENT CULMINATING PROJECTS EACH QUARTER THAT REPRESENT THE STEM DESIGN.
WHAT'S THE WORD I'M LOOKING FOR? WHERE'S MISS STERLING? OH, MY GOSH, IT'S THE PLAN, THINK, CREATE THE CYCLE. I'LL LOOK IT UP.
THE BLUEPRINT THAT BUILDINGS HAVE FOR THEIR SPECIALTY STATUS WOULD WORK TO INCLUDE THIS CURRICULUM WITHIN IT.
>> SO NO SPECIAL ACCOMMODATIONS THAT WE HAVE TO DO IT'LL JUST BE A PART OF THEIR DAY?
>> CORRECT. ANSWER IS SHORT, YES.
>> [INAUDIBLE] BUT ALL OF OUR SPECIAL SCHOOLS ARE SUPPORTED BY INTEGRATING SPECIAL CURRICULUM AREAS AND THAT'S DONE THROUGH THE BLUEPRINT.
>> FOR THE STEM BLUEPRINT, IT'S THE ENGINEERING DESIGN PROCESS.
THAT'S THE BACKBONE OF THAT BLUEPRINT.
>> THERE ARE TWO COMPONENTS OF THE INSTRUCTIONAL SUPPORT LEVY, THE ACTUAL TAX ON CITIZENS ON PROPERTY TAX.
WE GET ABOUT $3.6 MILLION FOR NEXT YEAR ON THAT.
THEN INCOME SURTAX, WE GET ABOUT 2.2 MILLION,
[01:10:01]
SO A TOTAL OF ABOUT 5.8.MY UNDERSTANDING WAS ALL THIS INSTRUCTIONAL LEVY MONEY WAS USED THAT WE PAY FOR THESE CURRICULUMS OVER A SERIES OF TIME.
WE HAVE STACKING PAYMENTS ON TOP OF STACKING PAYMENTS SO THAT WE DON'T OVERSPEND OUR $5.8 MILLION IN A PARTICULAR YEAR.
I THINK WHAT I HEARD YOU SAY IS THERE'S SOME ESSER MONEY AVAILABLE THAT YOU'RE GOING TO USE.
>> YES. GREAT QUESTION. 230,000 WILL COME OUT OF ESSER III, AND IT ALIGNS WITH THE LINE ITEM THAT I HAVE BEEN UTILIZING TO SUPPORT LITERACY.
THEN THE REST WILL COME OUT OF THIS YEAR'S FY24'S INSTRUCTIONAL SUPPORT LEVY MONEY, AND THEN IT WILL STACK.
>> IT'S JUST CASCADING FROM PRIOR YEARS.
WE'RE PAYING BILLS FOR COMMITMENTS WE MADE, JUST LIKE WE'LL PAY A PORTION OF THIS BILL A FEW YEARS OUT.
IT'S IT'S CASCADING OUT OVER YEARS.
>> CORRECT. I JUST WANTED TO SHARE THAT BECAUSE I DIDN'T HAVE THAT INFORMATION AT THE TIME I WROTE THE EXECUTIVE SUMMARY, AND I WANTED TO BE TRANSPARENT THAT 230,000 OF THE AMOUNT IS BEING PAID OUT OF ESSER III.
>> [INAUDIBLE], YOU'RE ABOUT TO SAY SOMETHING?
>> ON THE INSTRUCTIONAL SUPPORT LEVY, THE BOARD HAS DESIGNATED 750,000 OF THAT $5 MILLION THAT YOU SAID FOR CURRICULUM ADOPTION.
THE WHOLE $5 MILLION DOES NOT GO TO CURRICULUM ADOPTION.
>> THAT'S WHAT'S CASCADING OUT OVER A SERIES OF YEARS.
THEORETICALLY, SEVEN YEARS TIMES 750,000 OR SOMETHING.
WE COULDN'T PAY FOR THAT WITH ONE YEAR'S DESIGNATED ISL.
WE HAVE TO SPREAD IT OUT OVER SEVERAL YEARS, OTHERWISE WE WOULDN'T BE HAVING ANY OTHER ADOPTIONS HAPPENING.
>> I THINK THAT MAY HAVE BEEN ANSWERED, BUT I WANTED TO MAKE SURE WE'RE USING THE WORD CASCADING AND THE LIKE, BUT WHAT IT MEANT WAS WE'RE NOT PAYING $1.6 MILLION ALL ONE YEAR.
IT'S A SIX-YEAR PROGRAM AND WE'RE PAYING AS WE GO, IS MY UNDERSTANDING, IS THAT CORRECT? THAT'S WHAT CASCADING IS.
IT'S DIVIDED OVER SIX YEARS AND WE'RE PAYING AS WE GO.
>> WE HAVEN'T BROKEN IT DOWN EXACTLY YET.
WE'VE GOT 439,000 OF THE FY24 ISL.
WE'RE GOING TO USE 100% OF THAT.
THEN WE'RE GOING TO USE THE 239,000.
THERE'S AN ESSER LINE ITEM BUDGET FOR MATERIALS, AND SO WE'RE GOING TO USE THAT.
THAT'S OVER 600,000, SO IT'S NOT EXACT.
THEN THE REST, WE'LL HAVE TO COORDINATE WITH THE OTHER HOW WE PAY IN SUBSEQUENT YEARS IN 25 AND ON.
WE'LL HAVE TO COORDINATE A LITTLE BIT WITH THE OTHER ADOPTIONS.
>> IT'S LIKE WE HAVE AN ABILITY TO MAKE A NICE DOWN PAYMENT ON THE FRONT HAND, AND THEN WE PAY INCREMENTALLY GOING.
I HAD ONE OTHER QUESTION, IF THAT'S ALL RIGHT.
WHEN I HEARD ABOUT THIS THE OTHER DAY, I MADE THE COMMENT, THIS IS EXCITING STUFF BECAUSE THIS PROGRAM HAS SO MUCH TO OFFER.
I WAS PARTICULARLY IMPRESSED WITH NICOLE'S DESCRIPTION OF THE DIFFERENCE FROM WHERE WE ARE.
THERE'S SO MUCH TALK ABOUT PHONICS BEING IT, BUT THERE'S MORE TO IT THAN THAT.
I WAS WONDERING IF YOU COULD SHARE WITH THE REST OF THE BOARD SOME OF YOUR COMMENTARY ABOUT HOW WE GROW FROM PHONICS, TO KNOWLEDGE, TO VOCABULARY, TO WRITING AND USAGE AND THE LIKE.
>> WELL, IF I TALKED ABOUT PHONICS, WE MIGHT BE HERE ALL NIGHT, BUT I'LL JUST WRAP THIS UP QUICK. YOU'RE RIGHT.
PHONICS IS IMPORTANT AND WE NEED TO HAVE PHONICS.
BUT IT DOESN'T DO A CHILD, AN ADULT, ANYONE ANY GOOD IF THEY CAN DECODE EVERYTHING BEAUTIFULLY ON A PAGE AND NOT UNDERSTAND WHAT THEY'VE READ.
WE HAVE TO HAVE THAT DECODING PIECE, BUT WE ALSO HAVE TO HAVE KNOWLEDGE BUILDING, BECAUSE WE CAN'T JUST BE READING THINGS JUST TO READ WORDS.
WE HAVE TO UNDERSTAND THINGS AND UNDERSTAND THEM DEEPLY.
HOW DO WE UNDERSTAND THINGS DEEPLY? WE TALK ABOUT THINGS, WE WRITE ABOUT THINGS AS WE'RE LEARNING THEM.
WITH SOME GREAT COORDINATION WITH THIS COMPREHENSIVE PROGRAM, I THINK IT REALLY WILL BENEFIT OUR KIDS.
THAT'S THE WHOLE [INAUDIBLE] HERE.
WE'RE BRINGING THAT FORWARD IN A MORE INTENSE WAY THAN WE'VE HAD IN THE PAST, AND THAT'S WHAT MAKES THIS PROGRAM SO EXCITING.
>> WHAT MAKES IT EXCITING IS IT IS COMPREHENSIVE, BECAUSE WE HEAR PHONICS, WE HEAR SCIENCE OF READING, AND WE TEND TO WANT TO HOLD ON TO THAT PHONICS PIECE.
WE'RE IN A BOAT AND THEN WE TIP OVER, AND WE TRY TO OVERCORRECT, WHEN YOU REALLY NEED BOTH.
YOU NEED THE PHONICS AND YOU NEED THAT COMPREHENSION PIECE AND KNOWLEDGE BUILDING,
[01:15:05]
AND THAT'S A HUGE PART OF THAT.>> ANY OTHER QUESTIONS, BOARD MEMBERS?
>> I HAVE ONE. I ASKED YOU GUYS THIS AT THE MEETING THE OTHER DAY, BUT I THINK IT'S IMPORTANT FOR THE REST OF THE BOARD TO HEAR.
ONE OF MY QUESTIONS THAT DAY WAS, WHAT'S THE BUY IN THAT YOU'RE GETTING FROM THE STAFF? YOU SEE IT 62 PEOPLE WHO WE'RE DOING THIS.
THE EXCITEMENT LEVEL, LIKE YOU SAID EARLIER, WE GO THROUGH CYCLES OF CURRICULUM.
IT'S THE LATEST GREATEST THING AND THEN NOT SO MUCH, THEN THERE'S ANOTHER.
WHAT WOULD YOU GUYS SAY YOUR BUY IN IS?
>> LIKE ANYTHING, IT'S THE WAY YOU PRESENT IT.
THE WAY I PRESENT IT AND THE WAY, I THINK ALL OF US ON THE COMMITTEE WHO DO ACTUALLY, OR WHO HAVE BEEN USING IT, WE DO PROMOTE IT POSITIVELY.
LIKE EVERYTHING, WE HEARD THAT EARLIER WITH THE CURRICULUM, THERE'S ALWAYS PUSHBACK.
THIS IS BEING SET WITH 1,000 TEACHERS, YOU'RE NEVER GOING TO PLEASE EVERYBODY.
THIS IS A PROGRAM I HAVE HAD TO BE HELD BACK ON THE COMMITTEE, BECAUSE YOU'RE THINKING AS SOMEBODY WHO'S AN EXPERIENCED TEACHER.
YES, I AM, BUT IF I WOULD HAVE BEEN A NEW TEACHER COMING IN WITH THIS PROGRAM THAT I ALREADY KNEW WAS RESEARCH-BASED, COMPREHENSIVE AND HAD EVERYTHING, IT IS LAID OUT FOR YOU WITH MORE MATERIALS AND RESOURCES THAN YOU COULD EVER NEED.
YOU DON'T HAVE TO SPEND YOUR OWN MONEY BUYING THINGS, LAMINATING THINGS, CUTTING THINGS OUT, IT'S ALL THERE AT THE KINDERGARTEN LEVEL, I SHOULD SAY, BUT I'M SURE IT'S EVERYWHERE.
DOES THAT ANSWER YOUR QUESTION? I THINK IT'S JUST THE WAY THAT YOU PRESENT IT.
I THINK THE PEOPLE WHO MAY BE THE BUZZ OF NEGATIVITY IS THEY HEAR, IT'S SO MUCH, AND THEY'RE NOT HAVING THE GROWTH MINDSET OR THE OPEN MINDSET THAT IT IS A LOT, BUT OUR KIDS ARE CAPABLE IF YOU HAVE THE EXPECTATION.
>> DOES THAT ANSWER YOUR QUESTION?
>> ABSOLUTELY. I KNEW WHERE YOU WERE GOING TO GO WITH IT, I JUST WANTED THESE GUYS TO HEAR IT.
>> ANY MORE QUESTIONS? BOARD MEMBERS, IS THERE A MOTION TO APPROVE THE PURCHASE OF THE ELEMENTARY LITERACY RESOURCES FROM BENCHMARK EDUCATION FOR THE 2024-2025, TO THE 2030-2031 SCHOOL YEAR FOR THE TOTAL OF THE AMOUNT OF $1.653517?
>> I HAVE FIRST, I HAVE A SECOND.
IS THERE ANY CITIZEN INPUT ON THIS, SHANICE?
>> ALL THOSE IN FAVOR, SAY AYE.
>> ALL THOSE OPPOSED SAY NAY? MOTION PASSES.
FIRST READING OF BOARD POLICY 402.43,
[X.D. First Reading of Board Policies - Dr. Rod Earleywine]
EMPLOYEE NEGOTIATIONS, 505.19, STUDENT DIRECTORY INFORMATION, 602.7, STUDENT ACTIVITIES PROGRAM, 603.11, COPYRIGHT COMPLIANCE, 709.1, SCHOOL START AND END TIMES.IS THERE A MOTION TO APPROVE THESE BOARD POLICIES FOR FIRST READING?
>> WE HAVE A FIRST, WE HAVE A SECOND.
BOARD MEMBERS, IS THERE ANY DISCUSSION? SHANICE, IS THERE ANY CITIZEN INPUT?
>> ALL THOSE IN FAVOR, SAY AYE.
>> [INAUDIBLE]. ALL THOSE OPPOSED, SAY NAY? GETTING AHEAD OF MYSELF THERE. MOTION PASSES.
IT'S THAT TIME OF NIGHT TO ADJOURN? IS THERE A MOTION FOR ADJOURNMENT?
>> WE HAVE A FIRST, WE HAVE A SECOND.
>> ALL THOSE OPPOSED, SAY NAY? MEETING IS ADJOURNED.
* This transcript was compiled from uncorrected Closed Captioning.