Jul 15, 2024 Board Meetings

[I. Call to Order]

[00:00:05]

GOOD EVENING. IT IS JULY 15TH, 2024, AT 6 P.M.

I NOW CALL THE REGULAR MEETING TO ORDER.

PLEASE JOIN ME IN THE PLEDGE OF ALLEGIANCE.

PLEDGE OF ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA.

AND TO THE REPUBLIC FOR WHICH IT STANDS.

ONE NATION UNDER GOD, INDIVISIBLE, WITH LIBERTY AND JUSTICE FOR ALL.

LYNN, WILL YOU PLEASE CALL THE ROLL? BOARD MEMBERS, IS THERE A MOTION TO APPROVE THE AGENDA?

[IV. Approval of Agenda]

A SECOND. BOARD MEMBERS, IS THERE ANY DISCUSSION? ALL THOSE IN FAVOR OF APPROVING THE AGENDA? SAY AYE.

AYE. ALL THOSE OPPOSED, SAY NAY.

THE AGENDA IS APPROVED.

SIX ZERO. CITIZEN INPUT.

IT'S AN INPUT.

AT THIS TIME, THE BOARD OF DIRECTORS INVITES INDIVIDUALS OR DELEGATIONS TO COME FORWARD AND SPEAK ON ANY ISSUE RELATED TO THE SCHOOL DISTRICT OPERATION THAT ARE NOT INCLUDED ON TODAY'S MEETING AGENDA.

CITIZEN INPUT ON ACTION AND DISCUSSION ITEMS WILL BE ACCEPTED AT THE TIME OF DISCUSSION OF EACH AGENDA ITEM.

LYNN, IS THERE ANY CITIZEN INPUT? NO. WE HAVE A SPECIAL PRESENTATION.

[VI. Special Presentation]

I'M GOING TO TURN THIS OVER TO MATT AND JENNA FOR THEIR SPECIAL PRESENTATION.

THANK YOU FOR HAVING US.

JENNA ANDREWS IS NOT PRESENT TONIGHT.

SHE HAD A SICK CHILD. SO, TAMMY FROM THE SHIP OFFICE IS STEPPING IN FOR HER AND RUNNING SOME SLIDES FOR ME, SO.

THANK YOU, TAMMY.

I JUST THOUGHT IT WOULD BE A GOOD IDEA TO COME AND PRESENT TO YOU GUYS.

WE WORK WITH THE DISTRICT.

SHIP DOES, HAS FOR MANY YEARS.

AND JUST TO KIND OF TELL YOU A LITTLE BIT MORE ABOUT OUR ORGANIZATION AND ALL OF THE THINGS THAT WE DO, PARTICULARLY SOME OF THE PROGRAMS THAT WE HAVE THAT WE WORK WITH THE DISTRICT IN. NEXT SLIDE PLEASE.

SO, IF YOU CAN KIND OF SEE THIS, THIS IS WHILE YOU HAVE YOUR OWN SCREENS, TOO.

BUT THESE ARE ALL THE PROGRAMS THAT SHIP IS INVOLVED IN.

THESE ARE NOT ALL THE PROGRAMS, BUT THESE ARE THE ONES THAT WE ARE DIRECTLY INVOLVED IN.

WE'RE INVOLVED IN A LOT OF OTHER THINGS AS WELL IN THE COMMUNITY.

WE GET PULLED INTO A LOT OF THINGS IN THE COMMUNITY AS WELL.

NEXT SLIDE PLEASE. SO SHIP REALLY STARTED BACK IN 1998.

AT THAT TIME, UNDER TWO FUNDING STREAMS, EARLY CHILDHOOD IOWA AND DECATEGORIZATION.

THOSE ARE STATE FUNDS THAT AT THE TIME THE LEGISLATURE HAD PUT OUT INTO ALL OF THE COMMUNITIES WITH PRESCRIBED FUNDING, PRESCRIBED PROGRAMING AT THAT TIME REALLY LOOKED AT, YOU KNOW, THESE COMMUNITIES ARE ALL DIFFERENT THROUGHOUT THE WHOLE STATE.

WE'D LIKE THEM TO BUILD THEIR OWN BOARDS AND MAKE THEIR OWN DECISIONS, BECAUSE EVERY COMMUNITY IS JUST A LITTLE BIT DIFFERENT.

SO I ALWAYS CALL THESE TWO FUNDING STREAMS KIND OF THE LIFEBLOOD OF SHIP, BECAUSE THEY'RE WHAT OUR BOARD FORMED AROUND, AND WE'LL GO NEXT.

SO EARLY CHILDHOOD IOWA WAS PREVIOUSLY CALLED EMPOWERMENT.

WE GET A LITTLE OVER $1 MILLION A YEAR THAT IS SENT TO US FOR WOODBURY COUNTY AND IOWA COUNTY AS WELL.

WE COMBINED WITH IDA COUNTY ABOUT TEN YEARS AGO.

BUT THESE ARE JUST A LIST OF SOME OF THE PROGRAMS THAT WE PUT OUT INTO THE COMMUNITY.

WE HAVE A GRANT REVIEW COMMITTEE THAT GETS TOGETHER AND MAKES RECOMMENDATIONS TO OUR BOARD OF DIRECTORS ON EARLY CHILDHOOD FUNDING EVERY YEAR.

SO, CRITTENTON CENTER, SIOUXLAND DISTRICT HEALTH DEPARTMENT, A LOT OF THE PRESCHOOLS AND CHILDCARE CENTERS IN TOWN ARE FUNDED WITH THESE FUNDS.

DECATEGORIZATION. THESE ARE CHILD WELFARE DOLLARS, SO THEY COME FROM HEALTH AND HUMAN SERVICES AS WELL AS JUVENILE COURT SERVICES. THEY ARE USED TO FUND PROGRAMING FOR KIDS WHO ARE INVOLVED IN THE SYSTEM, AND EITHER ONE OF THOSE SYSTEMS OR FAMILIES UP TO AGE 18. SO THESE ARE JUST FUNCTIONAL FAMILY THERAPY.

THAT'S ONE OF OUR PROGRAMS THAT WE FUND TO THIS DAY.

I JUST WANT TO ADD BOTH OF THESE FUNDING STREAMS RIGHT NOW WITH ALL THE REORGANIZATION AND EVERYTHING GOING ON AT THE STATE LEVEL THAT THE GOVERNOR IS PUTTING TOGETHER, THESE HAVE BOTH BEEN PULLED UNDER HEALTH AND HUMAN SERVICES.

SO WE HAVE A LOT OF CHANGES COMING TO THESE FUNDING STREAMS. I THINK DCAT MIGHT ACTUALLY GO AWAY AND BE CALLED SOMETHING ELSE AT SOME POINT.

SO WE'RE JUST KIND OF WEATHERING THAT AS IT COMES ABOUT.

PROBABLY THE PROGRAM THAT, YOU KNOW THE BEST IS BEYOND THE BELL.

THIS HAS BEEN A PARTNERSHIP WITH THE DISTRICT GOING BACK ALMOST I DON'T KNOW, 20, 23 YEARS.

[00:05:01]

IT WAS ORIGINALLY A Y PROGRAM.

AND THE FORMER DIRECTOR OF UNITED WAY CAME TO TOWN AND DISCOVERED THERE WAS REALLY NOWHERE FOR HIS KIDS TO GO AFTER SCHOOL.

SO THAT'S WHAT REALLY LED TO THIS, PLUS THE NEEDS OF ALL THE FAMILIES.

SO THOSE ARE ALL THE LOCATIONS OF THE CURRENT BEYOND THE BELL SITES THAT WE HAVE.

THE ONES THAT HAVE ASTERISKS BEHIND THEM ARE FUNDED BY 21ST CENTURY COMMUNITY LEARNING GRANTS.

WE'VE BEEN MANAGING THOSE GRANTS FOR SEVERAL YEARS.

WE HAVE ABOUT FIVE OF THEM TO THIS DATE.

WE APPLY FOR A NEW ONE EVERY YEAR.

WE ALWAYS CONSULT WITH YOU GUYS TO SEE WHAT SCHOOLS ARE IN THE MOST NEED, BUT THAT PROGRAM IS NOW A DIRECT PROGRAM OF SHIP.

THE Y DECIDED THEY DIDN'T WANT IT ANYMORE WHEN THEY BUILT THEIR NEW BUILDING IN SOUTH SIOUX.

AND SO AT THAT POINT, SHIP HAD NEVER DONE DIRECT PROGRAMING, BUT WE MANAGED ALL THE FUNDS, SO WE THOUGHT IT WOULD BE A GOOD FIT.

AND WE CONTINUE WITH THAT PROGRAM TO THIS DAY.

SKY RANCH BEHAVIORAL SERVICES, ANOTHER PROGRAM YOU PROBABLY HEARD OF SKY RANCH FOR BOYS.

IT WAS A RANCH OUT IN THE MIDDLE OF SOUTH DAKOTA BACK IN THE DAY WHERE THEY WOULD SEND BOYS.

IT'S OUT IN THE MIDDLE OF NOWHERE, SO THEY COULD HAVE NOWHERE TO GO BUT KIND OF GET THEM BACK INTEGRATED BACK INTO THE COMMUNITY.

AFTER STAY AT SKY RANCH, THEY ENDED UP CLOSING THE RANCH IN 2011, AND THEY'RE ALREADY DOING RESIDENTIAL SERVICES HERE.

IT'S BEHAVIORAL HEALTH, SUBSTANCE USE, AND THEY EXPAND IT TO GIRLS AS WELL.

SO THEY SEE BOYS AND GIRLS' YOUTH UP TO AGE 18 AND THEY HAVE RECENTLY GROWN.

SO NOW THEY'RE DOING SOME ADULT SERVICES AS WELL.

YOU CAN GO BACK. ONE SLIDE.

THERE YOU GO. SO I WANT TO TALK A LITTLE BIT ABOUT ONE OF SKY RANCH'S NEW PROGRAMS. WE GOT A SAMHSA GRANT FOR THE SHIELD PROGRAM, AND WE'VE BEEN MEETING WITH THE DISTRICT FOR ABOUT A YEAR, TALKING ABOUT SOME OF THE ISSUES THAT ARE HAPPENING AT THE MIDDLE SCHOOLS AND THE HIGH SCHOOLS VAPING, THC, VAPING, SOME OTHER BEHAVIORAL ISSUES.

SO WE'VE DEVELOPED THIS PROGRAM IN CONJUNCTION WITH THE DISTRICT THAT WE WILL BE IMPLEMENTING THIS FALL.

SO IT'S PRETTY EXCITING.

WE'LL HAVE THREE FULL TIME WORKERS IN THE MIDDLE SCHOOLS AND THE HIGH SCHOOLS, ONE IN EACH SECTION OF TOWN, SO ONE AT EAST, NORTH AND WEST, AND THEY'LL BE WORKING WITH THE SROS AND SLOS AND TRYING TO DIVERT THE KIDS THAT ARE GETTING CAUGHT VAPING.

THAT'S JUST ONE EXAMPLE. BUT THERE'S A LOT OF DIFFERENT BEHAVIORS, FIGHTS, THINGS LIKE THAT, RATHER THAN, YOU KNOW, GOING THE JUVENILE JUSTICE ROUTE WITH IT.

IF IT'S SEVERE ENOUGH, WE'LL TRY TO DIVERT THEM INTO THIS PROGRAMING THAT THE WORKER WILL DO WITH THEM AND THEIR FAMILIES.

SO IT'S AN INTERVENTION PROGRAM AND IT SHOULD BE REALLY GOOD.

WE'VE BEEN WORKING REALLY HARD TOGETHER ON THIS TO BE ABLE TO IMPLEMENT IT IN THE FALL.

BOOST GO IS ANOTHER PROGRAM.

AGAIN, I'M GOING TO TRY TO GET THROUGH THESE AS QUICKLY AS POSSIBLE.

I KNOW YOU GUYS HAVE LIMITED TIME.

THIS IS A DEPARTMENT OF LABOR GRANT THAT WE HAVE.

THIS HAS BEEN IN EXISTENCE FOR ABOUT TEN YEARS.

WE WORK WITH YOUNG ADULTS, 18 TO 21, WHO HAVE BEEN INVOLVED IN JUVENILE JUSTICE OR IN CORRECTIONS BEING A DEPARTMENT OF LABOR GRANTS.

THE WHOLE POINT IS TO TRY TO GET THEM GAINFULLY EMPLOYED.

BETTER QUALITY OF LIFE.

WE HAVE ANOTHER BOOST GRANT NOW THAT'S WORKING WITH INCARCERATED INDIVIDUALS IN WOODBURY COUNTY.

SO WE WORK REALLY CLOSELY WITH THE JAIL.

OUR ATF PROBATION, AND WE WORK WITH PEOPLE WHILE THEY'RE STILL IN JAIL RIGHT BEFORE THEY'RE RELEASED, AND THEN HELP THEM TRANSITION INTO THE COMMUNITY AND GET EMPLOYMENT. BOTH OF THESE PROGRAMS HAVE BEEN REALLY SUCCESSFUL FOR US.

GROWING COMMUNITY CONNECTIONS, YOU'VE PROBABLY HEARD OF.

IT'S A COMMUNITY COLLABORATIVE THAT REALLY STARTED OUT IN DAKOTA COUNTY, BUT IS NOW SERVING THE WHOLE SIOUXLAND AREA.

WE SERVE AS THE FISCAL AGENT, EMPLOYER OF RECORD AND THE GRANT HOLDER FOR THAT PROGRAM.

SIOUXLAND STREET PROJECT, JUST ONE EXAMPLE OF SOME OF THE COMMUNITY INITIATIVES THAT WE DO.

THIS REALLY KIND OF STARTED WHAT SHIP KIND OF DOES IS WE PROVIDE LEADERSHIP IN RESPONSE TO COMMUNITY NEEDS.

SO THIS WAS A NEED BACK IN 2016.

THERE WAS AN UPTICK IN SOME OF THE HOMELESS ACTIVITY IN THE DOWNTOWN AREA.

SO WE'VE BEEN WORKING WITH THE BUSINESSES, THE HOSPITALS, THE SIOUX CITY POLICE DEPARTMENT, FIRE DEPARTMENT CONTINUE TO DO THAT WORK.

AND WE'RE GOING TO APPLY FOR A GRANT FROM IOWA FINANCE AUTHORITY THAT'S DUE AT THE END OF THIS MONTH, HOPEFULLY, HOPEFULLY TO GET SOME FUNDING TO KIND OF HELP ELIMINATE SOME OF THOSE ISSUES IN DOWNTOWN.

IT'S ESCALATED.

AND THEN 0 TO 3 PRIME AGE STUDENT GAUGE.

THIS IS ANOTHER PARTNERSHIP WITH THE DISTRICT THAT WAS STARTED BACK IN 2018.

AND THAT WAS REALLY IN RESPONSE, DISTRICTS PUT OUT SOME NUMBERS OF SOME OF THE KIDS THAT WERE COMING TO PRESCHOOL AND TO KINDERGARTEN WITH REALLY LOW LITERACY SCORES,

[00:10:07]

THERE WAS ABOUT 60, 70 COMMUNITY PARTNERS THAT WERE INVOLVED IN THIS.

NO FUNDING FOR THIS WHATSOEVER.

BUT THE DIFFERENCE NOW IS THAT WE HAVE BOOKSHELVES OUT IN COMMUNITY PROVIDERS FOR KIDS TO TAKE WHEN THEY GO, SAY THEY GO TO HHS OR THEY GO TO A LOBBY OF SOME COMMUNITY PROVIDER OR COMMUNITY ACTION AGENCY, AND THEY CAN GET BOOKS, AGE-APPROPRIATE BOOKS THAT THEY CAN TAKE HOME AND BUILD A LIBRARY WITH.

ALSO LOTS OF OTHER PROGRAMING THAT HAPPENED WITH THAT.

LOTS OF STUFF WITH THE CHILDCARE PROVIDERS TRYING TO GET THE CHILDCARE PROVIDERS ON BOARD AND REACH FAMILIES THAT WAY.

WE'VE HAD STORY WALKS.

WE'VE HAD EVIDENCE-BASED PROGRAMING THAT'S BEEN HAPPENING IN THE COMMUNITY BECAUSE OF THIS.

WE ALSO WORK REALLY CLOSELY WITH THE URBAN NATIVE CENTER.

AND WE ACTUALLY CO-LOCATE URBAN NATIVE CENTERS, SKY RANCH AND A FEW SHIP EMPLOYEES IN THE OLD HERITAGE BANK LOCATION DOWNTOWN HERE ON FIFTH STREET.

SO THEY WORK WITH THE NATIVE COMMUNITY, BUT THEY SERVE ALL.

AND WE CURRENTLY HAVE A DEPARTMENT OF JUSTICE GRANT CALLED STRENGTHENING URBAN NATIVES.

THEIR SONS.

THAT'S HELPING TO FUND THAT PROGRAM.

SO, THE NEXT TWO SLIDES REALLY HAVE TO DO WITH SOME SERVICES.

SHIP OFFERS FISCAL AGENT SERVICE.

SO WE PROVIDE ACCOUNTING SERVICES, YOU KNOW, FOR ANY OTHER NONPROFITS IN THE COMMUNITY.

WE ALSO DO NEXT SLIDE, EMPLOYER OF RECORD SERVICES.

WE DO THESE FOR FEES.

WE CAN OFFER PAYROLL SERVICES.

ANY, YOU KNOW, ANYONE IN THE COMMUNITY COULD BE A SHIP EMPLOYEE THROUGH THIS, THROUGH ANOTHER AGENCY AND BE ABLE TO TAKE CARE OR TAKE ADVANTAGE OF OUR BENEFITS PACKAGE THAT'S REALLY SHIP IN A NUTSHELL.

THERE'S A LOT, A LOT MORE THINGS THAT WE DO, BUT I THOUGHT IT WOULD BE JUST A GOOD STARTING POINT.

IF YOU GUYS HAVE QUESTIONS, BOARD MEMBERS, ANY FOLLOW UP? LET ME FOLLOW UP QUESTIONS, MR. DIRECTOR MICHAELSON.

FIRST ONE IS WITH THE KIDS, WITH THE SKY RANCH BEING GONE NOW, ARE OUR KIDS, YOU KNOW, LIKE IT USED TO BE WHERE OUR MOST SEVERE CASES WENT, RIGHT? RIGHT. SO WE KNOW THAT WE STILL HAVE SEVERE CASES.

YES. SO WITH THAT, HOW DOES IT WORK FOR QUOTE UNQUOTE THOSE SEVERE CASES RIGHT NOW.

SO REALLY, I MEAN, THAT WAS KIND OF A STATE MANDATED THING WHERE THEY WERE REALLY TRYING TO GET KIDS OUT OF BEING SENT AWAY TO CARE OUT OF, YOU KNOW, INTO A DIFFERENT TOWN, KEEP THEM IN THE COMMUNITY, KEEP THEM IN THEIR HOME, IN THE SCHOOL.

SO IN 2011, BY THAT POINT, THEY TRIED TO KEEP THE RANCH GOING AS LONG AS THEY COULD.

AND THERE WAS EIGHT KIDS, EIGHT BOYS THERE AT ONE POINT.

AND THEY JUST SAID, THIS ISN'T, YOU KNOW, IT'S NOT MAKING IT.

SO COULDN'T MAKE IT WORK.

SO YEAH, THE SERVICES ARE MOSTLY PROVIDED.

KIDS STILL GET SENT AWAY.

THERE'S LESS AND LESS BEDS THROUGHOUT THE STATE NOW.

SO WHAT SKY RANCH DOES IS THEY'LL WORK WITH THE KIDS WHEN THEY'RE IN CARE, SO THEY'LL TRAVEL TO SEE THEM AND WORK WITH THEM BEFORE THEY GET OUT OF THAT PLACEMENT SO THEY CAN SUCCESSFULLY REINTEGRATE BACK.

BUT YEAH, I MEAN, THERE'S REALLY NOT A LOT OF PLACES FOR THEM TO GO ANYMORE.

AND I HAVE ONE MORE QUESTION.

WHAT CAN WE DO TO HELP YOU? I THINK YOU'RE DOING A GREAT JOB OF HELPING US NOW.

WE HAVE A REALLY GOOD PARTNERSHIP WITH THE DISTRICT THROUGH SEVERAL OF THESE PROGRAMS, SO WE JUST APPRECIATE THE SUPPORT.

OKAY. DIRECTOR EHMCKE, I'D LIKE YOU TO ELABORATE A LITTLE BIT ON HOW YOUR PROGRAM THAT DEALS WITH THE VAPING AND THE LIKE IN THE MIDDLE SCHOOLS IS WORKING.

YOU HAVE ONE OF, I GATHER, YOUR EMPLOYEES THAT WOULD BE LOCATED AT EACH ONE OF THE MIDDLE SCHOOL HIGH SCHOOL COMPLEXES AND MAYBE ELABORATE A LITTLE BIT HOW THAT WORKS.

SO THEY WILL SPEND THEIR ENTIRE DAY AT THE SCHOOL.

SO THEY ALTHOUGH WE HAVE STAFF THAT SUPERVISES THEM, THEY'RE ALSO ACCOUNTABLE TO WHOMEVER THE BUILDING PRINCIPAL IS OR WHOMEVER THE BUILDING DESIGNATES AS THE PERSON THAT'S IN CHARGE. BUT THEY WILL REALLY WORK HAND IN HAND WITH ALL OF THE STAFF.

COUNSELORS BUILD RELATIONSHIPS WITH EVERYONE AND ESPECIALLY THE SCHOOL RESOURCE OFFICERS.

JUST TO HELP THEM TO COMBAT THIS PROBLEM, I THINK, YOU KNOW, THEY'RE GOING TO HAVE SPECIFIC CASELOADS THAT THEY'LL CARRY OF KIDS THAT THEY'LL SEE EVERY DAY.

THERE WILL BE VARYING LEVELS OF INTENSITY TO WHAT THAT WILL LOOK LIKE DEPENDING ON WHAT THE NEED IS.

THERE ARE SOME KIDS THEY MIGHT CHECK IN WITH EVERY DAY AND WORK WITH EVERY DAY.

THERE'RE OTHER KIDS THAT MIGHT BE A FIRST OFFENSE OR SOMETHING THAT JUST NEEDS A LITTLE BIT OF HELP.

SO IT'S MOSTLY THE SCHOOL RESOURCE OFFICER.

THAT WOULD BE THE TRIGGER TO INTRODUCE YOUR PROGRAM.

SO YEP.

BUT THE DIFFERENCE IS THAT THE STAFF WILL BE RIGHT THERE ON SITE.

SO WE WERE TALKING ABOUT THIS THE OTHER DAY.

I IMAGINE THAT THEY WILL PROBABLY BE WALKING THROUGH THE BATHROOMS AND THAT TYPE OF A THING.

JUST, YOU KNOW, KIND OF THEY'LL BE UTILIZED THROUGHOUT THE SCHOOL FOR WHATEVER THEY'RE NEEDED FOR.

BUT THIS IS THEIR PRIMARY OBJECTIVE IS TO WORK DIRECTLY WITH THE KIDS.

[00:15:01]

I JUST WONDERED HOW YOU ARE SEEING IT WORK AND WHETHER YOU'RE GETTING THE RESULTS THAT YOU'RE LOOKING FOR.

SO, WE'LL JUST START IN THE FALL.

SO WE DON'T REALLY HAVE A LOT OF DATA, BUT I'D LOVE TO COME BACK ONCE WE HAVE IT GOING FOR A WHILE, AND WE'LL CONTINUE TO WORK ON IT TOGETHER.

AND, YOU KNOW, MAKE SURE THAT IT'S WORKING.

IF YOU COULD ALSO EXPLAIN A LITTLE MORE ABOUT THE PRIME AGE ENGAGE, HOW YOU'RE HELPING.

IS THAT AGES 0 TO 3 OR ARE YOU OVERLAPPING WITH THE PRESCHOOL PROGRAM OR WHERE'S THE PHASE WITH THE SCHOOL DISTRICT? SO REALLY THE POINT OF THAT PROGRAM IS TO REACH THE KIDS BEFORE THEY COME TO SCHOOL.

SO IT IS REALLY THAT YOUNGER AGE 0 TO 3.

AND THAT'S WHERE AT THE TIME THE DISTRICT CAME FORWARD AND SAID WE REALLY NEED HELP FROM COMMUNITY PROVIDERS TO REACH THESE KIDS BECAUSE WE GET THEM ONCE THEY START PRESCHOOL.

WE HAVE A LOT OF KIDS THAT HAVE SIBLINGS THAT ARE YOUNGER AND THAT TYPE OF THING.

SO YEAH, WE'VE BEEN ABLE TO ENGAGE WITH A LOT OF FAMILIES THROUGH THAT, AND IT'S BEEN PRETTY EASY GOING FOR US BECAUSE WE ALREADY HAVE THE EARLY CHILDHOOD PROGRAMS IN PLACE, SO WE KNOW ALL THE PROVIDERS THAT ARE INVOLVED IN THIS.

SO I'M HOPING I'VE BEEN LOOKING FOR SOME DATA TO SEE IF IT'S MADE MUCH OF A DIFFERENCE.

THAT PROGRAM IS REALLY SLOWED DOWN BY COVID.

I'M NOT REALLY PUT A BIG DENT IN IT, AND IT HASN'T REALLY GOTTEN UP TO WHERE IT WAS BACK THEN, BUT IT'S SOMETHING THAT WE'RE STILL WORKING ON AT THE LOCATION THEN WOULD BE AT THE SAME PLACES WHERE WE HAVE THE EARLY, EARLY CHILDHOOD.

IT'S REALLY NOT NECESSARILY A PROGRAM.

THERE'S DIFFERENT ASPECTS OF IT.

SO, THERE'S BOOKSHELVES THAT ARE IN A BUNCH OF COMMUNITY PROVIDERS WHERE KIDS CAN GET BOOKS.

THERE'S PROGRAMING THAT'S GOING ON, LIKE COMMUNITY ACTION AGENCY, CRITTENTON CENTER FOR FAMILIES, THAT TYPE OF THING.

DOES THAT MAKE SENSE? YEAH, THAT'S WHAT I'M KIND OF WONDERING IS, YOU KNOW, WE HAVE SUCH A RANGE OF ABILITIES WITH THE EARLY AGE STUDENTS. AND, YOU KNOW, I DON'T MEAN TO MAKE IT SOUND TRITE, BUT LIKE KNOWING HOW TO HOLD A CRAYON, KNOWING HOW TO HOLD A PRINT A PENCIL AND MAKE IT WORK AND, AND THOSE KINDS OF THINGS.

AND WORKING WITH PAPER, IF THEY HAVEN'T HAD THAT EXPERIENCE AT HOME, IS THAT IS THAT A A FUNCTION OF WHAT YOU DO? IT'S A FUNCTION OF THE PROVIDERS THAT WE GIVE FUNDING TO.

YES. SO LIKE THE CHILD CARE CENTERS AND THE PRESCHOOLS SHOULD BE WORKING WITH ALL OF THOSE KIDS BEFORE THEY GET TO SCHOOL.

THERE IS A PORTION OF THE POPULATION THAT DOESN'T GO TO PRESCHOOL OR CHILDCARE, AND THAT'S THE KIDS THAT TYPICALLY ARE GOING TO BE FURTHER BEHIND ONCE THEY GET TO SCHOOL.

UNFORTUNATELY, IT'S HARD TO TELL HOW YOU CAN REACH THAT PART OF THE POPULATION.

DIRECTOR LEE. SO, MR. VAN DER LOO, CAN YOU SPEAK TO THE VAPING USAGE THAT'S HAPPENING IN THE MIDDLE SCHOOLS AND HIGH SCHOOLS? WHAT'S THAT LOOK LIKE, AND HOW DO YOU FORESEE THESE POSITIONS SUPPORTING THAT EFFORT? YEAH. SO WE CLEARLY HAVE A PROBLEM WITH VAPING IN OUR MIDDLE SCHOOLS.

AND I'M EVEN DOWN INTO OUR ELEMENTARIES.

I THINK JARED WOULD SAY THERE'S A FEW OF THEM WE EXPERIENCED IN ELEMENTARY.

BUT YEAH, WE HAVE A SITUATION OUR MIDDLE SCHOOLS AND HIGH SCHOOLS WHERE WE HAVE STUDENTS THAT ARE VAPING, SOME ARE THC AND SOME ARE NON-THC, BUT THERE IS A VAPING PROBLEM ACROSS THIS COUNTRY. SIOUX CITY ISN'T UNIQUE TO OTHER SCHOOL DISTRICTS IN THE IN THE STATE OR IN IN THE COUNTRY, BUT IT IS SOMETHING THAT HAS TAKEN ON A LIFE OF ITS OWN IN THE LAST FEW YEARS, AND WE SPEND A LOT OF TIME AND ENERGY ADDRESSING THOSE STUDENTS, WHETHER THAT'S IN THE HALLWAY OR THE RESTROOM.

THAT'S JUST THE INITIAL REACTION, WHETHER IT'S IN THE PARKING LOT OR SOME OTHER PLACE.

BUT THEN THE AFTEREFFECTS, THE TIME WE SPEND TO TRY TO SUPPORT THOSE STUDENTS AND THE FAMILIES, PLUS THE LEGAL CONSEQUENCES IF IT'S THC, YOU KNOW, WE HAVE BOARD POLICY THAT PUTS SOME OF THOSE STUDENTS IN NIGHT SCHOOL AUTOMATICALLY FOR THC.

BUT OUR NON-THC VAPES, THERE'S A THREE STRIKE CLAUSE THERE WHERE WE SUPPORT THOSE STUDENTS.

BUT WE SPEND A LOT OF TIME AND ENERGY SUPPORTING THOSE STUDENTS AND THOSE FAMILIES AND THE SUPPORT THROUGH THROUGH SHIP WITH THIS NEW WITH THESE THREE NEW PEOPLE THAT ARE COMING TO SUPPORT OUR MIDDLE SCHOOLS AND HIGH SCHOOLS.

OUR HOPE RIGHT NOW IS IF WE PUT IT IN THE MIDDLE SCHOOLS, WE CAN SUPPORT THOSE STUDENTS BEFORE IT BECOMES A REAL PROBLEM.

WE DON'T TEND TO FIND AS MANY JUNIORS AND SENIORS THAT ARE VAPING BECAUSE THOSE STUDENTS, IF THEY'RE GOING TO DO IT, THEY JUST LEAVE CAMPUS, THEY SKIP OUT OR SOMETHING.

THEY'VE DISENGAGED FROM SCHOOL IN SOME REGARDS.

BUT OUR SIXTH THROUGH NINTH GRADERS, THEY'RE CONTAINED IN OUR BUILDING A LOT MORE.

AND THEY'RE, YOU KNOW, THEY'RE TAKING FULL CLASSES AND SO ON.

SO IT IS AN ISSUE THAT WE'RE TRYING TO ADDRESS.

AND SO THERE'S THAT'S HAPPENING IN ELEMENTARY AS WELL.

SO DO WE NEED MATT.

YOU ASKED WHAT WE NEEDED.

DO WE NEED TO BE LOOKING FOR HELP IN OUR ELEMENTARY SCHOOLS.

I DON'T I DON'T THINK IT'S A SITUATION WHERE WE NEED ADDITIONAL PEOPLE THERE.

BUT THIS SHIELD GRANT HAS A FIFTH GRADE REACH OUT PROGRAM.

SO WE WILL BE THOSE STUDENTS WHO ARE AT RISK IN FIFTH GRADE.

WE WILL ADDRESS THOSE STUDENTS AS THE YEAR GOES ON.

AND WHAT WE WON'T ADDRESS ALL THOUSAND 5TH GRADERS AT ONE TIME.

BUT IF THERE'S FIFTH GRADERS IN A FEEDER SYSTEM THAT NEED SUPPORT, THESE PEOPLE ARE ALSO DESIGNED TO GO INTO FIFTH GRADE TO SUPPORT THOSE STUDENTS, AND THOSE PEOPLE ARE IDENTIFIED THROUGH PRINCIPALS OR ANY NUMBER OF RESOURCES.

[00:20:03]

WE COLLECT ANYTIME A STUDENT IS CAUGHT WITH A VAPE, THERE IS A THERE'S A RECORD OF THAT DATA IS COLLECTED.

AND IT WILL BE THAT THAT'S HOW WE DETERMINE.

SO LAST YEAR AT THE ELEMENTARY LEVEL IT WAS A HANDFUL OF CASES.

IT WASN'T MORE THAN A HANDFUL OF CASES.

SO I DON'T THINK THERE'S A PROBLEM WHERE WE WOULD NEED NECESSARILY AN INDIVIDUAL AT THE BUILDINGS, BUT DEFINITELY SPREADING AWARENESS.

AND THEN I THINK LIKE, LIKE YOU JUST MENTIONED, THOSE STUDENTS THAT ARE AT RISK OF THAT JUST BY THE DIFFERENT FACTORS THAT WE SEE IN SOME OF OUR SURVEYS THAT, THAT WE COMPLETE PAIRING THEM WITH THOSE INDIVIDUALS SO THAT THEY HAVE ACCESS TO THEM GOING TO MIDDLE SCHOOL.

THEY HAVE A SAFE ADULT RIGHT AWAY.

THOSE ARE THE KINDS OF STEPS THAT I WOULD LIKE TO SEE US POSSIBLY PARTNER WITH WITH YOU ON SO THEY KNOW WHO THOSE INDIVIDUALS ARE AND THEY HAVE THAT POSITIVE RAPPORT WITH THEM WHEN THEY GET TO THE MIDDLE SCHOOLS.

ARE WE KIND OF TALKING PREDOMINANTLY LIKE FIFTH GRADE? YEAH. FIFTH GRADE.

THE HANDFUL AT ELEMENTARY.

YEAH. IT'S FIFTH GRADE.

OKAY. YEAH. SO NO OTHERS.

SO WE KNOW. YEAH, WE DO HAVE NOW IT'S NOT FUNNY.

BUT WE DO HAVE SOME YOUNGER STUDENTS.

SOMETIMES THEY DON'T KNOW WHAT IT IS AND THEY'LL LOOK WHAT I THIS WAS FROM MY PARENTS, YOU KNOW AND THEY'LL BRING AND IT WE DEAL WITH THAT.

YEAH. THEY DON'T KNOW WHAT IT IS.

BUT WHEN IT, WHEN IT'S ACTIVELY TRYING TO SNEAK IT OR TO, TO UTILIZE IT, IT'S, IT'S FIFTH GRADE.

WE DIDN'T HAVE ANY CASES OF BELOW FIFTH GRADE LAST YEAR.

SO, WE WORKED WITH SHIP TO DESIGN THE PROGRAM LAST WEEK.

WE HAD OUR PRINCIPLES IN, AND SHIP WAS THERE TO IN THE SHIELD GRANT.

PEOPLE WERE THERE AS WELL TO DESIGN WHAT IT LOOKS LIKE.

WE HAVE THE DAY VERY STRUCTURED.

SO, THESE THREE SUPPORT PEOPLE WILL BE IN OUR TEAM MEETINGS, OUR SIXTH, SEVENTH AND EIGHTH AND NINTH GRADE TEAM MEETINGS WITHIN OUR MS MEETINGS AND OUR ADMINISTRATIVE MEETINGS. ANYTIME A STUDENT IS CAUGHT WITH ONE OF A VAPE OR THC VAPE, THEY WILL INITIALLY BE BROUGHT INTO THE EQUATION RIGHT AWAY.

WE WON'T WAIT, YOU KNOW, DAYS OR WEEKS.

WE WILL BRING THEM INTO THE MEETING WHEN WE HAVE PARENTS ON BOARD, THEY'LL BE IN THE MEETING WITH THEM TO PROVIDE A VARIETY OF A MENU OF OPTIONS TO SUPPORT THOSE PARENTS AS WELL. MOST PARENTS OBVIOUSLY WANT OUR SUPPORT AND NEED OUR SUPPORT.

SO WE'RE GOING TO PROVIDE THAT MENU OF OPTIONS.

AND THEN THAT THOSE OPTIONS COULD BE DAILY CHECK INS.

IT COULD BE A CHECK IN AND CHECK OUT THROUGHOUT THE DAY.

IT COULD BE WEEKLY MEETINGS WITH THE PARENT.

THERE'S SOME VARIETY OF COURSES THAT WE CAN PROVIDE THESE STUDENTS THROUGHOUT A SHORT PERIOD OF TIME TO, TO SUPPORT THEM.

SO, I THINK WE HAVE A GOOD PLAN IN PLACE.

AND AGAIN, OUR PRINCIPALS ARE EXCITED ABOUT THE SUPPORT THAT THEY NEED.

ONE LAST QUESTION. SO THE MIDDLE SO THE PEOPLE THAT ARE IN MIDDLE SCHOOL WILL BE A PART OF THAT.

WHAT IS THE SHIELD OR THE BRIDGE TO FIFTH GRADE AND ACTUALLY IS DESIGNED FIFTH THROUGH 12TH GRADE, FIFTH THROUGH 12TH.

BUT WE DON'T HAVE ENOUGH.

THERE'S NOT ENOUGH TIME AND PEOPLE TO SUPPORT FIFTH THROUGH 12TH AT THAT CAPACITY.

SO WE'RE GOING TO GO SIX THROUGH NINE.

ALL HANDS ON DECK. THEY'RE GOING TO BE IN MEETINGS CONTINUALLY.

AND IF STUDENTS ARE OUT OF BAND, A FIFTH GRADE STUDENT OR A 10TH OR 11TH 12TH GRADE STUDENT THAT NEEDS SUPPORT, WE'LL GET THIS PERSON ENGAGED IN THAT.

BUT THESE PEOPLE WILL BE MEETING WITH TEACHERS IN IN SIXTH, SEVENTH, EIGHTH AND NINTH GRADE REGULARLY THROUGHOUT EVERY DAY IN TEAM MEETINGS.

THANK YOU. YEP. SO I GUESS JUST, YOU KNOW, I THINK THE EMPHASIS IS ON EDUCATION AND MORE POSITIVE ADULTS IN THE BUILDING WORKING WITH STUDENTS ON POSITIVE RELATIONSHIPS.

SO THANK YOU VERY MUCH FOR YOUR PRESENTATION.

VERY INFORMATIVE.

THANK YOU. NEXT ON THE AGENDA IS CONSENT ACTION ITEMS.

[VII. Consent Action Item(s)]

BOARD MEETING MINUTES FROM JUNE 24TH, 2024.

HUMAN RESOURCE REPORT.

FINANCE REPORTS.

SIGN LANGUAGE INTERPRETER SERVICES.

AGREEMENT BETWEEN THE SIOUX CITY COMMUNITY SCHOOL DISTRICT AND NORTHWEST AIR.

TITLE ONE. THIRD PARTY VENDORS.

RECORD PRINTING ASSESSMENT BOOKLETS.

AND 2024 2025 PARENT GUARDIAN STUDENT HANDBOOK BOARD MEMBERS.

IS THERE A MOTION TO APPROVE THE CONSENT ACTION ITEMS? SO WE HAVE A FIRST.

WE HAVE A SECOND. BOARD MEMBERS, IS THERE ANY DISCUSSION? PRESIDENT. DIRECTOR. MILLER.

CAN SOMEBODY CLARIFY FOR ME WHAT THIS NEW ROLE IS, THE COMPETITION ADVISOR, WHAT IT IS, HOW MUCH IT'S GOING TO COST US AND WHAT WE GET FOR IT.

REPORTER.

YEAH. SO WE'RE REQUIRED BY THE STATE.

SO WHEN OUR, WHEN OUR GROUPS OR ORGANIZATIONS BECOME LIKE OUR CULINARY PROGRAM, WHEN WE SEND STUDENTS TO STATE AND TO THE NATIONALS, WHEN OUR EDUCATION STUDENTS

[00:25:06]

SO BUT AS A RESULT OF THAT, WE HAVE TO HAVE A TEACHER SUPERVISE THOSE STUDENTS.

SO THERE'S A JOB DESCRIPTION THAT REQUIRES THEM TO MEET MONTHLY.

IT ALSO REQUIRES THEM TO HAVE TO GO TO AT LEAST THREE COMPETITIONS THROUGHOUT THE YEAR TO TAKE MINUTES AND GO OUT AND RECRUIT STUDENTS AND DO PUBLIC SERVICE THINGS THROUGHOUT OUR COMMUNITY. SO THERE'S A VARIETY OF THOSE PEOPLE AS WE CONTINUE TO GROW THOSE THOSE PROGRAMS, THOSE CTE PROGRAMS THAT ARE REQUIRED BY THE STATE, WE'RE GOING TO ADD MORE OF THOSE ADVISORIES TO SUPPORT OUR STUDENT GROUPS, STUDENT LED ORGANIZATIONS THROUGHOUT A YEAR.

FULL TIME POSITIONS. ARE THESE JUST PART TIME? THEY'RE A STIPEND POSITION.

SO IT'S MINIMAL AMOUNT OF MONEY, BUT IT'S SPREAD THROUGHOUT THE YEAR.

SO, YOU KNOW, THEY MIGHT NOT JUST THEY MAY NOT HAVE MONTHLY MEETINGS FOR 3 OR 4 MONTHS IN A ROW, AND THEN THEY MIGHT GO TO A COMPETITION SOMEWHERE.

AND THEN THE NEXT MONTH THEY MIGHT JUST MEET, BUT THEN THEY MIGHT BRING IN PEOPLE FROM THE OUTSIDE COMMUNITY AND TO MEET AND SO ON.

SO BUT IT IS SPREAD OUT THROUGHOUT 12 MONTHS.

YEP. BOARD MEMBERS, ANY OTHER DISCUSSIONS? LYNN, IS THERE ANY CITIZEN INPUT? NO. ALL THOSE IN FAVOR OF APPROVING THE CONSENT ACTION ITEMS SAY AYE.

AYE. ALL THOSE OPPOSED SAY NAY.

NAY. CONSENT ACTION.

ITEM PASSES FIVE ONE.

FUTURE MEETING BOARD POLICY COMMITTEE MEETING 3 P.M.

[VIII.Future Meetings]

BOARD FINANCE AND FACILITY COMMITTEE MEETING, 3 P.M.

AUGUST 5TH.

BOARD STUDENT ACHIEVEMENT MEETING, 12 P.M.

AUGUST 7TH.

BOARD SPECIAL MEETING, 5 P.M.

AUGUST 12TH, 2024.

REGULAR SCHOOL BOARD MEETING 6 P.M.

AUGUST 12TH, 2024 BOARD, FINANCE AND FACILITY COMMITTEE MEETING, 3 PM.

AUGUST 19TH, 2024 BOARD POLICY COMMITTEE MEETING, 3:30 P.M.

AUGUST 20TH, 2024 BOARD STUDENT ACHIEVEMENT COMMITTEE MEETING, 12 P.M.

AUGUST 21ST, 2024 REGULAR SCHOOL BOARD MEETING, 6 P.M.

AUGUST 26TH, 2024.

AND NOW WE'RE AT THE SUPERINTENDENT'S REPORT, DR.

[IX. Superintendent’s Report - Dr. Rod Earleywine]

THE AC UNITS ARE BEING INSTALLED.

NORTH. I SAW THE UNITS THERE THE OTHER DAY WHEN I WAS VISITING.

SO THEY ARE. AND NORTH AND WEST IS PRETTY WELL COMPLETE.

NORTH AND WEST ARE MUCH EASIER BECAUSE THEY JUST NEED TO REPLACE THE UNITS ON THE ROOF.

EAST IT WAS MUCH MORE COMPLICATED AND THEY ARE IN THE PROCESS OF COMPLETING THAT.

IF YOU GO AROUND THE DISTRICT, YOU'LL NOTICE A LOT OF CONCRETE BEING REPLACED.

THAT'S A CONSTANT CONTINUAL ALONG WITH SOME SOME ROOFS BEING REPLACED.

THINGS GOING ON HERE AT THE CAREER ACADEMY JROTC IS MOVING UPSTAIRS, SO WE'RE REMODELING SOME SPACE UP THERE TO MAKE THAT A BETTER SUITED PLACE FOR THEM, AND THAT MAKES ROOM FOR OUR HOSPITALITY PATHWAY THAT WE ARE BRINGING ON BOARD AS WELL.

SO NEW PATHWAY, SOME CONSTRUCTION, SOME REMODELING, SOME ALSO REMODELING GOING UP IN OUR HEALTH CARE AREA UPSTAIRS.

JUST YOU KNOW THOSE PROGRAMS CONSTANTLY CHANGE.

AND WE DIDN'T MAKE SURE WE ARE IMPROVING THE FACILITIES FOR THOSE PROGRAMS AS WELL.

SO A LOT GOING ON IN THE SUMMER, YOU GO THROUGH THE BUILDINGS, YOU'LL SEE A LOT OF WORK BEING DONE, A LOT OF PAINTING BEING DONE.

AND THOSE PEOPLE ARE WORKING HARD TO, TO GET THINGS READY FOR SCHOOL YEAR.

SUMMER GOES BY FAST.

SO WITH THAT, I WILL END MY REPORT.

THANK YOU. OKAY, WE'RE AT ITEM TEN ITEMS OF PRESENTATION, DISCUSSION AND OR ACTION.

[X.A. End of the Year Update - District Leadership Team Members ]

DID WE? WE DID.

OH, SORRY. SORRY, SORRY.

WE DID HIRE SOMEONE.

YES WE HAVE. NOW WE'RE UP TO TWO AGAIN.

WE HAVE TWO AGAIN. YES. OKAY.

WE DO. OKAY. AND THEY DID GIVE US A BECAUSE ONE OF THEM, THEY'RE SUPPOSED TO BE ONE.

RETIRED RETIRED ENLISTED, ONE RETIRED OFFICER.

AND I THINK WE HAVE TWO RETIRED ENLISTED.

CORRECT. SO THEY DID GRANT US THAT REQUEST TO CONTINUE OUR PROGRAM.

I THINK THE IMPORTANT THING IS THAT WE HAVE TWO, TWO QUALITY PEOPLE THERE.

SO, YES. SO IT'S NICE TO SEE THAT PROGRAM CONTINUE.

AND YEAH. SO THANK YOU.

DO WE KNOW IF THAT CAN THAT IS THAT GOING TO BE A CONTINUOUS THING OR IS THAT SOMETHING THAT'S JUST A ONE OFF.

LIKE WHAT. WE HAVE TO COME BACK NEXT YEAR AND TRY TO GET AN OFFICER.

WE'RE GOING TO CONTINUE TO TRY TO FIND AN OFFICER THROUGHOUT THE PROGRAM.

OUR SECOND ENLISTED PERSON ACTUALLY HAD RETIRED BEFORE THIS YEAR.

AND THEN TO SAVE THE PROGRAM, IF WE CAN FIND ANOTHER ENLISTED PERSON, SHE AGREED TO COME BACK FOR A YEAR.

[00:30:02]

AND ONCE WE FILL AN OFFICER, MOST LIKELY THAT A SECOND ENLISTED PERSON WILL RETIRE LIKE SHE INTENDED TO.

THANK YOU. OKAY, NOW WE'RE UP TO END OF THE YEAR.

UPDATE THE DISTRICT LEADERSHIP TEAM MEMBERS.

YOU'RE UP. ALL RIGHT I'LL DO THE KICKOFF.

THESE ARE JUST SOME OF THE ACHIEVEMENTS FROM THE PAST YEAR.

FROM EACH DEPARTMENT. AND SOME OF THEM CROSS OVER.

SO INSTEAD OF EACH OF US SAYING THE SAME THING MAYBE TWICE, WE PUT SOME OF THE ACTIONS TOGETHER.

SO ELEMENTARY IS THE FIRST THING UP.

THIS YEAR, WE REALLY FOCUSED HEAVILY ON THE SCIENCE OF READING AND THE RESEARCH BEHIND IT.

WE WANTED TO MAKE SURE THAT AS WE.

OKAY WE WANTED TO MAKE SURE THAT AS WE GOT READY TO ENTER THIS, THIS UPCOMING SCHOOL YEAR, ESPECIALLY WITH OUR NEW RESOURCES, THAT OUR LEADERS WERE TRAINED, AND OUR TEACHERS WERE TRAINED IN BEST PRACTICES.

SO WE PARTNERED WITH THE AEA, AND THEY CAME OUT AND THEY TRAINED OUR PRINCIPALS FROM EACH BUILDING.

OUR PRINCIPALS WERE ABLE TO TAKE THAT PROFESSIONAL DEVELOPMENT BACK TO THEIR BUILDINGS.

AND THEN I ACTUALLY GOT OUT TO THE SITES.

I HAD THEM COMMIT TO SPECIFIC DAYS.

THEY WERE PROVIDING THAT EXACT PD TO MAKE SURE THAT IT HAPPENED.

AND IT DID. IT WAS WELL RECEIVED.

WE ALSO PARTNERED WITH LETTERS, WHICH IS FROM LEXIA AND LETTERS IS ALL TRAINING AROUND.

IT'S NOT A IT'S NOT A CURRICULUM.

IT'S NOT A SERIES.

IT'S A TRAINING AROUND THE SCIENCE OF READING AND BEST PRACTICES.

THE STATE ACTUALLY PARTNERED WITH LEXIA AS WELL TO PROVIDE THAT OPTION TO TEACHERS.

BUT WE HAVE WE HAVE LEXIA OUR LETTERS FOR ADMINISTRATORS.

SO WE PROVIDED THAT TRAINING OR STARTED TO PROVIDE THAT TRAINING TO OUR PRINCIPALS.

IT'S A TWO YEAR COHORT PROCESS, SO THEY'LL FINISH THAT THIS YEAR.

AGAIN, WE WANT PRINCIPALS TO BE ABLE TO BE INSTRUCTIONAL LEADERS.

DATA WISE. YOU'LL SEE OUR GROWTH IN OUR SCREENERS ON MATH AND LITERACY FROM FALL TO SPRING.

AND THEN REALLY POSITIVELY ALL OF OUR GRADE LEVELS AT THE ELEMENTARY LEVEL INCREASED IN ACHIEVEMENT FROM 2022-23 TO 23-24 ON THE IO ASSESSMENTS AND LITERACY AND MATH.

SO THAT WAS THAT WAS A POSITIVE CLASSROOM SUPPORT.

WE TALKED ABOUT PROVIDING THAT TRAINING AT THE END OF THE YEAR, WITH THE EXTRA DAYS THAT WE ACTUALLY HAD FOR TRAINING, WE WERE ABLE TO BRING BENCHMARK OUT TO TRAIN ALL OF OUR TEACHERS IN THOSE MATERIALS.

AND I CAN TELL YOU THAT I ACTUALLY RECEIVED AND I DON'T HAVE ANYTHING TO DO WITH THAT OR AS MUCH AS AMY DENNY.

BUT THE AMOUNT OF POSITIVE EMAILS THAT I RECEIVE FROM TEACHERS THAT APPRECIATED THAT AND HOW THAT MADE THEM FEEL ENTERING THE SUMMER AND NEXT YEAR, IT JUST CURBED SOME OF THAT APPREHENSION. SO THAT WAS A REAL POSITIVE.

THANK YOU. WE ALSO DEVELOPED KEY FOCUS AREAS IN MATH FOR THE UPCOMING YEAR.

WE WANTED TO TIGHTEN UP OUR INSTRUCTIONS SO THAT WE'RE MORE SIMILAR THAN DIFFERENT THROUGHOUT OUR BUILDINGS AND THAT WE'RE USING HANDS ON, OR PROBLEM BASED LEARNING. WE WANT STUDENTS TO BE ABLE TO TALK TO ONE ANOTHER ABOUT WHAT THEY'RE DOING IN THE WHY BEHIND IT, SO THEY ACTUALLY UNDERSTAND AND CAN APPLY THOSE SKILLS INSTEAD OF JUST MEMORIZING AN ALGORITHM.

AND THEN FINALLY, THE VERY LAST THING, WE SPEND A LOT OF TIME WITH OUR TEACHERS AND OUR PRINCIPALS ON THE IMPORTANCE OF BUILDING BACKGROUND KNOWLEDGE AND HOW THAT IMPACTS READERS. IN OTHER WORDS, WE ALL HAVE THAT CONTEXT WHEN WE READ, SO WE'RE ABLE TO MAKE SENSE OF WHAT WE'RE READING.

WE DON'T ALWAYS REMEMBER AS ADULTS THAT A LOT OF OUR STUDENTS DON'T HAVE ACCESS TO THAT BACKGROUND KNOWLEDGE, AND THAT IMPACTS THEIR ABILITY TO READ.

SO BUILDING THAT KNOWLEDGE AND EXPOSING THEM TO, TO THOSE DIFFERENT CONSTRUCTS IS REALLY IMPORTANT.

SO THOSE WERE SOME OF THE ELEMENTARY FOCUSES.

CAN I ASK YOU A QUESTION AT THIS POINT? I THINK I'LL LET YOU.

BUT NORMALLY WE LET HIM GET ALL DONE.

BUT SINCE THEY'RE KIND OF DEPARTMENTALIZED, I'M GETTING MR. EHMCKE. THANK YOU.

I WANT TO ECHO THAT I'M ALSO HEARING FROM TEACHERS WHO I HAPPEN TO RUN ACROSS OR HAVE OCCASION TO TALK TO ABOUT HOW EXCITED THEY ARE ABOUT THE NEW PROGRAMS WE HAVE IN THE ELEMENTARY LEVEL. I REALLY THINK WE'RE GOING TO HAVE A TREMENDOUS YEAR.

I WOULD LIKE TO UNDERSTAND BETTER THE MIDDLE PART OF THE SLIDE.

WHEN WE SAY LITERACY GROWTH, ARE WE SAYING WE GREW FROM 20% TO 51% OR WHAT? WHAT ARE THOSE NUMBERS TELLING US? OKAY, SO THE I-READY SCORES IN THE FALL, 20% OF STUDENTS WERE AT GRADE LEVEL.

IN THE SPRING, 51% WERE AT GRADE LEVEL.

SO THAT'S FOR THIS YEAR.

WHEN WE'RE TALKIN I THOUGHT WE WERE HAVING THAT KIND OF TREMENDOUS SUCCESS.

I FEEL LIKE THE COMMUNITY DOESN'T APPRECIATE HOW WHAT AN EXCELLENT JOB OUR FACULTY IS DOING THROUGHOUT THE ELEMENTARY BUILDINGS.

AND I JUST WANTED TO MAKE SURE I UNDERSTOOD THAT.

RIGHT. AND IT'S ALSO TRUE IN THE MATH AREA.

WE STARTED AT THE 11% AND WE WERE UP TO 48.

AND OUR TRAJECTORY IS WHERE WE WANT IT TO BE.

SO YOU'RE ACTUALLY AND IF YOU WANT TO GO BACK INTO COMPARE IT TO THE PRIOR YEAR WE CAN'T DO THAT WITH LITERACY BECAUSE WE DIDN'T HAVE WE DIDN'T USE THESE ASSESSMENTS THE YEAR BEFORE, BUT WE DID MATH AND WE'RE ACTUALLY UP 1% OVERALL, WHICH IS ACTUALLY FROM SPRING TO SPRING, WHICH IS POSITIVE GROWTH.

[00:35:03]

SO THAT IS ACTUALLY A JUMP.

AND THEN ON THE ISS SCORES, THOSE ARE YEAR TO YEAR.

SO THAT'S NOT FROM THE BEGINNING OF THE YEAR TO THE END.

IT'S FROM LAST SPRING TO THIS SPRING.

AND I HAVE ALL THOSE, TOO.

I JUST I DIDN'T HAVE ENOUGH ROOM ON THE SLIDE.

I KNEW IT HAD TO BE SUMMARIZED, BUT I WAS HEARING JUST SUCH GREAT NEWS.

I THOUGHT IT WAS IMPORTANT THAT WE ELEVATE THAT AND MAKE IT VISIBLE.

THANK YOU. YEAH, YEAH.

SO JUST LIKE ALL DEPARTMENTS THERE, THERE ARE A LOT OF GREAT THINGS THAT HAPPENED IN OUR SECONDARY SCHOOLS THIS YEAR.

THIS IS JUST A SNAPSHOT OF A HANDFUL OF THOSE.

SO BY ALL MEANS THIS IS NOT INCLUSIVE.

BUT IT DOES. BUT IT DOES SHOW SOME OF THE GREAT THINGS THAT HAVE HAPPENED IN OUR SECONDARY SCHOOLS.

SO IF YOU JUST START WITH THE BEGINNING WITH THE ACHIEVEMENT DATA, THAT'S A NEARLY 8% INCREASE ON THE STATE, ON THE STATE TEST PROFICIENCY IN GRADES SIX THROUGH 12 FROM 2022.

SO THAT'S A BIG JUMP.

WE HAVEN'T HAD THAT KIND OF JUMP IN MANY, MANY YEARS.

SO THAT'S THAT'S IMPRESSIVE FOR US.

YOU CAN SEE 8% IN MATH.

ELA WAS JUST A SMIDGE BELOW 8%.

BUT THAT'S SIGNIFICANT GROWTH FROM YEAR TO YEAR.

8% ON OUR STATE SCORES FINISHED ABOVE THE STATE GRADUATION RATE IN THE FOUR YEAR AND FIVE YEAR PERCENTAGES.

SO AGAIN, OUR STUDENTS ARE STAYING IN SCHOOL.

WE'RE GETTING THEM DIPLOMAS AND THEY'RE SCORING BETTER ON TESTS.

AND WE JUST DECREASED THE DISTRICT DROPOUT RATE TO 2% COMPARED TO THE STATE'S 3.02%.

AGAIN, THAT TALKS A LOT ABOUT OUR STAFF, A LOT ABOUT OUR PEOPLE, THEIR COMMITMENT TO RELATIONSHIPS WITH OUR STUDENTS AND KEEPING THEM ENGAGED IN SCHOOL AND TO GET THEM TO THE FINISH LINE. SO IT DOES TAKE SOME OF OUR STUDENTS FIVE YEARS TO GET THERE, BUT AT THE END OF THE DAY, THEY STILL HAVE HIGH SCHOOL DIPLOMA IN THEIR HANDS, SO THAT'S A HUGE SUCCESS FOR US. CAREER ACADEMY, OBVIOUSLY.

YOU KNOW, THERE'S BEEN PLENTY OF GREAT THINGS THAT HAVE HAPPENED THERE IN THE LAST YEAR.

THESE ARE JUST A HANDFUL OF THOSE.

WE INTEGRATED THE NEW CONSTRUCTION PATHWAY, WHICH IS A HUGE SUCCESS.

AND THEN LATER ON TONIGHT WE'RE GOING TO APPROVE THE SALE OF OF THAT HOUSE THAT WE HAVE UP THAT WE BUILT THIS YEAR.

WE ENGAGED 150, 150 HIGH SCHOOL STUDENTS IN WORK BASED LEARNING, MEANING THEY TOOK A PERIOD OR TWO OF THEIR DAY AND WERE OUT IN THE COMMUNITY WORKING INSTEAD OF BEING IN A CLASSROOM. SO THEY WERE GETTING BOOTS ON THE GROUND TYPE OF RELATIONSHIPS WITH OUR BUSINESS PARTNERS.

SO THAT'S A BIG JUMP FOR US.

IMPLEMENTED NEW CTE CURRICULUM IN ALL FIVE EXPLORATORY COURSES.

THAT'S IN OUR MIDDLE SCHOOLS.

WE HAVE EXPLORATORY FOR ALL OF OUR STUDENTS, SO WE IMPLEMENTED NEW CURRICULUM THERE.

THIS YEAR CELEBRATED HIGH PERCENTAGE OF STUDENTS ENGAGED IN CTE COURSEWORK.

79.87% OF ALL OF OUR STUDENTS ARE ENGAGED IN CTE COURSEWORK.

THAT'S A BIG THAT'S A BIG STEP COMPARED TO A LOT OF URBAN SCHOOLS IN THE STATE OF IOWA.

A LOT OF URBAN SCHOOLS ARE ELIMINATING SOME OF THEIR CTE WORK.

WE'RE ACTUALLY EXPANDING IT.

SO WE HAVE A LOT OF STUDENTS WHO ARE TELLING US THEY WANT THOSE TYPES OF COURSES.

SO WE'RE EXCITED ABOUT THAT GROWTH.

AND 80.97% OF OUR STUDENTS ARE ENGAGING IN COLLEGE LEVEL POST-SECONDARY COURSEWORK, COMPARED TO THE STATE AVERAGE OF 75%.

SO IF YOU THINK OF EIGHT OF TEN OF OUR STUDENTS ARE ENGAGING IN COLLEGE LEVEL COURSEWORK BEFORE THEY LEAVE US, THAT SAYS A LOT.

SO THAT'S GREAT.

AGAIN, OUR TEACHERS, OUR COUNSELORS, OUR ADMINISTRATORS ARE DOING A GREAT JOB OF PUTTING THOSE OPPORTUNITIES IN FRONT OF OUR STUDENTS.

SO ANOTHER SUCCESS STORY.

OTHER NOTABLE ACCOMPLISHMENTS GROWTH IN ALL FIVE AREAS IN THE CONDITIONS OF LEARNING SURVEY.

THAT IS SOMETHING THAT'S USED FOR THE REPORT CARD THAT COMES OUT AT THE END OF THE YEAR BASED ON ALL OF OUR SCHOOLS.

SO ALL OF OUR SECONDARY BUILDINGS SHOW GROWTH IN ALL FIVE AREAS, STRENGTHENING THE PLC WORK THAT WE'VE DONE WITH SOLUTION TREE.

WE'VE PARTNERED WITH SOLUTION TREE FOR A YEAR NOW, AND WE HAVE A THREE YEAR CONTRACT WITH THEM TO CONTINUE TO COME IN AND TO SUPPORT OUR TEACHERS, WORKING WITH TEACHERS AND LOOKING AT DATA AND HOW HOW TO BEST INSTRUCT OUR STUDENTS SO THAT THAT HAS PROVEN SUCCESSFUL TO THIS POINT.

AND THE STRATEGIC PLANNING RESULTED IN IMPROVED SCHEDULING PROCESS.

SO WHILE WE GOT IT DOWN TO THE 11TH HOUR, ALL OF OUR SECONDARY STUDENTS RECEIVE THEIR SCHEDULES BEFORE THEY WALKED OUT OF THE SCHOOL YEAR.

THIS YEAR, THAT'S A FIRST IN MY 11 YEARS AT CENTRAL ADMINISTRATION THAT WE'VE BEEN ABLE TO ACCOMPLISH THAT.

SO THAT'S A BIG FEAT TO THAT.

OUR PARENTS AND OUR STUDENTS KNOW WHAT NEXT YEAR LOOKS LIKE BEFORE THEY WALK OUT AT THE END OF MAY.

DIRECTOR EHMCKE WOULD LIKE TO ASK A COUPLE OF QUESTIONS OF YOU.

I PROMISE I WON'T DO THIS EACH TIME, BUT THIS IS ANOTHER AREA THAT I REALLY THINK NEEDS TO BE HIGHLIGHTED.

YOU KNOW, CONGRATULATIONS TO JARED AND TO YOU, JIM, ON WHAT YOU'VE DONE AND WHAT ALL OF THE STAFF UNDERNEATH YOU HAVE DONE.

AND IT'S REALLY AN INDICATION, ONCE AGAIN, OF THE QUALITY OF OUR FACULTY AND WHAT YOU COULD WHAT YOU GET FOR EDUCATION WHEN YOU COME TO THE SIOUX CITY SCHOOL DISTRICT, WHEN YOU COME TO PUBLIC SCHOOL.

THIS IS THE KIND OF VARIETY.

THIS IS THE KIND OF SUCCESS STORY THAT IS WHAT IS GOING ON NOW WHEN YOU HEAR ABOUT, IN FACT, I WAS JUST TALKING TO ONE OF OUR DISTRICT JUDGES THE OTHER DAY, AND, AND HE HAD A DIVORCE CASE WHERE SOME GUY WAS TRYING TO ARGUE HE SHOULD HAD CUSTODY BECAUSE HE COULD TAKE HIS KID TO A DIFFERENT SCHOOL AND NOT HAVE IN SIOUX CITY SCHOOL DISTRICT.

AND I SALUTED OUR JUDGE FOR CALLING HIM ON ALL THE DIFFERENT THINGS THAT WE HAVE AS A SUCCESS STORY.

AND THANK YOU.

THANK YOU FOR THIS TREMENDOUS EFFORT OVER THE LAST YEAR.

THE TRAJECTORY IS WHERE WE WANT IT TO BE AND THE SUCCESS IS WHERE WE WANT IT TO BE.

THANK YOU. AND I CAN'T SAY ENOUGH ABOUT HOW THE COMMUNITY NEEDS TO START SEEING AND BELIEVING WHAT WE'RE ACTUALLY DELIVERING IN OUR IN OUR SCHOOL BUILDING.

[00:40:04]

NO PROBLEM. COMBINED ACTIONS THESE WERE K THROUGH 12.

SO I PARTNERED WITH MR. VAN DER LOO IN THE SECONDARY ON A LOT OF THESE.

ALL OF THEM ACTUALLY. IT'S WHY THEY'RE ON THE SLIDE.

BUT THE FIRST WAS DEVELOPING THAT INSTRUCTIONAL FRAMEWORK AND DEVELOPING THAT COLLABORATIVELY TO DEFINE WHAT EFFECTIVE TIER ONE INSTRUCTION IS.

WORKING WITH BUILDING LEADERS, DISTRICT LEADERS, TEACHER LEADERS, AND WORKING TOGETHER TO DEVELOP THAT.

THAT WAS A REALLY UNIQUE PROCESS AND ONE THAT I THINK IS JUST STARTING.

I THINK IT'S GOING TO BE AN ONGOING PROCESS TO DEFINE THAT AND CONTINUALLY REVISE IT.

ALSO SUCCESSFULLY IMPLEMENTING CHARACTER STRONG TO PROMOTE SOCIAL EMOTIONAL AWARENESS IN OUR STUDENTS AND THOSE COPING SKILLS.

A LOT OF OUR STUDENTS, ESPECIALLY AT THE ELEMENTARY LEVEL AND AT THE SECONDARY LEVEL, THEY DON'T UNDERSTAND HOW TO HOW TO COPE OR WHAT WHAT SKILLS OR STRATEGIES THEY CAN UTILIZE.

AND THIS PROGRAM HAS BEEN REALLY POSITIVE FOR US TO TO DEVELOP THOSE SKILLS.

WE ALSO PROVIDED TRAINING TO PRINCIPALS WITH THE SERVE MODEL, WHICH IS FROM CHARACTER STRONG.

AND IT'S JUST SIMPLE POSITIVE TIER ONE PRACTICES SUCH AS PROXIMITY, SUCH AS POSITIVE REINFORCEMENT.

IT'S JUST REALLY DOWN TO EARTH PRACTICAL IDEAS THAT TEACHERS CAN USE IN THEIR CLASSROOM.

AND THEN WE ASK PRINCIPALS TO SHARE THAT WITH THEIR BUILDINGS.

AND THEN FINALLY OUR CONTINUED PARTNERSHIP WITH SAFE AND CIVIL SCHOOLS.

REALLY LOOKING AT OUR TIER ONE, OUR BUILDING WIDE EXPECTATIONS FOR STUDENTS AND MAKING SURE THAT WE'RE CONSISTENT, FAIR, AND THAT WE'RE ACTUALLY ADDRESSING THE PROBLEMS THAT ARE THE CONCERN AREAS THAT THAT DATA IDENTIFIES.

AND WE'RE NOT SHYING AWAY FROM THOSE.

AND WE'RE CELEBRATING THE SUCCESSES AS WELL IN AREAS THAT WE ARE STRONG, LIKE DIRECTOR MCKEE SAID.

SO. SO I AM GOING TO DO THE NEXT THREE.

AMY, DENNY, LESLIE, HEIN AND JEN ARE NOT ABLE TO ATTEND TONIGHT, SO I GET THE OPPORTUNITY TO I GET TO BE LUCKY TO WORK WITH ALL OF THESE DIRECTORS ON THESE PROJECTS.

SO IT'S I APPRECIATE NANCE YOU CALLING OUT BECAUSE THERE IS A LOT OF HARD WORK AND IT'S REALLY OUR STAFF, OUR STAFF, OUR TEACHERS, OUR AIDES, OUR PRINCIPALS, OUR LUNCH PEOPLE.

EVERYBODY IN OUR STAFF HAS A LOT TO DO WITH ALL THESE.

SO THIS YEAR WE WERE ABLE TO HAVE 874 STAFF PARTICIPATING IN INDIVIDUAL PD COURSES.

SO WHAT THAT MEANS IS THAT WE PROVIDE OPTIONS OF PROFESSIONAL DEVELOPMENT THAT CAN BE DONE ON THEIR OWN.

LIKE THINK OF IT INDEPENDENT STUDY.

WE PAY FOR IT.

AND THEN WE ALSO GIVE TEACHERS LICENSURE CREDIT FOR THOSE WE USE TEACHER QUALITY DOLLARS TK MONEY FOR THAT.

THE TCU COMMITTEE DETERMINES WHAT THE COURSES ARE.

THAT THAT COMMITTEE CONSISTS OF DIRECTORS, PRINCIPALS AND TEACHERS.

SO THIS YEAR IT WAS A RECORD NUMBER OF PEOPLE PARTICIPATED.

SO THEY GET PAID TO TAKE THE CLASS AND THEY ALSO GET THE LICENSURE CREDIT.

SO OVER 860 LICENSURE RENEWAL CREDITS WERE OFFERED AND GIVEN TO TEACHERS WERE GIVEN TO THE TEACHERS.

AND THAT WAS 100 MORE THAN THE YEAR BEFORE.

AND EVERY YEAR WE'VE BEEN DOING OUR PD COURSES SIMILAR OVER THE PAST THREE AND FOUR YEARS.

AND EVERY YEAR WE HAVE MORE PEOPLE PARTICIPATE.

WE HAD 100, 100 ADDITIONAL PEOPLE PARTICIPATE THAN LAST YEAR.

LOTS OF PD DOLLARS.

SO WE DID ALLOCATE PD DOLLARS SPECIFIC TO BUILDINGS TO LET THEM DETERMINE AT THEIR OWN THEIR BUILDING TO DETERMINE HOW TO USE THEM.

SO RATHER THAN THE DISTRICT DETERMINING ALL OF THE DOLLARS ALLOCATED, WE ALLOCATED PER PUPIL DOLLARS TO EVERY BUILDING.

AND THEY WERE ABLE TO USE THAT FOR THEIR OWN INDIVIDUAL NEEDS FOR PROFESSIONAL DEVELOPMENT AT THEIR BUILDING.

ALL ELEMENTARY STUDENTS HAD THE OPPORTUNITY TO PARTICIPATE IN FIELD TRIPS.

THIS IS AN EQUITY ISSUE THAT'S BEEN AN ISSUE FOR A LONG TIME.

AND OUR CURRICULUM INSTRUCTION ASSESSMENT DEPARTMENT OVER THE LAST THREE YEARS HAS WORKED DILIGENTLY TO ENSURE THAT EVERY, EVERY GRADE AT EVERY SCHOOL HAS A FIELD TRIP.

AND IT'S TIED TO EITHER SCIENCE OR SOCIAL STUDIES.

IT IS FREE TO THE SCHOOL.

SO THE OUR CURRICULUM FACILITATORS THAT ARE IN THE ELEMENTARY HAVE ARRANGED PARTNERSHIPS WITH DIFFERENT PLACES IN SIOUX CITY AND SURROUNDING SURROUNDING BECAUSE THERE'S SOME THAT ARE IN THE SURROUNDING AREAS TO LET ALL OF OUR STUDENTS COME.

SO THERE IS ONE FOR EVERY GRADE AND THIS YEAR, EVERY GRADE GOT TO ATTEND.

THEREFORE, WE'RE NOT GIVING OPPORTUNITIES TO KIDS BASED ON WHAT THEIR PTA CAN PROVIDE FOR MONEY OR FOR SUPPORT FOR THOSE TYPE OF THINGS.

[00:45:06]

THERE ARE CONTENT COMMITTEES.

SO WHEN WE SAY CONTENT COMMITTEES, WE ARE TALKING ABOUT MATH, SCIENCE, SOCIAL STUDIES, LITERACY.

CTE. WE HAVE CONTENT COMMITTEES.

THE GOAL THIS YEAR WAS TO GAIN MORE MEMBERSHIP AND NOT JUST WITH TEACHERS BUT WITH ADMINISTRATORS.

SO WE THEY DID MEET THAT GOAL BY ADDING MORE TEACHERS AND ADMINISTRATORS TO ALL OF THEIR COMMITTEES ALL THE EDGENUITY COURSES.

SO EDGENUITY IS WHAT'S USED FOR THE ALTERNATIVE EDUCATION STUDENTS, MEANING IF A STUDENT, IT CAN BE USED IN TWO WAYS, A COUPLE DIFFERENT WAYS, BUT IT'S FOR A STUDENT.

MAYBE THEY ARE BEHIND ON CREDITS, SO MAYBE THEY DID NOT PASS ENGLISH ONE, BUT THEY'RE A SOPHOMORE.

RATHER THAN TAKE ENGLISH ONE IN PERSON AND ENGLISH TWO IN PERSON, THEY TAKE ENGLISH ONE AND EDGENUITY IN ENGLISH TWO TO GET CAUGHT UP.

WE ALSO USE IT AS A, SO WE USE IT AS CREDIT RECOVERY.

WE USE IT IN SUMMER SCHOOL.

WE USE IT IN NIGHT SCHOOL.

WE ALSO USE EDGENUITY WITH OUR ALTERNATIVE, OUR STUDENTS WHO NEED ALTERNATIVE SUPPORTS.

SO THOSE STUDENTS MAY BE AT OUR ALTERNATIVE SCHOOL.

THEY MAY HAVE A HYBRID SCHEDULE WHERE THEY'RE IN PERSON FOR SOME CLASSES AND HAVE SOME CLASSES ON EDGENUITY.

WE DO MAKE IT A POINT TO ENSURE THAT ALL STUDENTS, UNLESS THERE ARE CERTAIN CIRCUMSTANCES, HAVE SOMETHING OUTSIDE OF EDGENUITY.

BUT IT IS A TOOL.

IT'S A NECESSARY TOOL TO BE ABLE TO ENSURE WE PROVIDE OPTIONS FOR STUDENTS TO MAKE UP CLASSES AND TO ALSO HAVE A DIFFERENT SETTING IF THEY NEED A DIFFERENT SETTING FOR THEIR INSTRUCTION.

PROVIDE HIGH QUALITY INSTRUCTIONAL TECHNOLOGY RESOURCES AND CORE CONTENT.

SO NOW WE CAN SAY IN ALL OF OUR CORE CLASSES, WE HAVE RESEARCH BASED SOLID TECHNOLOGICAL SOFTWARE IN ALL OF OUR CORE.

SO OUR FIVE CORE SUBJECTS MATH, READING, SCIENCE, SOCIAL STUDIES AND ENGLISH THAT HAVE A SUPPORT IN ADDITION TO THE CURRICULUM THAT IS SUPPORTED BY A CURRICULUM COMPANY. WE USE THE TERM I-READY.

I-READY IS SOMETHING WE USE FOR MATH AND READING.

SO IT'S BEEN OUR GOAL TO HAVE A SUPPORT LIKE THAT AND THINK OF IT IN TERMS OF LIKE ARTIFICIAL INTELLIGENCE.

IT CAN IDENTIFY WHERE KIDS ARE AT, BUT IT'S A SUPPLEMENT FOR KIDS TO DO EITHER AUTONOMOUSLY OR THEY CAN DO TOGETHER AS A CLASS.

TEACHERS CAN DETERMINE WE WERE ABLE TO HAVE FOUR FULL DAYS OF DISTRICT PD, SO WE HAD OUR REGULAR TWO EVERY YEAR.

WE HAVE TWO FULL DAYS WHERE THERE'S NO STUDENTS AND WE DO ALL DAY PROFESSIONAL DEVELOPMENT FOR OUR TEACHERS.

WITH THE CHANGE OF GOING TO HOURS, WE HAD THAT EXTRA TIME WITH OUR TEACHERS AND AS JARED AND JIM HAD JUST SHARED, ARE THEY ACTUALLY WAS RECEIVED VERY WELL TO USE THAT AS PROFESSIONAL DEVELOPMENT.

SO WE WERE ABLE TO ADD TWO EXTRA DAYS AND WE WERE ABLE TO GIVE OUR TEACHERS BETTER SUPPORT ON THINGS THAT WE TRY TO CRAM IN.

TYPICALLY, IN THE FIRST THREE DAYS, WE WERE ABLE TO GIVE THEM FULL PROFESSIONAL DEVELOPMENT AND TIME TO WORK WITH NEW RESOURCES AND FOR EXAMPLE, THE BENCHMARK.

GIVE THEM TIME TO GET FAMILIAR AND HAVE THE WHOLE SUMMER TO HAVE THAT.

WE ALSO THEN BROUGHT BACK WHAT WE CALL LEADERSHIP ACADEMY, AND THAT IS WHERE WE BRING ALL THE BUILDING LEADERSHIP TEAMS IN ONE BIG SETTING AND WE WALK THROUGH TOGETHER.

WE PROVIDE ALL THE DATA FOR THEM, ALL THE DATA THAT THEY WANT AND NEED.

THINK OF TONS AND TONS OF PILES OF STACKS, AND THEY CREATE THEIR OWN BUILDING GOALS, THEIR BUILDING GOALS WITH THEIR TEAM AND THEN THEIR ACTION PLANS.

SO IT'S TWO FULL, STRAIGHT DAYS OF CREATING GOALS AND PLANS ON HOW THEY'RE GOING TO MEET THEM.

AND THE LEADERSHIP TEAMS OF TEACHERS CREATE THOSE.

SO WE WERE ABLE TO GET THAT DONE THIS YEAR.

WE FINISHED THAT IN JUNE.

LIKE I SAID, THOSE ARE A FEW OF OUR CIA FOR OUR HUMAN RESOURCES REPORT 0% MEDICAL INSURANCE PREMIUM INCREASE.

SO REMEMBER THAT WE NO LONGER HAVE THIS MONEY FROM ESSER THREE TO SUPPLEMENT, BUT WE WERE ABLE TO GO A 0% INCREASE THIS YEAR.

OUR OVERALL STAFF DIVERSITY INCREASED TO 11.5% AND TEACHER DIVERSITY INCREASED TO 6.8%.

WE HAD 19 INSTRUCTIONAL ASSISTANT ASSISTANTS COMPLETE AT MORNINGSIDE COLLEGE, THE TEACHER APPRENTICESHIP PROGRAM, AND TEN OF THOSE PEOPLE HAVE ALREADY BEEN HIRED AS FULL-TIME TEACHERS. IN OUR DISTRICT THERE IS A TRACKING SYSTEM FOR NEW HIRE AND TRANSFER BENEFITS.

SO WE DID HAVE A MORE MR. RANGEL CAN SAY A BIT MORE OF AN ARCHAIC SYSTEM THAT WAS SLOWER, THAT WE COULDN'T KEEP ON TRACK AS QUICKLY AND AS EASILY GETTING PEOPLE APPROVED, GETTING THEM THROUGH THE SYSTEM TO BE EMPLOYEES OR TO GET THEM TRANSFERRED INTO NEW POSITIONS.

[00:50:02]

AND THEN OUR COMMUNICATIONS DEPARTMENT, WE HAD THE AND LESLIE HAD SHARED THIS WITH YOU JUST RECENTLY, BUT THE COMPREHENSIVE RECRUITMENT CAMPAIGN WITH IN WHICH THEY COLLABORATED WITH HR REALLY LOOKING AT OR CERTIFIED AND CLASSIFYING APPLICANTS AND TRYING TO RAISE OUR STAFF DIVERSITY AS WELL AS OVERALL INCREASE OUR STAFF ENHANCED DISTRICT STAFF RECOGNITION PROGRAMS. SO WE'VE ALWAYS HAD STAFF MEMBER OF THE MONTH.

WE EXPANDED IT A BIT, BUT THE BIGGEST SUCCESS THEY HAD WAS THE KUDOS.

SO IF YOU EVER LOOK ON OUR FACEBOOK PAGE OR TWITTER OR OUR WEBSITE, YOU'LL SHOW THOSE ARE WHERE PARENTS, STAFF, STUDENTS CAN SHOUT OUT KUDOS TO SOMEBODY AT A BUILDING.

AND WE HAD A 300% INCREASE IN IN PEOPLE GIVING KUDOS.

WE, OUR COMMUNICATIONS DEPARTMENT, REALLY TRIED TO EXPRESS TO OUR BUILDING ADMINISTRATORS FOR THEM TO COMMUNICATE TO THEIR STAKEHOLDERS THAT WE HAVE TO START TALKING ABOUT THE GOOD THINGS AND THE GOOD PEOPLE IN THIS DISTRICT, BECAUSE THERE ARE ALWAYS PROBLEMS, BUT THERE'S ALSO A LOT OF GOOD THINGS GOING ON.

WE HAD THE RIBBON CUTTING, A SUCCESSFUL RIBBON CUTTING FOR THE TRADES BUILDING AND VERY SUCCESSFUL TRADES BUILDING KICKOFF.

WE WERE ABLE TO GET A LOT OF INCREASED MEDIA POSITIVE, INCREASED MEDIA ATTENTION BECAUSE OF OUR TRADES BUILDING IN THAT NEW PATHWAY.

WE ALSO PARTNERED WITH THE SIOUX CITY PUBLIC SCHOOLS FOUNDATION.

THEY ARE COMMUNICATIONS DEPARTMENT IS WORKING DIRECTLY WITH THEM, REALLY ASSISTING IN THEIR COMMUNICATION PROMOTION, WORKING ON GETTING AN ALUMNI DATABASE WORK GOING FUNDRAISING AND SPONSORSHIPS.

SO ANY QUESTIONS? I HAVE DIRECTOR LEE HAS SEVERAL.

SO I WILL SAY THAT I DID STOP IN TO WEST MIDDLE, AND I HAD AN OPPORTUNITY TO OBSERVE THERE THAT PARTICIPATION, THE GOAL WHERE THEY WORK TOGETHER ON GOALS AND SET PLANS FOR THEIR SCHOOLS.

SO I THAT IS A REALLY PRODUCTIVE OPPORTUNITY FOR TEACHERS TO COME TOGETHER AND WORK WITH ADMINISTRATION.

AND I AND I JUST I WAS ONLY THERE FOR A COUPLE OF HOURS, BUT I, I DO LIKE THAT THAT HAPPENED.

I DO HAVE SOME QUESTIONS AS IT RELATES TO THE CONTENT COMMITTEE.

WHAT EXACTLY IS THAT.

SO THEY ARE CONTENT COMMITTEE.

SO IT'S COMMITTEES OF TEACHERS AND ADMINISTRATORS.

IT'S OPEN TO IF TEACHERS WANT TO BE ON IT, BUT IT WOULD BE.

SO I'M AN ENGLISH TEACHER AND THEY, I BELIEVE THEY WANTED TO RAISE BY LIKE I THINK 10% FOR EACH COMMITTEE TO HAVE MORE PARTICIPATION.

BUT THEY ARE PEOPLE THAT ARE THAT VOLUNTEER TO BE ON A COMMITTEE TO GIVE THEIR INPUT.

ALL CURRICULUM CONTENT ARE ON SEVEN YEAR CYCLES.

SO WHAT THEY DO IS DEPENDENT ON WHERE THEY ARE ON THE CURRICULUM CYCLE.

SO IF THEY ARE THEY'RE ON YEAR FOUR, IF THEY'RE A YEAR ON FIVE, SIX, FOUR, FIVE AND SIX, THEY ARE LOOKING.

THEY'RE CONSTANTLY LOOKING AT NEW CURRICULUM, PILOTING IT.

IF THEY'RE ON ONE, TWO AND THREE, THEY'RE PROBABLY THEY'RE FIGURING OUT WHAT THEY'VE JUST IMPLEMENTED AND PROBLEM SOLVING THROUGH IT.

SO IT REALLY DEPENDS WHAT STAGE.

SO TEACHERS ARE ALL AT DIFFERENT LEVELS AND THEY'RE WORKING ON A SUBJECT MATTER.

THAT'S WHAT THAT MEANS.

OKAY. AND THEN THE QUESTION I HAD ABOUT INGENUITY.

SO I KNOW THAT THAT WAS REALLY USED FOR CREDIT RECOVERY INITIALLY IS WHAT I UNDERSTOOD.

AND IT'S ALWAYS BEEN USED FOR BOTH.

IT'S ALWAYS, WE'VE ALWAYS USED IT IN OUR ALTERNATIVE SCHOOL.

OKAY. OKAY.

SO I AM REALLY NOT FAMILIAR WITH HOW OUR NIGHT SCHOOL AND WHAT THAT PROCESS LOOKS LIKE.

I'D LIKE TO SEE SOME INFORMATION ON OUR STRUCTURE FOR NIGHT SCHOOL, AND HOW THAT IS APPLICABLE TO THOSE STUDENTS THAT ARE ONLY HERE FROM MY UNDERSTANDING, THEY'RE ONLY HERE. THEY'RE ONLY IN SCHOOL LIKE FOR FOUR HOURS A WEEK.

IS THAT RIGHT? THREE DAYS A WEEK, UP TO THREE HOURS.

THREE HOURS. YEAH.

SO NINE HOURS A WEEK.

SO LIKE MONDAY, WEDNESDAY, FRIDAY FROM 3 TO 9, THREE TO WEDNESDAY, THURSDAY, TUESDAY.

WE HAVE EARLY OUT IN PROFESSIONAL DEVELOPMENT ON FRIDAY.

ON MONDAYS AND FRIDAYS WE WOULD LIKE TO DO FRIDAYS WE JUST DON'T HAVE AND WE WON'T NOW BECAUSE FRIDAYS ARE.

WE'RE GOING TO BE OUR DAY FOR RIGHT THIS COMING, THIS COMING WEEK IT'LL BE 43 HOURS A NIGHT, THREE HOURS A NIGHT.

I STILL WOULD LIKE TO SEE WHAT THAT LOOKS LIKE.

IF IF YOU COULD JUST SHARE THAT WITH ME.

BECAUSE I KNOW THAT WE HAVE STUDENTS THAT ARE IN NIGHT SCHOOL AND, AND SOME WE MAY HAVE POOR ATTENDANCE, BUT I REALLY AM INTERESTED IN LEARNING MORE ABOUT THAT INGENUITY AND HOW THAT SUPPORTS THOSE STUDENTS.

[00:55:02]

NOW AGAIN, CORRECT ME IF I'M WRONG, BUT IT'S MY UNDERSTANDING THAT STUDENTS THAT PARTICIPATE IN PATHWAY PROGRAMS SUCH AS, YOU KNOW, LIKE THE BUILDING, LIKE THE TRADES BUILDING, HEALTH BUILDING.

YEAH, YEAH. SO THAT THERE IS A CERTAIN LEVEL OF STUDENTS, LIKE THEY HAVE TO BE ACHIEVING AT A, PERFORMING AT A CERTAIN LEVEL IN ORDER TO PARTICIPATE IN THAT.

SO NOT ALL KIDS ARE RECEIVING ACCESS TO THAT.

IS THAT NOT TRUE? THAT WOULD NOT BE ACCURATE.

ALL OF OUR STUDENTS HAVE ACCESS TO ALL OF OUR CTE PROGRAMING.

THE ONLY STUDENTS WHO WOULD NOT BE ALLOWED TO CONTINUE THROUGH THAT PATH ARE KIDS WHO ARE BEHIND IN CORE COURSES TO GRADUATE.

SO THEY WOULD BE KIDS THAT WERE LIKE IN INGENUITY FOR USING INGENUITY OR TRYING TO GET THEIR CREDIT RECOVERY.

OUR STUDENTS MIGHT SHOW UP, OR THEY MIGHT FAIL A HANDFUL OF CLASSES OVER 2 OR 3 YEARS, AND NOW THEY'RE BEHIND TEN CREDITS.

WELL, YOU HAVE TO HAVE THE CORE CLASSES TO GRADUATE.

OBVIOUSLY, WITH THE DIPLOMA IN OUR DISTRICT, YOU DON'T HAVE TO HAVE THE CTE PROGRAMING.

SO INSTEAD OF LETTING THEM CONTINUE DOWN THE CTE AND NEVER GRADUATING, WE PULL SOME OF THOSE STUDENTS BACK TO MAKE SURE THEY'RE IN EDGENUITY TO MAKE UP THOSE CORE CLASSES ENGLISH, SCIENCE, MATH AND SOCIAL STUDIES.

AND THEN THEY CAN GET CAUGHT BACK UP.

ALL STUDENTS WOULD NEED SOME ELECTIVE COURSES TO GRADUATE FROM OUR DISTRICT.

AND SO WE ALWAYS TRY TO FIND THAT HIGH INTEREST AREA THAT, YOU KNOW, MAYBE IT IS THE TRADES BUILDING, MAYBE IT'S HEALTH SCIENCES, MAYBE IT'S EDUCATION PATHWAY.

THERE'S A VARIETY OF DIFFERENT OPTIONS.

MOST OF THE PATHWAY COURSE OR PROGRAMS, IT WOULD ONLY INVOLVE 1 OR 2 CREDITS EACH SEMESTER.

SO NONE OF IT WOULD INVOLVE, YOU KNOW, 4 OR 8 CREDITS EACH SEMESTER.

IT WOULD JUST BE 1 OR 2 PERIODS.

SO WE ALWAYS TRY TO MAKE SURE THAT THEY HAVE ACCESS TO AT LEAST 1 OR 2.

VERY FEW STUDENTS ARE DENIED ACCESS TO ANY OF IT JUST BECAUSE THEY'RE SO FAR BEHIND IN COURT.

MOST OF THOSE KIDS ARE SENIORS, 18 OR FIFTH YEAR SENIORS 1990.

SO THAT MUST HAVE BEEN IT MUST HAVE BEEN THE MISS THAT PIECE I MISSED IS THEY'RE BEHIND IN CLASSWORK.

OKAY. THEY CAN STILL BE BEHIND.

YEAH, IT WOULD BE AN INGENUITY AND CREDIT RECOVERY.

WE HAVE A LOT OF KIDS DOWN THERE WHO ARE STILL BEHIND, OKAY.

BUT THEY HAVE TO BE SO SUBSTANTIALLY BEHIND THAT WE CAN'T.

THERE'S NOT ENOUGH TIME TO GET THEM GRADUATED.

OKAY. BUT OUR COUNSELORS STILL WORKING WITH THEM TO ENSURE THAT THEY CAN GET THOSE CREDITS AND GET.

OKAY, OKAY.

JIM SAID IT'S USUALLY KIDS WHO ARE IN THEIR SENIOR YEAR WHERE WE ONLY HAVE ONE YEAR TO GET THEM CAUGHT UP.

OKAY, OKAY.

AND THEN MY QUESTION ABOUT AIR.

NOW I INCORRECT ME AGAIN IF I'M WRONG, BUT THERE WAS A DELAY IN THE THERE WAS A DELAY IN OUR SYSTEM.

SO DID WE MISS OPPORTUNITIES ON APPLICANTS? DID WE MISS OPPORTUNITIES TO INTERVIEW OR FILL POSITIONS BECAUSE THAT SYSTEM WASN'T WORKING AT THE CAPACITY THAT WE NEEDED TO TO ENSURE THAT WE COULD FILL SOME POSITIONS? YEAH. SO THIS YEAR, WE HAD THE SYSTEM RUNNING ALL YEAR.

THE NEW SYSTEM HAS BEEN RUNNING ALL YEAR.

IT REALLY WAS MORE ABOUT PEOPLE GETTING TRANSFERRED OR GETTING NOT GETTING INTERVIEWS AND HIRED.

IT'S MORE ABOUT THE PROCESS OF GETTING THEM ACTUALLY ON THE BOARD REPORT AND APPROVED.

SO IT DIDN'T IMPACT REALLY.

IT DIDN'T IMPACT LIKE A PRINCIPAL'S OR ANYBODY'S ABILITY TO SEE A CANDIDATE OR TO SET UP INTERVIEWS.

BUT PRIOR, IT DID TAKE LONGER TO GO THROUGH AN APPROVAL PROCESS BECAUSE IT WASN'T SO AUTOMATIC.

SO WHERE WE MIGHT HAVE WE LIKE TO GET SOMEBODY HIRED AND GET ON THE NEXT BOARD REPORT.

THAT WASN'T ALWAYS HAPPENING PRIOR AND WHEN, ESPECIALLY IN THE SUMMER, WE CANNOT HAVE THEM ATTEND ANY TRAINING UNTIL THEY'VE BEEN APPROVED BY THE BOARD.

SO LIKE WHEN WE HAD TRAINING THIS SUMMER, RIGHT.

IF WE HAD NEW HIRES IN MAY, TYPICALLY IF WE HIRED HIM IN MAY IN THE PAST, THEY WOULDN'T BE ABLE TO ATTEND THE PD IN JUNE.

BUT THIS YEAR WE WERE ABLE TO GET MOST A LOT OF THOSE NEW TEACHERS WERE ABLE TO ATTEND BECAUSE THEY WERE ALREADY THROUGH THE SYSTEM.

THAT MAKES SENSE BECAUSE I WILL JUST SAY I, YOU KNOW, THERE WERE SEVERAL PEOPLE THAT I REFERRED TO APPLY FOR OPPORTUNITIES AND THEY WERE NEVER CONTACTED OR COMMUNICATED, AND I JUST DIDN'T KNOW IF THAT THE SYSTEM DELAYED THE PROCESS OF GETTING DELAYED THAT PROCESS.

OKAY. IT SHOULD HAVE. IT'S MORE ABOUT GETTING THEM APPROVED.

APPROVED. OKAY. OKAY.

THROUGH OUR INTERNAL SYSTEM.

OKAY. ALL RIGHT.

I THINK THAT CONCLUDES MY QUESTIONS.

THANK YOU. ALL RIGHT.

NEXT. SO THESE FIRST COUPLE ITEMS ARE THE CERTIFICATE OF EXCELLENCE IN FINANCIAL REPORTING AND THE CERTIFICATE OF ACHIEVEMENT FOR EXCELLENCE IN FINANCIAL REPORTING.

THOSE ARE WHERE WE SUBMIT OUR ANNUAL COMPREHENSIVE FINANCIAL REPORT TO THOSE AGENCIES.

[01:00:02]

AND AND AND IF THOSE REVIEWS ARE SUCCESSFUL THEN WE RECEIVE THOSE CERTIFICATES.

SO AND THEN THAT ALSO GOES ALONG WITH THE ANNUAL FINANCIAL CONFERENCE REPORT.

WE'VE WHICH IS THE AUDIT REPORT, WHICH WE'VE ALREADY, YOU KNOW, REVIEWED THE AUDITORS REVIEWED THAT REPORT.

BUT THOSE ARE BIG, YOU KNOW, FINISHING THE AUDIT REPORT AND HAVING A GOOD, CLEAN AUDIT REPORT.

THOSE ARE YOU KNOW, THAT'S A BIG ACHIEVEMENT FOR NOT ONLY THE FINANCE DEPARTMENT BUT ALSO OTHER DEPARTMENTS IN THE DISTRICT.

SO THAT'S THAT'S A BIG DEAL.

AND THEN THE WE ALSO MANAGE THE ESSER THREE LINE ITEM BUDGET AND PROVIDED PERIODIC UPDATES.

EFFECTIVELY AND EFFICIENTLY MANAGE THE 2425 BUDGET PROCESS.

WE PROVIDE THE SUPPORT TO THE NEGOTIATION TEAMS AND YOU KNOW WHERE THE WHERE THE REAL WORK COMES IN, WHICH MAKES US ABLE TO, YOU KNOW, RECEIVE A CLEAN AUDIT REPORT AND RECEIVE THOSE AWARDS.

IT'S REALLY IN THE CONTINUED IMPROVEMENT OF THE ACCOUNTING PROCESSES AND PROCEDURES, AND THAT ENTAILS A LOT OF THINGS.

AND THAT'S JUST ALWAYS LOOKING AT, OKAY, HOW CAN WE DO THINGS BETTER? WHAT PROCESSES CAN WE MAKE MORE EFFICIENT AND MORE EFFECTIVE? SO THE REAL WORK IS IS REALLY IN THAT CATEGORY.

JUST CONTINUING TO KEEP UP TO DATE AND, AND MAKE THINGS BETTER.

ALSO, YOU KNOW, ANOTHER BIG PIECE OF THAT IS THAT WHICH HELPS WITH THE WITH THE AUDIT REPORT AND WHICH IS KIND OF THE END PRODUCT OF A YEAR.

RIGHT? BUT WHEN WE CONTINUE TO EDUCATE AND PROVIDE SUPPORT TO DISTRICT ADMINISTRATORS, MY WHOLE STAFF DOES THAT, THAT THAT HELPS.

THAT JUST MAKES THINGS A LOT CLEANER.

DURING THE YEAR.

AND THEN ANOTHER BIG PIECE IS THE CONTINUE TO CROSS TRAIN AND ALLOW FOR CONTINUITY IN THE FINANCE DEPARTMENT.

SO EVEN THOUGH THOSE THE FIRST, YOU KNOW, 3 OR 4 THINGS ARE LISTED AND SEEM LIKE YOU KNOW, THEY'RE THE BIG DEALS, THE REAL HARD WORK BECOMES COMES IN THOSE OTHER ITEMS THAT JUST CONTINUING TO IMPROVE AND ADVANCE THE, THE FINANCE DEPARTMENT.

THANK YOU. ANY QUESTIONS? ANY QUESTIONS. OH, JOHN, JUST A QUICK COMMENT.

THOSE THOSE TWO AWARDS ARE BIG DEALS AND CONGRATULATIONS.

THANK YOU. PATTY.

I'M SORRY, I HAVE A QUESTION FOR YOU.

SO ARE WE.

ARE WE GOOD WITH ESSER? LIKE WE'RE DONE? WE? WE MET THE DEADLINES FOR THE 30TH FOR THE 30TH OF JUNE, AND THE DEADLINE IS 930, SEPTEMBER 30TH, 2020.

OH, SO WE WILL HAVE ONE MORE CLAIM.

YOU KNOW, THE STATE OF IOWA THEIR PREFERENCE WAS TO HAVE EVERYTHING SUBMITTED BY BY JUNE 30TH.

WE HAVE SOME CONSTRUCTION PROJECTS THAT ARE STILL ONGOING, SO WE WILL HAVE ONE MORE CLAIM.

WE'RE SUBSTANTIALLY DONE.

I THINK WE HAVE ABOUT 2.5 MILLION THAT WE HAVE LEFT TO SPEND, BUT WE KNOW WHAT THEY ARE.

THEY'RE ALREADY APPROVED CONSTRUCTION CONTRACTS.

THEY'LL BE DONE IN AUGUST.

SO WE HAVE, I THINK, OUR CLAIM THAT WE FILED IN FOR JUNE, WHICH WOULD BE THE QUARTER FOR CLAIM, WAS CLOSE TO $5 MILLION.

AND WE'LL HAVE ANOTHER CLAIM FOR THE THIRD QUARTER FOR 930.

YEAH, WE BUT THERE'S IT'S ALL ACCOUNTED FOR.

IT'S ALL ENCUMBERED. IT'S ALL HAS CONTRACTS WITH IT.

SO WE DOUBLE CHECK TO MAKE SURE THAT THAT JUNE 30TH THAT HAD TO BE COMMITTED BY JUNE 30TH AND THEN PAID OUT BY, I BELIEVE, SEPTEMBER 30TH. SO, SO SO WE'RE GOOD.

IT'S ALL IT'LL BE 100% SPENT.

THANK YOU. THANK YOU, DOCTOR YOUNG.

YOU'RE UP. THANK YOU.

SO THE FIRST ONE FOR US IS THE ENGLISH LANGUAGE LEARNERS.

ADEQUATE GROWTH IN MIDDLE SCHOOL IN THE 21 RESULTS.

THAT IS A LOT OF CREDIT FOR US BECAUSE WE AS YOU RECALL WE DID THE NEW MODEL THIS YEAR.

THERE WERE SEVERAL PIECES MOVING THERE AND WE WERE VERY EXCITED.

WE HAVE BEEN EXCITED FOR A WHILE.

WE ARE PROUD OF THE WORK WE'VE DONE.

THIS HAS BEEN HARD FOR US BECAUSE WE HAD A LOT OF WORK TO DO, BUT IT IS VERY SATISFYING TO TAKE A LOOK AT THE NUMBERS AND REALIZE WE'RE DOING GREAT.

SO THAT'S EXCITING AND I'M VERY PROUD OF THE ELL TEACHERS, PARAS, JEANNETTE, TEACHERS, ADMINISTRATORS, MY MY DIRECTORS HERE THAT ARE VERY SUPPORTIVE OF OUR INITIATIVES.

AND REALLY, THEY HAVE THEY HAVE HELPED PUSH THAT FORWARD.

AND SO WE SHOULD ALL FEEL VERY PROUD ABOUT THIS.

CONSISTENT GROWTH IN ALL OTHER LEVELS WITH OUR ELEMENTARY SCHOOLS, THEY CONTINUE TO DO THEIR GROWTH OR HIGH SCHOOLS CONTINUED CONSISTENCY IN APPROPRIATE STUDENT INSTRUCTIONAL PLACEMENT.

THIS WAS CORE TO THE GROWTH WE SEE TODAY.

WE WANTED TO MAKE SURE THAT ALL OF OUR STUDENTS WERE RECEIVING THE INSTRUCTION AT THE LEVEL THEY NEEDED IT, AND SO WE ESTABLISHED A SYSTEM TO MAKE SURE THAT THAT WAS TAKING PLACE. OUR STAFF, OUR ADMINISTRATORS ARE USING THAT CONSISTENTLY.

[01:05:04]

AND SO THAT JUST CAUSES THAT THE STUDENT RECEIVES ADEQUATE INSTRUCTION, WHICH MEANS ADEQUATE GROWTH.

SO THAT'S GREAT.

PROVIDED PD FOR L NON-CERTIFIED STAFF.

THIS IS THE FIRST YEAR THAT WE HAVE PROVIDED PD FOR OUR PARAS OR L SUPPORT.

EXCUSE ME. SUPPORT STAFF.

WE DID IT IN COLLABORATION WITH MORNINGSIDE COMMUNITY PARTNER FOR US.

MORNINGSIDE COLLEGE.

AND IT WAS A GREAT STEP.

OUR PARENTS WERE VERY HAPPY TO RECEIVE THIS THIS SUPPORT.

NOW THEY KNOW HOW TO BETTER HELP OUR GEN ED TEACHERS OR ELL TEACHERS.

SO THAT'S THAT'S GREAT IN OUR EFFORTS TO MOVE FORWARD WITH OUR ELL GROWTH, OUR REGISTRATIONS.

THIS YEAR, MY DEPARTMENT WELCOMED THE REGISTRATIONS AREA OF OUR DISTRICT.

WE STARTED WITH HAVING EVERY YEAR PD FOR REGISTERS.

I ALSO HELP THE TECHNOLOGY DEPARTMENT HERE WITH OUR OCR REPORT FOR CRDC, A CIVIL RIGHTS REPORT.

AND WE WERE FINDING SOME SOME GLITCHES IN INFORMATION THERE THROUGHOUT THE YEAR.

WE DECIDED TO DEVELOP A PLAN SO WE WOULD COME TO THE REGISTERS AND PROVIDE PD TIMELY.

THIS MEANS BEFORE WE HAD TO DO SPECIFIC THINGS FOR THE YEAR, WE PROVIDED THAT PD SO THEY WOULD BE REFRESHED ON WHAT THEY WERE SUPPOSED TO DO AND CODE HOW THEY WERE SUPPOSED TO CODE THINGS. AND SO THAT GAVE US A LOT OF GREAT DATA THIS PAST YEAR.

SO WE'RE GOING TO CONTINUE WITH THAT BECAUSE THAT WAS VERY EFFECTIVE.

WE MET WITH THE REGISTRARS ACROSS THE DISTRICT, SOMETIMES TOGETHER ALL LEVELS, AND SOMETIMES WE SPECIFICALLY ELEMENTARY AND MIDDLE SCHOOL AND HIGH SCHOOL, AS THEY ALL HAVE DIFFERENT, DIFFERENT NEEDS AND DIFFERENT THINGS THAT THEY REPORT.

SO THAT WAS VERY WELCOME.

PEOPLE WERE VERY HAPPY.

AND WE ALSO CENTRALIZED CENTRALIZED DECISIONS.

SO WHENEVER THERE IS SOMETHING HAPPENING, A QUESTION ABOUT RECEIVING SPECIFIC DOCUMENTS OR ACCEPTING CERTAIN THINGS, THEY REACH OUT NOW TO MY DEPARTMENT AND GET AN ANSWER.

AND IN THE PAST WE THERE WAS COMMUNICATION GOING ON AND SOMETIMES WE DIDN'T HAVE A FINAL DECISION.

BUT NOW WE DO HAVE THAT CENTRALIZED.

SO PEOPLE ARE GET GETTING THEIR ANSWERS FASTER WHICH HELPS WITH THEIR WORK.

BULLYING, HARASSMENT HAZING DISCRIMINATION.

TITLE NINE. WE INCREASED THE STUDENT AND STAFF SAFETY THROUGH THE PREVENTION STRATEGY.

SO FOR THE LAST WHATEVER YEARS, WE HAVE IDENTIFIED THE NEED TO EDUCATE OUR STUDENTS MORE ON WHAT IS APPROPRIATE, WHAT IS ACCEPTABLE, AND WHAT ISN'T.

I CALL THAT THE GROOMING THAT WE WE COULDN'T DETECT OR WE COULDN'T IDENTIFY EARLY ENOUGH.

WE ARE PROUD THAT WE STARTED PROVIDING EDUCATION FOR OUR STUDENTS TO HELP IDENTIFY THOSE BEHAVIORS.

AND NOW JUST A LITTLE BIT AGO, ON JULY 1ST OR STATE BROUGHT REGULATION ON GROOMING AS WELL.

AND SO THAT MAKES US FEEL GOOD BECAUSE IT'S SOMETHING THAT WE WERE WE KNEW IT WAS AN ISSUE.

AND SOMEHOW NOW WE CAN WE CAN IDENTIFY IT MORE TO HOLD PEOPLE ACCOUNTABLE FOR WHEN THESE THINGS ARE HAPPENING.

AT APD FOR ADDITIONAL STAFF, THIRD PARTY EMPLOYEES, WE CONTINUE TO LOOK AT WHO IN OUR DISTRICT STILL WORKING WITH STUDENTS AND DO NOT RECEIVE THE PD THAT THEY NEED TO HAVE TO ENSURE THE SAFETY OF THEIR OWN CAREERS AND OR CHILDREN.

AND SO WE JUST CONTINUE TO EXPAND THOSE ANYTIME WE FIND OR IDENTIFY STAFF WHO HAD NOT RECEIVED THE TRAINING, WE WE PROVIDED THE TRAINING FOR THEM.

PROMPT AND EFFECTIVE RESPONSE TO REPORTS WE HAVE IMMEDIATELY WITH OUR LEGAL TEAM HERE TONIGHT.

AND I'M GLAD TO SEE HER BECAUSE I, I TALKED TO HER ALL THE TIME, BUT A FEW TIMES.

SEE HER IN PRISON.

WE COMMUNICATE WITH THEM CONSTANTLY.

WE'RE ON THE PHONE ALMOST ALL THE TIME DISCUSSING OUR CASES, MAKING SURE THAT EVERYBODY GETS A RESPONSE.

I WAS VERY PLEASED THIS LAST YEAR.

YOU KNOW, WE GET COMPLAINTS.

NOT VERY OFTEN WITH COMPLIMENTS, BUT THROUGH A COMPLAINT.

I VISITED WITH A PARENT WHO WAS VERY GRACIOUS TO MAKE A COMMENT SAYING, I TRUST THE SCHOOL DISTRICT IS GOING TO DO THE RIGHT THING, AND THAT IS THAT IS GREAT FOR US TO HEAR.

SO WE CONTINUE OUR EFFORTS FOR CHILDREN.

THEIR SAFETY IS OUR HIGHEST PRIORITY, ESPECIALLY WHEN IT COMES TO SEXUAL HARASSMENT.

SO WE CONTINUE TO TO WORK WITH THAT, AND WE WILL CONTINUE WITH THE NEW LEGISLATION CHANGES THAT ARE COMING UP.

WE WILL BE READY FOR THAT.

CONTINUED INCREASE ON STAKEHOLDERS TRUST IN PROCESSES LIKE I MENTIONED BEFORE, WE HAVE A LOT OF COMPLAINTS THAT ARE FILED, AND I THINK THE REASON FOR THAT IS PEOPLE TRUST THAT WHATEVER ISSUE THEY HAVE, IT WILL BE LOOKED AT AND IT WILL THEY WILL HAVE A RESPONSE.

SO WE'RE VERY PROUD OF THAT.

OUR MIGRATORY EDUCATION PROGRAM WE CONTINUE TO INCREASE OUR TEAM.

WE HAVE TRIPLED THE INDIVIDUALS THAT ARE WORKING IN THIS PROGRAM, AND WE HOPE TO DO MORE THIS YEAR AS WELL.

[01:10:07]

AND IN THESE VISITS WE PROVIDE ALL INFORMATION WHEN IT COMES TO HOW THE DISTRICT WORKS, THE SCHEDULES, THE SERVICES, THE SUPPORTS IN THE COMMUNITY, WHO THEY CAN REACH OUT WITH, QUESTIONS. WE EXPLAIN OUR ATTENDANCE POLICIES.

MANY OF THOSE INDIVIDUALS SPEAK SECOND LANGUAGES OR COME FROM OTHER COUNTRIES.

SO WE WANT TO MAKE SURE THAT WE ARE PREVENTIVE TO THE THE ATTENDANCE HEARINGS.

AND SO WE SHARE THE INFORMATION BEFORE THEY GET TO THE ATTENDANCE.

SO WHEN IF HOPEFULLY NEVER.

BUT IF THEY DO END UP IN THESE HEARINGS, THEY UNDERSTAND THAT OUR LEVEL ONE OF HEARING IS TO SUPPORT AND FIND WAYS TO HELP THEM ATTEND SCHOOL AND WHAT SCHOOL IS SO IMPORTANT.

SO WE SHARE THIS INFORMATION THROUGH THESE VISITS.

WE ALSO DO MATH, ELA AND ESL.

ELL PRACTICES WITH WORKSHEETS, INSTRUCTION, JUST DIFFERENT THINGS THAT WE BRING TO THEM.

WE DO ALSO STEM PRACTICES.

THEY ABSOLUTELY LOVE THOSE BECAUSE THEY LOOK LIKE GAMES, BUT THEY'RE REALLY ACADEMIC SUPPORT MATERIALS.

BUT IT HAS BEEN A GREAT SUCCESS.

SO WE WILL CONTINUE WITH THOSE VISITS AS WE MOVE FORWARD AND CONTINUE TO EXPAND THE SERVICES.

AND THAT'S WHAT I WANT TO REPORT.

JUST ONE LITTLE QUICK QUESTION IF I COULD.

I THINK AND I BELIEVE THAT ALL OF US ON BOARD WOULD SAY, FIRST OF ALL, THANK YOU FOR THE TREMENDOUS SERVICE THAT YOU HAVE PROVIDED TO THIS DISTRICT, SERVING BOTH IN THE AREA OF HANDLING THE THE DIFFICULTIES IN THE CRISISES THAT COME ALONG THAT ARE OF A LEGAL NATURE AND ALSO HANDLING ENGLISH LANGUAGE LEARNERS PROGRAM.

WE CAN'T THANK YOU ENOUGH FOR THE EXTRAORDINARY DEMANDS THAT PRESENTED TO YOU GOING FORWARD.

BUT WE'RE EXCITED ALSO ABOUT THE FACT THAT WE NOW ARE EMBARKED ON HAVING A DIRECTOR FOR THE ENGLISH LEARNER COMMUNITY, AND I'M INTERESTED IN KNOWING HOW THIS IS JUST STARTED.

HOW ARE WE EVOLVING THAT TO MAKE IT WORK? I SEE SOME REAL TREMENDOUS OPPORTUNITIES IN THE STUDENT ACHIEVEMENT REALM BY HAVING THIS ADDITIONAL SEPARATE EMPHASIS WITHOUT I MEAN, IT JUST SAYS WHAT YOU STARTED HAS GROWN TO THE POINT WHERE IT NOW NEEDS THIS EXTRA EMPHASIS.

SO CAN YOU ADDRESS THAT TO HOW WE ARE EVOLVING TO INCORPORATE THE SEPARATE DIRECTOR IN GOAL? YEAH, ABSOLUTELY.

FIRST OF ALL, I WANT TO THANK THE BOARD FOR YOUR SUPPORT WITH THAT.

THIS IS AN AREA THAT, AS WE NOTICED, THE NEED FOR GROWTH IN THE STUDENT ACHIEVEMENT.

WE OBVIOUSLY DEVELOP A PLAN TO TRY TO REACH THOSE GOALS AND TRY TO GET TO THAT POINT.

BUT NATURALLY, WITH AN INDIVIDUAL WHO'S DEDICATED TO ALL THESE PROGRAMS, THESE ARE JUST FOUR THINGS THAT I'VE PUT IN HERE.

BUT I HAVE A WHOLE LIST OF THINGS THAT I TAKE CARE OF.

IT IS VERY DIFFICULT FOR ME TO DEDICATE THAT TIME TO BE PRESENT, ALWAYS IN THE, IN THE CLASSROOMS TO TO BE MEETING WITH ADMINISTRATORS, WITH THE TEACHERS.

SO RIGHT NOW I AM VERY EXCITED, JUST LIKE YOU EXPRESSED, BECAUSE NOW WE HAVE AN INDIVIDUAL WHO WILL FULLY DEDICATE HERSELF TO TAKE CARE OF ACADEMIC CURRICULUM PLACEMENT, ALL OF THOSE THINGS, ASSESSMENT, PROMOTION ALL OF THOSE AREAS THAT I, I HAD TO GIVE LIMITED TIME TO THAT. NOW THIS PERSON WILL FULLY INVEST HER TIME TO DO THAT.

SO THERE'S A LOT TO IT.

THERE IS DATA. THERE IS, YOU KNOW, CURRICULUM REVIEWS.

THERE IS STUDENT REVIEWS.

WHEN WE HAVE A REPORT FOR A STUDENT TO BE PLACED, WE LOOK AT THAT STUDENT'S WHOLE HISTORY.

SO WE DO HAVE TO SIT THERE FOR AN HOUR TO TAKE A LOOK AT ALL THAT WAS PART OF THAT CHILD EDUCATIONAL BACKGROUND, IF IT WAS INTERRUPTED, IF THEY COME FROM A DIFFERENT COUNTRY, IF THEY COME FROM A DIFFERENT DISTRICT, HOW LONG WERE THEY IN SCHOOL? SOME OF THEM HAVE NEVER, OR MAYBE THE FIRST YEARS OF THEIR LIFE AND THEN NEVER AGAIN.

SO ALL OF THAT HAS TO BE WELL, WELL LOOKED AT, WELL STUDIED.

AND THIS PERSON NOW IS GOING TO HAVE A LOT MORE TIME TO, TO DEDICATE TO TO ALL THAT PROCESS.

I SEE ALL WE HAVE OUR L TASK FORCE, WE HAVE MANY GOALS THERE THAT WE'RE STILL WORKING ON, THAT I CAN SEE MOVING FASTER THAN THEY DID PREVIOUSLY WITH AN INDIVIDUAL THAT HAD LIMITED TIME FOR IT.

SO YOU'RE RIGHT, I'M VERY EXCITED FOR WHAT WE HAVE DONE, BUT I'M VERY EXCITED TO SEE HOW FAR WE CAN GO WITH WITH THE BOARD, THE DISTRICT SUPPORTING THE ELL PROGRAM, THE ELL STUDENTS, AND THAT IS ONLY GOING TO SHOW IN GROWTH AND NOT ONLY IN THE LPA ASSESSMENT GROWTH, BUT WE'RE LOOKING ALSO NOW AT THE MATH GROWTH AT THE ELA GROWTH, BECAUSE OUR ELL STUDENTS ARE IN ALL OF THOSE CLASSES.

SO WHEN IT IMPROVES, WHERE THEIR LINGUISTICS, THEIR KNOWLEDGE, CONTENT CONTENT, KNOWLEDGE OF OTHER AREAS ALSO, YOU KNOW, HAVE THAT HIGHER

[01:15:04]

SO WE WILL SEE IT AS A WHOLE AND WE WILL SEE IT SPECIFICALLY IN THE ELP ASSESSMENT.

ARE WE HAVING MEETINGS NOW FOR THE NEW DIRECTOR WITH THE TEACHERS SO THAT TEAM KIND OF GELS WITH EXPANDED VISION.

I MET LAST WEEK WITH THE NEW DIRECTOR, AND WE DO TO PASS ALL THE INFORMATION FOR THE FOR THE NEW SCHOOL YEAR.

AND YES, TEACHERS ARE ALREADY REACHING OUT TO THE NEW DIRECTOR WITH QUESTIONS, AND WE HAVE SCHEDULED SOME MEETINGS ALREADY FOR THAT.

THERE'S A VERY FULL, ROBUST AGENDA THAT DOOR AND I WENT THROUGH TODAY.

THAT THE TEACHERS HAVE PUT TOGETHER FOR THE NEW DIRECTOR.

SO IT'S YEAH, IT'S A WHOLE WE HAVE A WHOLE DAY.

THANK YOU. AGENDA ITEMS. DIRECTOR LEE. IN YOUR REPORT, YOU MENTIONED THE BULLYING, HARASSMENT, DISCRIMINATION, AND YOU TALKED ABOUT THE PROMPT AND EFFECTIVE RESPONSE TO REPORTS.

HOW MANY REPORTS ARE YOU GETTING OR DID YOU RECEIVE, AND WHAT IS THE PROMPT RESPONSE? IS IT A WEEK? IS IT TEN DAYS? IS IT THREE DAYS? WHAT'S THE.

SO I RECEIVED THROUGHOUT THE YEAR I'M GOING TO GIVE YOU A ROUGH APPROXIMATE.

I DON'T I'M I DON'T EXPECT YOU TO SAY A WEEK.

I PROBABLY GET 55A WEEK REPORTS.

YEAH. AND THE PROMPT RESPONSE IS THE ADMINISTRATORS ARE CALLING ME.

I AM IMMEDIATELY ASSESSING THE SITUATION WITH THEM.

I'M CALLING THEM BACK. IF I DON'T ANSWER RIGHT AWAY, I CALL THEM BACK AND I GIVE THEM THE NEXT STEP.

AND SOMETIMES THE NEXT STEP IS MEETING ME, MEETING WITH THE FAMILY.

IF IT'S TITLE NINE MORE, I MEET WITH THE FAMILY.

SO THAT'S SCHEDULING THAT MEETING WITH THAT FAMILY AND THAT COULD HAPPEN.

I PREFER IT TO HAPPEN THE SAME DAY, SO I HAVE TO I BLOCK THINGS AND THEN I COME TO THIS BUILDING OR THE NEXT DAY.

I'VE HAD IT VERY RARELY WHAT IT'S BEEN LIKE THE THIRD DAY, AND THAT'S JUST BECAUSE OF THE APPARENT AVAILABILITY TO COME AND MEET WITH ME.

BUT I IMMEDIATELY MEANS IF I GET THIS MORNING, I HAVE TIME FOR THEM.

THEY ARE MY HIGHEST PRIORITY BECAUSE THIS COULD BE IN 24 HOURS IF IF POSSIBLE, WITHIN THREE FOUR HOURS.

YEAH. ANY OTHER QUESTIONS? THANK YOU. NEXT.

THANK YOU. AS PATTY BLANKENSHIP REFERRED TO, A LOT OF THE HARD, HARD WORK IS DONE BY THE INDIVIDUALS, THE BOOTS ON THE GROUND.

AND YOU'RE HEARING A LOT OF THAT RIGHT HERE.

SO WHEN YOU LOOK AT THE TECHNOLOGY, WE HAVE A GROUP OF FIVE PEOPLE THAT SUPPORT OVER 16,000 DEVICES.

THAT'S A THAT'S A THAT'S A BIG TASK.

AND KEEP ALL THAT STUFF RUNNING SO THAT ALL OF THESE THINGS THAT THESE DIRECTORS HAVE ACCOMPLISHED AND THE PEOPLE BELOW THEM THAT'S KEEPING IT RUNNING.

THERE'S DOZENS OF SOFTWARE RESOURCES DIRECTLY SUPPORTED AND HUNDREDS THAT ARE INDIRECTLY SUPPORTED.

SO THAT'S WHERE A LOT OF THE HARD WORK IS DONE RIGHT THERE.

WE HAD A PILOT WITH OUR SOME OF OUR ELEMENTARY GRADES, LOOKING AT WHAT THE DEVICE LOOKS LIKE GOING FORWARD FOR THE DISTRICT.

THAT WAS A VERY GOOD PILOT.

WE GOT A LOT OF GOOD FEEDBACK.

AND FROM THAT, WE WERE ABLE TO DECIDE THAT THAT IPADS WERE THE DIRECTION THAT WE WANTED TO GO FOR OUR ELEMENTARY.

IN THE PROCESS OF THAT, WE IMPLEMENTED A MDM, WHICH IS A MOBILE DEVICE MANAGEMENT.

SO THAT'S A WAY FOR US TO BE ABLE TO CONTROL THAT IPAD AND PUSH APPLICATIONS OUT TO IT FROM A CENTRAL LOCATION.

YOU DON'T HAVE TO TOUCH EVERY SINGLE ONE OF THEM TO PUSH IT OUT THERE IF SOMETHING SHOULD HAPPEN TO THAT IPAD.

AND IT DOES NOT MAKE IT BACK TO ITS HOME WHERE IT'S SUPPOSED TO BE.

WE CAN REACH OUT AND DEACTIVATE IT AND WIPE IT OUT SO IT'S NOT OF ANY USE.

SO THAT GIVES US A LOT OF FLEXIBILITY ON BEING ABLE TO MANAGE THOSE DEVICES FROM A SECURITY ASPECT.

SECURITY IS IN ALL OF OUR LIVES.

WE HAVE IMPLEMENTED A DISASTER RECOVERY SITE FOR OUR INTERNAL SERVERS.

SO THAT IS ACTUALLY LOCATED UP IN CAREER ACADEMY.

SO OUR INTERNAL SERVERS ARE BEING BACKED UP THERE.

SO IF SOMETHING SHOULD HAPPEN WE HAVE THOSE AVAILABLE FOR US AND GET THEM BACK UP.

YOU KNOW EVERYTHING BACK UP AND ONLINE.

WE HAVE MOVED FINANCE PLUS WHICH IS OUR FINANCIAL SOFTWARE TO THE CLOUD.

SO THOSE SERVERS DON'T RELY IN OUR DATA CENTER.

THEY'RE UP IN THE CLOUD.

THE ONUS NOW IS ON ON OUR SCHOOLS TO KEEP THOSE SAFE AND RUNNING.

AND IT TAKES A PIECE OF HARDWARE THAT WE DON'T HAVE TO SUPPORT ANYMORE.

AND WE CONTINUE TO REPLACE OUTDATED SERVERS AND PROCESSES TO CONTINUE TO TIGHTEN THOSE HOLES WHERE THERE COULD BE A SECURITY FLAW, WHICH WOULD ALLOW BAD ACTORS TO GET IN AND GET ACCESS TO OUR DATA, OUR DATA AND REPORTING.

WE'VE ADDED WE CONTINUE, AND DOCTOR YOUNG ALLUDED TO THIS AS WELL.

WE CONTINUE TO ADD AUDITS TO TRY AND CATCH DATA THAT IS INCORRECT RIGHT AWAY BEFORE IT GETS TO THE POINT WHERE IT SHOWS UP ON A REPORT THAT GETS TO SOMEBODY AND HAS TO BE

[01:20:10]

BECAUSE IF THE DATA IS BAD, WE CAN'T MAKE GOOD DECISIONS ON HOW TO GO FORWARD.

THAT'S SOMETHING THAT THAT TEAM HAS WORKED HARD ON OVER THE LAST YEAR AND A HALF, TWO YEARS IS TO KEEP PUTTING THOSE AUDITS IN PLACE SO THAT SO THAT THE DATA IS ACCURATE, AUTOMATING OF PROCESSES SO PEOPLE DON'T HAVE TO MANUALLY DO THINGS PUTTING IN FLAGS AND THE INFINITE CAMPUS.

SO IT'S IT'S EASY TO IDENTIFY CERTAIN THINGS AND THEN JUST INTERNAL REPORTING.

SO THE REPORT IS REQUESTED AS SOMEONE WANTED TO REPORT, TO CONTINUE TO IMPROVE THAT PROCESS SO THAT THERE'S A FORM FILLED OUT, IT'S BEING DOCUMENTED, AND THEN THEY'RE GOING THROUGH THE PROCESS NOW OF TRYING TO PUT A TIMELINE IN.

SO WE KNOW THAT EVERY YEAR AT THIS TIME IS GOING TO BE HELD ON RECORD.

SO THE TEAM IS STARTING TO BUILD WHAT THEY NEED TO BUILD AHEAD OF TIME AND DON'T HAVE TO REACT.

ANY QUESTIONS? I DO HAVE A QUICK QUESTION.

SO THERE'S FIVE OF YOU SUPPORTING 16,000 DEVICES.

THAT'S ONE TEAM. YES ONE TEAM.

SO WHAT HAPPENS IN A BUILDING LIKE IF IF THERE'S TECHNICAL SUPPORT IN A BUILD, WE DON'T HAVE TECHNOLOGY.

LET'S SAY A TEACHER HAS A PROBLEM WITH THEIR LAPTOP.

THEY WOULD PUT IN A TICKET AND THEN ONE OF THE TECHNICIANS WOULD COME OUT TO THE BUILDING OR IF THEY'RE ALREADY IN THE BUILDING, ONE OF THE FIVE.

YEP, THEY SUPPORT MULTIPLE BUILDINGS.

AND SO WHAT'S THE TIME FRAME ON THAT? SOMETIMES LESS THAN A DAY.

THEY PRIDE THEMSELVES ON CLEARING ALL THEIR TICKETS THAT THEY HAVE.

I HAVE PERSONALLY HAD TO DIAL 911 SEVERAL TIMES FOR THAT.

THAT JUST SEEMS LIKE A LOT.

FIVE PEOPLE SERVICING ALL OF THE NEEDS WITHIN OUR SCHOOLS AND THE IMMEDIACY OF TECHNOLOGY, AS MUCH AS WE DEPEND ON THAT FOR EDUCATIONAL SUPPORT.

AND THAT SPEAKS VOLUMES TO THAT TEAM AND THE, THE, THE WORK THEY DO.

RIGHT. AND YOU CAN GET BACK TO THEM WITHIN A LESS THAN A DAY.

OUTSTANDING. THANK YOU.

KIM. YOU'RE UP. I AM, AND I'M NOT EXACTLY SURE WHY.

MY SLIDE DOESN'T LOOK LIKE EVERYBODY ELSE'S SLIDE, BUT OBVIOUSLY I'M GOING TO KEEP IT SHORT AND CONCISE.

SO THE ACHIEVEMENTS OF THE LEARNING SUPPORTS DEPARTMENT THIS YEAR WAS ONE WE DEVELOPED THE DISTRICT SERVICE DELIVERY PLAN, WHICH I WILL SPEAK TO AS THE NEXT AGENDA ITEM.

WE WERE, WITH THE SUPPORT OF THE BOARD, ABLE TO ADD SERVICES AND SUPPORTS TO MEET THE NEEDS OF OUR LEARNERS.

WE ADDED SOME CLASSROOMS AT A VARIETY OF LEVELS BECAUSE WE HAVE CHILDREN NEEDING THAT LEVEL OF SUPPORT THAT AREN'T COMING TO US NOW.

WE ALSO DID SPECIALLY DESIGNED INSTRUCTION TRAINING FOR ALL OF OUR SPECIAL EDUCATION TEACHERS.

WE DID THAT PK THROUGH 12.

SO THEY ALL HAVE CONSISTENT LANGUAGE IN TERMS OF WHEN THEY ARE TALKING ABOUT ESSENTIALLY, WHAT DOES IT MEAN TO HAVE SPECIALLY DESIGNED INSTRUCTION? STUDENTS REQUIRE SPECIAL EDUCATION SERVICES BECAUSE THEY NEED INSTRUCTION THAT'S DIFFERENT THAN WHAT THEY WERE GETTING WITHIN THE GENERAL GENERAL EDUCATION CLASSROOM. SO THE SDI TRAINING TALKS TEACHERS THROUGH THAT PROCESS.

ESSENTIALLY IT FOCUSES DOWN TO DIAGNOSE, DESIGN, DELIVER.

SO REALLY TALKING THROUGH WHAT IS IT THE STUDENT NEEDS.

WHAT ARE WE GOING TO MAKE IT LOOK LIKE.

AND THEN HOW ARE WE GOING TO DELIVER THAT.

AND THEN KIND OF THAT WHOLE CONTINUOUS IMPROVEMENT PROCESS WHERE WE IMPLEMENT, WE CHECK FOR FEEDBACK, WE COME BACK, WE TAKE A LOOK AT EVERYTHING THAT HAPPENED.

SO ALL OF OUR TEACHERS HAVE HAD SPECIALLY DESIGNED CONSTRUCTION TRAINING THIS YEAR.

AND THERE ARE PLANS TO CONTINUE THAT FOR 2425.

WE IDENTIFIED AREAS OF FOCUS FOR THE TAG TASK FORCE IN 24-25.

WE WEREN'T ABLE TO GET AS MUCH INTO THAT AREA OF DISCUSSION THIS YEAR AS WE WOULD HAVE LIKED, BUT WE HAVE IDENTIFIED THE AREAS OF FOCUS THAT WE WILL DELVE INTO FOR NEXT YEAR. THEY INCLUDE, BUT ARE NOT LIMITED TO BECAUSE THINGS COME UP AS TIME GOES ON.

IDENTIFICATION OR IDENTIFICATION PROCESS TO MAKE SURE THAT WE ARE DOING EVERYTHING WE CAN TO MEET THE NEEDS OF THE LEARNERS.

WE HAVE A VERY DIVERSE POPULATION, SO MAKING SURE WE ARE ABLE TO IDENTIFY ACROSS THE BOARD APPROPRIATELY AND MIDDLE SCHOOL SERVICES HOW WE HOW WE BEST SUPPORT OUR TALENTED AND GIFTED STUDENTS AT THE MIDDLE SCHOOL LEVEL.

AND THEN THIS YEAR, A NEW POSITION FOR US WAS THE USE OF CLASSROOM NURSES.

WE HAVE SEVERAL STUDENTS WHO ARE MEDICALLY FRAGILE AND REQUIRE CONSTANT MEDICAL ATTENTION IN ORDER TO BE ABLE TO ATTEND SCHOOL.

AND SO THIS YEAR, WE IMPLEMENTED THE CLASSROOM NURSES TO BE ABLE TO SUPPORT THAT NEED FOR A STUDENT.

[01:25:03]

SO, WE HAVE THOSE INDIVIDUALS.

WE HAVE THREE OF THEM THIS YEAR.

WE KEPT THEM ALL VERY BUSY AND WILL CONTINUE TO PROVIDE THAT LEVEL OF SUPPORT FOR OUR STUDENTS INTO NEXT YEAR AS WELL, SO THAT WE DON'T HAVE STUDENTS WHO CAN'T COME TO SCHOOL BECAUSE WE DIDN'T HAVE THE SUPPORT AVAILABLE.

DIRECTOR, ANY FOLLOW UP QUESTIONS? I DON'T HAVE A QUESTION, JUST A COMMENT.

BECAUSE WHEN I DID SCHOOL VISITS THIS SPRING IN LIKE THE PRESCHOOL LEVEL, I MEAN, THERE WERE SOME KIDS WITH SPECIAL NEEDS AND NEEDED A LITTLE BIT MORE ASSISTANCE AND WHAT THAT DOES THAT NURSE OR PERSON FOLLOW THEM TO THE, TO THE SCHOOL THAT THEY WILL BE GOING TO? I MEAN, IF IT IF IT IS A 1 TO 1 NURSE, THEY WILL FOLLOW THE STUDENT.

WE DID NOT HAVE ANY STUDENTS AT THE PRESCHOOL LEVEL THIS YEAR THAT WERE DEEMED TO REQUIRE 1 TO 1 NURSING.

SO AT THE AT THE PRESCHOOL LEVEL, WE DO HAVE TO MAINTAIN RATIO.

AND THAT'S WHY WE HAVE ADDITIONAL PARAPROFESSIONALS.

OKAY. THEY'RE PRESENT BUT THEY'RE NOT THEY AREN'T ACTUALLY NURSES, BUT THEY'RE THERE TO SUPPORT AND WORK WITH THOSE STUDENTS.

THOSE STUDENTS, IF THEY HAVE AN IEP AND IT SAYS THAT THEY HAVE ACCESS TO AN ADULT, THEY WILL HAVE ACCESS TO AN ADULT WHEN THEY GO INTO THEIR NEXT TO THE NEXT.

OKAY. AND THEN TYPICALLY AT A BUILDING LEVEL, AT THE ELEMENTARY LEVEL, ANYWAY, THAT INDIVIDUAL, AS LONG AS IT'S A GOOD WORKING RELATIONSHIP WITH THAT STUDENT, ONCE THEY GET THAT DOWN AND THEY'RE COMFORTABLE, THEY DO TYPICALLY STICK WITH THAT STUDENT UP UNTIL FIFTH GRADE.

SO THAT WAY THAT STUDENT HAS THAT CONSISTENCY.

AND THEN IN SOME CASES, THAT INDIVIDUAL WILL EVEN MAKE THE DECISION, HEY, I KNOW THEY'RE GOING TO NEED A SPOT AT THE MIDDLE SCHOOL BECAUSE I'VE SEEN THE NUMBERS I'D LIKE TO APPLY TO GO OVER THERE WITH THIS INDIVIDUAL.

SO THAT DOES HAPPEN QUITE FREQUENTLY.

YES. SO I JUST WANT TO MAKE SURE THERE'S A DISTINCTION BETWEEN ADULT SUPPORT FOR STUDENTS AND NURSING SUPPORT FOR STUDENTS.

I HAVE THAT I JUST WANTED.

THAT WAS A POINT OF CLARIFICATION.

SO THANK YOU, DIRECTOR EHMCKE, AS IT RELATES TO THE TALENTED AND GIFTED PROGRAMS AND THE SUPPORT IN THE MIDDLE SCHOOLS.

HOW IS THAT ORGANIZED? IS IT DO YOU HAVE A SECTION FOR WITHIN ONE OF THE SCHOOLS? YOU KNOW, WE HAVE MULTIPLE SCHOOLS IN THE MIDDLE SCHOOLS.

MY UNDERSTANDING WORK IT.

AND THEN IS THERE LIKE A SECTION FOR THE TALENTED AND GIFTED SO THAT THEY'RE, I MEAN I'M GUESSING YOU TELL ME SO WHEN THE MIDDLE SCHOOL RESTRUCTURE HAPPENED AND WE WENT TO MORE TEAMS. SO THERE IS A TEAM WHERE WE WHERE MOST OF THE TALENTED AND GIFTED STUDENTS ARE IDENTIFIED.

THEY'RE ON THAT TEAM.

AND THEN OUR TAG SPECIALIST TEACH TAG READING BECAUSE WE ADDED THE READING COURSE AT THE SAME TIME.

SO THE CONVERSATION WE NEED TO HAVE MOVING FORWARD IS, IS THAT MEETING ALL OF THE NEEDS OF OUR TALENTED AND GIFTED STUDENTS AT THE MIDDLE SCHOOL? DO WE NEED TO KIND OF RETHINK THAT? THAT'S JUST BECAUSE WE DID THINGS A LITTLE BIT DIFFERENTLY BEFORE THE MIDDLE SCHOOL.

THANK YOU VERY MUCH.

TIM. YOU'RE UP. ALL RIGHT.

THANK YOU. I'M VERY HUMBLED TO BE PART OF A DEPARTMENT CALLED O&M THAT MAKES UP FOUR DISTINCT, SEPARATE DEPARTMENTS THROUGHOUT THE DISTRICT, ON AVERAGE.

THESE INDIVIDUALS SERVE THE DISTRICT ABOUT 19 HOURS OUT OF THE 24 HOURS IN THE DAY, MONDAY THROUGH FRIDAY BASIS.

WE'RE VERY DEDICATED TEAM, WORKING HARD TO IMPACT THE STUDENTS AND HELP THEM TO SUCCEED.

AND THE TRANSPORTATION DEPARTMENT, AS YOU WE'VE TALKED ABOUT IN THE PAST, WE WERE AWARDED A GRANT FOR 15 NEW EV BUSSES WE JUST COMPLETED AT THE END OF JUNE, THE FINANCIAL STAGE WHERE THEY'RE ACTUALLY HAVE ALL THE FUNDS APPROVED AND READY TO ROLL OUT INTO OUR DISTRICT.

WE'RE GOING TO ROLL OUT AN RFP HERE WITHIN THE NEXT FEW DAYS, AND BRING BACK TO THE BOARD IN ONE OF THE AUGUST BOARD MEETINGS OF REQUEST FOR THOSE 15 BUS MANUFACTURERS THAT WE'RE GOING TO BE LOOKING AT THIS YEAR, WE ALSO PURCHASED FIVE NEW CLEAN DIESEL BUSSES TO UPGRADE OUR FLEET.

BETWEEN THOSE FIVE AND THE 15 WE'RE GETTING, THIS IS DRASTICALLY GOING TO IMPACT SOME OF THE AGED BUSSES THAT DATE BACK TO 2006 MODELS THAT WE HAVE IN OUR FLEET. THE FOOD SERVICE DEPARTMENT HAS UPDATED THEIR COMPUTER SOFTWARE SYSTEM BOTH FRONT OF HOUSE, BACK OF HOUSE.

THE STUDENTS EXPERIENCE WHEN THEY GO TO CHECK OUT ALL NEW COMPUTER BASED SYSTEM, WHICH IS CLOUD BASED, OVER THE OLD SYSTEM, WHICH WAS ON A SERVER THAT WAS AILING.

AND WE NEEDED TO GET THAT INTO THE CLOUD SO THAT WE HAD A BACKUP.

IF THAT WOULD HAVE CRASHED, WE WOULD HAVE BEEN SCRAMBLING TO ACCOMMODATE THE STUDENTS ON THOSE BASES.

CONSTRUCTION PROJECTS.

THERE'S OVER 26 CONSTRUCTION PROJECTS, WHETHER MINOR OR LARGE, GOING ON THIS SUMMER.

SOME ARE SMALL, BUT A LOT OF BIG PROJECTS IMPACTING THE DISTRICT.

[01:30:04]

ALL THREE MIDDLE SCHOOL CHILLERS, THEY WERE APPROXIMATELY 20 YEARS OLD.

THE NEW MODELS SERVE WITH THE MOST LATEST TECHNOLOGY REFRIGERANT IN THEM, AND ARE APPROXIMATELY 20% MORE EFFICIENT THAN THE OLD CHILLERS THAT WE PUT IN. HIGH SCHOOL GYM AC PROJECT.

LOOK FORWARD TO HAVING THAT EARLY AUGUST WHERE WE'LL BE OPERATING THOSE SYSTEMS AND GETTING THOSE IN.

AS DR. EARLEYWINE EXPLAINED EARLIER, THE TWO HIGH SCHOOLS ARE A DIRECT REPLACEMENT FROM THE ROOFTOP UNITS.

THEY ONLY ACCOMMODATION IS THAT THEY'LL HAVE AIR CONDITIONING.

EAST HEIGHTS, A LITTLE BIT MORE WORK.

THERE'S SOME DUCT WORK.

AND ACTUALLY CREATING THE SPACE TO SET THOSE ROOFTOP UNITS.

ONE OF THE PROUDEST THINGS IN THE DISTRICT ARE THE HARRY HOPKINS WELDING BAYS.

AS I GO IN THERE AND I SEE THOSE.

THOSE ARE REALLY GOING TO IMPACT OUR STUDENTS, AND EVEN THE CONTRACTORS THAT ARE PUTTING THEM IN HAVE SAID, THIS IS ONE OF THE NICEST PROJECTS THAT WE'VE DONE FOR THE DISTRICT AND HOW MUCH THAT'S GOING TO ACCOMMODATE AND SERVE OUR STUDENTS 20 INDIVIDUAL BAYS THAT THEY CAN WELD AT, GET THAT CLEAN AIR AND REALLY SERVE THEM IS GOING TO BE A HIGHLIGHT FOR US.

WE REPLACED LED LIGHTING.

WE'RE CONTINUALLY GOING AFTER THESE ENERGY SAVING TECHNIQUES.

WE REPLACE ALL THREE HIGH SCHOOLS, ALL THREE MIDDLE SCHOOLS, AND WE WERE ABLE, WITH THE FUNDS WE WERE ALLOTTED TO GET INTO SOME OF THE ELEMENTARY SCHOOLS.

MID AMERICA AT MID-YEAR OFFERED A DIRECT REBATE ON THE LIGHTS, SO WE DIDN'T HAVE TO APPLY FOR REBATES.

THEY CAME OFF THE ACTUAL COST OF THE LIGHTS, SO IT ALLOWED US TO GET A LITTLE FURTHER, I BELIEVE.

DON'T QUOTE ME, BUT WE'RE DOWN TO LIKE FIVE ELEMENTARY SCHOOLS WHERE THE PARKING LOTS WOULD HAVE STILL THE OLD METAL HALIDE LIGHTS AND NOT LEDS.

NOT ONLY DO WE INCREASE THE EFFICIENCY, BUT THE BRIGHTNESS OF THE LIGHTS.

I KNOW NORTH MIDDLE IT CAN GET A CHANCE TO DRIVE BY.

THAT WAS VERY DARK AND NOT WELL LIT AT NIGHT.

NOW IT REALLY LIGHTS UP AND PROVIDES A SAFE ENVIRONMENT FOR ANY ACTIVITIES WE HAVE GOING ON.

SAFETY AND SECURITY.

WE HAD SEVERAL AEDS THROUGHOUT THE BUILDINGS.

WE HAVE 24 TOTAL, EIGHT OF WHICH NEEDED TO BE REPLACED.

WE'VE APPLIED FOR SOME GRANTS.

WE DIDN'T GET THE GRANTS, BUT WE NEEDED TO TAKE THIS HEAD ON.

SO WE REPLACED EIGHT OF THE ADS THROUGHOUT OUR SCHOOL.

WE'RE NOW ON A PLAN.

WE'LL REPLACE EIGHT NEXT YEAR AND EIGHT THE FOLLOWING YEAR.

WE'LL HAVE ALL OF THEM UPDATED THROUGHOUT THE DISTRICT, AND THEY'LL ALL BE, YOU KNOW, MODERN TECHNOLOGY WITH MODERN BATTERIES.

AND WE ALSO INTRODUCED THE E THREE SAFETY IN ALL OF OUR SCHOOLS.

LOOKING FORWARD TO ROLLING THAT OUT AND HAVING THAT IMPLEMENTED AND USED IN IN ALL THE SCHOOLS STAFFS ALL TRAINED.

WE'RE READY TO GO WITH THAT NEXT YEAR.

AND EXCITED TO GET THAT ROLLED OUT.

ANY QUESTIONS? I DO APPRECIATE YOUR TERM WHEN IT'S TALKING ABOUT TRANSPORTATION, ROLLING THINGS OUT OR REALLY, IT DIDN'T, YOU KNOW, NO PUN INTENDED.

YEAH, NONE. WHEN DID WE GET THE 15 NEW BUSSES? ARE THEY HERE? THE EV BUSSES ARE.

WE HAVE TO ORDER THEM STILL.

AND THE LEAD TIME IS APPROXIMATELY ON THE LONG END.

ABOUT SIX MONTHS.

OKAY. AND WE'RE WORKING ON BEHIND THE SCENES GETTING THE ELECTRICAL GRID UPGRADED IN THE WHOLE NINE YARDS SO THAT WE CAN PROVIDE CHARGING STATIONS FOR THOSE.

AND THE BUSSES ARE BEING PROVIDED AT NO COST TO THIS DISTRICT.

CORRECT? THAT'S CORRECT.

YEAH. THE GRANT SHOULD COVER THE MAJORITY OF THE COST OF THE BUS, AND THE CHARGING APPARATUS THEMSELVES WILL BE ON THE HOOK FOR THE INFRASTRUCTURE THAT GOES BEHIND. AND I DO APPRECIATE THE LED LIGHTING AT THE HIGH SCHOOL PARKING LOT.

WHEN I DO SUB.

THAT'S ONE OF THE ONE OF THE CONCERNS THAT THE THE YOUNG PEOPLE COME AND TALK TO ME ABOUT IS WE NEED BETTER LIGHTING, SO I AM GLAD FOR THAT.

DIRECTORS. ANY OTHER QUESTIONS? JOHN ON LED LIGHTING IS ARE THERE FURTHER THAT WE CAN GO IN REPLACING LIGHTING AND GETTING MORE MODERN AND MORE EFFICIENT LIGHTING IN THE, IN THE BUILDINGS ARE THE MAJORITY OF WHAT WE FOCUSED ON LAST YEAR.

THIS IS ON TOP OF THE PARKING LOT LIGHTS.

WE FOCUSED ON HALLWAY AREAS WHERE OUR OWN STAFF COULD GET IN AND WORK AND NOT DISRUPT THE CLASSROOMS. OVER THE SUMMER, WE'RE WORKING TO GET INTO CLASSROOMS, BUT WE'RE PROBABLY 20% ALONG THROUGHOUT ALL THE BUILDINGS CURRENTLY.

WE'RE JUST GOT A LOT OF CLASSROOMS SO WE COULD UPGRADE THEM.

AND IF WE DO UPGRADE THEM, WE'LL PROBABLY SAVE SOME MONEY ON OPERATIONS.

COST? YEAH. WE SHOULD SEE A SIGNIFICANT SAVINGS IN THE LED TECHNOLOGY.

THANK YOU. THANK YOU TIM.

THAT CONCLUDES MY REPORT.

WE'RE DONE WITH THE END OF THE YEAR UPDATE.

[01:35:01]

[X.B. District Developed Service Delivery Plan - Kim Neal]

SO THIS IS A PLAN THAT I MENTIONED IN THE PREVIOUS PRESENTATION.

THIS IS ONE THAT WE HAVE TO DO EVERY FIVE YEARS.

IT'S REQUIRED BY THE STATE.

AND THE PLAN ESSENTIALLY OUTLINES AND DESCRIBES HOW WE ARE PROVIDING SPECIAL EDUCATION SERVICES TO THE STUDENTS OF SIOUX CITY.

SO WE LAST DID THIS IN 2019, 2024.

WE ARE DUE TO TO REVIEW.

SO THAT'S WHAT THE TASK FORCE HAS BEEN WORKING ON PRIMARILY THIS YEAR IS WORKING THROUGH THE DIFFERENT COMPONENTS OF THE DSP BECAUSE WE LOVE ACRONYMS. AND SO WE HAVE WE'VE TALKED THROUGH ALL OF THE DIFFERENT COMPONENTS THAT ARE REQUIRED TO BE IN HERE.

I DON'T HAVE A PRESENTATION.

YOU EACH HAVE A COPY OF THIS AT YOUR AT YOUR.

IT WAS IN THE PACKET. THE PACKET PLEASE.

AND WE'VE TALKED ABOUT IT IN A VARIETY OF DIFFERENT COMMITTEES.

SO INCLUDED IN THERE ARE THE YOU KNOW, MANY PEOPLE HAVE MENTIONED THE STAFF INVOLVEMENT THAT WE HAVE ON EVERYTHING WE DO.

AND AS YOU CAN SEE FROM THE LIST OF FOLKS THAT WERE INVOLVED IN THE TASK FORCE WHO ARE DIRECTLY IMPACTING THIS WORK.

WE HAD A LOT OF STAFF INVOLVED.

AND THEN WE ALSO HAD PRESENTATIONS AT STUDENT ACHIEVEMENT, EQUITY LEAD TEAM ELEMENTARY SECONDARY PRINCIPALS.

AND NOW I AM COMING TO YOUTH OR TO HAVE THIS APPROVED SO WE CAN SUBMIT IT TO THE STATE.

THE THE BIGGEST THING THAT CHANGED FROM OUR PREVIOUS DISTRICT DEVELOPED SERVICE DELIVERY PLAN TO.

THIS ONE HAS TO DO WITH HOW WE MONITOR CASELOADS OF OUR TEACHERS.

SO I THINK I'VE MENTIONED TO YOU A VARIETY OF YOU IN DIFFERENT COMMITTEES BEFORE.

PREVIOUSLY, WE USED A FAIRLY CUMBERSOME SYSTEM THAT THE TASK FORCE ALSO DEVELOPED, BUT WITH THE BEST OF INTENTIONS.

WE REALLY WANTED TO SHOW WHAT THE TRUE CASELOAD OF A SPECIAL EDUCATION TEACHER IS THROUGHOUT THE SCHOOL DAY.

WHAT WE FOUND WAS IT'S VERY DIFFICULT TO CALCULATE.

SO WE DECIDED THAT WE WANTED TO MAKE THAT EASIER TO TO CALCULATE SOMETHING THAT A PRINCIPAL COULD DO VERY QUICKLY, SOMETHING I CAN DO VERY QUICKLY, WHERE IN ALL HONESTY, THE PAST CASELOAD MONITORING TOOL, A TEACHER ACTUALLY HAD TO SIT DOWN AND DO IT BECAUSE THERE WERE SOME, SOME QUESTIONS IN THERE THAT WE AS ADMINISTRATORS COULDN'T DIRECTLY ANSWER.

SO WE WE'VE SHIFTED THE SYSTEM TO BE MUCH MORE SIMPLISTIC.

WHICH SHOULD BE A LOT EASIER FOR TEACHERS, ME AND THE BUILDING ADMINISTRATORS TO BE ABLE TO CALCULATE.

SO WE WENT FROM VERY COMPLEX TO IN SPECIAL EDUCATION IN THE STATE OF IOWA, ALL STUDENTS ARE GIVEN A WEIGHTING BASED ON THE LEVEL OF SERVICE THAT THEY REQUIRE.

THERE'S A MATRIX THAT THE STATE PROVIDES AND THAT DETERMINES THE LEVEL OF THE STUDENT.

SO STUDENTS ARE EITHER LEVEL ONE OR 2 OR 3.

AND SO WHAT WE'RE ASKING IS THAT TEACHERS TAKE A LOOK AT THEIR CASELOAD.

IF A STUDENT IS A LEVEL ONE IT'S TIMES ONE.

IF A STUDENT IS LEVEL TWO, IT'S TIMES TWO TIMES THREE, IT'S TIMES THREE.

AND WE DON'T WANT TEACHERS TO GO OVER A CASELOAD OF 21.

SO IF YOU THINK WE SHOULD BE ABLE TO DO THAT, RIGHT.

SO IF YOU THINK ABOUT STUDENTS IN OUR MORE SIGNIFICANT PROGRAMS THAT HAVE A HIGHER ADULT TO STUDENT RATIO, THEIR WEIGHTING IS GOING TO BE A LITTLE HIGHER.

SO WITH THE 21 TYPICALLY THAT WOULD TRY TO LIMIT IF WE IF WE CAN, THE NUMBER OF STUDENTS IN A CLASSROOM NEEDING THAT LEVEL OF SUPPORT TO ABOUT SEVEN KIDS. THE REST OF THE THE PLAN REMAINS THE SAME.

WE DESCRIBE OUR SERVICES AS GENERAL EDUCATION SERVICES WITH ADDED LAYERS OF SUPPORT.

BECAUSE ALL OF OUR STUDENTS ARE GENERAL EDUCATION STUDENTS FIRST.

SO YOU'LL SEE DESCRIPTIONS IN THERE LIKE GENERAL EDUCATION WITH CONSULT GENERAL EDUCATION WITH DIRECT SPECIAL EDUCATION SUPPORT IN THE GENERAL EDUCATION CLASSROOM.

GENERAL EDUCATION WITH SPECIAL EDUCATION SUPPORT HAPPENING OUTSIDE THE GENERAL EDUCATION CLASSROOM.

BUT THAT GENERAL EDUCATION IS THE FIRST THING THAT WE FOCUS ON.

BOARD MEMBERS, IS THERE ANY DISCUSSION? YEAH, I HAVE A COUPLE QUESTIONS.

SO GOING INTO NEXT YEAR KIM THE SPECIAL ED TEACHERS CAN BE ASSURED.

OR IS IT A GOAL OR IS IT AN ACTUALITY THAT THEY WOULD HAVE THESE CASELOADS OF NO MORE THAN 21 SEVEN KIDS WHO MAYBE ARE LEVEL 3 OR 21 KIDS WHO ARE LEVEL ONE? SO THAT WOULD BE THE GOAL.

THERE ARE SOME SOME PIECES IN THERE ABOUT IF IF THE AVERAGE TEACHER CASELOAD IN A BUILDING EXCEEDS 24, WE WOULD HAVE TO CONSIDER HIRING ADDITIONAL PERSONNEL.

IF A TEACHER CASELOAD EXCEEDS 21, I'LL WORK WITH BUILDING ADMINISTRATION TO SEE IF WE CAN ADJUST CASELOADS SO THAT IT IT TRIES TO STAY AT THAT

[01:40:03]

IEP TO BE HANDLED? LIKE WHEN THE WHEN TEACHER A HAS TO DO AN IEP? HOW LONG DOES IT NORMALLY TAKE THEM? WE ASK THAT TEACHERS SUBMIT THEIR IEPS WITHIN FIVE DAYS OF THE TIME FOR THEM TO SIT DOWN AND DO IT.

IT DEPENDS ON THE COMPLEXITY OF THE STUDENT.

JUST ON AVERAGE, ON AVERAGE I WOULD SAY THREE FOUR HOURS.

DO OUR TEACHERS HAVE ANY SPECIAL ED TEACHERS? HAVE ANY OTHER TIME BESIDES THAT THAT THE GENERAL ED TEACHERS DON'T? SO THEY HAVE THE PLANNING TIME THAT SPECIAL THAT THE GENERAL EDUCATION TEACHERS DO.

THEY'LL HAVE THE WORK TIME COMING INTO THIS UPCOMING YEAR.

THIS PAST YEAR, WE ALSO PROVIDED ADDITIONAL PAID TIME BECAUSE THE ACHIEVE SYSTEM IS STILL JACKED UP.

YEAH. WE'RE STILL STRUGGLING WITH WITH SOME OF THAT, RIGHT? I GUESS THAT'S ONE OF THE REASONS THAT ONE OF THE REASONS WHY I ADVOCATED FOR THOSE FRIDAYS AND MORE TIME FOR TEACHER WORK TIME, SPECIAL EDUCATION IS ONE OF THE REASONS. BUT BUT ALL OF OUR TEACHERS NEED MORE TIME TO TO PLAN AND PREPARE FOR EFFECTIVE INSTRUCTION.

SO THAT WAS A BIG PART OF MY ADVOCATING FOR THAT TIME ON FRIDAYS.

SO, SO ON THAT TIME, ON THE TIME THAT WE'VE GOT ON FRIDAYS, WE'LL SPECIAL ED TEACHERS HAVE THAT ENTIRE TIME EVERY WEEK TO EVERY FRIDAY.

IT'S IT'S IT'S IT'S SPLIT BETWEEN PD THE GOAL THERE IS HALF TIME PD HALF TIME WORK TIME LESSON PLAN.

JUST GETTING CAUGHT UP ON THINGS AND PREPARING FOR THE NEXT WEEK.

AND OUR TARGET OF A CASELOAD OF 21 IS SIMPLY, YOU KNOW, WE HAVE SO MANY CONVERSATIONS ABOUT THE DISTRICT WANTING TO BE A DESTINATION DISTRICT RECRUITMENT AND RETENTION.

WE CAN GET CASELOADS AT A AT A POINT WHERE TEACHERS FEEL LIKE I CAN REALLY DO THIS AND MAKE A DIFFERENCE FOR KIDS, WE'LL BE ABLE TO DO THOSE THINGS. YOU KNOW, IN A PERFECT WORLD, AN IEP 3 TO 4 HOURS IS PRETTY GOOD, BUT WE LIVE IN AN IMPERFECT WORLD.

SO WHAT WHAT KIND OF SUPPORTS ARE WE GOING TO GIVE THOSE TEACHERS? BECAUSE THOSE LEVEL THREES I'VE HAD A FEW OF THOSE IN MY DAY, AND IT TOOK SEVERAL DAYS TO GET THOSE IEPS WRITTEN BECAUSE THEY ARE THEY ARE ACCOMPLISHED. I MEAN, THAT WAS PROBABLY ONE OF THE REASONS WHY I DECIDED TO GO BACK INTO INTO REGULAR EDUCATION WAS, IS THAT THERE WERE SO MANY PAGES TO FILL OUT, SO MANY EXITS TO MAKE DOTS TO, YOU KNOW, PUT AND T'S TO CROSS AND THINGS LIKE THAT.

SO WHAT WHAT ARE SOME OF OUR SUPPORT SYSTEMS FOR THOSE TEACHERS? SO WE HAVE OUR AEA STRATEGISTS AND WE HAVE OUR INSTRUCTIONAL COACHES WITHIN THE DISTRICT WHO THROUGH SOME PROCESSES THAT WE HAVE ESTABLISHED AS A DISTRICT WE WE HAVE SET UP WHAT WE CALL MORNING MEETINGS.

BUT IT'S IT'S TIME EVERY WEEK THAT THE ADMINISTRATORS OF THE SPECIAL EDUCATION TEACHERS AND THEIR STAFF GET TOGETHER AND TALK ABOUT.

THESE ARE THE IEP MEETINGS THAT ARE COMING UP.

WHO NEEDS HELP WITH WHAT? LET'S SCHEDULE A TIME. LET'S SIT DOWN.

WE'RE GOING TO WORK THROUGH IT TOGETHER.

SO THOSE ARE THE SUPPORT SYSTEMS THAT WE HAVE IN PLACE RIGHT NOW.

THIS YEAR WE HAVE ALSO SCHEDULED SOME PD TIME TO BE SIMPLY A CHEAP UPDATES, BECAUSE THINGS KIND OF EVOLVE DURING THE SCHOOL YEAR.

AND NOT EVERYBODY IS INFORMED, INCLUDING MYSELF, THAT THERE ARE SOME THINGS THAT HAVE CHANGED.

SO WE JUST WANT AN OPPORTUNITY TO SIT DOWN WITH OUR TEACHERS AND TALK ABOUT, HEY, IF YOU HAVEN'T NOTICED, THIS IS DIFFERENT.

SO THIS IS HOW WE NEED YOU TO GO IN AND DO THIS PROCESS NOW.

SO YOU MENTIONED THAT SOME TEACHERS AT TIMES GET COMPENSATED FOR THE EXTRA HOURS, RIGHT? WHO DETERMINES WHETHER OR NOT THEY GET COMPENSATED? IS THAT YOU? IS THAT YOU, DOCTOR EARLEYWINE? YOU GAVE THAT TIME TO ALL SPECIAL EDUCATION TEACHERS THIS PAST YEAR.

THEY HAD TO TURN IN JUST TIME SHEET.

OKAY. ANY OTHER QUESTIONS? DIRECTORS. DIRECTOR, I HAVE A.

OH. DIRECTOR.

MEYER. THEN WE'LL COME BACK TO DIRECTOR.

VERY QUICKLY. CONGRATULATIONS ON COMING UP WITH A MODEL TO RATIONALIZE THE WORKLOAD.

THERE ALWAYS BE BOARDERS, YOU KNOW.

TWO OR 3 OR 1 OR.

YOU KNOW WHAT? THAT'LL HAVE TO BE WORKED OUT, BUT THAT'S UP TO THE DISTRICT.

THERE IS NO STATE, LET'S SAY.

WELL, IT'S IT GIVES YOU A TOOL TO MANAGE.

AND CONGRATULATIONS ON ON DOING THAT.

THANK YOU. DIRECTOR LEE OKAY.

IT'S NICE TO SEE THAT YOU HAVE A CROSS SELECTION OF PARTICIPANTS ON THIS TASK FORCE.

I REALLY WOULD LIKE TO SEE SOME PARENTS ON THE TASK FORCE.

[01:45:02]

AND WE'VE TALKED ABOUT THAT PREVIOUSLY, AND I DID MEET WITH A COUPLE OF PARENTS ABOUT THAT.

SO MOVING INTO NEXT YEAR, WE'RE GOING TO FORM A PARENT ADVISORY GROUP THAT WILL WORK IN COLLABORATION WITH THE TASK FORCES, BOTH TAG AND SPECIAL EDUCATION. AND YOU HAVE LIKE A TIME FRAME THAT THAT WILL BE IMPLEMENTED.

I HAVE MEETINGS TENTATIVELY SCHEDULED ON MY CALENDAR.

SO THAT'S A YES.

OKAY, GREAT.

THE FIRST ONE IS SCHEDULED TO BE IN SEPTEMBER.

OKAY, GREAT. AND THEN WITH THE UNFORESEEN CHANGES THAT ARE GOING TO COME WITH AA, WHAT ARE THOSE SUPPORTS GOING TO LOOK LIKE AS IT RELATES TO HAVING THOSE FACTORED INTO THE SUPPORTS THAT YOU DESCRIBED PREVIOUSLY.

SO I HAVE WEEKLY CONVERSATIONS WITH OUR SPECIAL EDUCATION SUPPORT PERSONNEL.

SO WE ARE STILL WORKING THROUGH SOME OF THAT.

BECAUSE WE ARE STILL WAITING FOR SOME DIRECTION FROM THE DEPARTMENT OF ED ABOUT WHAT THE ADA CAN AND CANNOT DO AS THEY ROLL OUT SOME OF THESE CHANGES.

SO WE'RE ALL STILL KIND OF WORKING THROUGH IT.

BUT WE'RE GOING TO CONTINUE THE CONVERSATIONS.

THERE ARE SOME THINGS THAT WE KNOW WON'T CHANGE.

SO ANYTHING THAT SUPPORTS DIRECT SERVICES TO STUDENTS WILL NOT CHANGE.

THE AREAS THAT ARE GETTING A LITTLE GRAY HAVE TO DO WITH ANYTHING THAT MIGHT BE CONSIDERED PROFESSIONAL DEVELOPMENT FOR A GROUP OF PEOPLE, HOW WE'RE GOING TO HANDLE THAT. BUT WE HAVE THAT FIGURED OUT FOR THE UPCOMING SCHOOL YEAR.

YOU SAID YOU HAVE IT FIGURED OUT.

YOU HAVE IT FIGURED OUT.

OKAY, OKAY.

ANY OTHER QUESTIONS? YOU. BOARD MEMBERS, IS THERE A MOTION TO APPROVE THE DISTRICT DEVELOPMENT SERVICE DELIVERY DISTRICT DEVELOPMENT, DEVELOPED SERVICE DELIVERY SYSTEM FOR SPECIAL EDUCATION SERVICES.

SO MOVED SECOND.

FIRST, WE HAVE A SECOND. LYNN, IS THERE ANY CITIZEN INPUT? NO. ALL THOSE IN FAVOR SAY AYE.

AYE. ALL THOSE OPPOSED, SAY NAY.

MOTION PASSES 6 TO 0.

WE'RE GOING TO TAKE A FIVE MINUTE BREAK HERE.

AND THEN WE'LL BE RIGHT BACK.

WE'RE BACK. WE'RE BACK.

AND WE'RE READY TO GO FOR STARS TRAINING SERVICE AGREEMENT.

[X.C. STAR Training Services Agreement - Kim Neal ]

STAR IS NATIONALLY RECOGNIZED AS A ENTITY TO GO GO TO IF YOU NEED ANYTHING RELATED TO EDUCATING STUDENTS WHO ARE LEARNING LIKE A STUDENT WITH AUTISM OR ARE WITHIN THE SPECTRUM SOMEWHERE.

AND SO WE WE DID UTILIZE THESE MATERIALS AND HAVE STAFF DESIGNATED, DESIGNATED TO PROVIDE INSTRUCTION USING THESE MATERIALS PRE-COVID.

SINCE COVID, THINGS HAVE CHANGED A LOT AND WE HAVEN'T GONE BACK TO BEING CAUGHT UP ON THE TRAINING OR CAUGHT UP ON THE UP TO DATE MATERIALS FOR STAR.

AND SO THE REQUEST IS TO ASK THAT WE'RE ABLE TO DO THAT.

THE PURCHASE RELEASE MATERIALS WOULD GO TO OUR ELEMENTARY TEACHERS WHO TEACH IN OUR FOUNDATION SETTING.

SO THEY'RE WORKING WITH OUR STUDENTS WHO HAVE SIGNIFICANT COGNITIVE DISABILITIES.

THE STAR MATERIALS ARE BASED ON ADA PRINCIPLES.

SO APPLIED BEHAVIOR ANALYSIS, WHICH FOLLOW ALL OF THE DIFFERENT AUTISM COMPONENTS THAT ARE RECOGNIZED NATIONALLY.

AND IT'S ALSO THE APPLIED BEHAVIOR ANALYSIS PRINCIPLES ARE WHAT OUR STUDENTS ARE GOING TO WHEN THEY GO TO STRIDE OR BRIARCLIFF.

ABA THERAPY OR LET'S SEE, WE HAVE A PURE CENTER, AND THERE'S ONE OTHER NEW ONE IN TOWN.

AND THOSE ARE ALL ALSO OFFERING THE ABA.

SO WE WANT TO BE CONSISTENT BECAUSE THE STUDENTS DO COME BACK AND FORTH IN WHAT THE INSTRUCTION THAT THEY ARE RECEIVING.

SO WE'RE ABLE TO USE COMMON LANGUAGE FOR THE STUDENTS AS WELL, BECAUSE THEY'RE ALL ABOUT CONSISTENCY AND ROUTINE.

AND THAT'S HOW WE'RE BEST GOING TO BE ABLE TO HELP.

DIRECTORS, ARE THERE ANY QUESTIONS? DIRECTOR MILLER. SO I UNDERSTAND THE TRAINING.

I UNDERSTAND WHAT WE EXPECT THE PEOPLE THAT ATTEND THE TRAINING TO LEARN.

HOW DO WE MEASURE THAT? THEY ACTUALLY LEARNED IT AND ARE ABLE TO APPLY IT.

SO WE PILOTED THIS PAST YEAR, AND WHAT WE FOUND FROM THE TEACHERS THAT PILOTED WERE THAT WHEN THEY IMPLEMENTED THE PROGRAM WITH FIDELITY.

OH, THAT WILL BE MEASURE NUMBER ONE.

WE'RE ABLE TO GO IN AND DO FIDELITY CHECKS WITH THE TEACHERS TO MAKE SURE THEY ARE USING THE MATERIALS IN THE WAY THAT WE EXPECT THEM TO.

THEY SAW AN INCREASE IN STUDENT ENGAGEMENT, WHICH IS ALSO HUGE.

[01:50:03]

AND THEY SAW A DECREASE IN BEHAVIORS AGAIN, KIND OF GO RIGHT ALONG WITH THAT INCREASE IN ENGAGEMENT.

SO WHEN WE'RE ABLE TO HAVE THE ATTENTION AND THE ENGAGEMENT OF OUR STUDENTS, WE'RE ABLE TO SEE THAT INCREASE IN ACHIEVEMENT.

SO A COUPLE OF WAYS WE CAN LOOK AT THAT.

WE CAN LOOK AT OUR SUMMATIVE ASSESSMENTS LIKE WE DO FOR ALL STUDENTS WITHIN THE DISTRICT.

BUT WE ALSO CAN LOOK AT IEP GOAL DATA.

AND WE CAN LOOK AT THE INFORMATION BASED ON THE INSTRUCTIONAL MATERIALS AND HOW STUDENTS ARE GOING WITHIN THE PROGRAM ITSELF.

AND I APPRECIATE ALL OF THAT.

I THINK THAT THE ANSWER THAT I'M HOPING THAT WE COME TO IS WE'RE GOING TO TRAIN THIS GROUP OF PEOPLE, WE'RE GOING TO MAKE SURE THAT THEY IMPLEMENTED BECAUSE WE'RE GOING TO MEASURE A MONTH IN AND TWO MONTHS IN OR WHAT THAT LOOKS LIKE, BECAUSE THE SUCCESS OF ANY PROGRAM IS REALLY ABOUT THE IMPLEMENTATION, IMPLEMENTATION AND MAKING SURE THAT IF SOMEBODY STRUGGLES WITH WHAT THEY LEARNED, THAT WE'RE ABLE TO COACH THEM THROUGH THAT.

GEORGE EHMCKE.

THE FUNDING SOURCE FOR THIS WILL BE, DO YOU KNOW? DIRECTORS. ANY OTHER QUESTIONS? IS THERE A MOTION TO APPROVE THE CONTRACT FOR TRAINING PROVIDED BY STARS AUTISM SUPPORT, INC.

FOR THE AMOUNT OF $5,500 AND THE PURCHASE OF THE STARS PROGRAM MATERIALS FOR THE AMOUNT OF $12,040, RESULTING IN A TOTAL AMOUNT OF $17,540.

SO MOVED. SECOND.

WE HAVE FIRST. WE HAVE SECOND.

IS THERE ANY DISCUSSION? ALL THOSE IN LYNN.

IS THERE ANY CITIZEN INPUT? NO. OTHER.

ALL THOSE IN FAVOR SAY AYE.

AYE. ALL THOSE OPPOSED? SAY NAY. MOTION PASSES SIX ZERO.

THANK YOU FOR YOUR SUPPORT.

WE'RE ON ITEM D PRESCHOOL INITIATIVE.

[X.D. Preschool Initiative Agreements - Jarod Mozer/ Amber Hannah]

AMBER HANNAH.

I DON'T HAVE AN ACTUAL PRESENTATION.

IT'S JUST THE ANNUAL INITIATIVE.

AGREEMENTS WITH OUR COMMUNITY SITE PARTNERS BASICALLY ALLOWS THEM TO PROVIDE A MINIMUM OF TEN FREE HOURS TO THEIR STUDENTS.

THEY CAN PROVIDE MORE THERE'S SPECIFIC REQUIREMENTS THEY HAVE TO MEET.

THEY SUBMIT THEIR EXPENSE ACCOUNTS TO US, AND THEN WE RELEASE THE MONEY THAT WE GET FROM THE STATE FOR THAT.

SO IT'S BASICALLY PROVIDING MORE ACCESS TO STUDENTS PRESCHOOL AGE IN OUR, IN OUR CITY TO, TO EDUCATION.

AND WE'RE ACTUALLY MEETING NEXT WEEK WITH TWO MORE POTENTIAL PARTNERS FOR THE PRESCHOOL INITIATIVE.

EVEN THOUGH THE FUNDING IS A YEAR IN ARREARS, WE HAVE ENOUGH MONEY TO CARRY OVER WHERE WE COULD SUPPORT THEM AND GET THEM ON BOARD.

AND AGAIN, WE WANT AS MANY STUDENTS TO BE A PART OF THIS AS POSSIBLE.

SO, QUESTIONS BOARD.

WE'LL DO THIS FIRST.

BOARD MEMBERS THERE A MOTION TO APPROVE THE PRESCHOOL INITIATIVE AGREEMENT WITH EGYPT.

COMMUNITY AGENCY LISTED FOR THE PROVISION OF HIGH QUALITY PRESCHOOL SERVICES FOR FOUR YEAR, FOUR YEAR OLDS, AND TO APPROVE THE MOU WITH THE COMMUNITY ACTION AGENCY PRESCHOOL INITIATIVE AGREEMENT.

THE COMMUNITY AGENCY WOULD RECEIVE A TOTAL AMOUNT OF $1,527,830.85.

SO MOVED. SECOND.

FIRST, WE HAVE A SECOND. BOARD MEMBERS, ANY DISCUSSION? YES. THE ONE QUESTION I GOT THE IMPRESSION FROM YOUR SUMMARY THAT THE FUNDING SOURCES, IT'S A STATE FUNDS COME TO US TO.

THEY SAID THEIR EXPENSE REPORTS TO US.

YEAH. AND THEN WE RELEASE THE FUNDS.

SO, LIKE, FUNDS TO US COME FROM THE STATE SPECIFIC FOR THIS PURPOSE? YEAH. STATEWIDE VOLUNTARY PRESCHOOL PROGRAM.

YEP. AND SO WE ACTUALLY HAVE SOME THAT IF THEY DON'T MEET THE REQUIREMENTS, THEN THEY CAN'T SUBMIT EXPENSE REPORTS FOR THAT PERIOD, WHICH IS REALLY UNFORTUNATE.

WE RAN INTO THAT LAST YEAR.

SO THEN IF THEY CAN'T DO THAT, WE JUST THE AMOUNT GOES IN OUR CARRYOVER.

SO THAT'S WHY WE HAVE BUILT UP A CARRYOVER OVER TIME.

AND THAT'S WHY WE WERE ABLE TO BRING ON SOME ADDITIONAL PARTNERS HOPEFULLY FOR THIS NEXT YEAR.

SO. LYNN, IS THERE ANY CITIZEN INPUT? NO. ALL THOSE IN FAVOR SAY AYE.

AYE. ALL THOSE OPPOSED, SAY NAY.

MOTION PASSES SIX ZERO.

PRESCHOOL RENTAL AGREEMENT.

[X.E. Preschool Rental Agreements - Jarod Mozer/ Amber Hannah]

THESE ARE THE ONES THAT ARE USING OUR BUILDINGS.

A MOTION. CAN I JUST HAVE YOU COME UP TO THE MIC SO EVERYONE ONLINE CAN HEAR? SORRY. SO SOME OF OUR COMMUNITY SITE PARTNERS HAVE THEIR OWN BUILDINGS.

SOME OF THEM USE OUR BUILDINGS AND THESE ARE THE ONES THAT WANT TO USE SOME OF OUR SPACES.

AND WE CHARGE THEM A FEE FOR THAT FOR, FOR WHEN THEY'RE IN SESSION.

AND SEVERAL OF THESE AMOUNTS INCREASED LAST YEAR, SO WE DID NOT LOOK TO INCREASE THEM THIS YEAR.

[01:55:01]

WE HAD MET WITH THEM SEVERAL TIMES THAT WE WERE KIND OF PUSHING THEM TO THEIR LIMIT ON WHAT THEY COULD AFFORD.

WE ARE LOOKING, THOUGH.

RIGHT NOW, YOU'LL NOTICE, AND I JUST WANT TO THROW THIS OUT THERE.

THIS WOULDN'T BE FOR THIS YEAR AT ALL.

I JUST WANT TO PUT IT OUT IN FRONT.

WE ARE LOOKING AT POTENTIALLY WE HAVE ENOUGH SPACE AT CLARK AND SOME DIFFERENT AREAS AROUND THE DISTRICT WHERE WE COULD MOVE THOSE COMMUNITY ACTION AGENCIES CLASSROOMS OUT OF IRVING PRESCHOOL AND INTO SOME OF OUR BUILDINGS.

WE HAVE ENOUGH SPACE TO DO THAT.

SO THAT'S WHAT WE'RE GOING TO GRADUALLY LOOK TO DO OF COURSE, WITH BOARD APPROVAL IN THE FUTURE.

BUT TO, TO MOVE OUT OF THAT BUILDING OVER AT IRVING.

SO BECAUSE RIGHT NOW IT'S YEAH, IT'S FINANCES TO SUPPORT IT.

RIGHT. SO, IT'S NOT THE BUILDING STUFF.

YEP, YEP.

IT SAYS IRVING, THERE'S A SIGN FOR IRVING PRESCHOOL.

AND RIGHT NOW, WE DON'T USE IT AT ALL.

WE LITERALLY JUST RENT IT OUT TO THE EIGHT CLASSROOMS. SO, THE COMMUNITY ACTION AGENCY AND WE HAVE OTHER CLASSROOMS THAT THEY COULD BE IN OUR BUILDINGS.

SO THAT'S JUST A SHIFT THAT I WOULD LIKE FOR US TO, TO MAKE AND LET'S GET THIS MOTION IN.

BUT THAT DOESN'T GO WITH US. SORRY.

BOARD MEMBERS, IS THERE A MOTION TO APPROVE THE PRESCHOOL INITIATIVE AGREEMENTS WITH EACH OF THE COMMUNITY AGENCY LISTED FOR THE PROVISION OF HIGH QUALITY PRESCHOOL SERVICES FOR FOUR YEAR OLDS? SO MOVED. SECOND.

FIRST AND A SECOND.

BOARD MEMBERS, IS THERE ANY DISCUSSION? WE'VE ALREADY HAD THAT.

LYNN, IS THERE ANY CITIZEN INPUT? NO. ALL THOSE IN FAVOR SAY AYE.

AYE. ALL THOSE OPPOSED SAY NAY.

MOTION PASSES SIX ZERO.

WE ARE TO AGREEMENT WITH ATLAS TECHNICAL CONSULTANTS.

[X.F. Agreement with Atlas Technical Consultants - Tim Paul]

THIS IS JUST TO APPROVE AN AGREEMENT WITH ATLAS TECHNICAL SERVICES FOR OUR ANNUAL ASBESTOS INSPECTIONS IN OUR BUILDINGS.

BOARD MEMBERS, IS THERE A MOTION TO APPROVE THE AGREEMENT WITH ATLAS TECHNICAL CONSULTANTS FOR THE HERA INSPECTIONS IN DISTRICT BUILDINGS IN THE AMOUNT OF $9,675.

SO MOVED. SECOND.

FIRST AND SECOND. BOARD MEMBERS.

IS THERE ANY DISCUSSION? DIRECTOR MILLER. IS THIS SOMETHING THAT YOU CAN TRAIN YOUR TEAM TO DO, OR IS THIS SOMETHING THAT'S REQUIRED TO BE DONE BY AN EXTERNAL SOURCE? WE HAVE TRAINED TEAM MEMBERS THAT CAN ABATE AND REMOVE THE LEVEL OF, OF TRAINING AND LIABILITY THAT WOULD PUT ON THE DISTRICT FOR THEM TO DO THE INSPECTIONS.

WE JUST FEEL IT'S BETTER TO CONTRACT THAT PORTION OUT.

THANK YOU. HOW OFTEN DO WE HAVE TO HAVE THIS DONE? EVERY YEAR. EVERY FIVE YEARS.

SO EACH BUILDING THAT HAS A CEMESTOS IS REQUIRED EVERY THREE YEARS.

SO THESE BUILDINGS THAT YOU SEE ON MY EXECUTIVE, SOME WERE THE ONES FROM THREE YEARS AGO.

THEY COME FROM DIRECTORS.

ANY OTHER QUESTIONS? LYNN IS THERE ANY CITIZEN INPUT? NO. ALL THOSE IN FAVOR SAY AYE.

AYE ALL THOSE OPPOSED SAY NAY.

MOTION PASSES SIX ZERO.

JIM, YOU'RE UP AGAIN. FIRE ALARM DETECTION, EQUIPMENT INSPECTIONS.

[X.G. Fire Alarm and Detection Equipment Inspections - Tim Paul ]

WE USUALLY DO THAT LATE JULY, EARLY AUGUST AND THEN SEMIANNUALLY WE'LL DO ANOTHER INSPECTION OVER CHRISTMAS BREAK.

SO THAT CONTRACT IS WITH THOMPSON ELECTRIC FOR THE 31,620.

IS THERE A MOTION TO APPROVE THE ONE YEAR CONTRACT WITH THOMPSON FOR THE DISTRICT'S ANNUAL AND SEMIANNUAL FIRE ALARM AND DETECTION EQUIPMENT INSPECTION, FOR THE TOTAL AMOUNT OF $31,620? SO MOVED. SECOND.

IS THERE ANY DISCUSSION? LYNN, IS THERE ANY CITIZEN INPUT? NO. ALL THOSE IN FAVOR SAY AYE.

AYE. ALL THOSE OPPOSED, SAY NAY.

THE MOTION PASSES SIX ZERO.

TIM, WE'RE UP AGAIN.

ITEM H, MID-AMERICAN TRADES BUILDING EASEMENT.

[X.H. Mid-American Energy Trades Building Easement - Tim Paul]

NOW THAT WE'RE COMPLETED WITH THAT PROJECT, WE'VE HAD IT SURVEYED AND WE JUST NEED THE BOARD TO APPROVE THE EASEMENT WITHIN AMERICA TO MAINTAIN THOSE SERVICES.

IS THERE A MOTION TO SET A PUBLIC HEARING TO APPROVE THE EASEMENT WITH MIDAMERICAN ENERGY AT THE HARRY HOPKINS BUILDINGS AT 3000 US 75 BUSINESS.

SO MOVED. SECOND, I THINK I PAUSED TOO LONG THERE.

A PUBLIC HEARING WILL BE HELD AT 6 P.M.

LOCAL TIME AT THE EDUCATIONAL SERVICE CENTER, 627 FOURTH STREET, SIOUX CITY, IOWA.

ON THE 12TH DAY OF AUGUST 2024 DESCRIPTION OF THE EASEMENT WILL BE AVAILABLE AT THE PURCHASING MANAGER'S OFFICE, LOCATED AT THE SAME ADDRESS.

[02:00:10]

SECOND. WE HAVE FIRST.

WE HAVE A SECOND. IS THERE ANY DISCUSSION? DIRECTOR MILLER, WHY DO WE HAVE TO DO THIS? WE? MID-AMERICA REQUIRES AN EASEMENT ON ALL UTILITIES SO THAT THEY HAVE THE ABILITY TO GET ON AND REPAIR THOSE.

IT'S JUST A LEGAL REQUIREMENT THAT THEY ASK FOR, REQUIRE OR REQUEST.

I WOULD HAVE TO DEFER TO OUR ATTORNEY WHETHER IT'S A REQUIREMENT OR NOT.

BUT I THINK AS A PRACTICAL MATTER, IT'S A REQUIREMENT.

I JUST GO OFF THE TOP OF MY HEAD.

I WOULD THINK IT'S PROBABLY A REQUIREMENT.

YOU'RE GOING TO WANT THEM TO HAVE ACCESS TO LOOK AT THINGS AND TEST THINGS AND DO WHATEVER THEY NEED TO DO.

I DON'T THINK YOU WOULD WANT TO PREVENT THEM FROM HAVING THAT ACCESS TO TROUBLESHOOT OR WHATEVER MAY BE REQUIRED.

WITH THAT BEING SAID, WHAT WAS THE OTHER ALTERNATIVE? WITH THAT BEING SAID, THEY STILL HAVE TO INFORM US IF THEY'RE GOING TO DIG ON THE GROUND.

CORRECT. THERE ARE REQUIREMENTS IN THAT EASEMENT OF HOW THEY NEED TO RESTORE THE AREAS THAT ARE DISTURBED.

IT BASICALLY WE HAVE EASEMENTS WITH MULTIPLE UTILITIES, WATER, SEWER AND MID-AMERICA.

I BELIEVE IT'S A REQUIREMENT.

I JUST DON'T WANT TO GO ON RECORD AS SAYING THAT IT IS.

I KNOW THAT WE HAVE MULTIPLE UTILITIES ASKED FOR EASEMENTS.

THEY CAN HAVE ACCESS TO OUR PROPERTY.

IF I COULD JUST SUGGEST THAT THIS IS TO APPROVE THE PUBLIC HEARING.

SO WE COULD COME BACK WITH THOSE ANSWERS.

DIRECTOR MILLER AT THAT TIME TO CLARIFY WHETHER IT IS ACTUALLY A REQUIREMENT OR A REQUEST, IF THAT MAKES SENSE. I'LL GET THAT ANSWERED.

YEAH. AND THEN MAYBE, TIM, IF YOU CAN, IN THAT SAME INFORMATION, IF YOU CAN KIND OF HIGHLIGHT WHAT THEY WILL AND WON'T DO AS FAR AS REPAIRS.

SURE. YEAH.

THANK YOU. ANY OTHER QUESTIONS? DIRECTORS. LYNN, ANY CITIZEN INPUT? NO. ALL THOSE IN FAVOR SAY AYE.

AYE. ALL THOSE OPPOSED, SAY NAY.

MOTION PASSES SIX ZERO.

WE ARE UP TO ITEM I-0.

[X.I. Xello - Amy Denney ]

YOU GRAB THE MICROPHONE, PLEASE.

THE ZELLO IS THE CAREER READINESS SURVEY AND PLANNING TOOL THAT IS REQUIRED BY IOWA CODE THAT WE PROVIDE FOR STUDENTS IN EIGHTH GRADE THROUGH 12TH GRADE.

AND SO WE USED KUDER.

WHAT KUDER WAS THE SOFTWARE WE USED BEFORE OUR COUNSELORS? FEEDBACK FROM OUR COUNSELORS WAS THAT IT WAS NOT AS MEANINGFUL.

IT DIDN'T HAVE ENOUGH OF A FOCUS ON CAREER AND TECHNICAL EDUCATION.

AND SO THIS NEW TOOL, WHICH IS IN COST THE SAME AMOUNT OF MONEY IT'S A LITTLE BIT CHEAPER AND IT HAS ALL OF THE IT INCORPORATES CTE, IT INCORPORATES WORK, IT INCORPORATES FUTURE PLANNING, SETTING GOALS AND IDENTIFYING IN MORE EXPLORATORY, MORE SELF EXPLORING FOR STUDENTS FOR THEIR CAREERS FUTURE CAREERS.

IS THERE A MOTION TO APPROVE THE PURCHASE OF ZILLOW AT $39,426.15 FOR THE 2024 2025 SCHOOL YEAR? SO MOVED. SECOND.

WE HAVE FIRST. WE HAVE A SECOND.

IS THERE ANY DISCUSSION? YEAH. IS THIS A TOOL THAT COUNSELORS USE? IT'S A TOOL THAT ALL STUDENTS IN EIGHTH GRADE THROUGH 12TH GRADE, THEY USE IT.

THE COUNSELORS SUPPORT STUDENTS WITH THE TOOL BECAUSE THE COUNSELORS HELP THEM WITH THEIR SCHEDULE, WITH THEIR PREPARING FOR OUT OF OUT OF SCHOOL, FOR THE REAL WORLD.

OKAY. PARENTS CAN GET INTO IT AS WELL.

YEAH. THERE'S A PARENT COMPONENT THAT THEY CAN SEE WHAT THEIR CHILDREN ARE EXPLORING AND LOOKING INTO.

OKAY. I THINK FOR STUDENTS, IT'S FOR STUDENTS.

OKAY. THANK YOU.

ANY OTHER QUESTIONS? LYNN. ANY CITIZEN INPUT? NO. ALL THOSE IN FAVOR SAY AYE.

AYE. ALL THOSE OPPOSED, SAY NAY.

MOTION PASSES SIX ZERO.

WE'RE UP TO ITEM J.

[X.J. Substitute Teacher Extra Pay - Dr. Rod Earleywine]

EXTRA PAY.

IS THERE A? WE'LL GO WITH DR. EARLEYWINE FIRST? OKAY. THIS IS SIMPLY ALLOWS.

WE HAVE A LOT OF PEOPLE THAT ARE FILLING THE POSITIONS HIRING LONG TERM SUBS.

THIS IS SO WHEN THEY'RE INVOLVED IN.

SORRY. A LOT OF TEACHERS THAT WE HAVE THAT ARE LONG TERM SUBS THAT ARE DOING MAYBE A QUARTER OR SEMESTER OR EVEN A YEAR IN A POSITION. SO THIS ALLOWS THEM TO BE PAID WHEN THEY'RE INVOLVED IN ACTIVITIES, MAYBE PD, OTHER ACTIVITIES THAT THE OTHER TEACHERS ARE INVOLVED IN, AND

[02:05:03]

IS THERE A MOTION TO APPROVE THE SUBSTITUTE TEACHER EXTRA PAY AT $40 AT THE $40 HOURLY RATE? SO MOVED.

SECOND. IS THERE ANY DISCUSSION? SO THIS WOULD BE OPTIONAL FOR THEM TO PARTICIPATE.

YES IT WOULD BE OPTIONAL BUT HIGHLY ENCOURAGED.

HIGHLY ENCOURAGED OKAY.

ALL RIGHT. THANK YOU.

ANY OTHER QUESTIONS? LYNN, ANY CITIZEN INPUT.

NO. ALL THOSE IN FAVOR SAY AYE.

AYE. ALL THOSE OPPOSED SAY NAY.

MOTION PASSES SIX ZERO PROJECT HOUSE BID.

[X.K. Project House Bid - Jim Vanderloo ]

WE'VE HAD MULTIPLE BIDS OFFERED UP THROUGHOUT THE LAST THREE MONTHS.

WE THE HIGHEST BID HAS RECENTLY COME IN A FAMILY THAT WAS IMPACTED BY THE FLOOD IN THE STATE OF SOUTH DAKOTA.

AND THEY HAVE TOURED THE HOME AND HAVE PUT AN OFFER DOWN ON THE HOME.

AND WE'RE HERE TONIGHT TO PUT THAT PURCHASE AGREEMENT IN FRONT OF YOU FOR BOARD ACCEPTANCE.

IS THERE A MOTION TO APPROVE THE BID OF 150,000 ON THE PROJECT HOUSE MADE BY DAVE AND JUDY OBERG? SO MOVED.

SECOND. IS THERE ANY DISCUSSION? I CAN'T CLICK ENOUGH TO FIND OUT WHERE IT'S LOCATED.

SO WHERE'S THE HOUSE GOING TO BE? THE HOUSE WILL BE MOVED TO JEFFERSON, SOUTH DAKOTA, SO IT'S GOING TO SOUTH DAKOTA.

OKAY. AND THEY ARE RESIDENTS OF SOUTH DAKOTA, CORRECT? YEP. OH THAT'S OKAY.

NICE. THANK YOU.

I KNOW, I KNOW THAT. LYNN, IS THERE ANY CITIZEN INPUT? NO. ALL THOSE IN FAVOR SAY AYE.

AYE. ALL THOSE OPPOSED, SAY NAY.

MOTION PASSES SIX ZERO.

ITEM L CONTRACTS FOR BOARD APPROVAL.

[X.L. Contracts for Board Approval - Jim Vanderloo and Jarod Mozer]

ARE THERE ANY QUESTIONS? IS THERE ANY IS THERE ANY IS THERE A MOTION TO APPROVE AND EXECUTE THE CONTRACT TO SUPPORT STUDENT LEARNING AND ACTIVITIES? SO MOVED SECOND FIRST AND THE SECOND.

IS THERE ANY? BOARD MEMBERS ANY DISCUSSION? LYNN, ANY CITIZEN INPUT? NO. ALL THOSE IN FAVOR SAY AYE.

AYE. ALL THOSE OPPOSED SAY NAY.

MOTION PASSES SIX ZERO.

SECOND AND FINAL READING OF BOARD POLICY.

[X.M. Second & Final Reading of Board Policies - Dr. Rod Earleywine]

ADMINISTRATIVE EMPLOYEE COMPENSATION PLAN 403.4.

EMPLOYEE REDUCTION IN FORCE 432.

EARLY RETIREMENT BENEFITS.

IS THERE A MOTION TO APPROVE THESE BOARD POLICIES FOR SECOND AND FINAL READING? SO MOVED. SECOND.

WE HAVE FIRST. WE HAVE A SECOND.

IS THERE ANY DISCUSSION? LYNN, ANY CITIZEN INPUT? NO. ALL THOSE IN FAVOR SAY AYE.

AYE. ALL THOSE OPPOSED SAY NAY.

MOTION. MOTION PASSES SIX ZERO.

THAT WAS FIVE ONE. OH, SORRY.

FIVE ONE. WE'RE AT THAT TIME.

PRESIDENT GEORGE, BEFORE WE ADJOURN, MR. VAN DER LOO, WILL OUR STUDENTS BE PARTICIPATING IN, LIKE.

AND THIS IS GOING BACK TO THE PROJECT BID.

WE WERE MOVING SO IN HASTE.

BUT WILL OUR STUDENTS BE A PART OF LIKE A DEDICATION? I MEAN, WILL WE BE A PART OF THEIR HOME CLOSING? I MEAN, WILL THERE BE ANY CELEBRATORY INVOLVEMENT WITH OUR KIDS? AND IN THAT HOUSING OPPORTUNITY.

I'M NOT AWARE OF ANYTHING PLANNED AT THIS TIME.

ONCE THIS PURCHASE IS SIGNED OFF ON, ONCE IT LEAVES OUR PROPERTY, IT IS NO LONGER AFFILIATED WITH OUR DISTRICT.

SO THAT THAT PEOPLE WHO ARE BUYING IT WHEREVER THEY'RE PLACING AND SO ON, IT'S THEIR PROPERTY.

IT'S THEIR EVERYTHING.

NOW THERE'S A CHANCE WE COULD REACH OUT TO THEM AND, YOU KNOW, MAYBE GET A PICTURE OF OUR STUDENTS AND SO ON PROPERTY IN JEFFERSON, SOUTH DAKOTA.

I THINK THAT WOULD BE A GREAT IDEA.

I LOVE THAT. BUT RIGHT NOW, THERE'S NOTHING PLANNED.

BUT I WOULD DEFINITELY REACH OUT TO THE OBERG'S TO SEE IF THEY'RE OKAY WITH THAT.

IT MIGHT BE A GOOD NEWS OPPORTUNITY FOR OUR PEOPLE AND NEWS PEOPLE IN ATTENDANCE.

YEAH. ESPECIALLY WITH THEM BEING IMPACTED BY THE FLOOD.

AND YOU KNOW, OUR ATTEMPT TO HELP AS BEST WE CAN I WOULD I THINK IT WAS A GREAT IDEA.

THANK YOU. WOULD YOU PLEASE LOOK INTO THAT? THANK YOU. IS THERE A MOTION FOR ADJOURNMENT? I MOVE TO ADJOURN.

SECOND. WE HAVE FIRST.

[02:10:01]

AYE. ALL THOSE OPPOSED SAY NAY.

WE ARE ADJOURNED.

* This transcript was compiled from uncorrected Closed Captioning.