>> YES, THEY WERE DOING A MATH QUIZ OVER THERE.
[00:00:03]
>> GOOD EVENING. IT IS JANUARY 27,
[I. Call to Order]
2025 AT 6:01 P.M.I NOW CALL THIS REGULAR MEETING TO ORDER.
PLEASE JOIN ME IN THE PLEDGE OF ALLEGIANCE.
>> SHANICE, WOULD YOU PLEASE CALL THE ROLL.
[IV. Approval of Agenda]
IS THERE A MOTION TO APPROVE THE AGENDA?>> FIRST. WE HAVE A SECOND. BOARD MEMBERS, IS THERE ANY DISCUSSION? ALL THOSE IN FAVOR OF APPROVING THE AGENDA, SAY AYE.
>> ALL THOSE OPPOSED, SAY NAY.
AT THIS TIME, THE BOARD OF DIRECTORS INVITES
[V. Citizen Input]
INDIVIDUALS AND DELEGATIONS TO COME FORWARD AND SPEAK ON ANY ISSUES RELATED TO THE SCHOOL DISTRICT'S OPERATIONS THAT ARE NOT INCLUDED ON TODAY'S MEETING AGENDA.CITIZEN INPUT ON ACTION DISCUSSION ITEMS WILL BE ACCEPTED AT THIS TIME.
AT THE TIME OF THE DISCUSSION OF EACH AGENDA ITEM.
SHANICE, IS THERE ANY CITIZEN INPUT TODAY?
>> COME ON UP MATTHEW, REMEMBER TO STATE YOUR NAME AND YOUR ADDRESS.
>> I'LL TRY AND MAKE THIS BRIEF. MATTHEW O'KANE, 02,500 BECCA STREET, ALSO A TEACHER AT WEST HIGH SCHOOL.
I WANT TO BE CLEAR THAT I DID NOT BRING ANY OF THESE CONCERNS FORWARD TO ANYBODY IN THE ADMINISTRATION OR TO ANYBODY ON THIS BOARD.
FACT THERE'S MY PRINCIPAL RIGHT THERE.
I KNOW THAT IF I TOOK CONCERNS TO HER, SHE'D TAKE THEM VERY SERIOUSLY.
WHAT I'M HERE ABOUT IS ABOUT THE CHANGE IN GOVERNMENT AT THE FEDERAL LEVEL AND THE TOLL THAT IT TAKES ON OUR STUDENT BODY.
THIS IS SOMETHING THAT I REALLY HOPE YOU AS A BOARD REFLECT ON, I HAVE STUDENTS THAT HAVE NOT BEEN BACK TO SCHOOL SINCE DONALD TRUMP WAS SWORN INTO OFFICE.
I HAVE STUDENTS THAT I TALK TO EVERY DAY THAT ARE CRYING.
I HAVE STUDENTS THAT I DON'T THINK I'LL EVER SEE AGAIN.
THIS IS SOMETHING THAT DOESN'T JUST AFFECT OUR SCHOOL DISTRICT, IT AFFECTS OUR CITY.
I MADE SOME COMMENTS AT TONIGHT'S MEETING WITH REGARDS TO THAT.
IF WE WERE TO SIMPLY ELIMINATE EVERYBODY WHO CITIZENSHIP STATUS IS IS CALLED INTO QUESTION FROM OUR POPULATION OF SIOUX CITY, I DON'T HAVE TO TELL YOU WHAT THAT WOULD DO TO YOUR BUDGET, AS WELL AS THE CITY'S BUDGET.
THAT'S TAX PAYING CITIZENS AND THAT'S JOBS THAT WE WOULDN'T BE ABLE TO FILL.
I DON'T KNOW THAT THERE'S AN ASK.
IF THERE WAS AN ASK, I WOULD JUST ASK THAT THE BOARD CONSIDERS OUR STUDENT POPULATION AND TRIES TO LEND SUPPORT.
A STATEMENT OF SUPPORT WOULD BE A LOT.
ONE THING THAT I TALKED ABOUT TONIGHT IS THAT WE ARE NOT A SANCTUARY CITY HERE IN SIOUX CITY, BUT WE TRY TO OPERATE AS ONE.
THE CHIEF POLICE PUT OUT A STATEMENT THAT I THOUGHT WAS VERY SUPPORTIVE AS WELL.
THIS IS A CONCERN [INAUDIBLE] IT AFFECTS MANY OF OUR STAFF MEMBERS AS WELL.
THAT'S ALL I WANT TO SHARE. THANK YOU. HAVE A GOOD NIGHT.
>> HOW MANY KIDS FROM MY CLASS?
>> I CAN TELL YOU THAT. I CAN TELL YOU MY PERSONAL EXPERIENCE WITH STUDENTS IN MY CLASSROOM, AND I CAN'T DIVULGE ANY OF THEIR PERSONAL INFORMATION.
I KNOW AT LEAST FIVE THAT I'VE COUNTED JUST IN MY CLASSES ALONE THAT HAVE BEEN MISSING THAT HAVE HAD IMMIGRATION APPOINTMENTS OR THAT HAVE NOT RETURNED TO SCHOOL THAT I HAVE A CONCERN ABOUT.
I ALSO HAVE PEOPLE PERSONAL IN MY PERSONAL LIFE THAT ARE LOOKING AT SAFER CITIES TO RELOCATE TO AS REGULATION CONTINUES TO FALL THROUGH THE CRACKS.
>> ANY OTHER FOLLOW UP QUESTIONS? DIRECTOR LEE.
>> DIRECTOR LEE WANG, HAVE WE HAD ANY ISSUES WITH THE ABSENTEEISM?
>> ACTUALLY I WILL SPEAK TO THAT.
THEN DURING MY TIME LATER, I'LL SPEAK A LITTLE MORE TO IT.
BUT WHAT I CAN TELL YOU IS WE HAVE BEEN MONITORING ATTENDANCE, ESPECIALLY OF OUR ELL STUDENTS VERY CLOSELY, AND IT IS A LITTLE BIT.
DOWN ANY IS A CONCERN TO US, AND I DO APPRECIATE YOUR COMMENTS BECAUSE THIS IS SOMETHING THAT HAS WEIGHED HEAVILY ON ME, AND I THINK OUR ENTIRE STAFF FOR THE LAST FEW WEEKS SINCE THE ELECTION.
[00:05:08]
BUT THERE ARE SOME THINGS THAT WE HAVE ALREADY DONE.I DON'T WANT TO DO THINGS THAT ALARM PEOPLE.
BUT I ALSO BELIEVE THAT THERE ARE SOME THINGS THAT WE NEED TO DO, AND I HAVE REACHED OUT TO LEGAL COUNSEL.
I HAVE HAD SEVERAL MEETINGS WITH MY COLLEAGUES ACROSS THE STATE THAT LEAD SCHOOL DISTRICTS SIMILAR TO OURS AND HAD THOSE CONVERSATIONS.
WE'VE SHARED INFORMATION, WE'VE SHARED COMMUNICATION AND CORRESPONDENCE TRYING TO MAKE SURE WE DON'T OVERSTEP, THAT WE DON'T OVERCOMMIT.
WE DON'T DO THINGS THAT WE CANNOT DO LEGALLY.
BY EITHER IOWA CODE OR FEDERAL CODE.
THERE'S A SHIFT AND WE CERTAINLY KNOW THAT, AND I WILL SPEAK A LITTLE BIT MORE TO THIS IN JUST A LITTLE BIT.
>> DOCTOR LEE WANG, I WOULD ONLY ASK THAT IF YOU'RE GOING TO MAKE CHANGES OR PROPOSED CHANGES.
YOU BRING THOSE BEFORE THE BOARD FIRST AND NOT DO THEM UNILATERAL DECISIONS.
THAT NEEDS TO COME BEFORE THE BOARD.
US ENGAGING IN NATIONAL POLITICS IS NOT SOMETHING I THINK THIS BOARD SHOULD DO.
>> I WOULD AGREE AND I'M NOT TAKING A POLITICAL STAND ON THIS, AND I WANT TO MAKE SURE WE DO NOT TAKE A POLITICAL STAND, BUT WE DO NEED TO COMMUNICATE SOME BASIC THINGS, AND THAT'S WHAT OTHER SCHOOL DISTRICTS ARE DOING AS WELL.
I'VE BEEN IN CONTACT AND SHARED SOME OF THESE THINGS WITH BOARD LEADERSHIP OVER THE LAST FEW WEEKS.
>> ANYTHING AS FAR AS POLICY OR ANYTHING LIKE THAT ABSOLUTELY WOULD HAVE TO COME TO THE BOARD FOR ANY CHANGES.
>> THANK YOU. ANY OTHER DISCUSSION? SHANICE ANY OTHER INPUT TONIGHT?
>> THANK YOU VERY MUCH. THANK YOU, MATTHEW. CONSENT ACTION ITEMS.
[VI. Consent Action Item(s)]
TODAY, AS FOLLOWING BOARD MEETING MINUTES FROM JANUARY 13, 2025, DR. RODIN WANG.ITEM B FINANCE REPORT, PATTY BLANKENSHIP, ITEM C, DOROTHY PEACOT, NATURE CENTER ROOM RENTAL, AMY DENNY.
BOARD MEMBERS, IS THERE A MOTION TO APPROVE THE CONSENT ACTION ITEMS?
>> WE HAVE FIRST, AND WE HAVE A SECOND.
BOARD MEMBERS, IS THERE ANY DISCUSSION? SHANICE IS THERE ANY CITIZEN INPUT?
>> ALL THOSE IN FAVOR OF APPROVING THE CONSENT ACTION ITEMS, SAY AYE.
>> ALL THOSE OPPOSED, SAY NAY.
CONSENT ACTIONS ITEMS ARE APPROVED. FUTURE MEETINGS.
[VII. Future Meetings]
BOARD FINANCE AND FACILITY COMMITTEE MEETING 3:00 P.M. ON FEBRUARY 3, 2025 ESC BOARD ROOM, BOARD STUDENT ACHIEVEMENT COMMITTEE MEETING 12:00 P.M. FEB FEBRUARY 5, 2025 ESC BOARD ROOM.REGULAR SCHOOL BOARD MEETING, 06:00 P.M. FEBRUARY 10, 2025, ESC BOARD ROOM, EDUCATIONAL EQUITY COMMITTEE MEETING, 12:00 P.M. FEBRUARY 14, 2025, ESC BOARD ROOM.
BOARD FINANCE AND FACILITY COMMITTEE MEETING 3:00 P.M. FEBRUARY 17, 2025, ESC BOARD ROOM.
BOARD POLICY COMMITTEE MEETING 3:30 P.M. FEBRUARY 18, 2025, ESC BORDER.
BOARD STUDENT ACHIEVEMENT COMMITTEE MEETING 12:00 P.M. FEBRUARY 19, 2025 ESC BOARDROOM, EDUCATIONAL LEGISLATIVE FORM 08:30 A.M. FEBRUARY 22, 2025, ESC BOARDROOM.
REGULAR SCHOOL BOARD MEETING, 06:00 P.M. FEBRUARY 24, 2025 ESC BOARD ROOM.
NOTIFY THE PUBLIC OF 129, 130 BOARD SPECIAL MEETINGS THAT SAYS HERE.
>> JUST TO SCHEDULE THOSE, THERE WILL BE A JANUARY 29 SERIES OF CLOSED SESSIONS WITH THE FIRST ONE BEGINNING AT NINE.
NOTICE WILL BE GIVEN WITHIN THAT TIME FRAME, SO PROBABLY TOMORROW AND SAME FOR THURSDAY, 30TH.
>> WELCOME TO DOCTOR RODIN WANG SUPERINTENDENT REPORT.
[VIII.Superintendent’s Report - Dr. Rod Earleywine]
>> THANK YOU. JUST A FEW THINGS.
CONGRATULATIONS TO CORA SWAN, SIOUX CITY NORTH HIGH SCHOOL, ROTARY STUDENT OF THE MONTH.
ATTENDED CHAMBER GOVERNMENT RELATIONS.
GOOD QUESTION AND ANSWER WITH SPEAKER OF THE IOWA HOUSE, GRASSLEY.
ALSO ATTENDED THE CHAMBER DC FOCUS GROUP TALKING ABOUT ISSUES AND THINGS THAT WERE PRESENTED ON THE ANNUAL TRIP TO WASHINGTON, DC.
AGAIN, HAD MEETINGS LAST WEEK WITH UEN,
[00:10:04]
OTHER AT THE UEN.SCHOOL DISTRICTS TALKING ABOUT THE IMMIGRATION, THE CONCERNS WITH DEPORTATION, JUST SHARING SOME INFORMATION AND COMMUNICATIONS.
WE ARE WORKING ON A COMMUNICATIONS THAT'S BASED ON REALLY LEGAL GUIDANCE THAT WE RECEIVED, WHAT WE BUT WE CAN'T SHARE, BUT WE CAN'T SHARE.
AGAIN, WE HAVE TO FOLLOW NATIONAL LAW OR IOWA CODE, AND THAT'S EXACTLY WHAT WE WORK IN THE PROCESS.
BUT THERE IS A LOT OF MISINFORMATION OUT THERE.
WE DON'T WANT TO SCARE OUR STUDENTS OR OUR FAMILIES, BUT THERE'S A BASIC INFORMATION THAT WE CAN SHARED WITH THEM.
LASTLY, MARTIN LUTHER KING CELEBRATION IS HAPPENING TONIGHT AT SEVEN AT RESTORATION CHURCH IT WAS SCHEDULED FOR LAST WEEK, BUT DUE TO THE COLD AND THE CANCELLATION OF SCHOOL, THEY POSTPONED IT UNTIL TONIGHT.
WE'RE SORRY THAT WE WERE NOT ABLE TO ATTEND, EITHER SOME BOARD MEMBERS AND MYSELF, BUT WE DO HAVE A FEW ADMINISTRATORS THAT DO PLAN TO ATTEND TONIGHT, AND THAT'S WHY THEY'RE NOT HERE. THANK YOU.
ITEMS OF PRESENTATION, DISCUSSION,
[IX.A. Human Resources Report(s) – Barb Caskey]
AND REACTION, ITEM A, HUMAN RESOURCE REPORT, BARB KASKY.BOARD MEMBERS, IS THERE A MOTION TO APPROVE THE HUMAN RESOURCE REPORT?
>> WE HAVE FIRST AND WE HAVE SECOND. BOARD MEMBERS.
IS THERE ANY DISCUSSION? SHANICE, IS THERE ANY CITIZEN INPUT?
>> ALL THOSE IN FAVOR SAY AYE.
>> ALL THOSE OPPOSED, SAY NAY. MOTION PASSES.
ITEM B, PRESENTATION OF THE JUNE 30,
[IX.B. Presentation of the June 30, 2024 Audit Report – Patty Blankenship]
2024 AUDIT REPORT, PATTY BLANKENSHIP.WE ARE GOING TO INVITE UP THE AUDITOR GRAHAM FORBES WITH WILLIAMS & COMPANY.
>> WHICH ONE WOULD YOU LIKE TO TALK AT? RIGHT THERE IT'S FINE.
>> PERFECT. MY NAME IS GRAHAM FORBES.
I'M WITH WILLIAMS COMPANY, AND JUST GOING TO SPEND A FEW SECONDS A FEW HIGHLIGHTS AND PRESENT, AS YOU POINTED OUT, PRESIDENT GEORGE, THE JUNE 30, 2024, AUDITED FINANCIAL REPORT, I BELIEVE VIA THE BOARD ALL HAS A COPY POSSIBLY IN FRONT OF THEM.
VERY GOOD. I'M NOT GOING TO DWELL ON ALL 100 SOME ODD PAGES HERE, BUT I'M GOING TO HIT A FEW HIGH POINTS, BUT I'D BE MORE THAN HAPPY TO ANSWER ANY QUESTIONS TO THAT.
ALSO TO MAKE SURE I GET IN THERE TO THANK PATTY AND ALL THE FINANCE STAFF FOR PUTTING TOGETHER THE FINANCIAL STATEMENTS AS WELL AS GETTING US ALL THE INFORMATION WE NEED TO TEST THEM.
THEY DO A GREAT JOB AND SPEND A LOT OF TIME PREPPING FOR US TO COME AND WHILE WE'RE THERE, PROVIDING INFORMATION YOU NEED.
THEY DO A GREAT JOB, AND WE REALLY APPRECIATE THE ASSISTANCE THEY'VE GIVEN US. THANK YOU, MA'AM.
ONE OF THE ITEMS, I'LL FIRST POINT OUT IS ON PAGE 1 OF THE REPORT, IS THE INDEPENDENT AUDITS REPORT, WHICH IS THE MAIN OUTCOME OF THE WHOLE ENGAGEMENT OF THE AUDIT.
AS YOU CAN SEE THERE, IF YOU HAVE A FRONT OF YOU, THE MIDDLE OF THAT PAGE 1 IS OUR OPINION ON THOSE FINANCIAL STATEMENTS WHERE WE SAY THAT THEY ARE MATERIALLY STATED IN ALL MATERIAL RESPECTS, THEY'RE FAIRLY STATED.
THAT'S A CLEAN, IF YOU WILL, OR UNMODIFIED OPINION, NO DISCLAIMERS OR MODIFICATIONS OR ANYTHING OF THAT NATURE.
THAT'S EXACTLY WHAT YOU'RE LOOKING FOR.
THEN JUST QUICKLY ON THAT FIRST PAGE, DO ALL POINT OUT THE PARAGRAPH ON A CHANGE IN ACCOUNTING PRINCIPLE, WHERE ALL THAT WAS WAS RELATED TO A UPDATE FROM THE GOVERNMENT ACCOUNTING STANDARDS BOARD FOR HOW THE DISTRICT SHOULD CAPITALIZE AND REPORT THE PURCHASES OF LARGE PURCHASES OF LIKE ITEMS. THE DISTRICT ADOPTED THAT AND IS ACCURATELY REPORTING THOSE ITEMS. JUST A SMALL CHANGE THERE AND AS NOTED IN NOTE 16 TO THE FINANCIALS, THERE'S MORE INFORMATION RELATED TO THAT.
FROM THERE, I'M NOT GOING TO SPEND ANY TIME ON ANY SPECIFIC FINANCIAL STATEMENTS.
I BELIEVE THE FINANCE COMMITTEE REVIEWED THE REPORT ON MONDAY AND WENT THROUGH THERE.
IF THERE'S ANY QUESTIONS, I THINK PATTY PROBABLY VETTED THOSE.
A GOOD FINANCIAL YEAR FOR THE DISTRICT IN THE GENERAL FUND AND THE OTHER UNDERLYING NON MAJOR FUNDS AS WELL.
THERE'S A LOT OF DETAILED INFORMATION ON THOSE FINANCIALS THAT START ON PAGE 22 IS WHERE THE FUND LEVEL FINANCIAL STATEMENTS START.
THEN ON THE ARROWS INTO THE PROPRIETARY FUNDS, WHICH WOULD BE SCHOOL LUNCH FUND, WHO WOULD BE THE MOSTLY ONE.
IF YOU'RE LOOKING TO REALLY DRILL IN ANY INFORMATION, THE NOTES OF THE FINANCIALS START.
[00:15:04]
>> IF YOU'RE LOOKING FOR ANY SPECIFIC DETAIL ON ANYTHING THAT I'M NOT GOING TO GET INTO TONIGHT, BUT ANY ACCOUNTING POLICY OR ANY OTHER JUST ON OUTSTANDING DEBT OR ANYTHING OF THAT NATURE, A LOT OF DETAILS FOUND IN THOSE TWO.
FROM THERE, THE LAST THING I'LL POINT OUT IS JUMPING ALL THE WAY BACK TO PAGE 118 OF THE REPORT IS WHERE WE REPORT WE CALLED THE SCHEDULE OF FINDINGS OF QUESTION COSTS.
I JUST WANT TO POINT OUT THERE AGAIN, NOTED AT THE TOP OF THE PAGE.
WE HAD AN UNMODIFIED OPINION ON THE FINANCIAL STATEMENTS I ALREADY NOTED, BUT ALSO NOTED FARTHER DOWN THE PAGE THERE IN OUR REQUIRED TESTING OF THE DISTRICT'S USE OR EXPENDITURE OF FEDERAL DOLLARS.
THE ADDITIONAL SINGLE AUDIT TESTING, AS IT'S CALLED.
WE FOUND NO OTHER DEFICIENCIES IN INTERNAL CONTROLS OR COMPLIANCE, AND HAVE NO MODIFICATION TO OUR OPINIONS ON COMPLIANCE WITH THOSE UNIFORM GUIDANCE COMPLIANCE REQUIREMENTS, SO GREAT NEWS THERE.
FOLLOWING THAT IS THE OPINIONS STATING SUCH THAT WE HAD THOSE UNMODIFIED OPINIONS AS RELATED TO THE UNIFORM GUIDANCE AND THE GOVERNMENT AUDITING STANDARDS.
THAT'S ALL I HAVE FOR NOW, BUT I'D BE MORE THAN HAPPY TO ANSWER YOUR QUESTIONS.
>> BOARD MEMBERS, ANY FURTHER DISCUSSION?
>> THIS IS ABOUT AS CLEAN AS IT CAN GET.
IT'S MY OPINION, READING THROUGH IT ALL AND NO SIGNIFICANT DEFICIENCIES OR MATERIAL BREAKNESSES, NO OTHER FINDINGS OF COMPLIANCE MATTERS, ANYTHING LIKE THAT.
ONCE AGAIN, PETTY BLAKEN SHIP A WONDERFUL JOB TO HER AND HER TEAM.
THANK YOU, MR. FORBES. APPRECIATE IT.
THE BOARD ACKNOWLEDGES THE JUNE 30TH, 2024 AUDIT REPORT.
ITEM C, STUDENT ACHIEVEMENT UPDATE, SECONDARY MATH,
[IX.C. Student Achievement Update - Secondary Math – Amy Denney]
AMY DENNY, YOU ARE UP ALONG WITH YOUR GROUP, I WOULD ASSUME.FOR YOUR OTHER MEMBERS IN THE CROWD, THERE WILL BE A QUIZ WITH THESE MATH PEOPLE AFTERWARDS.
[LAUGHTER] THANK YOU FOR ALLOWING US THIS OPPORTUNITY TO BRING YOU AN UPDATE ON OUR MATH STUDENT ACHIEVEMENT.
OUR TEAM HERE, THEY'RE NOT ALL GOING TO SPEAK.
SO YOU CAN CALM DOWN AND THEY DON'T ALL HAVE A TEST QUESTION FOR YOU.
[LAUGHTER] WE MADE SOME ADAPTATIONS TO OUR PREVIOUS PRESENTATION, BUT I'M NOT GOING TO TALK BECAUSE THEY HAVE A LOT TO SHARE.
GO AHEAD AND MAYBE SINCE THIS IS MANY, DO YOU WANT TO JUST TELL THEM ALL THEIR NAMES, OR DO YOU WANT THEM TO [OVERLAPPING].
>> POINT OF CLARIFICATION. YOU'RE NOT ALL SPEAKING.
>> THIS IS OUR TEAM AND THEY'RE HERE TO SUPPORT.
>> WOULD YOU LIKE US TO INTRODUCE EVERYBODY OR JUST IF THEY TALK TO INTRODUCE THEMSELVES? WELL, I'LL START.
I'M MAGGIE ALGER, ONE OF THE MATH CURRICULUM FACILITATORS FOR SECONDARY MATH, AND THIS IS JAMIE BRADFORD, ALSO A CURRICULUM FACILITATOR FOR MATH.
I'M JUST GOING TO GO DOWN THE ROW, PAM ANDERSON EAST MIDDLE, BRIAN WEST MIDDLE, JESSICA WEISNER, EAST MIDDLE.
AMY BER SCHMIDT, EAST MIDDLE, JANE SMITH, WEST HIGH, BETSY WONDERSHIDE, NORTH HIGH.
[LAUGHTER] NICOLE ERWIN, NORTH MIDDLE, PATRICIA NEWMAN, EAST MIDDLE, BETH MCLAUGHLIN, NORTH HIGH, FANTA WALKIS AT NORTH MIDDLE, PAM HUSK, SHE'S ONE OF OUR ADMIN ON OUR TEAM.
DIANA BISKY, FROM NORTH MIDDLE, AUSTIN CLAINGO, FROM EAST MIDDLE, MR. JAMES KLEIN FROM NORTH MIDDLE.
ANOTHER ADMIN ON TEAM, AND MR. VANDER, I THINK YOU KNOW HIM.
ALL RIGHT. YOU'RE GOING TO GO THE NEXT TIME? I'M GOING TO JUST GET US STARTED AND SAY, THANK YOU FOR HAVING US HERE.
OUR MATH CURRICULUM TEAM CONSISTS OF CONTENT TEACHERS, SPECIAL EDUCATORS, ELL TEACHERS, AND ALSO ADMIN.
OUR TEACHERS ARE GOING TO SHARE WHAT WE'VE DONE SO FAR IN THE CURRICULUM REVIEW, AND WE GET REALLY EXCITED WHEN WE TALK ABOUT MATH.
IF YOU HAVE ANY CLARIFIED QUESTIONS, JUST LET US KNOW.
I'M BETSY WATERSIDE. I TEACH AT NORTH HIGH SCHOOL, AND I AM GOING TO START BY TALKING ABOUT OUR PROCESS AND HOW WE AS A CURRICULUM TEAM HAVE LOOKED AT CURRICULUM AND CAME UP WITH WHERE WE'RE AT CURRENTLY IN THE PROCESS.
WE MET AS A TEAM AND THERE ARE TWO TEACHERS FROM EVERY SECONDARY BUILDING ON THIS TEAM.
LIKE MAGGIE SAID, CLASSROOM TEACHERS, SPECIAL ED TEACHERS, ELL TEACHERS TO TRY TO MAKE SURE THAT WE'RE MEETING THE NEEDS OF ALL OF OUR STUDENTS.
THE FIRST THING WE DID IS WE LOOKED AT NATIONAL DATA, AND WE ANALYZED IT BY SEEING WHERE THINGS ARE GOING,
[00:20:02]
WHAT WE'RE DOING WELL, WHAT COULD BE IMPROVED UPON.WE LOOKED AT STATE DATA AS WELL SO THAT WE COULD SEE WHERE WE'RE AT, WHAT NEEDS TO BE IMPROVEMENT, WHAT WE'RE DOING WELL, AND THEN WE LOOKED AT OUR LOCAL DATA.
WE DECIDED WHAT WE'RE DOING WELL, WHAT WE COULD BE IMPROVING UPON.
I THINK YOU'RE GETTING THE NOTION THERE.
FROM THERE, WE THEN DEVELOPED A NEEDS ASSESSMENT.
FROM THIS NEEDS ASSESSMENT, WE DECIDED WHAT WOULD BE BEST FOR OUR STUDENTS AND FOR OUR STAFF TO BE ABLE TO CREATE MATH STUDENTS THAT WHEN THEY LEFT SIOUX CITY COMMUNITY SCHOOLS, THEY WERE GOING TO BE ABLE TO APPLY WHAT WE WERE TEACHING THEM TO ANYTHING THAT THEY WERE GOING TO DO AFTER HIGH SCHOOL.
WE THEN GAVE THIS NEEDS ASSESSMENT TO ALL TEACHERS, SIXTH THROUGH 12TH GRADE THAT HAD ANYTHING TO DO WITH MATH, SO THAT WE COULD SEE WHAT THEY WERE SEEING IN THEIR CLASSROOM, AND THEN COME BACK AND THEN USE THAT INFORMATION TO COME UP WITH A CURRICULUM FOR EVERYBODY THAT WOULD BE ABLE TO FIT THE BEST FOR ALL OF OUR STUDENTS.
ONCE EVERYBODY TOOK THAT NEEDS ASSESSMENT, WE MET BACK AGAIN AS A GROUP AND WE PUT EVERYTHING UP ON THE WALLS AND WE DID A ROOM WALK.
IT WAS EYE OPENING TO SEE HOW MUCH WE ALL AGREED ON WHAT WE NEEDED, NO MATTER WHERE WE WERE AT, WHAT WE TAUGHT, WHAT BUILDING WE WERE IN, WHAT GRADE LEVEL WE WERE IN.
THE NEEDS ASSESSMENT SHOWED US THAT WE WANTED SOMETHING FOR OUR TEACHERS SO THAT THEY COULD COME INTO THE CLASSROOM AND BE ABLE TO TEACH IT BEING ABLE TO THE BEST BENEFIT OF ALL OF OUR STUDENTS.
FROM THERE, WE THEN CREATED A VISION STATEMENT, IN THIS VISION STATEMENT, WE TALKED ABOUT WHAT WE HOPED ANY STUDENT WHO THEN GRADUATED FROM OUR HIGH SCHOOLS COULD THEN BECOME.
IF THERE'S CERTAIN THINGS THAT ARE HIGHLIGHTED THROUGHOUT ALL OF THEM, WE WANT OUR STUDENTS TO BE ABLE TO ENGAGE IN PRODUCTIVE STRUGGLE AND PERSEVERE THROUGH MATHEMATICS.
IN OUR NEEDS ASSESSMENT, WE FELT THAT OUR STUDENTS SAW A PROBLEM AND THEY WERE LIKE, THIS IS TOO HARD.
WE WANTED TO BE ABLE TO TEACH THEM THAT THEY NEEDED TO PERSEVERE THROUGH THAT BECAUSE THAT STRUGGLE IS PART OF THE LEARNING.
WE ALSO WANTED THEM TO ACTIVELY PARTICIPATE.
WE WANTED TO GET THEM THINKING, MOVING AND COMMUNICATE IN MATHEMATICS LIKE ACTUAL MATHEMATICIANS.
WE WANT THEM TO BE GOOD AT MATH, WE NEED TO GET THEM TO BE THINKING, I'M A MATHEMATICIAN, AND HOW DO MATHEMATICIANS ACTUALLY USE MATHEMATICS OUTSIDE OF THE SCHOOL SETTING? THEN WE WANTED THEM TO UNDERSTAND THE HOWS AND THE WHYS, AND THEN BE ABLE TO DEAL WITH THAT IN ALL ASPECTS OF RIGOR, PROCEDURAL, BEING ABLE TO GO THROUGH THE SYSTEM TO ACTUALLY APPLYING IT TO ANY PROBLEM THAT THEY ARE GOING TO SEE ONCE THEY LEAVE OUR BUILDINGS.
ONCE WE CREATED THAT VISION STATEMENT FOR EVERYBODY, WE THEN CAME BACK AS A GROUP, AND WE ANALYZED OUR CURRENT MATERIALS, WHAT WE CURRENTLY USE IN OUR CLASSROOM TO DECIDE WHAT WE LIKED, WHAT WE DIDN'T LIKE, WHAT WAS LACKING.
THEN WHAT WE WOULD NEED SO THAT WE WERE SUCCESSFUL IN IMPLEMENTING THAT VISION STATEMENT ONCE WE ARE READY.
ONCE WE DID THAT, WE THEN CREATED SPECIFICATIONS AND CRITERIA.
WHAT DID WE WANT IN A GOOD CURRICULUM? WHAT WOULD OUR TEACHERS NEED SO THAT WHEN THEY WALKED INTO THE CLASSROOM, THEY COULD OPEN UP THE BOOK AND THEY COULD SEE AND THEY WOULD KNOW THE SEQUENCE AND THE SCOPE SO THAT WHEN THEY STARTED FROM DAY ONE TO DAY 180.
[LAUGHTER] THEY COULD BE ABLE TO THEN GO ON IT SO THEY COULD SEE IT FROM THE BEGINNING TO THE END.
THEN WE CREATED A CRITERIA, A RUBRIC, SO THAT WHEN WE LOOKED AT DIFFERENT MATERIALS, WE GRADED THESE MATERIALS, SO THAT WE WERE LOOKING AT MATERIALS THAT MET THE NEEDS THAT WE SAID AS A STAFF IN OUR NEEDS ASSESSMENT, THAT MET THE SPECIFICATIONS THAT WE NEEDED SO THAT WE COULD MAKE OUR VISION STATEMENT COME TO FRUTITION.
FROM THERE, WE GRADED THINGS IN THE BOOK CURRICULUM COMPANIES THAT WE LIKE THE MOST BASED UPON OUR CRITERIA.
WE INVITED THE TOP THREE THAT WE LIKED IN FOR PRESENTATION, AND WE SAT THROUGH THREE PRESENTATIONS FROM THREE DIFFERENT BOOK COMPANIES AND LEARNED A LOT ABOUT ALL OF THEIR BOOK COMPANIES AND HOW THEIR CURRICULUM WAS CREATED.
WE WENT AROUND AND VOTED, AND WE CAME TO A CONSENSUS FOR THAT EVERYBODY IN OUR GROUP COULD AGREE UPON THAT THESE ARE COMPANIES THAT WE WOULD LIKE,
[00:25:01]
WHICH THEN LEADS US TO WHERE WE ARE CURRENTLY AT, WHICH IS A PHASE IMPLEMENTATION SO THAT WE COULD TRY IT OUT BEFORE WE ACTUALLY FULLY IMPLEMENTED IT TO EVERYBODY.>> NOW THE FUN PART. [LAUGHTER].
>> I AM NICOLE ERWIN. I TEACH AT NORTH MIDDLE SCHOOL, SEVENTH GRADE MATH.
I'M NOW GOING TO TEST YOU ALL.
IF YOU WOULDN'T MIND GOING TO SLIDE 7 IN YOUR PACKET, AND EVERYBODY ELSE CAN DRAIN ALONG ON THE SLIDES UP THERE.
IF YOU'RE GOING TO GO THROUGH, IT'S LIKE FOUR OR FIVE DIFFERENT QUESTIONS, AND YOU HAVE TO CIRCLE YOUR ANSWER.
YOU DO NOT HAVE TO TELL US IF YOU GET IT RIGHT OR WRONG.
YOU CAN KEEP IT A SECRET, AND WE WON'T JUDGE.
THE FIRST QUESTION IS, HOW MANY HOURS PER WEEK DO TEACHERS SPEND SEARCHING AND CREATING INSTRUCTIONAL RESOURCES WHEN THEY DO NOT HAVE A VIABLE CURRICULUM.
YOUR CHOICES ARE LESS THAN ONE, ONE TO THREE, FOUR TO SIX OR SEVEN TO 12.
>> TELL ME WHAT YOU'RE ASKING. ARE YOU SAYING WE DON'T HAVE A VIABLE CURRICULUM?
>> THEN THEY DO NOT HAVE A VIABLE CURRICULUM.
WHEN TEACHERS FEEL LIKE THEY HAVE TO GO OUT AND USE DIFFERENT THINGS ON GOOGLE OR CREATING THEIR OWN RESOURCES OR CREATING THEIR OWN THINGS.
>> YOU'RE SAYING WE DON'T HAVE VIABLE CURRICULUM?
>> THIS IS A NATIONAL. [OVERLAPPING]
>> THIS IS BASED UP ON NATIONAL NATIONALS.
>> I SHOULD HAVE SAID THAT NATIONAL STUDY.
IT'S FROM AN ARTICLE CALLED THE OPPORTUNITY.
[BACKGROUND] [LAUGHTER] ALL RIGHT.
THE CORRECT ANSWER IS SEVEN TO 12.
[LAUGHTER] THAT IS A LOT OF TIME OUTSIDE OF OUR CONTRACT HOURS THAT TEACHERS ARE SPENDING TO TRY TO PROVIDE FOR THEIR STUDENTS.
>> BUT AGAIN, THAT'S ELSEWHERE.
>> CORRECT. OH, YES. NATIONAL. YES. IN A SINGLE SCHOOL YEAR, THE AVERAGE STUDENT SPENDS A BLANK OF 720 AVAILABLE HOURS ON ASSIGNMENTS THAT ARE NOT HIGH QUALITY.
THERE IS 581, 481, 380, OR 150.
THE CORRECT ANSWER IS 581, WHICH IS 80% OF THOSE HOURS.
THAT'S A LOT OF TIME THAT WE'RE SPENDING ON ASSIGNMENTS THAT ARE NOT HIGH QUALITY.
THE NEXT ONE IS NATIONWIDE, 30% OF STUDENTS TAKE AT LEAST ONE REMEDIAL COURSE, SPILLS THEY'VE ALREADY MASTERED IN HIGH SCHOOL.
[BACKGROUND] [LAUGHTER]. IT'S FALSE.
>> ALL RIGHT. THE NEXT ONE IS 71% OF STUDENTS SUCCEEDED ON THEIR ASSIGNMENT.
THE BLANK OF THOSE ASSIGNMENTS WERE ON GRADE LEVEL STANDARDS.
THE CHOICES ARE 17%, 27%, 47%, OR 87%.
ALL RIGHT. THIS IS THE LAST ONE, 82% OF TEACHERS SUPPORTED THE STATE STANDARDS AND BLANK PERCENT OF THOSE TEACHERS EXPECTED THEIR STUDENTS TO SUCCEED ON THOSE STANDARDS.
CHOICES ARE 25%, 44%, 50%, OR 70%.
THE ANSWER FOR THAT ONE IS ACTUALLY 44%.
>> SAY THAT AGAIN. [LAUGHTER] MY NAME IS JENNIFER SMITH.
I TEACH MATH AT WEST HIGH SCHOOL, AND WE HOPE AS A COMMITTEE THAT YOU WERE AS SHOCKED AS WE WERE ABOUT THOSE STATISTICS.
THEY WERE QUITE EYE OPENING. THAT SAME QUIZ.
WE DID A LITTLE QUIZ FORM ON WEDNESDAY, SO THESE GUYS GOT A FEW MORE QUESTIONS ADDED TO THEIRS.
BUT WE CERTAINLY DIDN'T GET 100% WHEN WE TOOK THAT QUIZ.
WE WERE SHOCKED BY A LOT OF THAT DATA.
AS YOU MR. GREENWELL STATED, THEN WE START TO INTERNALIZE.
IS THAT HERE IN SIOUX CITY? WE MUST BE TALKING ABOUT CALIFORNIA OR WE MUST BE TALKING ABOUT SOMEWHERE ELSE.
WE REALLY WANTED TO INTERNALIZE IT AND SEE HOW MUCH OF THAT IS TRUE THEN IN SIOUX CITY.
IT'S TIME TO TAKE A GOOD HARD LOOK AT IT.
ONE OF THE COMMITMENTS OF THESE KEY RESOURCES PIECES THAT WE WERE LOOKING FOR, OUR OPPORTUNITIES FOR PROPER GRADE LEVEL ASSIGNMENTS AND ASSESSMENTS.
WE LOOKED AT SPECIFICALLY GEOMETRY AS A COURSE THAT WE THOUGHT WAS PRETTY BASELINE.
WE AGREED AS A GROUP THAT WE THOUGHT, NO, YOU KNOW WHAT? IF WE LOOKED AT THE NATIONAL STANDARDS, WE'RE PROBABLY PRETTY RIGHT ON WITH GEOMETRY.
WE WERE SHOCKED WHEN WE LOOKED AT OUR GEOMETRY, OUR ASSIGNMENTS, OUR ASSESSMENTS, AND OUR CURRICULUM, I GOT TO SAY, IT WAS ON THE TRAIL DOWN.
IT WASN'T QUITE UP TO THE EXPECTATIONS THAT WE WANTED TO BE GOING FORWARD.
STRONG INSTRUCTION, WE NEED AND WANT A CURRICULUM THAT HELPS SUPPORT THAT STRONG INSTRUCTION.
[00:30:03]
WE HAVE NEW TEACHERS THAT COME IN EVERY SINGLE YEAR.WE HAVE TEACHERS THAT CHANGE, MIDDLE SCHOOL, HIGH SCHOOL, DIFFERENT LEVELS.
WE WANT TO MAKE SURE THAT THE INSTRUCTION IS CONSISTENT, AND THAT IT IS WELL SUPPORTED.
>> DEEP ENGAGEMENT, AS BETSY WAS REFERRING TO, WE REALLY WANT TO MAKE SURE THAT KIDS ARE INVOLVED IN THEIR LEARNING.
AS SHE SAID, WE HAVE SO MANY TIMES, THEY SEE A PROBLEM AND INSTANTLY SAY I CAN'T DO IT.
WE NEED TO GIVE THEM A STRUCTURE TO FIND SOME SUCCESS THAT INITIALLY, I LOOK AT THE PROBLEM AND MAYBE I DON'T EVEN LOOK AT THE WHOLE PROBLEM.
THERE'S A WHOLE SERIES OF STEPS THAT I CAN TAKE BEFORE I INSTANTLY LOOK AT IT AND SAY THAT I CAN'T DO IT.
WE HAVE TO SET UP A SYSTEM FOR OUR MATH STUDENTS TO BECOME MATHEMATICIANS, AND TO BE ABLE TO FEEL LIKE THEY CAN PERSEVERE THROUGH PROBLEM SOLVING.
[NOISE] WE ALSO REALLY THINK IT'S SO IMPORTANT HERE IN SIOUX CITY THAT WE HOLD HIGH EXPECTATIONS AND THAT EVERY SINGLE TEACHER BELIEVES THAT THEIR STUDENTS CAN SUCCEED.
AS YOU SAW FROM THE DATA, IF THE TEACHERS DON'T BELIEVE THAT THEY CAN BECOME PROFICIENT AND SUCCEED, THEN THEY WON'T.
WE WANT TO MAKE SURE THAT HERE IN SIOUX CITY THAT ALL OF OUR TEACHERS ARE WELL SUPPORTED AND THEY KNOW THAT THEIR STUDENTS CAN SUCCEED.
>> THEY ALLUDED THAT WE STARTED A PHASED IMPLEMENTATION.
THE NEXT SLIDE HERE IS JUST CURRICULUM, CHANGES ART ADVENTURE.
THIS TEAM, EVERYBODY UP HERE HAS REALLY EMBRACED USING SOMETHING DIFFERENT THIS YEAR, HOLDING KIDS TO THOSE EXPECTATIONS, AND WE JUST PUT SOME OF THE THINGS THAT WE HAVE UP THERE.
ONE OF THEM IS OUR RESEARCH THAT WE'RE DOING WITH THE PHASED IMPLEMENTATION, WHERE IT'S REALLY TRYING TO AMPLIFY VERSUS SIMPLIFY.
WE WANT KIDS TO HAVE THE HIGH LEVEL VOCABULARY IN MATH, WE WANT KIDS TO BE DOING THOSE HIGH LEVEL QUESTIONS.
ALL THESE PEOPLE UP HERE HAVE BEEN GRACIOUS ENOUGH TO DO THAT, AND THEY JUST KEEP GOING ON AND ON. NEXT.
I TEACH EIGHTH GRADE AT EAST MIDDLE.
I AM WHAT YOU CALL THE OLD FOGY OF THE GROUP.
I AM ON MY 29TH YEAR HERE AT SIOUX CITY COMMUNITY DISTRICT.
I'VE BEEN IN THE SAME PLACE MY WHOLE CAREER, AND I WOULDN'T HAVE IT ANY OTHER THE WAY.
I AM ONE OF THOSE TEACHERS OF THE 44% THAT BELIEVE THAT THEIR STUDENTS CAN ACHIEVE.
I GET TO TALK TO YOU ABOUT ALEKS, WHICH I'M REALLY EXCITED.
I FIRST WANT TO THANK YOU FROM THE BOTTOM OF MY VERY OLD HEART THAT YOU GOT THIS PROGRAM FOR US AND PURCHASED THIS FOR US.
I WAS LUCKY ENOUGH TO DO THE PILOT FOR IT FOUR YEARS AGO.
BECAUSE I'M ONE OF THOSE TEACHERS THAT BELIEVES THAT ALL OF MY STUDENTS CAN ACHIEVE, IT WAS RATHER FRUSTRATING FOR ME SOMETIMES AT THE BEGINNING OF THE YEAR WHEN I LOOKED AT MY KIDS AND I DID MY PRE ASSESSMENT, AND I HAVE KIDS THAT ARE TESTING DOWN HERE, AND I HAVE KIDS THAT ARE TESTING UP HERE IN THE SAME CLASS.
TRYING TO PLAN MYSELF SILLY, TRYING TO FIGURE OUT HOW TO GET THESE GUYS UP HERE AND STILL MOVE THESE GUYS UP HERE WHERE THEY NEED TO BE.
WHEN I WAS ASKED TO PILOT FOR ALEKS, IT WAS EXCITING WHEN I FIRST STARTED IT, AND NOT TECHNOLOGY IS NOT MY THING.
MY TEAM CAN TELL YOU I ASK A LOT OF QUESTIONS, BUT IT'S AN EASY TO USE PROGRAM, AND I'VE BEEN USING IT FOR THREE YEARS WITH FIDELITY IN MY CLASSROOM AND I HAVE SEEN AMAZING RESULTS.
IT IS A PROGRAM THAT EVERY STUDENT CAN USE, EVERY LEARNER CAN USE.
IT CAN CLOSE THE GAP FOR THOSE LOW LEVEL LEARNERS, AND IT CAN RAISE THOSE HIGH LEVEL LEARNERS AS HIGH AS THEY WANT TO GO.
IN MY EIGHTH GRADE MATH CLASS, FOR EXAMPLE, I'VE HAD KIDS MASTER ALL OF THE EIGHTH GRADE STANDARDS, MOVED ON TO THE ALGEBRA 1 STANDARDS, MASTERED THE ALGEBRA 1 STANDARDS, MOVED ON TO THE GEOMETRY STANDARDS.
WE'VE HAD KIDS THAT ARE IN MY ALGEBRA 1 CLASS WHO HAVE MASTERED THE ALGEBRA 1 STANDARDS, MOVED TO GEOMETRY, AND HAVE MOVED ON TO ALGEBRA 2.
IT'S AMAZING IN EIGHTH GRADE AND THEY CAN DO IT ALL IN ONE YEAR WHILE STILL LEARNING IN OUR CLASSROOM.
WE START WITH USING IT 15 MINUTES AT THE BEGINNING OF OUR CLASS FOR MONDAY, TUESDAY, WEDNESDAY, THURSDAY.
WE DON'T DO IT ON FRIDAYS NOW BECAUSE OF THE SHORTENED SCHEDULE, SO WE UPDATE BY FIVE MINUTES.
THAT'S THE RECOMMENDED TIME PERIOD. IT'S OUR BELL RINGER.
KIDS KNOW, THEY COME IN, THEY START, AND THEY HAVE TAKEN A TEST AT THE BEGINNING OF THE YEAR, AND IT LEVELS THEM.
IT SHOWS THEM AT THE EIGHTH GRADE LEVEL, SO THEY'RE ALL WORKING ON EIGHTH GRADE LEVEL STANDARDS, WHAT THEY CAN IMPROVE ON.
THEN THEY WORK ON IMPROVING THOSE SKILLS FOR 15 MINUTES EVERY DAY.
WE KEEP TRACK, I THINK IT'S A COUPLE OF SLIDES AHEAD, BUT WE KEEP TRACK ON NEXT ONE, BOARDS LIKE THIS.
THE FIRST ONE IS HOW IT LOOKED WHEN WE STARTED THE YEAR, AND THEN WE TAKE PICTURES AT THE MID YEAR AND THE END YEAR.
THEN THE OTHER ONE IS WHAT ENDS AT THE YEAR,
[00:35:03]
AND IT'S SEPARATED BY PERCENTAGE.IT'S JUST LIKE A LEARNING LADDER.
THEY CAN SEE WHERE THEY'RE AT IN THE EIGHTH GRADE STANDARDS, AND THEY GET TO MOVE THEMSELVES UP EVERY TIME THEY ACCOMPLISH A NEW PERCENT.
WE GIVE THEM SMALL REWARDS AS THEY MOVE UP THE LADDER, AND THEN THEY CAN REACH 100%.
THEY GET ANOTHER SPARKLY TICKET AND THEY START WITH THE NEXT STANDARD LEVEL.
WE ALSO AS TEACHERS, USE THAT FINAL ONE TO WRITE OUR CAREER GOALS.
WHEN WE HAVE TO DO OUR INDIVIDUALIZED PROGRAMS, WE LOOK AT THAT DATA AND WE CAN SAY, WE HAD THIS MANY KIDS PROFICIENT ON THE ISASP TEST, AND WE FIGURED OUT THAT ABOUT 45-50% ON THE ALEKS PROGRAM IS CORRELATED TO PROFICIENCY ON ISASP.
IF YOU LOOK AT THIS DATA, WHICH IS REALLY TELLING, THIS IS THE HIGHEST PERFORMING GROUP IN THE DISTRICT, THEIR ISASP SCORES, THEY HAD A 72% PROFICIENCY RATE, AND THIS COMPARES IT TO THEIR ALEKS PIE PROGRAM PERCENTAGE, AND YOU CAN SEE THAT THE R FACTOR IS 0.72.
THAT'S A VERY HIGH CORRELATION OF HIGH PERCENTAGE ON ALEKS MEANS HIGH PERCENTAGE ON THE ISASP TEST.
THEN LOOKING AT THE NEXT ONE, THIS IS THE DATA FROM THE LOWEST PERFORMING GROUP IN THE DISTRICT.
THEY ONLY HAD 37% OF THEIR KIDS PROFICIENT, BUT I WANT TO POINT OUT THAT R FACTOR.
EVEN THERE, THE R FACTOR IS 0.79, ONE IS PERFECT.
THAT'S A REALLY HIGH CORRELATION THAT IF YOU HAVE A HIGH PERCENTAGE ON THE ALEKS PIE, YOU CAN BE PROFICIENT ON THE ISASP TEST.
THIS IS WHAT WE STARTED THIS YEAR.
WE WANTED TO TAKE IT A STEP FURTHER.
THIS IS A BOARD THAT WE'RE KEEPING TRACK INSIDE CLASSROOMS OF KIDS THAT HAVE IEPS, OUR MATH GOALS. WE'VE DISCOVERED.
THEY CAN BE IN TWO CLASSES AT ONE TIME.
THEY'RE ALSO WORKING ON THEIR EIGHTH GRADE LEVEL STANDARDS ON ANOTHER BOARD, BUT THIS ONE HELPS THEM CLOSE THAT GAP.
IF THEY'VE TESTED AT THE SECOND GRADE LEVEL, THE THIRD GRADE LEVEL, OR THE FOURTH GRADE LEVEL, THEY CAN WORK ON THOSE STANDARDS AS WELL ON THEIR OWN ON ANOTHER PIE, AND THEN THEY CAN SEE THEIR MOVEMENT HERE, AND YOU CAN'T SEE NAMES, WHICH IS PURPOSEFUL.
BUT AT THE TOP, WE HAVE MANY IP STUDENTS WHO HAVE CELEBRATED THAT 100% AND HAVE MOVED THEMSELVES UP GRADE LEVELS ALREADY.
>> I GUESS ANY MORE SPEAKERS? I'M GOING TO OPEN IT UP TO QUESTIONS, BUT MY FIRST QUESTION IS, HOW MANY HOURS HAVE YOU GUYS SPENT DOING THIS DEEP DIVE? [OVERLAPPING] [LAUGHTER] THE REASON WHY I ASKED THAT QUESTION IS I WANT THE MEMBERS OF THIS COMMUNITY AND OF THE SCHOOL DISTRICT KNOW THAT YOU GUYS TAKE MATH SERIOUS AND TAKE TEACHING OUR KIDDOS VERY SERIOUS, SO I APPRECIATE THAT.
ANY BOARD MEMBERS? DIRECTOR GREENWELL.
>> I'M GOING TO OFFER A TESTIMONIAL.
MATH HAS ALWAYS HAD A SOFT SPOT IN MY HEART.
I WASN'T VERY GOOD AT IT, SO I WANTED MY KIDS TO BE GOOD AT IT.
WITH Y'LL'S INSTRUCTION, THEY ALL WENT OFF TO COLLEGE, THREE BOYS GRADUATING FROM COLLEGE THIS YEAR.
EVERY SINGLE TIME I ASK THEM, WERE YOU PREPARED FROM HIGH SCHOOL? WITHOUT EXCEPTION, INCLUDING MY DAUGHTER AS WELL, "YES, OUR HIGH SCHOOL MATH AND OUR MATH HAD US PREPARED.
THE COLLEGE COURSES ARE PRETTY EASY FOR US DAD." THAT TO ME IS THE TESTIMONIAL THAT YOU GUYS ARE DOING A GREAT JOB BECAUSE THE KIDS ARE PREPARED.
THEY'RE VERY WELL PREPARED, AND THEY'RE SUCCESSFUL AND COLLEGE PHYSICS TOO IS NOT SOMETHING I WOULD HAVE BEEN HAVING FUN WITH. IT'S NO ISSUE.
I JUST WANT TO SAY THANK YOU BECAUSE YOU GUYS ARE DOING A GREAT JOB EDUCATING OUR STUDENTS, AND THEY ARE PREPARED FOR ANY COLLEGE IN THE COUNTRY FOR THEM TO GO OUT AND BE SUCCESSFUL.
FOR ME TO YOU, THANK YOU VERY MUCH. I'M VERY GRATEFUL.
>> DIRECTOR LEE. THEN I'LL COME TO YOU.
>> I'M JUST CURIOUS. CAN YOU JUST GIVE ME AN EXAMPLE OF SOME OF THE NEEDS ASSESSMENTS THAT YOU FOUND AND JUST AN EXAMPLE OF WHAT THAT LOOKED LIKE?
>> WHEN WE GAVE THE TEACHERS AN ASSESSMENT ABOUT OUR CURRENT CURRICULUM RESOURCE THAT WE'RE USING BECAUSE IT EXPIRES THIS YEAR, THE END OF THIS YEAR, ALEKS, THEIR KNOWLEDGE AND WHAT THEY BELIEVED ABOUT THE IOA STANDARDS.
THE IOA MATH STANDARDS WERE ACTUALLY REVISED THIS LAST YEAR AS WELL, SO THAT'S SOMETHING THAT WE'RE ROLLING IN WITH THIS.
THE TEACHERS TOOK THAT ASSESSMENT AND SAID, LIKE, OH, I REALLY LIKE THIS FROM BIG IDEAS.
THAT'S OUR CURRENT RESOURCE, THE EXPLORATION.
[00:40:02]
WE MADE SURE THAT WE HAD SOMETHING THAT HAD REALLY GOOD EXPLORATIONS.WE REALLY LIKE ALEKS, AS YOU CAN TELL, ALL THE MATH TEACHERS REALLY LIKE ALEKS.
THAT CAME UP IN EVERY SINGLE TEACHER.
WE ASKED ABOUT BELIEFS, SAME THING, LIKE, DO YOU BELIEVE YOUR STUDENTS CAN ACHIEVE SEVENTH GRADE MATH STANDARDS AS SEVENTH GRADERS? THEN WHAT WOULD BE THE PERFECT IDEAL WORLD? WHAT WOULD YOUR CURRICULUM LOOK LIKE? WHAT WOULD YOU WANT TO WALK INTO AS A TEACHER? THOSE WERE THE THINGS THAT WE ASKED.
>> ONE OF THE OTHER THINGS THAT WAS IMPORTANT TO US IS TO HAVE A CHOICE IN OUR INSTRUCTION.
>> THE CURRICULUM WE'RE LOOKING AT RIGHT NOW, YOU HAVE DIFFERENT WAYS YOU CAN DO IT.
YOU CAN DO IT DIGITALLY, YOU CAN DO IT HANDS ON, OR YOU CAN DO IT TRADITIONALLY, AND THERE'S THREE CHOICES EVERY DAY.
WHICH WAS IMPORTANT TO ALL OF US TOO.
>> THEY WANTED SOMETHING THAT WHEN THEY CAME INTO THE CLASSROOM, WHETHER YOU WERE AN EXPERIENCED TEACHER, VETERAN TEACHER OR A BRAND NEW TEACHER, WE OPENED UP OUR CURRICULUM.
YOU COULD START AND PLAN IT FROM DAY 1 TO AGAIN, DAY 180 WITHOUT HAVING TO SPEND 7-12 HOURS OUTSIDE PLANNING IT.
THEY WANTED IT TO BE SOMETHING WHEN THEY OPENED THE BOOK, THEY COULD APPLY AND USE THAT CURRICULUM TO MAKE A CLASSROOM EXPERIENCE FOR THESE STUDENTS THAT WOULD ALLOW THEM TO AGAIN BECOME AND THINK MATHEMATICALLY.
THE WORRY IS THAT SOME OF THAT NATIONAL DATA THAT WE DON'T WANT TO BECOME A PART OF.
ONE OF THE PIECES OF INFORMATION THAT WE FOUND WAS OUR CURRENT CURRICULUM BIG IDEAS MATH.
WE'RE NOT USING IT WITH FIDELITY ACROSS THE BOARD, AND THAT WAS TRUE WITH EVERY TEACHER.
WE'RE WORRIED THAT WITHOUT A VIABLE CURRICULUM THAT WE USE CONSISTENTLY ACROSS THE BOARD THAT WILL START TO BECOME SOME OF THOSE DISTRICTS THAT AREN'T ON BOARD.
WHEN EVERYBODY IS HODGEPODGE IN THEIR CURRICULUM TOGETHER, DOING A LITTLE HERE AND A LITTLE THERE, THAT'S WORRISOME.
SO WE REALLY WANT TO HAVE SOMETHING THAT'S SET NOT ONLY TO SUPPORT TEACHERS, BUT JUST TO SUPPORT OUR WHOLE DISTRICT GOING ALL THE WAY THROUGH.
AS YOU SAID, MR. GREENWELL, THAT THEY'RE ALL PREPARED.
>> THEIR FRIENDS HATE TO SEE ME BECAUSE I ASK THEIR FRIENDS WHEN THEY COME OVER, HEY, WHAT ARE YOU GUYS STRUGGLING WITH IN COLLEGE? THEY ALL SAY MATH, NONE OF THEM STRUGGLE WITH MATH.
THAT TO ME IS A PRETTY GOOD LEADING INDICATOR THAT YOU GUYS ARE DOING A GOOD JOB.
WANT TO KEEP IT THAT WAY.[LAUGHTER]
>> COMING INTO IT WITH THE CURRICULUM A LITTLE BIT.
CAN YOU TELL ME WHERE YOU ARE ON THE CURRICULUM CYCLE AND IT'S WONDERFUL TO SEE YOU'RE HERE.
I'M GLAD YOU'RE ALL VERY HAPPY.
BUT I CAN'T HARDLY IMAGINE THAT THERE ISN'T SOME VISION OF SUGAR PLUM SOMEWHERE THAT YOU'D LIKE US TO BE MOVING FORWARD OR HELPING WITH. [LAUGHTER]
>> WE LIKE THE WAY YOU'RE PUTTING THAT.
>> WE ARE PLANNING ON COMING BACK IN APRIL TO ASK FOR A NEW CURRICULUM.
WE'RE ON STAGE, IS IT STAGE 4?
>> STAGE 4. WE'RE BETWEEN THREE AND FOUR.
THIS IS OUR LAST YEAR WITH OUR CURRENT RESOURCE, AND OUR LAST YEAR WITH ALEKS AS WELL, BECAUSE IT WAS PURCHASED THREE YEARS AGO, AND SO WE'RE HOPING TO ALSO KEEP ALEKS AS WELL.
>> FROM WHAT I'M HEARING, YOU'RE NOT PLANNING ON CHANGING EITHER OF THOSE SYSTEM OF CURRICULUMS, YOU WANT TO FURTHER DEVELOP IT OR GET MORE YEARS OF USE PURCHASE, SO THAT YOU DON'T HAVE TO WORRY ABOUT IT FOR A WHILE?
>> THAT'S A BROAD ADD QUESTION.
>> THERE ARE VISIONS OF SUGAR PLUM.
ALEKS IS DEFINITELY SOMETHING THAT WE'VE INVESTED A LOT OF TIME AND EFFORT INTO.
WE'VE BEEN IN PARTNERSHIP DOING EFFICACY STUDIES JUST TO MAKE SURE THAT THAT CORRELATIONAL DATA IS WHAT WE BELIEVE IT TO BE.
BUT WE DO HAVE A DIFFERENT ASK, A DIFFERENT DIRECTION THAT WE'LL BE GOING IN THAT IS IN ALIGNMENT WITH ALEKS.
WHEN WE COME BACK IN THE SPRING, THAT'S WHAT YOU'LL HEAR.
>> WE'LL STILL SEE HAPPY FACES AND NOT SAD FACES.
>> VERY HAPPY FACES. [LAUGHTER]
>> WE'RE ALWAYS HAPPY. WE TEACH MATH LIKE THIS. [LAUGHTER]
>> YES. THANK YOU. I WANTED TO TAKE THE OCCASION TO THANK YOU AS WELL FOR THE EFFORTS YOU'VE MADE.
I THINK IT'S CRITICAL FOR OUR SCHOOL DISTRICT THAT THE ALEKS PROGRAM, AS IT'S TURNED OUT TO BE A SUCCESSFUL WAY TO TEACH MATH.
THAT IS CONSISTENT ACROSS OUR WHOLE DISTRICT SO THAT EVERYBODY IS ENJOYING THE LEVEL THAT YOU ARE INDIVIDUALLY ABLE TO DELIVER IN YOUR CLASSROOMS. I THINK THAT'S HUGE.
I AM CONVINCED THAT WE WILL BE SEEING THE IMPACT OF THAT IN OUR DISTRICT WIDE MATH PROFICIENCY NUMBERS BECAUSE OF THE IMPACT OF ALEKS IN THE WAY THAT YOU ALL ARE DELIVERING IT.
I KNOW WHEN YOU PRESENTED AT THE STUDENT ACHIEVEMENT COMMITTEE, WE ALSO TALKED ABOUT HOW IMPORTANT IT IS FOR ALL STUDENTS TO UNDERSTAND THE SCIENTIFIC METHOD,
[00:45:02]
AND THAT MATH IS ABOUT PROBLEMS SOLVING, AND WHETHER YOUR PROBLEM IS IN MATH OR IT'S IN SOMETHING ELSE, THE SCIENTIFIC METHOD OR THE PROCESS ABOUT WHICH YOU GO TO SOLVING IT IS ALWAYS USEFUL, AND IT'S PROBABLY ONE OF THE MOST IMPORTANT THINGS THAT WE CAN DELIVER TO OUR STUDENTS.I THANK YOU THAT THROUGH ALEKS AND THE PROGRAM AND YOUR PROFESSIONAL EFFORT, THAT OUR STUDENTS ARE GETTING AN EMPHASIS ON DEVELOPING THEIR INSTANT KNOWLEDGE AND THEIR INSTANT GO TO IS TO GO TO THE SCIENTIFIC METHOD.
I THINK WE'RE DOING A GREAT JOB.
I APPRECIATE THAT WE'RE LOOKING AT ADDING THE NEXT STEP IN THE CURRICULUM SO THAT WE CAN ENHANCE WHAT ALEKS IS DOING NOW FOR US, AND THIS IS JUST GREAT NEWS.
THANK YOU FOR COMING TODAY AND TELLING US ABOUT IT.
>> MY QUESTION IS, IT SOUNDS LIKE IT WORKS REALLY GOOD AT SCHOOL.
>> THEN HOW ARE OUR KIDS DOING.
>> YOU'RE TALKING ABOUT WITH ALEX OR WITH MATH INSTRUCTION?
>> I'M SORRY. I'M ASKING BECAUSE SOME FRIENDS I HAVE, MATH ISN'T MATHING FOR THEM AT HOME.
[LAUGHTER] THAT'S WHY I'M ASKING BECAUSE I HAVEN'T HAD A CHANCE TO ASK OUR EDUCATORS WHAT'S REALLY HAPPENING.
>> AS LONG AS THEY HAVE ACCESS TO INTERNET, THEY CAN ACCESS IT AT HOME.
THROUGH ALEX, WE'VE SET PERSONAL GOALS FOR THE KIDDOS.
I HAD KIDS OVER CHRISTMAS BREAK, THEY WOULD EMAIL ME LIKE, MS. O'BRIEN, I DID 100 EXTRA TOPICS AND THEY'RE EXCITED ABOUT IT.
THEY'RE DOING IT, AND THEY'RE ABLE TO FLIP BACK AND FORTH.
IF THERE IS THAT LANGUAGE BARRIER, THEY CAN DO THAT AND THAT HELPS THEM OUT A LOT TOO.
THE KIDS ARE TAKING THE TIME TO DO IT AND WE PUMP THEM UP AND WE'RE LIKE, 50% OF YOUR PIE, YOU CAN BE PROFICIENT AND THEY'RE GETTING EXCITED ABOUT IT.
PLACES IN OUR COMMUNITY HELP US OUT LIKE CHICK-FIL-A DONATED A TON OF SANDWICHES TO WEST MIDDLE.
THE LAST TWO YEARS, WE SET GOALS FOR THE KIDS. IT REALLY HELPS.
>> SOUNDS LIKE WE'RE GETTING A GOOD RETURN OF INVESTMENT.
>> DIRECTOR LEE, JUST TO ANSWER YOUR QUESTION A LITTLE BIT MORE ALSO, AND THANK YOU FOR SHARING THAT IS A NEED THOUGH THAT WE ARE SEEING.
WHAT YOU SPEAK IS TRUE FROM PARENTS.
I THINK PARENTS DO NEED EXTRA SUPPORTS.
WITH THE ADDITIONAL RESOURCES, THAT WAS PART OF THE NEEDS ASSESSMENT AND WHAT THE TEACHERS HAD SHARED ALSO BECAUSE THEY SEE THAT NEED AND IT IS REAL.
A LAYER OF THE NEW RESOURCES THAT WE'RE GOING TO BE PROPOSING TO YOU DOES HAVE MORE OF AN ACTION COMPONENT OR A CONSUMABLE TYPE COMPONENT THAT ALLOWS THOSE ANNOTATED NOTES AND SOME ADDITIONAL LAYERS OF SUPPORT FOR STUDENTS WHO DON'T HAVE THE ACCESS TO SOME OF THOSE SUPPORTS AT HOME BECAUSE WE REALIZE THAT'S REAL FOR OUR COMMUNITY.
BUT WE ACKNOWLEDGE THAT YOUR FRIENDS ARE NOT ALONE IN THAT.
>> I WOULD I WOULD ALSO SUGGEST THAT ONCE STUDENTS GET TO MIDDLE SCHOOL, PARENTS HELP AND SUPPORT FOR MATH IS PROBABLY NONEXISTENT IN MOST HOMES.
IT'S JUST THE WAY IT IS. MY WIFE HELPED OUR KIDS ONCE THEY GOT TO THAT LEVEL.
IT WASN'T ME, BUT THAT'S JUST THE WAY IT IS. THANK YOU.
>> ANY FURTHER DISCUSSION, BOARD? THE BOARD ACKNOWLEDGES THE STUDENT ACHIEVEMENT UPDATE FOR SECONDARY MATH. THANK YOU VERY MUCH.
[IX.D. Curriculum Associates – i-Ready Math Computer Software – Jarod Mozer]
>> ITEM D, CURRICULUM ASSOCIATES, I-READY MATH COMPUTER SOFTWARE.
JARED MOSER, IS THERE A MOTION TO APPROVE THE PURCHASE OF I-READY MATH COMPUTER SOFTWARE FROM THE CURRICULUM ASSOCIATES FOR THE 2025-2026, 2026-2027, SCHOOL YEAR FOR 298 $663.22.
BOARD, IS THERE ANY DISCUSSION? SHANICE, IS THERE ANY CITIZEN INPUT?
>> ALL THOSE IN FAVOR SAY AYE?
>> ALL THOSE OPPOSED, SAY NAY? MOTION PASSES. ITEM E,
[IX.E. Amendment to the TAP Contract – Kim Neal]
AMENDMENT TO THE TAP CONTRACT.KIM NEAL, IS THERE A MOTION TO APPROVE AND EXECUTE THE AMENDMENT TO CONTRACT NUMBER 20-TAP-08?
>> FIRST, WE HAVE A SECOND. BOARD MEMBERS, IS THERE ANY DISCUSSION? SHANICE, IS THERE ANY CITIZEN INPUT?
>> ALL THOSE IN FAVOR, SAY AYE?
[00:50:02]
>> ALL THOSE OPPOSED, SAY NAY? MOTION PASSES.
I'M PROBABLY GOING TO SAY THIS WRONG.
SEEDLETS EDUCATION, DR. MANDI BRADFORD,
[IX.F. Seidlitz Education – Dr. Mandi Bradford]
IS THERE A MOTION TO APPROVE THE PURCHASE OF PROFESSIONAL DEVELOPMENT SERVICES FROM SEEDLETS EDUCATION FOR THE 2024-2025 SCHOOL YEAR IN THE AMOUNT OF $6,027?>> WE HAVE FIRST, WE HAVE A SECOND.
BOARD MEMBERS, IS THERE ANY DISCUSSION? SHANICE, IS THERE ANY CITIZEN INPUT?
>> ALL THOSE IN FAVOR SAY AYE?
>> ALL THOSE OPPOSED SAY NAY? MOTION PASSES.
[IX.G. Contracts for Board Approval – Jim Vanderloo/ Jarod Mozer]
JIM VANDERLOO AND JARED MOSER, IS THERE A MOTION TO APPROVE AND EXECUTE THE CONTRACT TO SUPPORT STUDENT LEARNING AND ACTIVITIES?>> WE HAVE FIRST, WE HAVE A SECOND.
BOARD, IS THERE ANY DISCUSSION?
>> SHANICE, IS THERE ANY CITIZEN INPUT?
>> ALL THOSE IN FAVOR SAY AYE?
>> ALL THOSE OPPOSED, SAY NAY? MOTION PASSES.
ITEM 8, FACILITY RENTAL AGREEMENTS.
[IX.H. Facility Rental Agreements – Jim Vanderloo/ Jarod Mozer]
JIM VANDERLOO AND JARED MOSER.IS THERE A MOTION TO APPROVE AND EXECUTE THE FACILITY RENTAL CONTRACTS?
>> WE'VE A FIRST, WE HAVE A SECOND.
BOARD MEMBERS, ANY DISCUSSION? SHANICE, ANY CITIZEN INPUT?
>> ALL THOSE IN FAVOR SAY AYE?
>> ALL THOSE OPPOSED SAY NAY? MOTION PASSES.
[IX.I. First Reading of Board Policies – Dr. Rod Earleywine]
SECOND AND FINAL READING OF BOARD POLICIES, DR. ROD EARLEYWINE.>> MY CHEAT SHEET HAD IT WRONG.
FIRST READING OF BOARD POLICIES.
204.12, BOARD MEETING AGENDAS.
401.1, EMPLOYEE CONFLICT OF INTEREST.
403.3, TERMINATION DISCHARGE OF AT WILL EMPLOYEES.
403.6, DISCIPLINE SUSPENSION AND DISCHARGE OF TEACHERS.
403.7, PROBATIONARY PERIOD FOR TEACHERS.
404.8, ABSENT WITHOUT PAY ISB LEAVE OF ABSENCE, PARENTHESES.
>> SORRY. WHAT WAS THAT AGAIN?
>> 503.12, STUDENT FIELD TRIPS.
I WAS GIVEN THE FORCE FOR WHAT REASON.
504.7, EMERGENCY SCHOOL CLOSING.
601.10, EVALUATION AND REPORTING ON EDUCATION PROGRAM.
602.3, PROGRAM FOR ENGLISH LEARNERS.
681.10, GRADING. 800, BUSINESS OPERATIONS, 801.1 DEPOSITORY OF FUNDS, 901.4 SELECTION OF AN ARCHITECT, 903.1 LEASE, SALE AND DISPOSAL OF SCHOOL BUILDINGS AND SITES.
IS THERE A MOTION TO APPROVE THESE BOARD POLICY FOR FIRST READING?
>> WE'VE A FIRST, WE HAVE A SECOND.
BOARD MEMBERS, IS THERE ANY DISCUSSION?
>> ON THE TOPIC OF GRADING, IT DOESN'T HAVE THE SPECIFIC AR IN HERE, BUT RIGHT NOW WE CURRENTLY HAVE TWO METHODS OF GRADING.
WE HAVE STANDARD BASED GRADING FOR THE ELEMENTARY, AND THEN WE HAVE TRADITIONAL ABCD GRADING FOR SECONDARY SCHOOLS.
HAVING THESE TWO GRADING POLICIES, I THINK CAUSES CONFUSION IN OUR DISTRICT AND OUR STUDENTS, AND FOR PARENTS AS KIDS MOVE FROM ELEMENTARY.
THE STANDARD BASED GRADING HAS NEVER PROVEN THAT IT HELPED US IMPROVE ACHIEVEMENT EVER.
AS WE KNOW, EARLIER THIS YEAR WE HAD A DEBACLE WITH THAT.
SOMEWHERE WITH THE POLICY COMMITTEE, I WOULD LIKE US TO CONSIDER GOING TO ONE GRADING SYSTEM, AND THAT WOULD BE THE TRADITIONAL ABCD GRADING FOR NEXT YEAR.
I DON'T KNOW HOW OR WHAT THE PROCESS IS TO GET THAT MOVING FORWARD.
BUT HAVING TWO DIFFERENT POLICIES MAKES NO SENSE FOR THIS DISTRICT ANYMORE.
THE LEGACY OF IT'S BEEN OVER TEN YEARS WITH TWO DIFFERENT POLICIES, IT JUST MAKES NO SENSE.
I DON'T KNOW HOW WE REFLECT THAT IN HERE.
I DON'T THINK WE DO IN HERE, IT DOESN'T TALK ABOUT IT.
THAT'S IN THE AR, I BELIEVE, ASSOCIATED WITH GRADING.
HOW DO WE GO ABOUT MODIFYING THAT? I'D ASK THE POLICY COMMITTEE OR DR.
EARLEYWINE TO CONSIDER GOING TO ONE GRADING SYSTEM FOR NEXT YEAR.
[00:55:04]
I'LL VOTE ON THIS. WHAT IS THE PROCESS THAT WE WOULD HAVE TO GO THROUGH TO DO THAT?>> IT WOULD NEED TO GO THROUGH POLICY COMMITTEE.
I THINK IT WOULD HAVE TO DO TWO THINGS.
FIRST OF ALL, IT NEED TO GO TO STUDENT ACHIEVEMENT BECAUSE IT DIRECTLY REFLECTS STUDENT ACHIEVEMENT, SO I BELIEVE IT SHOULD START IN STUDENT ACHIEVEMENT.
THEN MAKE SOME RECOMMENDATIONS FOR CHANGING THE POLICY, INCLUDING THE AR.
IT'S REALLY LOOKING DIFFERENTLY ON HOW WE GRADE K-5 STUDENTS.
RIGHT NOW IT IS ON A SIX-POINT SCALE ONE THROUGH SIX WITH DESCRIPTORS BASED ON SIX BEING THE HIGHEST AND ONE BEING THE LOWEST OF DESCRIPTORS ASSOCIATED WITH THOSE DIFFERENT LEVELS OF STUDENT ACHIEVEMENT.
THEN THAT'S THE WAY IT IS, THE WAY IT'S BEEN DONE FOR QUITE A WHILE HERE.
IT WOULD JUST HAVE TO BE CHANGED TO A, B, C, D, F.
>> BUT QUITE FRANKLY, THE SIX DESCRIPTORS UNDER THE STANDARD BASED GRADING ARE 90, 80, 70, 60, JUST LIKE THE TRADITIONAL GRADING.
WHY WE'RE DOING, I KNOW WHY IT HAPPENED.
I WAS PART OF THE CHANGE BACK IN 2015 AND 2016, AND THAT'S THE BEST WE COULD DO, BUT HAVING TWO DIFFERENT GRADING SYSTEMS THAT EFFECTIVELY MEAN THE SAME THINGS, BUT WE INTERPRET THEM DIFFERENT.
IN FACT, EARLIER, OUR MATERIAL WASN'T ON 1-6, IT WAS ON 1-4, AND THAT WAS AGAINST BOARD POLICY.
I WOULD RECOMMEND SINCE WE HAVE 90, 80, 70 DESIGNATED ON THE STANDARD BASED GRADING, WHY DON'T WE JUST CHANGE IT TO A, B, C, D AND BE CONSISTENT WITH THE WHOLE OF OUR SECONDARY.
THE PARENTS DON'T HAVE TO MAKE A LEAP BETWEEN THE TWO OF THEM.
I DON'T KNOW THE PROCESS, BUT CONTINUING WITH TWO DIFFERENT ONES, IT JUST CAUSES CONFUSION.
I DON'T THINK IT'S HELPED. IT HAS NOT HELPED OUR STUDENT ACHIEVEMENT WHATSOEVER.
THAT WAS THE ORIGINAL THING OF PUTTING IN THE STANDARD BASED GRADING.
IT WAS GOING TO INCREASE OUR STUDENT ACHIEVEMENT, AND IT DIDN'T.
IT DID NOT. THE EVIDENCE IS THERE.
>> ISN'T PART OF SOME OF THAT MESS THAT HAPPENED, WASN'T THAT WITH HOW IT LINED UP WITH BENCHMARK? BENCHMARK HAD A DIFFERENT WAY OF GRADING, IS THAT RIGHT? AM I WRONG ON THAT?
>> BENCHMARK WAS AT ONE THING, WE WERE AT ANOTHER THING.
WE WILL BRING IT TO FIRST OF ALL, STUDENT ACHIEVEMENT TO DO SOME WORK AND DO SOME REVIEW.
REALLY, WE NEED TO LOOK AT SOME RESEARCH THAT WOULD SUPPORT WHATEVER WE'RE GOING TO DO, AND THEN WE'LL SEE HOW IT MOVES FORWARD FROM THERE.
EVENTUALLY, WE'LL HAVE TO GO TO POLICY THOUGH, BECAUSE IT'S A POLICY CHANGE.
>> WHAT IS IT ABOUT THIS CHANGE [INAUDIBLE]?
>> YEAH, THIS IS JUST UPDATING THE CURRENT POLICY.
I THINK WE SHOULD JUST MOVE FORWARD WITH THIS POLICY AND WE CAN ALWAYS GO BACK AND CHANGE IT LATER.
>> AS LONG AS YOU GIVE US A COMMITMENT THAT WE WILL REVIEW IT, BECAUSE ARS ARE NOT MANDATED FOR BOARD REVIEW.
AS LONG AS YOU GET US A COMMITMENT THAT YOU WILL REVIEW IT AND CONSIDER THAT, I COULD GO AHEAD AND APPROVE THIS BECAUSE WE WERE TO REVIEW IT SOME TIME AGO, AND I THINK WE ENDED UP WITH A MESS ON OUR HANDS.
>> WHAT I CAN SAY IS THAT WE CAN HAVE IT AT STUDENT ACHIEVEMENT.
BECAUSE THEN IT GOES TO THAT COMMITTEE THAT GOES TO BOARD POLICY, I CAN'T COMMIT AS A SUPERINTENDENT, IT COMING TO THE FULL BOARD, THAT WOULD HAVE TO COME THROUGH THE BOARD POLICY.
>> I'M JUST COMMITTING TO REVIEWING IT, HAVING THE BOARD REVIEW IT. THAT'S THE ONLY THING I'M ASKING.
I'M NOT ASKING FOR A DECISION.
I HEAR DR. EARLEYWINE IS MAKING A COMMITMENT TO REVIEW IT.
>> YEAH, ABSOLUTELY. THROUGH THAT PROCESS THAT I MENTIONED, IF THAT WORKS FOR THE BOARD. MAKES SENSE TO ME.
>> IT WORKS AND IT HAS NO BEARING ON THIS POLICY, SO I SAY WE CONTINUE FORWARD.
>> ANY FURTHER DISCUSSION? SHANICE, ANY CITIZEN INPUT?
>> I'M PREPARED TO CALL FOR THE VOTE.
ARE WE SURE ALL THE QUESTIONS ARE?
MS. DENNEY, AND I KNOW THIS WOULD GO TO STUDENT ACHIEVEMENT, REALLY I DON'T KNOW IF YOU CAN ANSWER THIS.
WOULD THE ROLLOUT OF THAT MAKE IT EASIER ACROSS THE DISTRICT?
>> I'M GLAD THAT YOU ASKED THAT.
I ACTUALLY AM UNSURE IF THEY APPROVED THIS POLICY, IS THE INTENTION THAT WE CHANGE THE WORDING FOR THIS YEAR BECAUSE
[01:00:01]
[INAUDIBLE] TO NOT DO THAT.>> I WOULD HEAVILY ADVISE AGAINST CHANGING ANYTHING FOR THIS YEAR.
>> [OVERLAPPING] IT WOULD BE FOR NEXT YEAR.
>> BECAUSE I'M GOING TO EFFECT UNTIL NEXT YEAR.
>> YEAH, THE BOARD CAN PUT AN EFFECTIVE DATE ON. WHATEVER THEY CHOOSE TO DO.
>> IT DOESN'T REALLY MATTER IF WE'RE GOING TO COME BACK AND REVIEW IT ALL, IF ANYTHING.
>> CHANGING A GRADING POLICY MID YEAR WOULD NOT BE AN EASY THING TO DO.
>> THAT WOULD BE CONFUSING FOR EVERYBODY.
HAVE HALF OF A YEAR OF ONE SYSTEM, HALF OF A YEAR ANOTHER SYSTEM.
>> FOR CONTINUITY, WE NEED TO STAY THE SAME UNTIL IT COMES BACK. THANK YOU.
WE ARE READY TO VOTE ON THE FIRST READING.
>> ALL THOSE OPPOSED, SAY NAY? BOARD FIRST READING PASSES.
BEFORE WE ADJOURN TONIGHT, WE ARE EXTENDING OUR CONDOLENCES TO NORTH MIDDLE SCHOOL FOR THE LOSS OF A FACULTY AND MOST RECENTLY A STUDENT.
OUR THOUGHTS AND PRAYERS GO OUT TO THEM AT THIS TIME.
IS THERE A MOTION FOR ADJOURNMENT? > SO MOVED.
>> WE'VE A FIRST, WE HAVE A SECOND.
>> ALL THOSE OPPOSED, SAY NAY? WE ARE ADJOURNED.
* This transcript was compiled from uncorrected Closed Captioning.