[00:00:03]
>> GOOD EVENING. IT'S OCTOBER 27TH
[I. Call to Order]
, 6:00 PM.I NOW CALL THIS REGULAR MEETING YOUR ORDER.
PLEASE, JOIN ME IN THE PLEDGE OF ALLEGIANCE.
>> BOARD MEMBERS, IS THERE A MOTION TO APPROVE THE AGENDA?
[IV. Approval of Agenda]
>> ANY DISCUSSION? ALL THOSE IN FAVOR OF APPROVING THE AGENDA, SAY AYE?
>> ALL THOSE OPPOSED, SAY NAY.
WE'RE AT THIS TIME. WE'VE GOT GOOD NEWS REPORT.
[V.A. West Middle School]
I WILL NOT GET CONFUSE THIS TIME.>> THANK YOU VERY MUCH. YOU READY, CHAIR? WHY DON'T WE START THE GOOD NEWS REPORT TODAY WITH A WONDERFUL VIDEO FROM WEST MIDDLE SCHOOL?
I'M THE PRINCIPAL HERE AT WEST MIDDLE SCHOOL.
WE'RE LOCATED AT 3301 WEST 19TH STREET.
>> TORI ALBRIGHT, ASSISTANT PRINCIPAL AT WEST MIDDLE SCHOOL.
>> AND I'M JAKE DELFS ASSISTANT PRINCIPAL AT WEST MIDDLE SCHOOL.
>> PULLING TOGETHER FIVE ELEMENTARY PETER SCHOOLS, OUR STUDENTS COME TO WEST MIDDLE SCHOOL AND CREATE FRIENDSHIPS THAT LAST A LIFETIME.
WEST SIDE HAS COMMUNITY SUPPORT, AND IT FEELS LIKE ONE BIG FAMILY.
AT WEST MIDDLE SCHOOL, WE HAVE SEVEN TEAMS, WHICH ALLOWS TIME FOR TEACHERS TO COLLABORATE AND CONTRIBUTE IDEAS TO SUPPORT STUDENTS' BEHAVIOR AND ACADEMIC NEEDS.
THERE IS ALSO TIME ALLOWED FOR PLCS, WHICH GIVES OUR STAFF THE OPPORTUNITY TO ALIGN GOALS ACROSS TEAMS AND FOCUS ON STUDENT ACHIEVEMENT.
WE ARE PROUD OF THE SYSTEMS WORK WE HAVE DONE, ESTABLISHING ROUTINES, PROCEDURES, AND TIERED LEVELS OF SUPPORT FOR ALL STUDENTS.
IN ADDITION, WEST MIDDLE SCHOOL PROVIDES AN OPPORTUNITY FOR OUR STUDENTS TO EXPLORE EXTRACURRICULARS SUCH AS BASKETBALL, FOOTBALL, TRACK, CROSS COUNTRY, VOLLEYBALL, WRESTLING, MUSICAL, CHOIR, BAND, ART, AND GAME CLUB, WHICH HELPS STUDENTS TO GAIN SKILLS FOR THEIR FUTURE ENDEAVORS.
WE HAVE A LOT OF FUN HERE AT WEST MIDDLE SCHOOL, AND WE THINK THAT WEST IS A GREAT PLACE TO BE.
>> THAT IS MY GOOD NEWS REPORT, AND THEN LATER ON, I WILL GIVE MY SUPERINTENDENT'S REPORT.
THANK YOU FOR WHAT YOU'RE DOING OUT THERE.
AT THIS TIME, WE HAVE CITIZEN INPUT.
AT THIS TIME, THE BOARD OF DIRECTORS INVITES INDIVIDUALS OR DELEGATION TO COME FORWARD AND SPEAK ON ANY ISSUE RELATED TO THE SCHOOL DISTRICT OPERATIONS THAT ARE NOT INCLUDED ON TODAY'S MEETING AGENDA.
CITIZEN INPUT ON ACTION AND DISCUSSIONS ITEMS WILL YOU ACCEPTED AT THE TIME OF DISCUSSION OF EACH AGENDA ITEM.
ALSO, JUST A REMINDER, BOARD MEMBERS MAY ASK CLARIFYING QUESTIONS AT THE END, IF YOU DO SPEAK.
SHANICE, DO WE HAVE ANY TALKERS TODAY?
RIGHT NOW, WE'RE GOING TO HAVE A SPECIAL PRESENTATION REGARDING THE PUBLIC CITY SCHOOL,
[VII.A. Sioux City Public Schools Foundation ]
PUBLIC FOUNDATION AND KAREN YOU'RE UP. AWESOME.>> THANK YOU. I'M KAREN HARRISON, DIRECTOR OF DEVELOPMENT OF THE CITY PUBLIC SCHOOLS FOUNDATION.
YOU ALL HAVE A PACKET BEFORE YOU, SO I'M JUST GOING TO HIGHLIGHT AND GO THROUGH AS QUICK AS I CAN BECAUSE I KNOW YOU CAN READ THESE LATER AND I KNOW YOU HAVE A FULL AGENDA TO.
THIS YEAR, I'D LIKE TO START THE REPORT AGAIN WITH CURRENT LIST OF BOARD MEMBERS.
[00:05:02]
THERE'S ROOM FOR GROWTH IN THIS AREA.AS MANY OF YOU MAY KNOW, SOME OF YOU MAY NOT, I'M GOING TO RETIRE IN DECEMBER.
AND SO WITH MY TRANSITION IN A TRANSITION OF A NEW SUPERINTENDENT, I THOUGHT IT WAS MORE APPROPRIATE TO WAIT FOR THE NEW DIRECTOR TO DEVELOP A BOARD AND WORK WITH YOU SO THE MISSIONS CAN MATCH UP.
SO, I'LL LET YOU READ THE BOARD LATER.
OUR MISSION STATEMENT IS ALSO ON HERE, BUT TO JUST SUMMARIZE FOR THE PUBLIC, OUR MISSION CONTINUES TO BE TO HELP OUR DISTRICT WITH THE TAX SHORTAGES, WHERE THEY FALL, AND WE ARE YOUR NONPROFIT TO HELP YOU AS DISTRICT MEMBERS TO ACCOMPLISH YOUR PRIORITIES YOU'LL SET FORTH.
I'LL BRIEFLY TOUCH BASED ON WHAT WE'VE ACCOMPLISHED TOGETHER AS WE WORK THROUGH THE PACKET.
WHEN I FIRST STARTED AS AN EMPLOYEE GOING CLEAR BACK TO WHEN I WAS ON BOARD, BEFORE I WAS AN EMPLOYEE, WE HAD THE THREE PILLARS.
THERE ARE FOUR OF THEM ARE LISTED BELOW.
THEY'RE ALSO ON OUR WEBSITE, BUT I'M JUST GOING TO QUICK REALLY REVIEW SOME SUCCESSES UNDER EACH PILLAR VERSUS SIT HERE AND READ THEM OFF TO YOU IF THAT'S OKAY.
UNDER THE FIRST PILLAR, I'M GOING TO TALK ABOUT IS STUDENT NEEDS.
THIS WAS FORMALLY CALLED EQUITY.
BUT STUDENT NEEDS IS SIMPLY HELPING OUR KIDS WITH THEIR BASIC NEEDS, FOOD, WATER, AND SHELTER.
WHEN A KID DOESN'T HAVE THEIR BASIC NEEDS MET, IT'S PRETTY HARD TO PAY ATTENTION IN SCHOOL.
WE'RE PROUD TO HELP OUR STUDENTS IN ALL THE AREAS UNDER THERE.
SOME OF THEM ARE HIGHLIGHTED, AND SOME OF THE THINGS WE'VE HAD GREAT SUCCESS HELPING.
SOME OF YOU THAT ARE SITTING HERE AS A BOARD TOO HAVE HELPED US MONETARILY WITH UNDER THESE AS WELL.
CLOTHING, SCHOOL SUPPLIES, FEMININE HYGIENE PRODUCTS CONTINUES TO BE AN AREA THAT NEEDS HELP WITH.
THERE'S MORE LISTED, BUT I'D ALSO BE REMISS IF I DIDN'T MENTION OUR ADOPT A GRAD PROGRAM.
THERE'S SO MANY OF YOU THAT HAVE HELPED WITH THIS, TOO, IN THE DISTRICT.
BUT IT'S ANOTHER EXAMPLE AND EACH YEAR, WE APPROXIMATELY 100 GRADUATES THAT NEED HELP WITH CAPS, GOWNS, AND TASSELS.
THIS CONTINUES TO BE SOMETHING OUR COMMUNITY HAS REALLY RALLIED AROUND AND SUPPORTED.
THESE KIDS HAVE DONE THE WORK, THEY PUT IN THE TIME.
THEY DESERVE TO GRADUATE AND CELEBRATE THIS MOMENTOUS MOMENT WITH THEIR PEERS.
I HOPE THIS PROJECT WILL CONTINUE IN THE FUTURE.
WHAT OUR HIGH SCHOOLS NEED TO DO IS JUST SIMPLY FILL OUT A REIMBURSEMENT FORM THAT THEY SUBMIT TO US, AND THEN WE PROVIDE A CHECK.
THE CAMPAIGN IS, USUALLY, AROUND 5,000 BECAUSE AN AVERAGE CAT GUN AND TASSEL IS, TYPICALLY 50.
IT'S USUALLY A LITTLE BIT MORE AT EASE, BUT IF WE JUST AVERAGED, YOU COULD JUST FIGURE THAT OUR CAMPAIGN IS AROUND $5,000.
AS THE DIRECTOR OF DEVELOPMENT, IT'S MY JOB TO BE OUT THERE SPEAKING TO PEOPLE, I WOULD SAY THAT PEOPLE WELCOME ME WITH OPEN ARMS IN THIS AREA TO THE VARIOUS ORGANIZATIONS WE HAVE OUT THERE, AND ALSO THE PRESS HAS BEEN GREAT IN MEDIA ABOUT HELPING US GET ON THERE AND PROMOTE THIS AS WELL.
I'M GOING TO MOVE ON TO PLAYGROUNDS.
THIS IS NOT SOMETHING WE'RE GOING TO ALWAYS SEE ON HERE, BUT WE DID HELP WITH THE LEADS PLAYGROUND.
IT WAS 20-YEARS-OLD, AND IT DEFINITELY NEEDED SOME SENSORY BASED EQUIPMENT TO HELP WITH LEARNING, AND IT ALSO NEEDED TO MAKE SURE THAT IT WAS ADA COMPLIANT.
WE WERE ABLE TO GIVE YOU AS A DISTRICT 75,000 TOWARDS THAT.
I WAS REALLY PROUD OF THAT PROJECT AS WELL.
ON THE PICTURE, YOU'LL SEE OUR BOARD PRESIDENT SKIP PERLEY.
WE DID THE DEDICATION WITH THE CHAMBER, AND ALSO INVITED THE MEDIA.
WE HAD GREAT RESPONSE FROM THAT, TOO, SO IT WAS A PRIVILEGE TO OPEN THAT OFFICIALLY WITH YOU.
UNDER STEM, THE DIRECTOR'S ROLE IS TO REALLY WORK, AGAIN, WITH CURRENT SPONSORS AND DEVELOP RELATIONSHIPS WITH PEOPLE WHO WILL HELP SUPPORT SCIENCE, TECHNOLOGY, ENGINEERING, AND MATH.
I'M REALLY PROUD THAT WE WERE ABLE TO RE ESTABLISH SOME RELATIONSHIPS WITH SOME LONG TERM SUPPORTERS.
AND THEY HAVE, AGAIN, THIS YEAR, AGREED TO SUPPORT THE SCIENCE MATH AND NASA CAMP.
NOW, NASA IS AN EXTRACURRICULAR ACTIVITY, BUT THEY'VE AGREED TO HELP WITH THAT BECAUSE OFTENTIMES, WE MIGHT HAVE STUDENTS IN THERE THAT COULDN'T AFFORD TO GO.
TEACHERS, AS YOU KNOW, TAKE THEIR OWN TIME TO TAKE STUDENTS TO THAT.
THIS YEAR, THEY ARE CURRENTLY TEACHERS IN THE PROCESS OF SIGNING UP FOR THEIR SCIENCE CONFERENCES.
IT'S MY UNDERSTANDING THERE'S NOT GOING TO BE MATH THIS YEAR.
BUT THOSE TEACHERS WILL THEN BE REIMBURSED FOR ANY EXPENSES, AND WE'RE IN THE PROCESS OF GETTING THEM ALL SIGNED UP FOR REGISTRATION THROUGH THE FOUNDATION.
I DID ALSO WANT TO ADD TO THAT WE WERE ABLE TO RAISE MONEY AND HELP PUT IN PLACE THE EIGHTH GRADE ENGAGEMENT LABS, AND I'M REALLY PROUD OF THAT BECAUSE IT'S A HANDS-ON ENGAGEMENT CURRICULUM, AND THAT FOR EIGHTH GRADERS WILL CONTINUE OVER THE NEXT 8-10 YEARS FROM WHAT I'M TOLD.
[00:10:01]
ARTS AND CULTURE. WE'VE HELPED WITH VARIOUS PROJECTS OVER THE YEARS AND PROGRAMS AND SUPPLIES, TOO.I DO THINK THIS PILLAR HAS AREA FOR MORE GROWTH.
I'M HOPING IN THE FUTURE, THE NEXT DIRECTOR WILL CONTINUE TO DEVELOP RELATIONSHIPS WITH PEOPLE IN THE COMMUNITY WHO SUPPORT THE ARTS.
THOSE RELATIONSHIPS ARE IMPORTANT, AND AGAIN, IT'LL BE BASED ON WHAT THE DISTRICT, AS THE DISTRICT SETS FOR NEEDS.
BUT I JUST WANT TO POINT OUT, I'VE SEEN A LOT OF MURALS LATELY COME UP IN SIOUX CITY, AND I THINK THAT'S AWESOME.
IN MY FORMER LIFE, I HAD WORKED WITH KIDS ON A MURAL PROJECT, FOR EXAMPLE.
THOSE ARE ALWAYS FUN, AND THE KIDS TAKE OWNERSHIP, AND IT'S LESS LIKELY TO BE DAMAGED IF THE KIDS ARE INVOLVED.
THERE'S SEVERAL DIFFERENT THINGS WE'VE DONE OVER THE YEARS. THEY'RE LISTED THERE.
BUT ANOTHER THING I WANT TO POINT OUT UNDER THIS PILLAR IS THAT WE HAVE 47 DIFFERENT LANGUAGES BEING SPOKEN IN OUR HOMES.
I THINK THE ARTS AND CULTURE IS IMPORTANT FOR THAT ALONE, BUT ALSO I WANT TO POINT OUT THAT ART HELPS WITH CREATIVITY, CRITICAL THINKING, AND IT ALSO HELPS OUR KIDS DEVELOP EMOTIONAL SKILLS SUCH AS EMPATHY AND SELF REGULATION.
I THINK THAT'S EXTREMELY IMPORTANT FOR PREVENTION OF OR SHOULD I SAY ENCOURAGEMENT OF POSITIVE BEHAVIORS.
THE NEXT PILLAR IS THE ONE I'M REALLY PROUD ABOUT, TOO.
THIS IS OUR NEWEST PILLAR, AND THIS IS THE ONE I WENT TO OUR BOARD ABOUT A YEAR AGO, AND I ASKED IF WE COULD ADOPT CAREER AND TECHNICAL EDUCATION AS A FOURTH PILLAR, BECAUSE WE'VE BEEN DOING SO MUCH WITH IT.
AS YOU KNOW, PRE-ENGINEERING AND MANUFACTURING MEAN IOWA'S LEADING WORKFORCE SECTOR.
WE'RE SO PROUD TO HAVE ADDED CAREER AND TECHNICAL EDUCATION TO OUR MISSION.
WE ALSO CELEBRATED WITH YOU THE OPENING OF OUR TRADES BUILDING.
WE'RE SO PROUD OF THAT. WE WERE ABLE TO GIVE YOU A CHECK FOR $100,000, AND THAT WAS REALLY WELL ATTENDED BY THE PUBLIC AS WELL.
THANK YOU, AGAIN, FOR YOUR SUPPORT AND ATTENDING THAT, TOO.
I KNOW THAT OUR TEAM MEMBERS CONTINUE TO TELL ME THAT WE HAVE SO MANY STUDENTS INTERESTED IN THIS AREA, BUT STILL WE NEED MORE INSTRUCTORS, SO I'M NOT SURE WHAT THE FUTURE HOLDS, BUT I HOPE WE CAN DO MORE WITH THAT.
I HOPE EVENTUALLY THAT SPACE COULD MAYBE POTENTIALLY BE EXPANDED.
I'M NOT SAYING THAT'S ONE OF YOUR PRIORITIES.
[LAUGHTER] WE ALSO HAVE HAD SOME PRETTY GOOD ATTENTION WITH THAT TRADES BUILDING.
WE'VE HAD TWO, HEISMAN TRAIN TOUR IT.
ERIC CROUCH AND JOHNNY ROGERS BOTH HAVE TOURED IT, NEBRASKA HEISMAN. SORRY, JAN.
>> [LAUGHTER] BUT WITH THAT, TOO, THEN WE HAD ONE OF MY DONORS THAT WE'VE BEEN WORKING WITH WENT THROUGH THAT TOUR AS WELL, AND HE JUST RECENTLY GAVE US $100,000 DONATION IN JOHNNY ROGERS AND ERIC CROUCH NAME.
WE'RE TRYING TO WORK OUT A CHECK PRESENTATION WITH THAT TO THE FOUNDATION ON THAT.
AGAIN, HOPEFULLY, THERE'S MORE ROOM TO EXPAND UPON THAT, BECAUSE I DO WANT TO POINT OUT, AGAIN, THAT THROUGH OUR CAREER ACADEMY AND THROUGH THIS AREA OF THE CAREER AND TECHNICAL EDUCATION, WE'RE PREPARING THOSE STUDENTS TO GO TO WORK, BECAUSE WE DO HAVE A LOT OF KIDS THAT WANT TO GO STRAIGHT TO WORK.
WE'RE SAVING COMPANIES THOUSANDS OF DOLLARS BY DOING THAT.
IT'S REALLY IMPORTANT THAT THE NEXT DIRECTOR CONTINUE TO WORK WITH SOME OF THOSE PRE-ENGINEERING COMPANIES TO REALLY DEVELOP THOSE RELATIONSHIPS.
NEXT, I WANT TO GET INTO OUR EVENTS.
RIGHT NOW, WE TYPICALLY HAVE TWO EVENTS.
WE HAD THIRD THIS YEAR, I WANT TO TELL YOU ABOUT. WE'LL GET TO IN A MOMENT.
ARE YOU SMARTER THAN A FOURTH GRADER CONTINUES TO BE OUR TOP EVENT, AND I LOVE IT BECAUSE IT BRINGS ATTENTION TO WHAT WE DO AND EVERYTHING WE DO. IT'S EDUCATION.
IT FOCUSES ALL OUR QUESTIONS, OUR STEM, AND ALSO ARTS AND CULTURE ARE BROUGHT INTO IT IN MUSIC AS WELL.
I WANT TO POINT THAT OUT. IT'S GREAT.
WE NOW HAVE CONTESTANTS BEFORE I USED TO STRUGGLE TO FIND CONTESTANTS.
I NOW HAVE CONTESTANTS FROM THE COMMUNITY THAT ARE CALLING TO ASK TO BE INVOLVED.
THIS YEAR, WE TRY TO MAKE IT FUN AND ALSO COMPETITIVE BETWEEN OUR CONTESTANTS IN A FUN, CLEAN WAY.
[LAUGHTER] I'M HAPPY TO SAY, I'VE ALWAYS HAD THE GOAL THAT OUR CONTESTANTS WOULD RAISE $14,000 IN THIS YEAR, WE HIT IT.
WE EARNED OVER 40,000 FOR THAT THIS YEAR.
REALLY, AGAIN, I HOPE WITH THE DISTRICT, THE NEW DIRECTOR, AND THE SUPPORT THAT WE'VE ALWAYS HAD.
ANGELA, THANK YOU SO MUCH FOR HELPING US GET DIRECTORS TO IT, TOO.
OUR ATTENDANCE WAS THE LARGEST IT EVER WAS LAST YEAR, AND IT WAS JUST ON FIRE IN A GREAT WAY.
OF COURSE, OUR FOURTH GRADERS LOVE IT, AND THEY THINK THE T-SHIRTS ARE REALLY COOL.
[LAUGHTER] NEXT, I'M GOING TO MOVE ON TO JAN'S FAVORITE, GOLF OR EDUCATION.
IT'S ANOTHER EXAMPLE OF BRINGING PUBLICITY TO OUR DISTRICT.
[00:15:03]
THAT'S WHAT CELEBS DO.IT'S STILL AN AGE OLD MARKETING TECHNIQUE.
WE'VE BEEN REALLY BLESSED WITH RELATIONSHIPS THAT WE HAVE WITH NEBRASKA'S HEISMAN WINNERS.
HONESTLY, ONCE YOU DEVELOP RELATIONSHIPS WITH A LOT OF CELEBRITIES, THEY'VE BEEN GREAT ABOUT INTRODUCING ME TO OTHER PEOPLE.
YOU CAN SEE THE LIST OF PEOPLE WE HAD, AGAIN, THE HEISMAN.
WE'VE HAD CHUCK LONG FROM IOWA, WE'VE HAD MARCUS DUPREE, WHICH WAS OKLAHOMA'S REALLY BIG DEAL IF YOU KNOW THE HISTORY THERE.
SEVERAL OTHER PLAYERS. THIS YEAR, JASON PETER JOINED US.
HE WAS ON THAT BACK TO BACK NEBRASKA TEAM.
WE DID HAVE IOWA PLAYERS SCHEDULED TO COME, BUT THEY HAD THINGS HAPPEN AT THE LAST MINUTE THAT THEY HAD TO PULL OUT.
>> LIKE A BALL GAME OR SOMETHING? [LAUGHTER]
>> WELL, IT WASN'T A HEISMAN. [LAUGHTER]
>> BUT ALONG WITH THAT, I DO WANT TO POINT OUT ON OUR FACEBOOK.
WE STILL HAVE THE SHOUT OUT FROM KANSAS CITY'S CHIEF COACH ANDY REID, WHO TOOK TIME OUT OF A SCHEDULE IN THE MIDDLE OF CAMP TO JUST STOP AND DO A VIDEO FOR US, AND THEN HE SENT ME A BALL AND A COUPLE OF SHIRTS THAT WERE AUTOGRAPHED FOR THAT.
I HAVEN'T GOTTEN THAT DONE YET.
BUT I DO WANT TO POINT OUT, THAT HAS AREA TO GROW.
IT'S STILL ALSO EXPENSIVE TO DO THAT, BUT IT IS BRINGING ATTENTION TO SIOUX CITY EDUCATION. THAT'S WHAT WE'RE TRYING TO DO.
I'VE ALREADY HAD SOME CELEBRITIES CALL AND ASK WHAT DATE IT IS GOING TO BE THIS YEAR AND ASK IF THEY CAN PARTICIPATE.
WE HAD AN ADDED A DIFFERENT CELEBRITY.
AGAIN, ONCE YOU MEET THESE PEOPLE, THEY INTRODUCE YOU TO OTHERS.
JOHNNY ROGERS INTRODUCED ME TO VINCENT CHAPMAN AT HIS JET AWARD, AND VINCENT CHAPMAN IS THE DANCING UMPIRE OF THE SAVANNAH BANANAS.
I DON'T KNOW IF YOU'RE FAMILIAR WITH THEM.
THEY'RE OUT THERE ON FACEBOOK. YOU CAN CHECK OUT SOME VIDEOS AND HOW THEY CAME ABOUT.
HE SAID, JONNY TOLD ME ALL ABOUT THIS. I'LL BE THERE.
HE EVEN HAD A GAME DELAY, SO WE HAD TO CHANGE HIS FLIGHTS, AND HE STILL WANTED TO COME AND HE DID IT.
HE WAS GREAT WITH ALL OF OUR DONORS AND STUDENTS THAT WERE THERE TOO.
THEN I WANT TO MOVE ON TO AND I KNOW I'M GOING QUICKLY, BUT AGAIN, I KNOW YOU'VE GOT A FULL DOCKET.
I WANT TO MOVE INTO OUR ALUMNI DATABASE, AND OUR NEWSLETTER.
I'M REALLY PROUD IN THIS AREA.
GOING BACK TO WHEN I WAS ON THE BOARD, I'VE ALWAYS FELT THIS ORGANIZATION IS A SCHOOLS FOUNDATION.
WE'RE A SCHOOL FOUNDATION. WE ARE ALUMNI.
WE SHOULD HAVE OUR ALUMNI BOARD.
WE HAVE OVER 50,000 ALUMNI NOW.
IF EACH OF THEM GAVE $125 DONATION A YEAR, THAT'S $1.25 MILLION AND HOW THAT WOULD HELP WITH THE SHORTAGES WE'RE FACING RIGHT NOW.
I CONTINUE GROWTH IN THAT AREA.
THE COMMUNICATIONS TEAM HAS BEEN GREAT TO WORK WITH.
WE HAVE A BRAND NEW WEBSITE WHEN YOU GET CHANCE, PLEASE CHECK IT OUT.
AGAIN, IT'S JUST DO A GOOGLE SEARCH FOR THE SCHOOLS FOUNDATION. IT'LL BE THERE.
BUT WE NOW HAVE A DATABASE OF OVER 26,000 GRADUATES.
I HAD THE PLEASURE OF WORKING WITH THE CLASS OF 1975 FROM NORTH HIGH, AND THEY WERE THE FIRST CLASS TO GO THROUGH ALL THREE GRADES AT THE TIME TO GRADUATE. THAT WAS REALLY AWESOME.
WE ACTUALLY JUST FEATURED HER, THE ORGANIZER OF THAT CLASS REUNION IN OUR CURRENT NEWSLETTER.
IF YOU'VE NOT RECEIVED THE NEWSLETTER, PLEASE LET ME KNOW AND I'LL MAKE SURE THAT IT'S SENT TO ALL OF YOU, AND WE'LL GET YOU ADDED TO THE LIST JUST SO YOU CAN SEE THE NEWSLETTERS, TOO.
I ALSO FEEL LIKE WE NEED TO DO SHOUT OUTS TO TEAM MEMBERS, AND NOT JUST OUR TEACHERS, BUT SHOUT OUTS TO TEAM MEMBERS.
WE ALL HAVE THAT LUNCH PERSON, MAYBE THAT BUS DRIVER, MAYBE IT WAS OUR ENGINEER IN THE BUILDING THAT MADE A DIFFERENCE.
THOSE PEOPLE ARE INSTRUMENTAL TO WHO WE BECOME TODAY.
I THINK WE NEED TO PAY TRIBUTE TO THOSE PEOPLE.
I'VE ASKED THAT WE STARTED DOING THAT, AND THE NORTH SIDE HAS BEEN REQUESTING DONNA DWYER, WHO IS A KINDERGARTEN TEACHER AT CLARK.
SHE IS 92-YEARS-OLD, AND SHE IS SO SHARP, SHE HAS OVER 1,800 STUDENTS, AND I CAN'T EVEN TELL YOU HOW MANY SHE REMEMBERED IN INTERVIEWING HER.
IF YOU HAVE A FAVORITE TEAM MEMBER, PLEASE SHUT OUT.
I LIKE TO REFER TO OUR EMPLOYEES AS TEAM MEMBERS, BY THE WAY.
IT'S ALWAYS BEEN MY DREAM TO ADD A DEDICATIONS PAGE.
MAYBE SOMEBODY CAN DO A SHOUT OUT TO A CLASSMATE, OR THEY CAN DO A MEMORIAL TO SOMEBODY THEY'VE LOST. I STARTED OFF.
SORRY. WITH A GIRLFRIEND I'VE LOST THIS YEAR THAT I'VE KNOWN SINCE I WAS TWO, AND HER MOM AND MY MOM ARE BEST FRIENDS AND TAUGHT TOGETHER FOR YEARS AT WHITTIER.
[00:20:02]
THAT'S OUR FIRST TEACHER.AS WE CONTINUE TO MOVE FORWARD WITH OUR ADVOCACY EFFORTS.
THIS IS REALLY, TRULY THE BIGGEST AREA I SEE FOR YOU GOING FORWARD WITH THE FOUNDATION AND GROWING.
AGAIN, THE EXAMPLE OF 50,000 PEOPLE.
I WENT HOME ONE NIGHT AND I THOUGHT ABOUT, WELL, I LOVE PLAYING OPRAH, AND LAST WEEK I GOT TO DO THAT.
WE HELD OUR EMPLOYEE GIVING CAMPAIGN.
I GUESS I HAVEN'T FIGURED OUT THE PERCENTAGE RATE.
BUT WE HAD AN AMAZING TURNOUT OF PEOPLE WHO GAVE BACK TO OUR EMPLOYEE GIVING CAMPAIGN.
THOSE FUNDS GO DIRECTLY TO STUDENT NEEDS BECAUSE OUR TEAM MEMBERS WANT TO SEE OUR KIDS BEING HELPED, AND I FEEL VERY FIRMLY THAT THAT'S WHERE IT SHOULD GO FOR THOSE STUDENT NEEDS THAT THEY NEED.
GOING WITH THAT, I WAS THINKING ABOUT HOW I LOVED HAVING THAT DAY.
I GOT TO JUST HAND OUT PRICES FOR THAT, AND IT'S GREAT TO HAVE THAT DAY.
BUT IN ORDER TO BE ABLE TO GIVE YOU MORE AS A DISTRICT, WE NEED TO GET MORE.
THAT'S WHERE THE THEME GET TOGETHER, GROW TOGETHER CAME FROM.
YOU'LL SEE THAT IN ALL MY COMMUNICATIONS NOW, AND ALSO ALL OVER OUR WEBSITE, GET TOGETHER, GROW TOGETHER BECAUSE THEN WE CAN GIVE YOU MORE TO HELP YOU.
LASTLY, WE HAD ONE MORE EVENT THIS YEAR THAT WE DON'T TYPICALLY DO, BUT WE HELD A PROM.
FOR THE CLASS OF 2020. THEY DIDN'T GET ONE.
THEY DIDN'T GET A LOT OF THOSE MOMENTOUS MOMENTS, AND SO WE'VE BEEN ENCOURAGED AND ASKED BY SEVERAL COMMUNITY MEMBERS TO TRY TO COME UP WITH SOME ALUMNI TYPE OF EVENTS.
IN CONJUNCTION WITH THE KIND WORLD FOUNDATION, WE HELD A PROM, AND SOME OF YOU ATTENDED, AND I THANK YOU FOR YOUR HELP WITH THAT, TOO. IT WAS GREAT.
IT WAS GREAT TO SEE OVER 125 STUDENTS COME BACK IN FULL PROM ATTIRE AND CELEBRATE THAT BECAUSE, THE WORLD SHUT DOWN ON THEM, SO IT WAS GREAT.
LASTLY, I JUST REALLY WANT TO THANK ALL OF YOU AS BOARD MEMBERS.
I WANT TO THANK OUR DISTRICT TEAM.
ANGELA, I CAN'T THANK YOU ENOUGH FOR WHAT YOU CONTINUE TO DO TO SUPPORT US.
LESLIE'S NOT HERE THIS EVENING, BUT HER TEAM AS WELL.
I HAVE FELT SUPPORTED IN MY FOUR YEARS OF WORKING FOR THE FOUNDATION.
MY INVOLVEMENT BEGAN WHEN I MOVED BACK TO SIOUX CITY.
I'M AN EAST HIGH GRADUATE, A CLASS OF '88.
I PERSONALLY DID MY 30TH REUNION FOR EAST HIGH SEVERAL YEARS AGO.
I'M REALLY EXCITED TO LOOK FORWARD TO SEE HOW THE ALUMNI AND HOW YOU CONTINUE TO GROW AND WHAT CONTINUES TO HAPPEN WITH THE DIRECTOR'S POSITION.
I'M EXCITED TO SEE HOW YOU CAN TAKE IT FORWARD.
I JUST WANT TO REMIND YOU THAT PEOPLE WANT TO DO BUSINESS WITH PEOPLE THEY KNOW, LIKE AND TRUST.
IN ORDER TO ESTABLISH THAT, THEY HAVE TO KNOW THAT WE EXIST.
THEN WE HAVE THE OPPORTUNITY THROUGH THESE EVENTS AND THROUGH THESE ACTIVITIES THAT WE'RE ALREADY DOING, TO GAIN THEIR TRUST, AND THEN THEY MOVE OVER INTO LIFE, WHICH IS WHERE THEY END UP SUPPORTING US.
IT DOESN'T JUST HAPPEN OVERNIGHT, AND A DIRECTOR'S POSITION.
IT'S TAKEN A LONG TIME TO FINALLY SEE SOME FRUIT GROW NOW, BUT WE'RE THERE.
IT'D BE A SHAME TO SEE THIS NOT CONTINUE.
BUT I REALLY WANT TO THANK YOU FOR ESTABLISHING HOW WE COULD WORK TOGETHER AND FOR HELPING US AND CONTINUING TO SUPPORT US.
I DO FEEL SUPPORTED. THANK YOU FOR EVERYTHING.
>> KAREN, THANK YOU VERY MUCH FOR EVERYTHING YOU'VE DONE, YOUR ENERGY YOU BROUGHT TO IT, IT'S AMAZING.
IF WE APPROVED YOUR RETIREMENT, I'D LIKE TO RESCIND THAT AND KEEP YOU, BUT EVERYONE DESERVES TO GO ABOUT THEIR RETIREMENT AGE AND DO THE FUN THINGS LIKE ATTEND AN IOWA GAME.
BUT THAT BEING SAID, AGAIN, THANK YOU FOR EVERYTHING THAT YOU HAVE DONE FOR THE DISTRICT AND THE STUDENTS.
>> WELL, THANK YOU FOR BRINGING THE POSITION INTO THE DISTRICT, BECAUSE IT WOULDN'T HAVE HAPPENED IF OUR CEOS, OUR ORGANIZATIONS DIDN'T SIT DOWN AND FIGURE OUT, WE ARE YOUR NONPROFIT.
HOW CAN WE BETTER WORK TOGETHER? IT REALLY STARTED WITH YOU GUYS RECOGNIZING THAT THAT WE ARE HERE FOR YOU.
I THINK THERE'S MORE WAYS TO CONTINUE TO GROW TOGETHER, TRAILER, YOUR REPRESENTATIVE ON OUR BOARD, BUT I WISH YOU THE BEST OF LUCK.
>> I'D JUST LIKE TO OPEN UP TO THE BOARD MEMBERS IF THEY'D LIKE TO EXPRESS ANY GRATITUDE WHATSOEVER.
KAREN, YOU HAVE DONE A WONDERFUL JOB, AND IT WAS NICE HAVING THE OPPORTUNITY TO ON BOARD WITH YOU AND TO REALLY LEARN MORE ABOUT THE FOUNDATION.
THROUGHOUT YOUR LEADERSHIP, I WAS ABLE TO PARTICIPATE IN THE RIBBON CUTTING FOR THE LEEDS PLAYGROUND EQUIPMENT AND THE BAND AT THE PROM WAS WONDERFUL, BUT BECAUSE I HAD A BED TIME I LEFT EARLY.
BUT IT WAS FUN. BUT I WILL TELL YOU THAT THE VISION THAT YOU HAVE AND THAT YOU
[00:25:05]
HAD TO GET US TO THIS POINT WITH THE SUPPORT OF OUR COMMUNICATIONS DEPARTMENT IS NOTED.I DO APPRECIATE THE EFFORTS AND YOUR CREATIVITY AND THOUGHT THAT YOU PUT INTO OUR FOUNDATION AND TO CONTINUE TO SEE THE PROSPERITY OF OUR FOUNDATION GROW AND CHANGE IS AN A TRIBUTE TO SOME OF YOUR LEADERSHIP. THANK YOU.
>> ANYONE ELSE. DIRECTOR EHMCKE.
>> JUST A MOMENT AND NOT TO PROLONG IT, BUT I WOULD ALSO LIKE TO THANK YOU BECAUSE A BIG PART OF WHAT WE AS A SCHOOL DISTRICT NEED TO ACCOMPLISH IS TO SHOWCASE WHO WE ARE AND WHAT WE'RE DOING.
THROUGH THE EFFORTS OF THE FOUNDATION AND YOU, WE HAVE BEEN ABLE TO DO THAT IN REALLY MEANINGFUL WAYS, NOT ONLY BEYOND SIOUX CITY, BUT CERTAINLY WITHIN THE COMMUNITY.
I AGREE WITH YOU THAT THIS IS A BEGINNING OF THE GROWING POINT.
IT'S NOT THE END OR FALL PERIOD FOR THIS GROWTH OF THE FOUNDATION INVOLVEMENT WITH US, SO THANK YOU FOR GETTING US OFF IN THE RIGHT DIRECTION.
>> FOUR YEARS AGO, KAREN AND SKIP PARLEY CAME AND WANTED TO ARRANGE A MEETING WITH ROD MYSELF AND SAY.
>> YEAH, I THINK SO. KAREN AND SKIP CAME AND MET WITH ROD AND I AND SAID, WOULDN'T IT BE BETTER IF WE COULD WORK TOGETHER MORE CLOSELY AND PHYSICALLY RESIDE IN THIS BUILDING AND HELP THEM WITH THEIR PAYROLL AND OTHER TYPE OF THINGS THAT WAS COSTING THEM A LOT OF MONEY.
IT WAS A GREAT IDEA. KAREN DROVE THAT DISCUSSION AND LED THAT DISCUSSION.
I THINK IT REALLY SHOWED THAT THEY BECAME PART OF OUR DISTRICT WHILE THEY'RE YET INDEPENDENT, THEY'RE STILL PART OF THE DAILY ACTIVITIES.
I THOUGHT THAT MADE ALL THE DIFFERENCE IN THE WORLD WITH YOUR ORGANIZATION AND THE ENERGY THAT YOU BROUGHT FORWARD TO EVERYTHING. THANK YOU VERY MUCH.
>> THANK YOU FOR TAKING THAT CALL.
BUT I WILL POINT OUT, TOO, AND IN DOING SO, IT REALLY HELPED US GET RID OF A LOT OF UNNECESSARY COSTS THAT WE DIDN'T NEED TO HAVE, WHICH MEANS MORE MONEY IN YOUR POCKET.
AGAIN, I'M AN EAST HIGH GRADUATE. MY MOM TAUGHT HERE.
MY MOM JUST FINALLY RETIRED AT 85.
SHE WAS IN EDUCATION FOR 64 YEARS.
MY AUNT TAUGHT AT BRYANT AND SUNNYSIDE.
I COME FROM A FAMILY OF EDUCATORS, BUT MORE IMPORTANTLY, I COME FROM SIOUX CITY, AND I'M PROUD TO BE A SIOUX CITY GRADUATE.
>> DIRECTOR MILLER. [APPLAUSE]. KAREN, DON'T LEAVE.
>> WELL, KAREN, I WAS JUST GOING TO SAY THE SAME THINGS THAT EVERYBODY ELSE SAID, BUT YOUR VISION AND YOUR LEADERSHIP, AND PUSHING US OUTSIDE OF THE BOUNDARIES THAT WE'VE ALWAYS KNOWN IS IMPORTANT, AND I WANT YOU TO MAKE SURE THAT YOU TAKE THAT WIN WITH YOU, BUT ALSO AS YOU SET THIS UP FOR YOUR SUCCESSOR TO MAKE SURE THAT THEY UNDERSTAND THE OPPORTUNITIES THAT THEY HAVE FOR THOSE WINS AS WELL, BECAUSE WE ARE HERE TO SUPPORT THE FOUNDATION BECAUSE THE FOUNDATION SUPPORTS OUR STUDENTS AND OUR EDUCATORS. THANK YOU.
>> I'LL NEVER NOT TAKE A PHONE CALL IF YOU GUYS NEED SOMETHING OR CONTINUE I'M CURRENTLY WORKING ON STUFF TO TRY TO GIVE EVERYTHING TO THE NEXT PERSON.
BUT JUST IF SOMETHING COMES UP, PLEASE CALL.
I'M GOING TO ALWAYS TAKE THE CALL BECAUSE I'M GOING TO WANT TO HELP.
>> THAT'S NEXT THING, IF ANYONE YOU KNOW START TALKING TO ALL THE ALUMNI AND GETTING TO REGISTER.
WE'RE JUST SIMPLY SENDING THEM FOR NEWS LETTERS A YEAR, AND WE ARE NOT SELLING OUR LIST.
WE'RE NOT SOPHISTICATED, AND WE JUST WANT TO KEEP OUR GRADUATES TO OURSELVES.
>> CONSENT ACTION ITEM BELOW ARE THE FOLLOWING.
[VIII.Consent Action Item(s) ]
A, BOARD MEETING MINUTES FROM OCTOBER 13TH, 2025, DR. WILLIAM CORDOVA.B, FINANCE REPORT, PATTY BLINKENSHIP, C, LEVEL 1 INVESTIGATORS, BARB CASKY.
BOARD MEMBERS, IS THERE A MOTION TO APPROVE THE CONSENT ACTION ITEMS?
>> WE HAVE FIRST, WE HAVE A SECOND.
BOARD MEMBERS. IS THERE ANY DISCUSSION? SEANIECE ANY CITIZEN INPUT.
ALL THOSE IN FAVOR OF APPROVING THE CONSENT ACTION ITEM, SAY AYE.
>> ALL THOSE OPPOSED SAY, NAY.
MOTION IS APPROVED 7-0. FUTURE MEETINGS.
[IX. Future Meetings]
BOARD FINANCE OF FACILITY COMMITTEE MEETING, 03:00 PM NOVEMBER 3, 2025, ESC BOARD ROOM.BOARD'S DURING ACHIEVEMENT COMMITTEE MEETING 12:00 PM NOVEMBER 5TH, 2025 ESC BOARD ROOM.
BOARD WORK SESSION REGARDING FACILITIES MASTER PLAN 4:00 PM NOVEMBER 10TH, 2025 ESC BOARD ROOM.
REGULAR SCHOOL BOARD MEETING, 06:00 PM NOVEMBER 10TH, 2025 ESC BOARD ROOM, BOARD FINANCE AND FACILITY COMMITTEE MEETING, 03:00 PM NOVEMBER 17TH, 2025 ESC BOARD ROOM, BOARD POLICY COMMITTEE MEETING 3:30 PM NOVEMBER 18TH,
[00:30:01]
2025 ESC BOARD ROOM.BOARD STUDENT ACHIEVEMENT COMMITTEE MEETING, 12:00 P.M, NOVEMBER 19TH, 2025 ESC BOARD ROOM, AND THE IOWA ASSOCIATION OF SCHOOL BOARD, IASB ALSO KNOWN AS BOARD COM, NOVEMBER 19TH TO THE 21ST, 2025 IOWA EVENT CENTER 730, 3RD STREET, DES MOINES IOWA 50309.
NOTICE IS HEREBY GIVEN THAT A MAJORITY OF THE MEMBERS OF THE BOARD MAY GATHER IN DES MOINES ON IOWA, ON NOVEMBER 19TH THROUGH THE 21ST, 2025, TO ATTEND THE IOWA ASSOCIATE OF SCHOOL BOARD ANNUAL CONVENTION.
NO DELIBERATION OR ACTION BY THE BOARD IS ANTICIPATED ON ANY POLICY ISSUE.
UN ANNUAL MEETING 6:00 PM NOVEMBER 19TH, 2025, HILTON DE MOINES DOWNTOWN 435 PARK STREET, DES MOINES, IOWA.
OUTGOING INCOMING BOARD MEMBER RECEPTION 4:30 PM NOVEMBER 24TH, 2025, ESC PROFESSIONAL DEVELOPMENT ROOM RIGHT ACROSS THE HALLWAY, ROOM 105, AND ANNUAL ORGANIZATIONAL SCHOOL BOARD MEETING 6:00 PM NOVEMBER 24TH, 2025 ESC BOARD ROOM.
AT THIS TIME, WE WILL NOW HAVE OUR SUPERINTENDENT'S REPORT.
[X. Superintendent's Report - Dr. Juan Córdova]
DR. JUAN CORDOVA. SEE, I REMEMBER.>> THANK YOU, DIRECTOR GEORGE.
I CONTINUE MAKING SURE TO PRIORITIZE THE VISITING OF SCHOOLS AND WALKING THROUGH MANY GREAT THINGS OCCURRING ACROSS THE ENTIRE DISTRICT.
IT'S HARD IN ONE SMALL AMOUNT OF TIME JUST TO SHARE EVERYTHING THAT WE WANT TO SEE.
I DO WANT TO GIVE A SPECIAL SHOUT OUT TO THE PRINCIPAL OF WEST HIGH SCHOOL, REBECCA RIKEN, IF I'M PRONOUNCING THAT CORRECTLY, WHO DID A FANTASTIC JOB WHEN WE HAD A SMOKE ISSUE IN ONE OF THE SCHOOLS, COLLECTING PEOPLE, MAKING SURE THAT THE KIDS WERE ALL SAFE, MAKING SURE THE KIDS GOT ALL THE RIGHT BUSES, RIGHT CARS, AND EVERYTHING ELSE.
SHE AND HER STAFF DID A PHENOMENAL JOB.
I SPENT A GOOD PORTION OF MY AFTERNOON THERE, JUST BEING AT SERVICE, BUT THEY HAD IT.
THEY DID A WONDERFUL JOB WITH THAT, AND THEY KEPT IT A SAFE ENVIRONMENT WITH THE SITUATION THAT WE HAD.
THAT CONCLUDES MY SUPERINTENDENT'S REPORT.
ITEMS OF PRESENTATION, DISCUSSION,
[XI.A. Human Resources Report(s) – Barb Caskey]
AND INTERACTION, HUMAN RESOURCE REPORT.BARB CASKY, BOARD MEMBERS, IS THERE A MOTION TO APPROVE THE AMENDED HUMAN RESOURCE REPORTS.
>> BOARD MEMBERS, ANY DISCUSSION?
>> ALL THOSE OPPOSED, SAY NAY.
[XI.B. Board Priorities – Dr. Juan Córdova]
YOU CAN PRESENT OR SPEAK TO YOUR PRIORITIES.BOARD MEMBERS, LET'S DO THAT FIRST.
DO YOU WISH TO TALK ABOUT THEM?
>> YES, SIR. THE BOARD HAD REQUESTED SOME TIME SPENT ON DEVELOPING BOARD PRIORITIES, WHICH ARE REALLY PRIORITIES FOR ME IN TERMS OF THE JOB THAT I AM ASKED TO DO.
THEY BREAK DOWN INTO A VARIETY OF CATEGORIES, WHICH I'M JUST GOING TO POP THROUGH VERY BRIEFLY.
FIRST AND FOREMOST IN TERMS OF THE LIST OF PRIORITIES IS STUDENT ACHIEVEMENT, INCREASE THE IOWA SCHOOL PERFORMANCE PROFILE SCORE ANNUALLY.
THAT IS WHAT WE USE TO MEASURE OUR STUDENT PERFORMANCE, BUT WE HAVE A VARIETY OF OTHER MEASURES AND METRICS WITHIN THE DISTRICT THAT WE USE.
THE SECOND PRIORITY THAT I WANTED TO ADDRESS IS OUR SPECIAL EDUCATION PROGRAM AND IMPLEMENTATION AND REFINEMENT.
WE HAVE AN EVER GROWING NUMBER OF STUDENTS THAT RECEIVE SPECIAL EDUCATION SERVICES.
THAT NUMBER OF STUDENTS INCREASES THE NEED FOR SPECIALIZED TEACHERS, TEACHERS WITH CERTAIN CERTIFICATES TO SERVE THE STUDENTS THAT WE HAVE.
THAT'S AN ONGOING THING THAT WE'RE WORKING WITH BECAUSE IT'S NOT OCCURRING JUST HERE, IT'S OCCURRING EVERYWHERE ELSE.
THE THIRD IS ENGLISH LANGUAGE LEARNER PROGRAMS IMPLEMENTATION AND REFINEMENT, I'M SURE IT'S NO SURPRISE OR SECRET THAT WE HAVE A LARGE NUMBER OF SECOND LANGUAGE LEARNERS WITHIN THE DISTRICT.
QUITE FRANKLY, I AM ONE, A SECOND LANGUAGE LEARNER.
WE ARE WORKING DILIGENTLY TO MAKE SURE THAT OUR STUDENTS, OR SECOND LANGUAGE, BECOME FULLY BILINGUAL AND BILITERATE, NOT LOSING THEIR ORIGINAL LANGUAGE, BUT ADDING A NEW LANGUAGE AND BEING ABLE TO FUNCTION IN BOTH.
THAT IS THE GOAL OF OUR PROGRAM, AND THE INDIVIDUALS WORKING WITHIN THAT PROGRAM DO PHENOMENAL WORK.
IF YOU LOOK AT THE BOARD, IF YOU LOOK AT ONLINE, YOU'LL SEE THAT WE HAVE OPENINGS AND WE HAVE OPENINGS FREQUENTLY.
FOR SOME REASON, EDUCATION IS NOT THE MOST ATTRACTIVE THING THAT WE HAVE GOING ON OUT THERE.
WE ARE WORKING ON A CONTINUAL BASIS TO BRING WONDERFULLY DEDICATED, CONFIDENT AND EXPERT TEACHERS INTO THE DISTRICT, IN ADDITION TO TEACHER ASSISTANCE, WHICH IS NOT LISTED HERE, BUT IT IS OBVIOUSLY PART OF THAT.
THE HR DEPARTMENT AND THE ADMINISTRATIVE TEAM, THE LEADERSHIP TEAM DO GREAT WORK IN TERMS OF FINDING MORE TEACHERS.
[00:35:03]
WE ARE STILL SHORT IN A VARIETY OF PLACES, BUT THAT HASN'T STOPPED OUR EFFORTS.I'LL JUST PLUG THIS, RIGHT NOW, THERE'S A NUMBER OF PEOPLE IN THE ROOM.
IF YOU HAVE FAMILY, FRIENDS, COUSINS, AUNTS, UNCLES, OR ANYONE ELSE THAT ARE CERTIFICATED AND WOULD LOVE TO SERVE THE MOST OUTSTANDING SCHOOL DISTRICT IN THE STATE OF IOWA, WE WOULD BE MORE THAN HAPPY TO ENTERTAIN THEIR APPLICATION.
LAST BUT NOT LEAST, ALL OF THIS CAN BE DONE WITH HAVING A FINANCIAL HEALTHY DISTRICT.
MISS BLANKENSHIP DOES A FANTASTIC JOB IN TERMS OF MAKING SURE THAT WE ARE ALWAYS IN THE RIGHT PLACE WITH REGARDS TO OUR FINANCES, BUT NOTHING THAT I'VE JUST DISCUSSED IN TERMS OF THE OTHER BOARD PRIORITIES CAN HAPPEN WITHOUT THAT LAST PRIORITY.
I KNOW DIRECTOR GREENWELL IS INVOLVED IN THAT IN A VARIETY OF WAYS, AND WE THANK HIM FOR HIS WORK AS ALL THE BOARD MEMBERS, AND WE CONTINUE.
IF YOU EVER ARE WONDERING EXACTLY WHAT WE PRIORITIZE, THAT IS THE LIST.
IT'S IN THE BOARD PACKET, IF YOU ALL WANT TO PRINT THAT OUT, BUT YOU'RE ALL WELCOME TO SPEAK TO ME OR ANY BOARD MEMBER ABOUT OUR PRIORITIES, AND THAT'S WHAT WE'RE GOING TO FOCUS ON AS WE MOVE FORWARD.
>> BOARD MEMBERS, IS THERE A MOTION TO APPROVE THE BOARD PRIORITIES FOR THE 2025/2026 SCHOOL YEAR?
>> WE HAVE FIRST, WE HAVE A SECOND.
BOARD MEMBERS, IS THERE ANY DISCUSSION? RICH GREENWELL.
>> FROM OUR WORK SESSION, IT LOOKS LIKE THAT THERE WAS VERY LITTLE CHANGE IN THIS REPORT, IS THAT CONSISTENT WITH MY UNDERSTANDING? ALMOST NOTHING? FROM OUR WORK SESSION? I SEE WE'VE HAD THE COMPARISON DISTRICTS IN THERE, AND I WANT TO TALK ABOUT THAT IN A LITTLE BIT, BUT THAT'S REALLY IT.
THERE WAS NO OTHER CHANGES FROM OUR LOCATION THAT WERE INCORPORATED.
>> YOU WANT TO ADDRESS THAT, DR. CORDOVA?
>> WE INCORPORATED LANGUAGE THAT WAS BEING ASKED OF US TO INCORPORATE.
THE MAIN THING HERE WITH REGARDS TO THE COMPARISON DISTRICTS WAS SOMETHING THAT WE SPENT SOME TIME ON IN TERMS OF DETERMINING THAT.
BUT ANYWHERE THAT THERE WAS LANGUAGE THAT WAS ASKED TO BE ADAPTED, WE ADAPTED THAT LANGUAGE.
IT'S INTEGRATED INTO WHAT WE HAVE.
>> I TOOK THE, I GUESS, YELLOW HIGHLIGHTED SHEET THAT MR. EHMCKE HAD, AND I DON'T SEE MANY OF THOSE CHANGES.
>> I DON'T SEE ANY EITHER, BUT WE'RE GOING TO GO AHEAD AND VOTE TODAY.
>> ENOUGH SAID ON THAT. THE ONLY THING I WOULD SAY ON WHAT I CALL LOCAL DISTRICTS FOR COMPARISON, THERE'S SOME INFORMATION IN THE PACKET WHERE WE TALK ABOUT LOCAL DISTRICTS OF COMPARISON, HINTON, SERGEANT BLUFF, LE MARS, THE VIRTUAL I DON'T HAVE, BUT THE LAWTON-BRONSON AND THEN I'LL CALL IT, NOT NEARBY BUT SIMILAR CLASSROOM COMPLEXITY, STORM LAKE.
IN YOUR PACKET, THERE'S SOME INFORMATION ON THE, I CALL IT, NEARBY LOCAL DISTRICTS.
BUT USING THEM FOR COMPARISONS, I DON'T THINK IS VERY USEFUL FOR THE FOLLOWING REASONS.
THE ELL PERCENTAGE OF STUDENTS IS NOT EVEN REMOTELY CLOSE TO WHAT OURS ARE, NOR OR THE FREE AND REDUCED LUNCH STUDENTS, NOR OR THE SIZE OF THE SCHOOLS.
IN ALL THOSE CATEGORIES TO SAY THAT THEY'RE COMPARABLE TO A HEAVY URBAN DISTRICT WITH SIGNIFICANT COMPLEXITY, I DON'T THINK THAT'S A REASONABLE COMPARISON, AT LEAST IN MY MIND.
I MEAN, STORM LAKE HAS CLASSROOM COMPLEXITY THAT'S SIMILAR TO OURS, BUT THEY'RE A MUCH SMALLER DISTRICT.
THEY'RE NOT A LARGE URBAN DISTRICT, I WOULD SAY.
THERE'S OTHER ONES LIKE OTTUMWA AND MARSHALLTOWN THAT HAVE CLASSROOM COMPLEXITY ITEMS OF FREE AND REDUCED LUNCH AND ELL THAT ARE PROBABLY MORE COMPARABLE, BUT THEY'RE MUCH SMALLER THAN WE ARE.
THERE'S SOME INFORMATION HERE I HAD SHANICE PUT ON YOUR DESK THAT SHOWS SOME OF THAT DETAIL.
BUT OTTUMWA HAS 26% OF ENGLISH LANGUAGE LEARNERS, WE HAVE 24.8%.
THAT'S COMPARABLE, BUT THEIR FREE AND REDUCED LUNCH IS MUCH SMALLER THAN OURS.
WHILE I AGREE WE SEE STUDENTS TRANSFERRING OUT TO THOSE SMALLER DISTRICTS SURROUNDING US, I THINK THAT THERE'S A REASON WHY.
IT'S THE CLASSROOM COMPLEXITY AND THEIR PARENTS, OR FOR WHATEVER REASON, THEY BELIEVE THAT'S THE RIGHT THING TO DO, BUT WE ALSO GET A NUMBER OF PEOPLE COMING IN OUR DISTRICT AS WELL FROM THOSE DISTRICTS.
I JUST DON'T THINK THOSE SMALL LOCAL DISTRICTS ARE A GOOD COMPARATIVE GROUP FOR US. THAT'S JUST MY OPINION.
>> THE DATA SEEMS TO BACK THAT.
>> QUESTION, THEY ARE PART OF THE UEN THOUGH, CORRECT? WHEN WE LOOK AT UEN SCHOOLS, EVEN THOUGH THE SIZE MAY BE DIFFERENT, IT STILL IS IN THE UEN, SO IT IS A CONSIDERATION.
>> IF YOU WANT A COMPARISON TO THE UEN, I COULD UNDERSTAND THAT,
[00:40:03]
BUT TO HAVE A SEPARATE COMPARISON JUST WITH THOSE 1, 02, 3, 4 VIRTUAL, I DON'T KNOW. I'LL SAY FOUR.I DON'T THINK IT'S HAVING SEPARATE.
THE UEN ENCOMPASSES A LOT OF THE BIG URBAN SCHOOLS AS WELL, WHICH IS PROBABLY A MORE REPRESENTATIVE GROUP THAN JUST THESE FOUR SCHOOLS ON THEIR OWN.
>> ARE YOU SUGGESTING THAT WE ADD THE ENTIRE LIST OF THE UEN SCHOOLS?
>> NO. I'M NOT SUGGESTING THAT.
>> WHAT WOULD YOU SUGGEST THEN?
>> I'M SUGGESTING THAT WE DON'T DO THOSE LOCAL COMPARISONS AS A THING.
THE ONES THAT WE SUGGEST AS OUR COMPARISON OR THE ADMINISTRATION SUGGEST IS WATERLOO, DAVENPORT, CEDAR RAPIDS, COUNCIL BLUFF, AND DUBUQUE.
>> THOSE ARE THE SCHOOLS THAT WE SHOULD DO?
>> THERE ARE TRUE, MOST COMPARABLE DISTRICTS.
I MEAN, FOUR OF US ARE BORDER SCHOOLS, AND THE OTHERS ARE LARGE AND I CALL IT MORE INDUSTRIAL TYPE CITIES OR BLUE COLLAR TYPE CITIES, WHICH IS REALLY WHAT WE ARE.
I THINK THOSE ARE A GOOD COMPARISON GROUP, BUT I DON'T THINK HAVING A SEPARATE MINOR COMPARISON GROUP WITH OUR CLOSE BY NEIGHBORS IS VERY REALISTIC OR PURPOSEFUL.
>> WHEN WE LOOK AT OUR NEIGHBORS, THOSE SCHOOLS WOULD BE.
THERE'S PART OF THE UEN, BUT THEY ARE NEIGHBORS.
BUT WHEN WE LOOK AT DISTRICT SIZE, THE HIGHLIGHTED SCHOOLS THAT YOU IDENTIFIED WERE THE SCHOOLS THAT YOU FEEL SHOULD BE A PART OF THAT.
>> I THINK THEIR SIZE, THEIR URBAN DISTRICTS, THEY HAVE CLASSROOM COMPLEXITY THAT I THINK OURS IS MORE COMPLEX THAN THEIRS IN ALL CASES IN FACT.
BUT I THINK THEY'RE THE CLOSEST GROUP OF PEERS.
IF THE ADMINISTRATION WANTS TO LOOK AT UEN, NO ISSUES.
>> THE REASON I POSE MY QUESTION IS BECAUSE UNFORTUNATELY, I WAS NOT AT THE WORK SESSION, BUT WHEN I LEFT, PRESIDENT GEORGE AND I WORKED TOGETHER WITH MISS BEMUS AND DR. CORDOVA TO TEE IT UP, TO TAKE IN SOME OF THE CONSIDERATIONS THAT DIRECTOR MKY PROPOSED AND TO INTEGRATE THOSE INTO THE BOARD PRIORITIES.
I WAS COMFORTABLE NOT BEING HERE AND KNOWING THAT THE POSITION OF WORK THAT WAS DEVOTED TO THIS FROM THE TEAM AND DIRECTOR MKY, HIS INFORMATION WAS GOING TO BE PRESENTED INTO THAT, SO WHAT HAPPENED? IF IT'S NOT IN HERE, THEN WHAT HAPPENED?
>> I DIDN'T AGREE WITH THE EVERYTHING HE HAD.
WE TALKED ABOUT THAT AT THE MEETING.
>> THERE WERE SOME THINGS THAT CLEARLY COULDN'T, WELL, I DON'T WANT TO SAY COULDN'T, BUT THAT WERE NOT PILLER THAT WERE A PART OF THE PRIORITIES.
BUT PRESIDENT GEORGE, YOU AND I WERE IN AN EMAIL CORRESPONDENCE THAT WERE PERFECTLY FINE WITH THE INFORMATION THAT WAS PRESENTED?
WE NEED TO MAKE SURE THAT THESE ARE FULLY INTEGRATED, OR WHAT IS THE DIRECTION THAT WE NEED TO GIVE OUR SUPERINTENDENT TO ENSURE THAT.
>> WE DID GIVE DIRECTION AT THE WORK SESSION.
THERE WAS DIRECTION GIVEN, CLEAR AND UNEQUIVOCAL DIRECTION.
>> IT'S HIGH INTO THESE PRIORITIES TO PUT THEM INTO [OVERLAPPING]
>> [INAUDIBLE] WHAT THEY THOUGHT WAS IMPORTANT TO INCLUDE.
THE ONLY THING THAT I SAW, THAT WAS JUST THE COMPARISON DISTRICTS.
NOTHING ELSE, REALLY. THAT WAS THE ONLY LITTLE THING THAT WAS CHANGED.
JUST HAVE COMPARISON DISTRICTS.
NOTHING ELSE WAS REALLY CHANGED.
>> WE CAN'T VOTE ON THIS BECAUSE IT'S NOT COMPLETE.
>> DR. CORDOVA WAS SUGGESTING THAT WE VOTE ON IT, AND HERE WE ARE TONIGHT.
>> A COUPLE OF THINGS. ONE, WE DID SPECIFICALLY ASK THEM TO INCLUDE OUR NEIGHBORING SCHOOLS.
WHETHER YOU LIKE IT OR NOT, WE ASKED THEM TO DO IT AND THEY DID IT.
WE ALSO GAVE THEM THE DIRECTION TO TAKE THAT COMPARISON THAT I THINK MISS BEMUS PUT TOGETHER OF WHAT WAS IN LANCE'S DOCUMENT AND WHAT WAS IN THE DOCUMENT AND COME UP WITH THE HERE'S WHERE THEY ALIGN, NOT THE EXACT WORDS THAT LANCE HAD PROVIDED, AND TO GO BACK AND TO SEE, SHOULD THOSE BE EXPANDED OR NOT.
THIS IS THE DOCUMENT THAT WAS PRESENTED TO US, AND THIS IS THE DOCUMENT THAT'S PUT FORTH TONIGHT FOR US TO VOTE ON.
SO WE CAN VOTE YES OR NO, AND MAKE THE DECISION.
IF WE DON'T LIKE IT, WE COULD DO THE WORK FOR THE DISTRICT,
[00:45:03]
BUT THAT'S NOT WHAT WE'RE HERE FOR.WE'RE HERE TO GIVE THEM SOME GUIDANCE AND LET THEM PRESENT WHAT THEY WANT TO PRESENT.
IT'S A YES OR NO, AND WE MOVE FORWARD.
BUT WE DID ASK THEM TO PUT IN THESE NEIGHBORING SCHOOLS.
>> LET ME BE CLEAR. LET'S ASK MISS DENNEY, MR. MOORE, MR. VANDAL OR MISS BEMUS.
DID YOU YOU GUYS INSTRUCTED TO MAKE ANY CHANGES TO THIS OR GIVEN GUIDANCE ON CHANGES?
>> MISS BEMUS, DID YOU PUT THE COMPARISON DOCUMENT TOGETHER?
>> YES. I DID THE COMPARISON MYSELF AND PUT IT TOGETHER. [INAUDIBLE]
>> LET ME ASK YOU THIS QUESTION.
CAN WE WITHDRAW THIS AND BRING IT BACK SINCE WE ALREADY MADE THE MOTION, OR DO WE HAVE TO VOTE ON THE MOTION AND BRING IT BACK?
>> I DON'T THINK MISS BEMUS [INAUDIBLE]
>> NO. I'M LOOKING RIGHT AT DAN MOORE.
LET'S TABLE IT. CAN WE DO THAT?
>> YOU HAVE TO WITHDRAW THE MOTION.
>> IF YOU MOVE TO TABLE, THEN YOU'RE TABLING THE MOTION THAT'S EXISTING.
THAT MOTION DOESN'T GET VOTED ON.
OUR CHOICES RIGHT NOW, FOR MR. MOORE, EITHER YOU WANT TO TABLE IT, YOU CAN DO THAT OR YOU CAN VOTE THIS UP OR DOWN DEPENDING ON HOW YOU FEEL ABOUT WHERE WE ARE.
DO WE HAVE TO MAKE A MOTION TO TABLE IT THEN?
>> THAT WOULD BE NECESSARY TO TABLE IT.
>> LET'S TABLE IT. I WOULD LIKE TO MAKE A MOTION TO TABLE DISCUSSION ON THIS AGENDA ITEM?
>> SECOND. LET'S TAKE A VOTE ON THAT.
>> AT THE NEXT CONVENIENT MEETING.
>> APPRECIATE THAT A MOTION TO TABLE IS NOT REALLY OPEN FOR DISCUSSION ON THAT MOTION, BUT I WOULD LIKE AN OPPORTUNITY AFTER WE VOTED ON THAT TO JUST MAKE A COMMENT ABOUT THIS NEW MATERIAL, IF THE BOARD WOULD INDULGE ME, BUT I KNOW I CAN'T.
MOTION TO TABLE IS NOT SUBJECT TO DISCUSSION, SO WE HAVE TO GO AHEAD.
>> ALL IN FAVOR TO TABLE, THE MOTION TILL THE MOST CONVENIENT MEETING, WHICH WOULD BE NOVEMBER 10.
MOTION PASSES TO TABLE AT 7-0.
MISS RAMKI WOULD LIKE TO MAKE A STATEMENT.
>> THERE'S NO CONFUSION. THERE WERE A NUMBER OF DIFFERENT ITEMS THAT WERE PRESENTED FOR CONSIDERATION AND THAT IS STILL AN OPEN QUESTION.
WE'LL GO FORWARD WITH THAT AND THAT'S NOT REALLY WHAT I WANTED TO TALK ABOUT JUST TO CLOSE.
I DID WANT TO COMMENT ABOUT THE ADDITIONAL MATERIALS AND ENCOURAGE EVERYONE WHO'S LISTENING TO TAKE A LOOK AT THESE TWO ADDITIONAL MATERIALS THAT WERE REQUESTED AT OUR PLANNING MEETING AND THAT HAD TO DO WITH WHAT DO YOU USE FOR COMPARISONS AND THE LIKE? BECAUSE WE ARE IN A COMPETITIVE SCHOOL ENVIRONMENT.
IN OUR COMMUNITY, IT'S MY OPINION SO I'M NOT CRITICIZING ANYBODY, BUT SOME FOLKS MAKE THEIR DECISION BASED ON WHAT I BELIEVE IS INCOMPLETE INFORMATION BECAUSE WE NEED TO MAYBE TELL YOU MORE ABOUT WHAT WE'RE DOING.
I APPRECIATE THAT IF YOU CAN LOOK AT THIS AND SAY, "OH THE CLASSES ARE COMPLEX." OR THERE'S SOME OTHER REASON, THERE'S FREE INTRODUCED LUNCH OR THERE'S SOMETHING ELSE.
THOSE ARE ALL REASONS WHY I SHOULD RUN AWAY FROM SIOUXCITY.
LET ME TELL YOU THAT OUR FACULTY IS SO TALENTED THAT THEY ARE ABLE TO HANDLE THESE MATTERS BECAUSE WE HAVE BROUGHT FORWARD PROGRAM MATERIAL THROUGH THE BENCHMARK PROGRAM, PARTICULARLY IN THE ELEMENTARY SCHOOLS THAT IS DIFFERENCE MAKING ACROSS THE BOARD.
YOU'RE GOING TO HEAR MORE ABOUT STUDENT ACHIEVEMENT IN A LITTLE BIT AND YOU'LL SEE THAT OUR TRAJECTORY IS CERTAINLY GOING UP AND IT HAS ALWAYS BEEN HIGH.
THE ADVANTAGE YOU GET FROM BRINGING YOUR STUDENT TO THIS SCHOOL DISTRICT IS THAT WE DO IN FACT HAVE MORE TO OFFER.
WE DO IN FACT HAVE OPPORTUNITIES FOR YOUR STUDENT TO BE EVEN BETTER PREPARED AND WE LOOK LIKE THE WORLD.
MAYBE YOU WOULD LIKE TO HAVE YOUR STUDENT LEARN AND GROW UP IN WHAT THE WORLD IS GOING TO BE LIKE WHEN THEY'RE MOVING BEYOND SCHOOL.
THIS IS NOT A CRITICISM OF OUR NEIGHBORS.
THEY HAVE MANY GOOD QUALITIES AND YOU'RE SEEING THEM HERE TOO.
YES, THEY ARE A CHOICE, DEPENDING ON IF THOSE SCHOOLS ARE WILLING TO ACCEPT OPEN ENROLLMENT STUDENTS.
[00:50:06]
BUT I WOULD ENCOURAGE EVERY PARENT TO SERIOUSLY LOOK AT THE OPPORTUNITY THAT YOU HAVE IN THE SIOUXCITY SCHOOL DISTRICT.THAT'S THE REASON FOR THE COMPARISON WITH WHAT WE CALL UEN, URBAN EDUCATION NETWORK, UEN.
THAT'S WHERE YOU GET THE COMPARISON WITH THE LITTLE BIT LARGER, WHEN I SAY A LITTLE BIT, CITIES THAT ARE OUR SIZE AND YOU'LL SEE THAT WHAT SIOUXCITY SCHOOL DISTRICT DOES IS WE PERFORM EXCEPTIONALLY WELL.
WHY IS THAT? BECAUSE OUR FACULTY IS THAT GOOD.
I WOULD JUST SAY, DON'T LISTEN TO BANTER AROUND IN THE STREET WITHOUT TAKING A HARD LOOK AT WHAT NOT JUST THE NUMBERS IN THE STATISTICS SHOW, BUT WHAT THE OPPORTUNITY IS THAT YOUR STUDENT HAS BY COMING TO OUR SCHOOL DISTRICT AND NOW I'LL GET OFF MY SOAPBOX AND WE'LL CARRY ON.
ANYONE ELSE WANT TO GET ON THE SOAPBOX?
>> WAIT TILL THE STUDENT PERFORMANCE.
>> COULD I ASK ON THE BOARD OF POLICIES REPORTS SPECIFICALLY.
MAYBE YOU DISCUSS THAT, I MISSED IT.
>> WHAT ARE YOU LOOKING FOR IN ADDITIONAL?
>> FOR HIM TO INCORPORATE THE COMPARISON OF WHERE DIRECTOR EHMCKE SUGGESTIONS WERE AND WHERE THEY'RE INTO THE PRIORITIES THAT ARE THERE MAKE THAT CONNECTION ALONG WITH.
>> BUT TO DO WHAT THEY THINK IS PRACTICAL.
THIS ONE WE TALKED ABOUT, AND THAT WAS THE ONLY THING THAT WAS INCORPORATED, THE COMPARISON SCHOOLS.
>> I GOT A HIGHLIGHT WHERE WHETHER THEY'RE IN IT AND WHY?
>> WE LOOK AT THAT AND THEN RE LOOK AT THOSE THINGS AGAIN THE STAFF, THE CABINET MEMBERS PARTICIPATE IN THE PROCESS, AND SEE IF IT MAKES SENSE TO INCORPORATE SOME OF THOSE OR NOT? OR NOT BECAUSE SOME OF THEM, I DON'T KNOW.
>> MIGHT NEED TO BE MORE OF DETAIL.
>> PARTICIPATE IN THE PROCESS OR NOT.
I THINK THEY SHOULD BE ALLOWED TO PARTICIPATE.
>> I WOULD CONCUR THAT IT WOULD BE HELPFUL TO HAVE SOME OF OUR DIRECTORS IN THE NEXT WORKING SESSION WHERE WE DEAL WITH THIS.
>> HOW AM I GOING TO LIVE THAT DOWN. DIRECTOR GEORGE.
>> TO PROVIDE A SYNOPSIS OF WHAT HAS BEEN DISCUSSED.
WE'RE GOING TO OPEN THE BOARD PRIORITIES AGAIN.
WE'RE GOING TO INCLUDE THE ENTIRE LEADERSHIP TEAM.
WE'RE GOING TO LOOK AT DIRECTOR EHMCKE, SORRY.
DIRECTOR EHMCKE IS FEEDBACK AGAIN, AND WE'RE GOING TO LOOK AT WAYS TO MORE FULLY INTEGRATE WHAT IS THERE.
>> WHAT YOU GUYS THINK ARE THE MOST IMPORTANT ONES, MAKE SURE WE GET MASHED.
POINT THAT OUT WHERE THEY ARE.
>> WAS THERE ANYTHING ELSE BESIDES DIRECTOR EHMCKE'S INPUT THAT WE THAT YOU WANTED US TO CONSIDER?
>> I WOULD ASK YOU TO RECONSIDER THE COMPARISONS TO SEE IF THAT MAKES LOGICAL SENSE OR NOT.
MY OPINION IS LOCALS DON'T MAKE LOGICAL SENSE FOR THE REASONS I TALKED ABOUT.
>> IT WAS MY UNDERSTANDING THAT, THAT WAS FROM THE WORK SESSION THAT WE LOOKED.
>> OF COURSE. THEY DID EXACTLY WHAT WE ASKED THEM TO DO AT WORK SESSION.
I WENT BACK AND DID ADDITIONAL WORK TO SAY, DOES THIS MAKE SENSE? THEY COULD DISAGREE WITH ME. BUT MY OPINION IS THE LOCAL COMPARISONS DON'T MAKE SENSE.
>> THIS IS THE INFORMATION YOU GAVE US THIS EVENING, CORRECT?
>> SOME OF IT WAS IN THE BOARD PACKET AS WELL IN THE MATERIALS AND THEN SOME ADDITIONAL INFORMATION TONIGHT.
>> THIS INFORMATION THAT WE RECEIVED, DID YOU GET A COPY OF THIS?
IT'S FAIR TO SAY THAT WE WERE MISSING THIS COMPARISON OR THE OUTCOME OF THE MEETING DID NOT SUPPORT THESE SCHOOLS.
>> THAT'S A VERY MINOR PORTION.
>> WHAT DATA SPECIFICALLY WAS ASKED TO DO COMPARISONS FOR JUST STUDENT ACHIEVEMENT DATA?
>> IF YOU GO BACK AND WATCH THE VIDEO? THAT WAS PRETTY WHOLESOME VIDEO.
>> I WOULD PROBABLY ALSO SUGGEST THAT IF YOU DECIDE THAT IT DOES NEED TO BE IN THERE INCLUDED, GIVE US THE WHY.
THIS IS WHY WE THINK IT'S IMPORTANT SO THAT WHETHER WE AGREE OR NOT, I THINK WE SHOULD KNOW THE WHY.
WHAT WAS THE BASIS FOR IT? WE DON'T HAVE THE CONTEXT.
>> IT WAS MY UNDERSTANDING WHEN WE FIRST STARTED TALKING ABOUT BOARD PRIORITIES,
[00:55:01]
AND I'M SURE I'LL BE CORRECTED IF I'M WRONG.BUT THAT THESE WERE THE PRIORITIES, AND WE NEEDED THE ROADMAP TO GET TO THOSE PRIORITIES.
IT WAS ALSO MY UNDERSTANDING THAT THE LEADERSHIP TEAM WORKED ON BRINGING THAT INFORMATION TOGETHER, THE MAP, IF YOU WILL, TO GET US TO THAT PRIORITY.
IN ADDITION TO THAT, DIRECTOR EHMCKE SUPPORTED THE PRIORITIES THAT WE HAD AND MADE SOME SUGGESTIONS.
SOME OF THESE SUGGESTIONS BASED OFF OF THE CONVERSATION WE HAD PARALLELED WITH INFORMATION.
THE WORDING WASN'T THE SAME, BUT IT PARALLELED WITH THE INFORMATION THAT WAS IN THE PRIORITY PACKET.
THAT'S WHAT I LEFT UNDERSTANDING WAS HAPPENING.
THEN THE WORK SESSION HAPPENED.
I DID NOT LISTEN TO THE VIDEO.
BUT WHAT I'M HEARING TONIGHT IS THAT THE RECOMMENDATION FOR THOSE SMALLER SCHOOLS WERE BASED ON THE AREA, BUT WE'RE ASKING TO GO BACK, MAKE SURE THE TEAM IS GIVING THE STEPS TO GET TO THAT PRIORITY IN ADDITION TO BEING ABLE TO USE THE SCHOOL SIZE COMPARISON THAT DIRECTOR GREENWELL PROVIDED US THIS EVENING.
>> THAT WAS OUR UNDERSTANDING TO AN EXTENT.
BUT AFTER THE WORK SESSION, IT WAS THAT WE DIDN'T NEED TO MAKE ANY CHANGES.
>> I THINK, DIRECTOR MILLER, YOU'RE THE ONE THAT SUGGESTED THE SURROUNDING SCHOOLS, WAS THAT CORRECT?
>> I DID SUGGEST IT, AND WE AGREED THAT IT WOULD BE A GOOD IDEA BECAUSE OPEN ENROLLMENT.
>>FROM LOSING KIDS. WE KNOW THAT OUR ENROLLMENT SEEMS TO BE GOING DOWN AND THERE'S LOTS OF REASONS WHY THAT'S HAPPENING.
BUT TO UNDERSTAND THAT, I THINK THAT.
>> BECAUSE THEN YOU MIGHT WANT SOME NUMBERS TOO FOR HOW MANY KIDS WE'RE LOSING, LIKE THAT TYPE OF DATA?
>> SURE. BUT IT REALLY GOES AROUND OUR FOUR PRIORITIES.
STUDENT ACHIEVEMENT BEING ONE OF THEM, SO WHAT ARE THOSE RATES AND HOW DOES THAT SUPPORT THAT OR NOT? I THINK THAT THE COMPARISON DOCUMENT THAT YOU PUT TOGETHER, MS. BEMIS SUGGESTED THAT WHAT LANCE WAS ASKING FOR WAS IN THE DOCUMENT, NOT WORDED THE EXACT SAME WAY. WE REVIEWED IT.
WE THOUGHT THERE WAS A COUPLE OF OPPORTUNITIES FOR THAT TO BE EXPOUNDED ON IF THE TEAM FELT LIKE THAT WAS THE NEED.
IF YOU GUYS DON'T FEEL LIKE THAT WAS THE NEED AND THESE ARE THE PRIORITIES, THEN THEY'RE THE PRIORITIES, AND WE CAN VOTE THEM UP OR DOWN.
IF EXECUTIVE LEADERSHIP WANTS TO GIVE MORE DIRECTION MAYBE NEXT MONDAY WHEN YOU MEET ON SPECIFICALLY WHAT THAT LOOKED LIKE, THEN YOU GUYS CAN THEN MEET AS A TEAM TO COME BACK TOGETHER.
>> I WANT TO BE CLEAR THAT WE NEVER MET AS A TEAM TO DISCUSS ANY CHANGES.
SO THAT THERE'S A BETTER UNDERSTANDING OF THIS.
AFTER WE WERE INVITED TO PROVIDE IT, THE FIRST THING THAT HAPPENED WAS WE WERE PRESENTED WITH THE SUGGESTED PRIORITIES, AND THEY WERE IDENTICAL TO THE PRIOR YEAR.
NO CHANGES. AFTER THAT, I WROTE WHAT I WOULD CALL A RATHER EXTENSIVE DOCUMENT THAT INCLUDED MY RECOMMENDATIONS ABOUT SOME DIFFERENT VISION AND SOME SUPPLEMENTAL OR EXTRA APPROACH THAT IS ALL HIGHLIGHTED, SO YOU CAN SEE WHAT I HAD SUGGESTED, AND THE REST THAT'S NOT HIGHLIGHTED IS AN EXACT DUPLICATION OF WHAT WAS PRESENTED AND WHAT WE HAD PRETTY CLOSE TO WHAT WE HAD HERE TODAY TO VOTE ON.
I'M LISTENING TO THIS WHEN YOU SAY, WHAT ARE WE TABLELING? IS THAT WE'LL HAVE ANOTHER WORK SESSION.
I DON'T WANT TO SAY ANYTHING ADVERSE BECAUSE IT HAS NOT BEEN AN ADVERSE PROCESS AT ALL, BUT WE'LL REVISIT ALL OF THE EXTRA MATERIAL THAT I HAD BECAUSE I WROTE IT BECAUSE I DID NOT SEE IT IN OUR PRIORITIES.
I FRANKLY THINK THAT ENGAGING WITH OUR DIRECTOR LEVELS AS WE DID ORIGINALLY BACK IN FEBRUARY, MIGHT BE VERY POSITIVE STEP FORWARD.
I APPRECIATE, MS. BEMIS, WHAT YOU'RE SAYING IS THAT YOU'RE LEFT A LITTLE CONFUSED ABOUT WHAT DO YOU WANT US TO DO? I THINK THE NEXT THING TO DO IS WE HAVE A WORKING SESSION.
WE'RE ALL TOGETHER AND WE CAN LOOK AT WHAT I HAD PRODUCED AND SAY, THIS IS THE PART WE THINK IS ALREADY IN THERE? HOW DO YOU FEEL ABOUT THAT? I WILL TELL YOU THAT I WROTE IT BECAUSE I THOUGHT IT WASN'T.
>> WE RESPECT THAT, DIRECTOR EHMCKE.
DR. CORDOVA, CAN YOU STEP IN HERE, PLEASE? BECAUSE WOULD YOU LIKE TO EXPLAIN? WE DID NOT DO THAT ON PURPOSE.
[01:00:01]
>> THERE WAS NOBODY'S DONE ANYTHING WRONG.
>> NO, BUT I JUST WANT TO MAKE SURE THAT I FEEL LIKE I WE'RE BEING PUT IN IT BACKWARDS, BUT OUR TEAM WE'RE TOLD WE'RE GIVEN THE DIRECTIVE, THAT THERE WERE NO CHANGES, THAT WE WERE TO MAKE NO CHANGES.
WE BELIEVED THAT, BUT WE WEREN'T AT THE WORK SESSION.
>> I HAD A CONVERSATION WITH BOARD LEADERS AND EXPRESSED THAT WHAT WE HAD AT THIS PARTICULAR POINT WITH THE ADDITIONS THAT WE HAD WERE GOOD, WERE SUFFICIENT, IF YOU WILL, THAT THERE WAS SOME THINGS WITHIN THE YELLOW, BUT MANY OF THAT WAS INCORPORATED IN THE LANGUAGE ALREADY WITHIN THE DOCUMENT.
>> BUT I DON'T THINK WE SHOULD SCHEDULE ANOTHER MEETING.
I THINK THE CABINET SHOULD REVIEW THE FIRST ONE.
IF THEY CAN'T CLEAN ENOUGH FROM THAT, THEN WE SCHEDULE ANOTHER MEETING.
BUT SCHEDULING ANOTHER MEETING BEFORE THEY REVIEW IT AND SIT AS A GROUP AND DO WHATEVER WE NEED TO DO.
>> WOULD YOU FEEL COMFORTABLE IF WE WATCHED IT AS A TEAM AND THEN WE PUT SOMETHING TOGETHER AND THEN SENT IT TO YOU RATHER THAN TO HAVE ANOTHER WORK SESSION?
>> HE SHOULD WORK FOR DR. CORDOVA, AND HE SHOULD GIVE YOU THE DIRECTION AND HOW THIS GOES FORWARD.
>> THANK YOU GEORGE. CAN I MAKE A SUGGESTION?
>> OBVIOUSLY, THERE'S SOME CONFUSION AND SOME STRUGGLING IN TERMS OF HOW WE'RE GOING TO GET THIS TOGETHER.
I RESPECTFULLY REQUEST SOME TIME TO GET THE LEADERSHIP TEAM AND I TOGETHER AND BE ALIGNED ON THE SAME FOCUS AND THE SAME PATH.
THEN ONCE WE DO THAT, WE'LL BE BETTER ABLE TO INFORM THE BOARD OF EXACTLY WHAT OUR NEXT STEPS WILL BE.
>> THAT WASN'T DONE. IS THAT WHAT YOU'RE SAYING?
>> WAS IT DONE? THAT'S A DIRECT QUESTION. WAS IT DONE?
THERE WAS VERY LITTLE INPUT FROM THE TEAM. I DID BRING INPUT.
I DID ASK FOR INPUT AT THE ONE TIME WHEN I WAS CONFUSED ABOUT THE DIFFERENCE BETWEEN BOARD PRIORITIES AND MY EVALUATION.
I WAS SHARED THAT THE LEADERSHIP TEAM WAS THE ONE THAT DEVELOPED THE ORIGINAL DOCUMENT.
THAT WE DIDN'T CONSULT WITH THE CABINET LEVEL ON THIS.
NOVEMBER 10TH, WE ALREADY HAVE A WORK SESSION ON THE FACILITY STUFF.
I FORGOT ABOUT THAT. CAN WE DELAY THIS TO LIKE THE 24TH? SO THAT THEY HAVE THE TIME THEY NEED TO GET TOGETHER AND WORK THROUGH THE BOARD PRIORITIES, LANCE'S SUGGESTIONS, RE-WATCH THE WORK SESSION AND THEN COME BACK ON THE 24TH? THAT'S OUR ORGANIZATIONAL MEETING, BUT WE CAN DO THAT BEFORE THEY CLOSE THE BUSINESS HERE UP, AS I CALL IT.
>> I THINK THAT MAKES A LOT OF SENSE.
FRANKLY, DR. CORDOVA, I BELIEVE THAT WHAT YOU JUST SAID, WHICH WAS TIME FOR YOU TO CONFER WITH YOUR STAFF, KNOWING NOW WHAT OUR CONCERN WAS, AND PARTICULARLY, I THINK YOU CAN NOW TELL WHAT MY CONCERN WAS.
>> I THINK THAT IS THE BEST WAY TO GO FORWARD. YOU'RE THE BOSS.
YOU'VE GOT YOUR TEAM. THAT SHOULD BE THE NEXT STEP.
>> BUT I WILL SAY, DIRECTOR EHMCKE, THERE ARE SOME ITEMS IN YOUR WORK ARE MARKED UP THAT I DISAGREE WITH.
>> OH, I KNOW. THAT'S WHERE WE NEED TO HAVE A DISCUSSION, AND I THINK THAT'S WHAT PRESIDENT GEORGE IS SAYING IS THAT LET'S HAVE ENOUGH TIME SO WE CAN DO THOSE THINGS.
>> CAN WE HAVE OUR BOARD SECRETARY READ BACK WHAT THAT MOTION WAS TO TABLE? BECAUSE I THINK IT SAID THE NEXT.
>> THEN I THINK I ADDED NOVEMBER 10TH.
>> DIRECTOR AQUINN ALL DID SAY THE NEXT CONVENIENT MEETING.
BUT PRESIDENT GEORGE, YOU MENTIONED THE NOVEMBER 10TH MEETING.
NOVEMBER 10TH IS WHAT I HAVE IT DOWN AS.
>> I DON'T THINK I SAID NOVEMBER 10TH.
I SAID THE NEXT [OVERLAPPING] CONVENIENT MEETING.
>> I MAKE THE MOTION THAT WE MODIFY THE MOTION TO REGROUP ON THE BOARD PRIORITIES AT THE NEXT CONVENIENT MEETING.
MOTION PASSES. THERE WE GO. GOT THAT.
>> YOU ALL READY FOR OUR STUDENT ACHIEVEMENT REPORT?
[XI.C. Student Achievement - ISASP, ELPA21 & Iowa School Performance Profiles – Amy Denney/ Angela Bemus]
WE ARE GOING TO ALLOW THIS GREAT GROUP HERE TO PRESENT SOME, I'M GOING TO SAY, GREAT NEWS.
>> SOME REALLY GOOD NEWS. I'M GOING TO JUST LEAD OFF.
WE'RE JUST REALLY EXPLAINING WHAT OUR IOWA SCHOOL PERFORMANCE PROFILE IS, WHAT IT CONSISTS OF AND THE IMPACT IT HAS ON US AS A DISTRICT.
THEN DENNEY IS GOING TO TALK ABOUT OUR SPECIFIC DATA AS A DISTRICT AS A WHOLE,
[01:05:07]
AND THEN MANDI BRADFORD, DR. BRADFORD, WILL JUST GO INTO OUR ELL PROGRESS, AND KIM NEAL WILL DISCUSS OUR SCHOOL WITH SPECIAL ED, SPECIFICALLY.THE EVERY STUDENT SUCCEEDS ACT, ESSA, USED TO BE NO CHILD LEFT BEHIND, BUT ESSA IS THE FEDERAL TERM FOR IT, EVERY STUDENT SUCCEEDS ACT, REQUIRES THAT EVERY STATE HAVE A REPORTING TOOL THAT IS BASICALLY, IN ESSENCE, THE DISTRICT'S REPORT CARD.
THE STATE CREATES A TOOL THAT EVERY DISTRICT IN THAT STATE WILL USE.
IT HAS TO MEET SPECIFIC REQUIREMENTS OF ESSA, AND THE IOWA SCHOOL PERFORMANCE PROFILE IS THE TOOLING TO WHICH IOWA USES.
THE OVERALL PERFORMANCE CONCLUDES AN OVERALL SCORE, WHICH IS A NUMERICAL SCORE, AND THEN A PERFORMANCE RATING.
THERE'S PERFORMANCE RATING AND A SCORE.
SOMETIMES THEY'RE A LITTLE DIFFERENT, WHICH WE'LL GET INTO.
IN ADDITION, ESSA PERFORMANCE CATEGORY IDENTIFIES SCHOOLS WHO ARE STRUGGLING OR WHO HAVE STUDENT GROUPS WHO ARE UNDERPERFORMING.
IT IDENTIFIES THE SCHOOLS OR THE SCHOOL DISTRICTS INTO WHICH HAVE THEIR SUBGROUPS ARE IN THE BOTTOM 5% OF THE STATE.
IT IDENTIFIES THAT IF YOU HAVE A SUBGROUP IN THE BOTTOM 5% OF THE STATE.
THEN THE OVERALL SCORE PROVIDES A SINGLE NUMBER, WHICH IS THE SUM OF THE MEASURES THAT I'M GOING TO DISCUSS NEXT.
IT IS A POINT SYSTEM AND IT HAS A CORE SET OF INDICATORS: PROFICIENCY ON THE IOWA ASSESSMENT, GROWTH ON THE IOWA ASSESSMENT, CHRONIC ABSENTEEISM.
ADDITIONAL INDICATORS ARE GRADUATION RATE AND POST SECONDARY READINESS.
IN THE ELEMENTARY AND MIDDLE SCHOOL, THERE'S A TOTAL OF 700 POINTS, AND IN THE HIGH SCHOOL, THERE'S A TOTAL OF 900 POINTS.
THE POST SECONDARY READINESS IS COMPOSED OF WORK BASED LEARNING AND COLLEGE CREDIT.
THE SCHOOLS RECEIVE THEIR RATINGS BASED ON THEIR OVERALL SCORE.
OVERALL SCHOOL RATING DOES NOT PROVIDE CONTEXTUAL INFORMATION, SO THAT'S JUST THE OVERALL RATING, NOR DOES IT MAKE A CONCLUSION ABOUT THE QUALITY OF THE STAFF OR PROVIDE IMPORTANT INFORMATION ABOUT ONGOING WORK TO RAISE STUDENT ACHIEVEMENT.
THE ACCOUNTABILITY INDEX SCORE SHOULD FACILITATE THE DIALOGUE BETWEEN EDUCATORS AND ALL STAKEHOLDERS ABOUT THE WORK THAT WE ARE CURRENTLY DOING IN THE SCHOOL AND WHAT SUPPORTS WE HAVE FOR STUDENTS.
WHILE THE INDEX MAY NOT TELL THE WHOLE STORY ABOUT A SCHOOL, IT DOES OFFER A VERY HIGH LEVEL VIEW OF WHAT IS GOING WELL AND WHAT IS IT? WHERE ARE THE AREAS THAT THIS SCHOOL IS STRUGGLING AND WHERE IS IT NOT? WE LIKE TO USE THE TERM OF REPORT CARD.
THERE ARE SIX RATINGS INTO WHICH A SCHOOL CAN HAVE BASED ON POINTS: EXCEPTIONAL, HIGH PERFORMING, COMMENDABLE, ACCEPTABLE, NEEDS IMPROVEMENT, AND PRIORITY/COMPREHENSIVE.
IF YOU SEE THAT THERE ARE THE POINTS, OF COURSE, THE ELEMENTARY AND MIDDLE BECAUSE THE SCALE IS ONLY OF 700 POINTS, THOSE POINT VALUES ARE DIFFERENT THAN THE HIGH SCHOOL POINTS.
NOW, ONE THING TO NOTE IS THAT IF A SCHOOL IS TARGETED OR IS COMPREHENSIVE, THEY DO REMAIN ON THAT CATEGORY IF THEY'RE COMPREHENSIVE FOR THREE YEARS, EVEN IF THEIR POINTS GO UP.
WE DO HAVE A SITUATION WHERE WE DO NOT HAVE ANY COMPREHENSIVE SCHOOLS IN SIOUX CITY.
WE PRIOR HAD SEVEN PRIORITY SCHOOLS.
WE HAVE ONLY ONE PRIORITY SCHOOL THIS YEAR ON THIS REPORT.
THEIR POINT VALUE ACTUALLY INCREASED TO NO LONGER BE PRIORITY, BUT BECAUSE OF THEIR RATING OF SOME OTHER SUBGROUPS, THEIR OTHER SUBGROUPS BROUGHT THEM DOWN.
BUT THEIR POINT VALUE DOES SHOW ABOVE PRIORITY, SO THAT'S SOMETHING YOU MIGHT CATCH OR NOTICE WHEN WE'RE SHARING.
I JUST WANTED TO BRING THAT TO YOUR ATTENTION AHEAD OF TIME.
A COMPREHENSIVE SCHOOL SUPPORT IMPROVEMENT IF ITS OVERALL SCORE FALLS IN THE BOTTOM 5%.
WE HAVE NO SCHOOLS THAT FALL IN THE BOTTOM 5% OF THE STATE.
A TARGETED SCHOOL IS IF THEY HAVE A SUBGROUP IN THE LOWEST 5%.
THAT MEANS, TYPICALLY, IN SIOUX CITY, WHAT WE SEE, IT'S OUR ELL POPULATION, OUR SPECIAL ED POPULATION, AND PARDON ME, WE DO HAVE ONE SCHOOL WHERE THAT SUBGROUP IS WHITE STUDENTS,
[01:10:03]
THEY'RE IN THE BOTTOM 5% OF THE STATE.YOU'LL SEE A GRAPH HERE IN A MINUTE, BUT THE MAJORITY IS ELL OR SPECIAL EDUCATION OR BOTH.
COMPREHENSIVE SCHOOLS MAINTAIN THEIR DESIGNATIONS FOR THREE YEARS.
A CHANGE IS THAT TARGETED SCHOOLS USED TO MAINTAIN THEIR DESIGNATION FOR THREE YEARS.
NOW THEY CAN GET OFF TARGETED STATUS AFTER ONE YEAR.
OUR ESSA SUPPORT CATEGORY, LIKE I SAID, COMPREHENSIVE AND TARGETED OR NO SUPPORT REQUIRED.
THE MAJORITY OF IOWA SCHOOLS FALL INTO THAT CATEGORY BECAUSE REMEMBER, YOU HAVE TO BE IN THE BOTTOM 5% TO BE TARGETED OR COMPREHENSIVE/PRIORITY.
SCHOOL SCHOOLS ARE NOT COMPREHENSIVE OR TARGETED.
THAT'S JUST ONE OF A LITTLE THING TO NOTE.
THE MAJOR, EXCEPT FOR THE POST READINESS, WHICH IS THE HIGH SCHOOL, PROFICIENCY, STUDENT GROWTH, GRADUATION RATE, ENGLISH LANGUAGE GROWTH, CHRONIC ABSENTEEISM, AND ATTENDANCE GROWTH.
POST SECONDARY READINESS, THOSE ARE ALL THE FACTORS INTO WHICH THEY CHOOSE THAT IDENTIFICATION.
HERE IS JUST A QUICK SUMMARY OF THE WEIGHTING.
AS YOU CAN SEE, IF YOU LOOK AT CHRONIC ABSENTEEISM, THE RATE AND THE GROWTH ARE BOTH WORTH 50 POINTS, BUT PROFICIENCY AND THE GROWTH ARE ALL WEIGHTED THE SAME.
PRIOR, THE OLD METRIC GROWTH WAS WEIGHTED HIGHER, NOW GROWTH AND PROFICIENCY ARE WEIGHTED THE SAME.
DO NOTE THAT GROWTH MEANS MEETING EXPECTED GROWTH.
IT DOESN'T JUST MEAN THEY GROW.
IT MEANS THAT THEY MADE EXPECTED GROWTH.
IF A STUDENT IS BELOW GRADE LEVEL OR BELOW WHERE THEY'RE SUPPOSED TO BE, THEIR EXPECTED GROWTH IS MORE THAN ONE YEAR'S GROWTH.
BECAUSE THEIR EXPECTED GROWTH WOULD BE WHATEVER THE FORMULA IS TO ENSURE THAT THEY CLOSE THAT GAP.
SOMETIMES PEOPLE GET CONFUSED ON GROWTH LIKE, WELL, OF COURSE, THEY GREW, THEY SHOULD GROW.
WELL, IT'S EXPECTED GROWTH, WHICH IS EITHER ONE YEAR OR MORE IF THEY'RE NOT ON LEVEL.
THE COMPONENTS AND WEIGHTINGS FOR THE HIGH SCHOOL.
IF YOU LOOK AT GRADUATION RATE AND POST SECONDARY READINESS, REMEMBER, WE ALWAYS HAVE THE FOUR YEAR AND FIVE YEAR GRADUATION RATE.
THE STATE ALLOWS US TO HAVE THAT EXTRA YEAR TO COUNT TO STUDENTS TOWARDS GRADUATION.
ALSO THE POST SECONDARY READINESS IS WORK BASED LEARNING AND COLLEGE CREDIT.
THOSE ARE CHRONIC ABSENTEEISM, ALSO JUST AS IN THE ELEMENTARY AND MIDDLE, WORTH 50 POINTS, AND THEN THE PROFICIENCY AND GROWTH IS WORTH 100.
THIS IS JUST THE SCHOOL RATINGS AND JUST A VISUAL TO UNDERSTAND THOSE RATINGS.
IF YOU LOOK OVER TO THE SIDE, THE VERY LAST COLUMN, THE TARGETED SUBGROUPS, IF A SCHOOL IS TARGETED THAT WE'VE INDICATED WHAT SUBGROUPS ARE IN THE BOTTOM 5% OF THE STATE.
AS I STATED BEFORE, IN SIOUX CITY, IT'S ONLY ENGLISH LANGUAGE LEARNERS AND STUDENTS WITH DISABILITIES, THOSE TWO SUBGROUPS FOR OUR SCHOOLS THAT ARE TARGETED, EXCEPT FOR ONE SCHOOL, WE DO HAVE WHITE STUDENTS NOT MAKING WHAT THEY NEED TO MAKE AND THEY ARE IN THE BOTTOM 5% OF THE STATE.
THEN I'M GOING TO LET MRS DENNEY TAKE OVER WITH OUR DATA. YES.
>> I'LL LET MRS DENNEY BECAUSE SHE EXPLAINS THIS REALLY WELL, BUT ALL OF THE CATEGORIES AND HOW WE IDENTIFY STUDENTS ARE INCLUDED.
>> THE DATA COMES DIRECTLY FROM OUR STUDENT INFORMATION SYSTEM, WHICH IS INFINITE CAMPUS, AND IT'S BASED ON HOW THE PARENTS ENROLLED THE STUDENT.
PREVIOUSLY LAST YEAR, WE HAD STUDENTS IN THE AFRICAN AMERICAN CATEGORY, STUDENTS IN THE NATIVE AMERICAN CATEGORY WHO WERE CLASSIFIED THAT WE WERE PERFORMING IN THE BOTTOM 5% AT THAT SCHOOL IN THOSE SUBGROUPS.
WITHIN THE SUBGROUP OF THE WHITE POPULATION, THE WHITE DEMOGRAPHIC AT THAT SCHOOL, THOSE STUDENTS WHO ARE IDENTIFIED AS WHITE, THEY ARE PERFORMING IN THE BOTTOM 5% IN THE STATE.
>> I THINK I KNOW WHAT YOU'RE SAYING TOO.
YOU'RE THINKING ABOUT CLASSIFYING THEM AS FAR AS THEIR [OVERLAPPING].
YES. RIGHT. THE STATE LOOKS AT BOTH.
THEY LOOK AT RACE, AND THEN THEY LOOK AT CLASSIFICATION.
[01:15:01]
>> THERE ISN'T A COLUMN ON THIS SHEET AND IT SAYS LOWERED SCHOOL RATING, AND WHAT THAT MEANS IS THAT THE SCHOOL RATING CATEGORY IS IMPACTED IF A SCHOOL IS IDENTIFIED AS TARGETED OR COMPREHENSIVE.
IF A SCHOOL IS IDENTIFIED AS TARGETED OR COMPREHENSIVE, IT AUTOMATICALLY LOWERS THE SCHOOL RATING.
FOR INSTANCE, A SCHOOL MAY HAVE EARNED ACCEPTABLE BASED ON THEIR POINTS, BUT BECAUSE THEY ARE IDENTIFIED AS TARGETED BECAUSE OF THEIR SUBGROUP OF STUDENTS WITH DISABILITIES, THEY HAVE LOWERED AND NOW THEIR STATUS NEEDS IMPROVEMENT.
THAT'S ANOTHER REASON FOR THE EXPLANATION FOR THE STATE'S CLASSIFICATIONS ON RATINGS.
WHEN WE LOOK AT SCHOOL RATINGS, THIS IS A BREAKDOWN FROM 2021-2025 OF HOW SIOUX CITY HAS PERFORMED WITH HIGH PERFORMING, THE NUMBER OF COMMENDABLE SCHOOLS, THE NUMBER OF ACCEPTABLE SCHOOLS, THE NUMBER OF NEEDS IMPROVEMENT, PRIORITY, TARGETED AND COMPREHENSIVE.
I DO WANT TO MENTION THAT THE RATINGS HAVE CHANGED AND THE CLASSIFICATION SYSTEM HAS CHANGED OVER THIS PERIOD OF TIME.
BUT SINCE IOWA HAS HAD THIS IN PLACE, I WANTED TO INCLUDE THOSE YEARS, BUT ONLY LAST YEAR AND THIS YEAR, THE ONLY TWO YEARS THAT ARE USING THE SAME METRICS.
THIS IS A BREAKDOWN OF OUR DEMOGRAPHIC DATA, TO SHARE WITH YOU FROM LAST SCHOOL YEAR WHAT THE DEMOGRAPHIC DATA FOR SIOUX CITY COMMUNITY SCHOOL DISTRICT WAS, AND I HAVE ADDITIONAL INFORMATION ABOUT THAT.
OUR TOTAL NUMBER OF STUDENTS FROM 21-25, OUR FREE AND REDUCED LUNCH PERCENTAGE.
PERCENT OF STUDENTS WITH AN IEP.
WHILE IT LOOKS ON THE GRAPH, LIKE IT'S A SIGNIFICANT DROP, IT REALLY ISN'T.
THE DIFFERENCE IS 14.1%-13.7%.
IT'S NOT A DRAMATIC DIFFERENCE.
IT JUST IS REPRESENTED THAT WAY VISUALLY BECAUSE OF MY FRIEND EXCEL.
YOU CAN SEE THAT OUR PERCENT OF ELL HAS CONTINUED TO INCREASE TO 24.8%.
I'VE INCLUDED A LOT OF CHARTS AND GRAPHS DIRECTLY FROM THE IOWA SCHOOL PERFORMANCE PROFILE INFORMATION.
THIS IS JUST SO THAT YOU HAVE AN IDEA OF WHAT OUR SUBGROUPS AND WHAT OUR DISTRICT LOOKS LIKE ACROSS RACE AND ACROSS PROGRAM.
I INCLUDED THAT FOR YOU, BUT WE'RE NOT GOING TO SPEND A LOT OF TIME ON THAT TONIGHT.
I DO WANT TO MAKE SURE THAT YOU UNDERSTAND THE DEFINITION OF CHRONIC ABSENTEEISM, ARE THOSE STUDENTS WHO ARE ABSENT FOR MORE THAN 10% OF SCHOOL DAYS FOR ANY REASON.
THIS IS A GROUP THAT WE'VE BEEN WATCHING BECAUSE OVER TIME, IT HAS BEEN AN AREA THAT WE'VE NOTICED THAT IF OUR STUDENTS ARE NOT ATTENDING REGULARLY, THEN THEY'RE NOT HERE TO LEARN.
WHEN WE LOOK AT OUR DATA FROM 21-25, AND JUST TO NOTE THAT THIS IS A GRAPH WHERE THE LOWER THE DATA THE BETTER, AND OUR CHRONIC ABSENTEEISM, WE'VE HAD A LOT OF EFFORTS.
OUR PRINCIPALS AND TEACHERS AND FAMILIES WORKING TOGETHER HAVE REALLY BEEN WORKING HARD TO MAKE SURE THAT THEY UNDERSTAND HOW IMPORTANT IT IS TO GET STUDENTS TO SCHOOL.
WE HAVE FINALLY MADE SIGNIFICANT STRIDES IN LOWERING CHRONIC ABSENTEEISM TO THE LOWEST IT'S BEEN.
>> ATTENDANCE GROWTH IS ACTUALLY STILL BASED ON THOSE WHO ARE CHRONICALLY ABSENT.
IT'S NOT BASED ON OUR AVERAGE DAILY ATTENDANCE, IT'S BASED ON THOSE STUDENTS WHO WERE CHRONICALLY ABSENT THE PREVIOUS YEAR.
HOW DID THEIR ATTENDANCE CHANGE? WAS IT JUST A ONE YEAR THING OR DID IT STICK? ARE THEY MAKING GROWTH? THIS IS EXCITING TO SEE BECAUSE FROM '23-'24 TO LAST YEAR, WE GREW ABOUT 7%, AND THAT'S AWESOME.
I'M GOING TO FURTHER EXPLAIN OUR GRADUATION RATE OF FOUR YEARS AND FIVE YEARS AND A SLIDE COMING UP, BUT I JUST WANTED TO LET YOU KNOW THAT GRADUATING IN FOUR YEARS IS WHAT THE STATE CONSIDERS ON TIME.
THOSE STUDENTS WHO DON'T GRADUATE ON TIME, THAT MAKES UP THE GROUP OF STUDENTS WHO WOULD BE REPRESENTED IN THE GRADUATION RATE FOR FIVE YEARS.
IT'S A MUCH SMALLER NUMBER OF STUDENTS THAT WE'RE STILL TRYING TO MAKE SURE THAT THEY GRADUATE.
THIS DATA WAS BASED ON THE CLASS OF '24.
>> QUICK. IF SOMEONE GRADUATES EARLY,
[01:20:04]
DOES THAT GO TO FOUR OR IS THAT A DIFFERENT CATEGORY?>> IT FALLS UNDER FOUR. BUT GRADUATION RATE IS ONE OF THE DATA POINTS THAT IS A FULL YEAR BEHIND.
OUR FOUR-YEAR RATE REPRESENTED HERE IS BASED ON THE CLASS OF 2024.
THE FIVE YEAR GRADUATION RATE WAS FOR THE CLASS OF 2023, AND THAT'S PER THE STATE'S CLASSIFICATIONS.
THERE AGAIN IS OUR BREAKOUT BY PROGRAM AND BY RACE FOR FOUR YEARS AND FIVE YEARS.
THEN HERE IS OUR SIOUX CITY PERCENT, OUR GRADUATION RATE.
YOU CAN SEE THIS IS AN AREA THAT WE ARE WORKING ON.
WE ARE FOCUSED ON IMPROVING OUR GRADUATION RATES.
WHEN I GO TO THE UEN AVERAGES AND COMPARISONS, YOU'LL BE ABLE TO SEE HOW WE MEASURE AGAINST OUR UEN PEERS.
BUT WE DO HAVE A LOT OF KNOWNS BEHIND THIS DATA, WE HAD STUDENTS WE WERE PREVIOUSLY CARRYING.
THOSE STUDENTS WEREN'T NECESSARILY ACTIVE IN OUR SYSTEM, BUT WE WERE CARRYING THEM TRYING TO GET THEM TO GRADUATE.
BUT WHEN WE DO THAT, IT'S HARD TO KNOW EXACTLY THE STUDENTS THAT WERE THAT ARE IMPACTED BY THIS, AND SO WE MADE THE DECISION TO DROP THOSE STUDENTS INTENTIONALLY SO THAT WE HAD ACCURATE DATA SO THAT WE KNEW EXACTLY WHAT OUR GRADUATION RATE WAS.
AGAIN, POST SECONDARY READINESS INDEX.
MRS BEAMS TALKED ABOUT THIS AND IT IS A MEASURE OF COLLEGE CREDIT AND WORK BASED LEARNING.
COLLEGE CREDIT ARE THOSE STUDENTS WHO ARE TAKING COURSES WHO ARE EARNING COLLEGE CREDIT.
THIS INCLUDES ADVANCED PLACEMENT COURSES.
BUT A STUDENT HAS TO EARN A THREE OR HIGHER ON AN ADVANCED PLACEMENT COURSE IN ORDER FOR THIS TO COUNT POSITIVELY ON OUR SCHOOLS DATA.
THEN WORK BASED LEARNING, THOSE ARE THOSE INDUSTRY RECOGNIZED CREDENTIALS WHERE OUR STUDENTS ARE PARTNERING WITH AREA BUSINESSES AND THROUGH OUR CTE PATHWAYS.
AGAIN, BY PROGRAM AND RACE FOR COLLEGE CREDIT AND WORK BASED LEARNING.
THEN THIS IS HOW SIOUX CITY SCHOOLS PERFORMED.
I JUST WANTED TO POINT OUT THAT THERE IS NO DATA FOR '21, '22, OR '23 BECAUSE THE STATE WAS NOT MEASURING IT AT THAT TIME.
THEY STARTED MEASURING IT LAST YEAR, AND YOU'LL NOTICE THAT THERE WAS A LARGE INCREASE FROM LAST YEAR TO THIS YEAR IN WORK BASED LEARNING.
THAT WASN'T BECAUSE WE JUST ALL OF A SUDDEN DECIDED TO DO THAT.
IT WAS BECAUSE THE STATE DIDN'T TELL US HOW THEY WERE MEASURING IT, AND SO IT WAS A CODING ERROR ACROSS THE STATE.
ONCE WE FOUND OUT HOW THEY WERE CODED, WE COULD FIX THAT AND MAKE SURE THAT OUR STUDENTS WERE GETTING CREDIT.
ASSESSMENT PARTICIPATION, THIS IS EXCELLENT DATA TO SEE BECAUSE IN PREVIOUS YEARS, WE SOMETIMES HAVE STRUGGLED TO ENSURE THAT WE'VE ASSESSED CLOSE TO 100%,100% IS ALWAYS OUR GOAL, AND WE ARE DOING A GREAT JOB ASSESSING ALL OF OUR STUDENTS.
NOW I'M GOING TO HAVE DOCTOR BRADFORD TALK ABOUT ELPA.
>> I'M GOING TO TALK ABOUT ELPA.
THE ELPA ASSESSMENT IS GIVEN ONCE A YEAR TO OUR ELL STUDENTS.
THE ELPA ASSESSMENT ASSESSES THE AREAS OF LISTENING, SPEAKING, READING AND WRITING, THOSE ARE THE SUB TESTS ON THE ELPA.
>> IF YOU DON'T MIND, LET'S ELPA STANDS FOR.
>> ENGLISH LANGUAGE PROFICIENCY ASSESSMENT.
>> YOU ALL NEED TO KNOW WHAT IT'S ABOUT.
>> OUR STUDENTS WHEN THEY TAKE THE ELPA ASSESSMENT, THEY'RE GIVEN A LEVEL OF LANGUAGE PROFICIENCY.
A LEVEL 1 STUDENT IS ABLE TO USE BASIC VOCABULARY.
A LEVEL 2 STUDENT CAN USE SIMPLE PHRASES, LEVEL 3 STUDENT CAN COMMUNICATE IN BASIC SENTENCES, A LEVEL 4 STUDENT CAN USE MORE COMPLEX LANGUAGE, AND A LEVEL 5 STUDENT IS ACADEMICALLY PROFICIENT IN THE ENGLISH LANGUAGE.
PERFORMANCE LEVEL DESCRIPTORS.
EMERGING STUDENTS WILL BE OUR LEVEL 1 AND 2 STUDENTS.
OUR PROGRESSING STUDENTS WILL BE ANY STUDENT WHO SCORES HIGHER THAN A TWO ON ANY OF THE SUBTESTS, AND OUR PROFICIENT STUDENTS CANNOT SCORE BELOW A FOUR ON ANY SUB TEST.
THE ELPA HAS A COMPOSITE SCORE, AND THAT IS ALL OF OUR SUBTESTS THAT ARE INCLUDED IN IT, THE LISTENING READING SPEAKING AND WRITING.
THIS SHEET SHOWS OUR OVERALL COMPOSITE SCORE AND OUR LISTENING READ SPEAKING AND WRITING SCORE.
FOR THE 2025 ASSESSMENT YEAR, THERE WERE SOME CHANGES WITH THE ELPA ASSESSMENT ITSELF.
[01:25:02]
THE ELPA COMPOSITE SCORE IS NOW GRADES 1-12 AND PREVIOUSLY IT WAS 3-12.THE OVERALL COMPOSITE SCORE NOW INCLUDES THE ALT ELPA AS WELL, AND THE ALT ELPA IS GIVEN TO OUR STUDENTS WHO ARE ALTERNATIVELY ASSESSED.
SPEAKING ASSESSMENT WAS SHORTENED, THE ELPA SELF SHORTENED THE TEST, AND AS A RESULT, STUDENTS AT CERTAIN GRADE LEVELS SCORED LOWER ACROSS THE STATE OF IOWA.
WE DID HAVE AN INCREASE IN EMERGENT NEWCOMER, AND EMERGENT NON NEWCOMER POPULATIONS.
>> JUST INTERRUPT YOU FOR A MOMENT BECAUSE I THINK THAT IT'S HELPFUL TO CLARIFY WHAT WE'RE SAYING THAT THEY CHANGED THE TEST SCORE AGAIN, WE WOULD LIKE TO LIVE IN A WORLD WHERE YOU COULD HAVE THE SAME STRUCTURED TEST AT LEAST TWO YEARS IN A ROW, SO WE WOULD HAVE AN APPLES TO ELPA COMPARISON.
BUT FOR EXAMPLE, IN THIS AREA WITH THE ENGLISH LANGUAGE PROFICIENCY TEST IN LISTENING, THEY MOVED FROM DOING 20 QUESTIONS AND SEEING IF THE STUDENT KNEW WHAT IT WAS DOWN TO FIVE.
IF THE STUDENT MISSED ONE, SUDDENLY, THEY ARE AT AN 80% RATE AS OPPOSED TO IF THEY HAD 20 AND THEY MISSED ONE, THEY'RE STILL AT 95.
THOSE CHANGES IN THE TESTING WHICH IS HAPPENING TO US FROM THE STATE IS SKEWING WHAT YOU'RE GOING TO SEE ABOUT THESE SCORES, AND I THINK IT'S IMPORTANT TO EXPLAIN AND ILLUSTRATE WHAT WE'RE TALKING ABOUT. PLEASE GO FORWARD.
>> FROM THE NEXT SLIDE, WE DID SEE SOME SIGNIFICANT GROWTH ACROSS THE MIDDLE SCHOOLS, ESPECIALLY IN READING, LISTENING AND WRITING.
MIDDLE SCHOOL READING AND SIXTH GRADE, WE WENT UP 8.2% IN SIXTH GRADE.
WE WENT UP 6.9% IN SEVENTH GRADE, AND IN EIGHTH GRADE, WE WENT UP 11%.
ALSO, IF YOU SEE IN THE MIDDLE BAND, OUR MIDDLE SCHOOLS ALSO WENT UP SIGNIFICANTLY IN LISTENING AND WRITING.
THERE'S OTHER PACKETS OF GROWTH WITHIN OTHER GRADE LEVELS FROM THE DISTRICT.
>> WHAT'S CONSIDERED SIGNIFICANT IN THE EDUCATION WORLD.
>> I THINK OUR GOAL WAS 1%, AND THAT WAS I THINK FROM THE STATE.
>> MANY OF THOSE ARE WELL ABOVE THAT.
>> THEY DID TREMENDOUS IN THE MIDDLE SCHOOL.
>> REMEMBER, THAT'S THE SAME AS WITH ELL ASSESSMENT.
IT'S MAKING EXPECTED GROWTH, NOT JUST GROWING FROM ONE YEAR TO THE NEXT, BUT MAKING THE EXPECTED GROWTH.
>> THIS NEXT SLIDE IS GOING TO SHOW OUR EMERGENT NEWCOMERS AND OUR EMERGENT STUDENTS.
THE DIFFERENCE BEING, YOU CAN BE AN EMERGENT ELL STUDENT THAT SCORES IN THE LEVEL 1 OR 2.
IF YOU'RE AN EMERGENT NEWCOMER, YOU ARE EMERGENT ONE OR TWO WITHIN THREE YEARS TO THE UNITED STATES, FIRST TIME IN A US COUNTRY.
FROM 2004-2005 ASSESSMENT WINDOW, WE WENT UP 170 EMERGENT NEWCOMERS AND WE WENT UP 290 EMERGENT NON-NEWCOMERS.
THE BARS ON THE GRAPH ARE SHOWING OUR COMPOSITE SCORE AND OUR SPEAKING SCORE.
REMEMBER THEY CHANGED THE SPEAKING SCORE ASSESSMENT.
THIS GIVES YOU AN IDEA WHEN YOU'RE LOOKING AT THE SIDE BY SIDE ABOUT OUR GROWTH IN THOSE TWO POPULATIONS AND ALSO OUR COMPOSITE AND SPEAKING SCORE ACROSS YEARS, '22, '23 TO '24, '25.
I WANT TO DO A COMPARISON WITH OUR UEN SCHOOLS BECAUSE THE SPEAKING SCORE CHANGE IMPACTED OUR OVERALL COMPOSITE.
IF WE LOOK HERE, WE'RE LOOKING AT DES MOINES AND COUNCIL BLUFFS AND WATERLOO AND OTHER UEN SCHOOLS, AND ALL OF THEM EXPERIENCED A DECLINE IN THEIR SPEAKING SCORES AS WELL.
WHICH THEN IN TURN WOULD AFFECT THE OVERALL COMPOSITE SCORE.
HERE'S A COMPARISON OF UEN SCHOOLS WITH THE OVERALL COMPOSITE SCORE AS WELL.
I DO WANT TO NOTE THAT THE ELPA ASSESSMENT RESULTS DO NOT MIRROR OUR ISASP RESULTS.
WE DID MUCH BETTER IN THE AREA OF ELA ON ISASP WITH OUR ELL POPULATION THAN ON ELPA, AND THE ELL SAS AND THE ELPA MIRROR EACH OTHER A LOT IN STANDARDS.
WE DID SEE SOME POCKETS OF REALLY GREAT GROWTH ACROSS SOME OF OUR SCHOOLS, AND THAT'S REPRESENTED ON THIS SLIDE.
THE NEXT FEW SLIDES ARE INFORMATION THAT WAS PUT IN TAKEN FROM THE IOWA SCHOOL PERFORMANCE PROFILE THAT COMPARES DEMOGRAPHIC INFORMATION FOR THE OVERALL COMPOSITE AND THEN GOES INTO EACH.
>> MAYBE IT'S THE NEXT SLIDE, THIS IS PROBABLY MORE IMPORTANT.
TURNING TO WHEN I LOOK AT THE STATE AND I EXCLUDE US FROM THE STATE.
[01:30:03]
WE HAD ROUGHLY 462 THAN STUDENTS, 34,700 IN THE STATE, EXCLUDING US IS ABOUT 7.5%.WE HAVE 24.8%, SO WE HAVE NEARLY OVER 17% MORE PERCENTAGE OF OUR STUDENT BODY THAT IS NON ENGLISH SPEAKING THAN THE ENTIRE STATE.
WHEN MR. MP SAYS, WE'RE DOING WELL, OUR ELPA SCORES WITH OUR PEERS ARE HIGHER THAN THEIRS, AND YET WE HAVE A SIGNIFICANT PERCENTAGE MORE NON-ENGLISH SPEAKERS.
TESTAMENT TO OUR TEACHERS AND THE CABINET AND WHAT YOU GUYS PUT IN PLACE.
WE ARE SIGNIFICANTLY HIGHER THAN THE STATE AVERAGE.
WHEN I SEE OUR NUMBERS ARE VERY CLOSE TO THE STATE AVERAGE, I FEEL PRETTY GOOD THAT WOW, WE'RE WAY AHEAD IN PERCENTAGE OF STUDENTS THAT ARE ENGLISH LANGUAGE LEARNERS COMPARED TO THE STATE IN GENERAL.
>> WE REMOVED OURSELVES FROM TARGETED LIST ON MANY OF OUR SCHOOLS AS WELL FOR ELL POPULATION, SO THAT'S GREAT NEWS TOO.
THE NEXT SLIDE, THEY'RE JUST GOING TO GO INTO EACH OF THE SUBCATEGORY TEST AREAS, WRITING, SPEAKING, AND LISTENING, AND THEN THIS LAST SLIDE SHOWS OUR COMPOSITE SCORE THAT DID GO DOWN FROM' 24-'25, AND I DISCUSSED THE FACTORS THAT I BELIEVE HAD HAD TO DO WITH SOME OF THAT.
>> NOW WE LOOK AT IOWA THE ISASP DATA.
THIS IS OUR STANDARDIZED TEST THAT WE TAKE IN THE SPRING, AND I AM SO EXCITED ABOUT THE HARD WORK THAT OUR TEACHERS AND PRINCIPALS AND OUR FAMILIES WHO ARE SUPPORTING OUR STUDENTS AND THEN OUR STUDENTS TO SHOW WHAT THEY KNOW.
THIS HAS BEEN AN AREA WE'VE REALLY BEEN FOCUSED ON, AND IN ELA, ENGLISH LANGUAGE ARTS AND IN MATH, YOU CAN SEE OUR TREND FROM 21 UNTIL 25, AND WE HIT A HIGH THIS LAST YEAR IN ELA IN MATH, WE'RE GOING TO KEEP GOING UP.
IN PERCENT PROFICIENT, WE GREW IN ELA, MATH AND SCIENCE.
FROM '21-'25 IN ALL THREE AREAS, WE HIT OUR HIGH LAST YEAR IN 2025, AND SO THAT IS A HUGE AMOUNT OF CELEBRATION IN SIOUX CITY SCHOOLS FOR OUR ENTIRE TEAM SO WAY TO GO TEAM.
THEN NOW WE HAVE THE UEN COMPARISON DATA, AND I APOLOGIZE.
I DID REMOVE ENKENY AND WAKE FROM THIS DATA AS DR. CORDOVA DIRECTED ME TO, BUT I HAVE IOWA CITY IN HERE AND DES MOINES, SO I DO HAVE THEM IN THIS DATA.
>> I THINK EVERYBODY NEEDS TO KNOW THAT WE ASKED DR. CORDOVA TO HAVE THAT INFORMATION TAKEN OUT FOR THOSE TWO SCHOOLS, PARTLY BECAUSE SOME FINANCE DISPARITIES THAT ARE DRAMATIC AND WOULD SKEW A BETTER UNDERSTANDING OF WHAT WE'RE DOING GENERALLY.
IT WASN'T JUST DR. CORDOVA DID THAT ON HIS OWN, BUT WE DID ASK FOR THAT TO BE DONE, PLEASE?
JUST SO YOU KNOW, I DO LIKE TO COMPARE US TO THOSE SCHOOLS BECAUSE I KNOW THAT THEY DO VERY WELL, AND WHEN WE'RE COMPETITIVE WITH THEM, IT MAKES ME FEEL REALLY GOOD.
LOOKING AT OUR DATA HERE, THIS IS THE TOTAL COMPARISON FOR NUMBER OF STUDENTS AMONG THE UENS, AND THIS WAS ALREADY PROVIDED ON ANOTHER SHEET, BUT JUST SO THAT YOU HAVE THIS INFORMATION, AND THEN THE NUMBER OF SCHOOLS THAT EACH OF THOSE DISTRICTS HAS.
THE FREE AND REDUCED LUNCH PERCENTAGE FOR EACH OF THOSE SCHOOL DISTRICTS.
>> PERCENT OF STUDENTS WITH DISABILITIES.
YOU CAN SEE THERE THAT TWO CITIES TOWARDS THE BOTTOM, WHICH ISN'T A BAD THING.
WE EMBRACE OUR ENGLISH LANGUAGE LEARNERS AND WE'RE HAPPY THAT WE HAVE 24.8%.
WE ARE AMONG THE LOW, WE'RE LEADING OUR UEN SCHOOL DISTRICTS, ESPECIALLY IF WE EXCLUDE IOWA CITY FROM THAT.
OPA 21 COMPOSITE, WE'VE ALREADY DISCUSSED THIS AND WE KNOW WHY WE NEED TO IMPROVE.
GROWTH IN ELA, WE ARE LEADING ALL THE UENS ON GROWTH IN ENGLISH LANGUAGE ARTS.
IN MATH, WE ARE TIED WITH DUBUQUE, BUT ALMOST TO THE TOP.
[01:35:02]
PERCENT PROFICIENT FOR ELA, WE'RE AMONG THE TOP HALF OF THE UENS.>> WE HAVE A MUCH HIGHER DEGREE OF ENGLISH LANGUAGE LEARNERS.
>> CORRECT. ALSO, PERCENT PROFICIENT MATH.
WE'RE TOWARDS THE TOP OF THE UENS.
THEN PERCENT PROFICIENT FOR SCIENCE.
WHEN WE LOOK AT OUR COMPARISON GRADUATION RATE FOR FOUR YEARS, WE'RE JUST BEHIND IOWA CITY.
IF YOU REMEMBER, WE HAD A DECREASE IN OUR GRADUATION RATE.
WE'RE RIGHT THERE LEADING THE UENS, AND THEN OUR GRADUATION RATE FOR FIVE YEARS.
THOSE STUDENTS WHO ARE EARNING COLLEGE CREDIT, 64.83% OF OUR STUDENTS ARE EARNING COLLEGE CREDIT IN HIGH SCHOOL.
WORK BASED LEARNING, 64.82% OF OUR STUDENTS ARE HAVING WORK BASED LEARNING EXPERIENCES, AND WE ARE AMONG THE LEADERS OF OUR UEN SCHOOL DISTRICTS.
I THINK THAT ADDS UP TO MORE THAN 100.
I'M FIGURING THAT THE SAME STUDENT HAS BOTH WORK BASED LEARNING AND COURSES.
>> OFTENTIMES, THEY ARE SIMILAR.
>> YES. THEY CAN ALSO BE DIFFERENT STUDENTS.
SOMETIMES OUR STUDENTS ARE IN OUR HEALTH SCIENCES CLASSES, AND SOME OF OUR HEALTH SCIENCES CLASSES ARE ALSO AP.
THEY MIGHT BE TAKING CLASSES AND EARNING DUAL CREDIT AT WIT AND OUR AP CLASSES, SO THEY'RE GETTING COLLEGE CREDIT.
THEN THEY'RE ALSO GETTING WORK BASED LEARNING CREDENTIALS WITH OUR HOSPITALS.
>> THAT'S WHAT I WAS POINTING OUT.
>> THE SAME PERSON IS IN BOTH.
>> IT HAS TO WHEN YOU GET TO 120%.
>> YES. WE DO HAVE SOME SITUATIONS WHERE THEY'RE COMPLETELY DIFFERENT.
>> WE'RE LOOKING AT TWO DIFFERENT SCORES.
>> MEANING THIS IS 64.82% OF OUR ENTIRE STUDENT BODY IS GETTING THIS WORK BASED SCORE.
THE OTHER ONE WAS OF OUR WHOLE STUDENT BODY, 64.83% OF OUR STUDENTS ARE GETTING COLLEGE CREDIT.
BOTH OF THOSE TWO THINGS ARE EXCEEDINGLY VALUABLE TO A STUDENT AS SOON AS THEY'RE MOVING ON TO THE NEXT THING IN THEIR LIFE.
>> CORRECT. COLLEGES ARE LOOKING AT BOTH OF THOSE.
THEY'RE LOOKING AT STUDENTS WHO HAVE EARNED COLLEGE CREDIT IN SCHOOL AND STUDENTS WHO HAVE PARTICIPATED IN WORK BASED LEARNING.
THIS IS THE ACCOUNTABILITY RATING FOR ALL OF THE UEN SCHOOLS.
YOU CAN SEE FROM HIGH PERFORMING, ACCEPTABLE PRIORITY, COMMENDABLE NEEDS IMPROVEMENT, THEY'RE ALL IN THERE, AND YOU CAN SEE FROM THE LAST YEAR HOW EACH OF THOSE DISTRICTS FARED.
AGAIN SIOUX CITY, WE'RE DOING AWESOME.
NOW I'M GOING TO HAVE MRS. NEAL TALK ABOUT SPECIAL ED COMPARISON.
>> IN AN EFFORT TO SAVE SOME SLIDES, I COMBINED A LOT OF INFORMATION ON THE NEXT THREE SLIDES.
>> HERE I'VE COMBINED THE COMPARISON WITH OUR UEN SCHOOLS, AND I INCLUDED THE ORIGINAL EIGHT AND THE OVERALL STATE AVERAGE, AND BY OVERALL STATE AVERAGE, THAT IS EVERY DISTRICT IN THE STATE, NOT JUST THOSE UEN DISTRICTS.
TO TAKE A LOOK AT HOW OUR STUDENTS WHO RECEIVE IEP SERVICES PERFORMED ON THE IOWA STATE ASSESSMENT.
STUDENTS WHO RECEIVE IEP SERVICES, THE PERCENT OF STUDENTS PROFICIENT IN ELA WAS 21.9% IN SIOUX CITY, AND THEN WE WERE 24.3% IN MATH AND 18.9% IN SCIENCE.
JUST SO YOU DON'T HAVE TO TAKE A LOOK AT IT.
I CAN TELL YOU THAT THAT MEANS WE WERE THIRD WITH REGARD TO THE UEN SCHOOLS IN ELA, SECOND IN MATH, AND FIFTH IN SCIENCE.
THIS IS THE SLIDE EARLIER, THEY MENTIONED THE DEFINITION OF GROWTH, MEANING THAT WE TO MAKE THAT EXPECTED AMOUNT IN ORDER TO START CLOSING THAT ACHIEVEMENT GAP.
HERE, WE WERE ACTUALLY LEADING IN THE AREA OF MATH AND ACTUALLY SCORED ABOVE THE STATE AVERAGE THERE WITH 42%,
[01:40:01]
AND 41% IN ELA WAS THE HIGHEST SCORE AMONGST ANY OF THE UENS, AND WE WERE RIGHT THERE AS WELL.THEN WE HAVE A GROUP OF STUDENTS WHO PARTICIPATE IN THE ALTERNATE ASSESSMENT.
THIS GROUP OF STUDENTS IS OUR STUDENTS WHO HAVE SOME SIGNIFICANT COGNITIVE DISABILITIES.
THEY TAKE AN ENTIRELY DIFFERENT TEST OUTSIDE OF THE IOWA SCHOOL ASSESSMENT.
THIS IS JUST HOW THEY SCORED ON THE ASSESSMENT THAT THEY PARTICIPATE IN.
HERE YOU CAN SEE ELA, MATH, AND SCIENCE BECAUSE WE DO TEST IN THE SAME AREAS.
AGAIN, I'M JUST GOING TO BREAK IT DOWN FOR YOU.
YOU DON'T HAVE TO TAKE A LOOK AT ACROSS ALL OF THE CHARTS, BUT IN THE AREA OF ELA, WE WERE FOURTH AMONG THE UENS, IN THE AREA OF MATH FIFTH AND IN THE AREA OF SCIENCE SECOND.
WE DID DULY NOTE THAT COUNCIL BLUFFS IS DOING SOMETHING TREMENDOUS WITH THEIR STUDENTS WHO PARTAKE IN THE ALTERNATE ASSESSMENT IN THE AREAS OF ELA AND SCIENCE.
WE HAVE ALREADY REACHED OUT TO THEM TO SEE WHAT EXACTLY THEY ARE DOING THAT WE NEED TO CONSIDER, BUT ALL IN ALL, WE DID VERY WELL IN THOSE AREAS.
>> I KNOW THIS WAS REALLY A LOT OF DATA.
WE ACTUALLY PAIRED IT DOWN FROM OVER 100 SLIDES, BECAUSE THERE'S SO MUCH DATA.
IT'S JUST BECAUSE WE WANT YOU TO KNOW ABOUT OUR DISTRICT AND BECAUSE WE KNOW YOU CARE, AND SO THANK YOU FOR ALLOWING US THIS OPPORTUNITY.
IF YOU NEED ANY MORE INFORMATION, YOU CAN GO TO THOSE WEBSITES AND IT WILL PROVIDE YOU ALL THE INFORMATION OR YOU CAN ALWAYS REACH OUT TO ME.
>> DO THE CHARTER SCHOOLS AND THE OTHER NON PUBLIC SCHOOLS TAKE THIS TEST?
>> THEY DO NOT. THEY DO NOT RECEIVE A RATING.
THEY'RE NOT REQUIRED TO DO THESE THINGS, NO.
>> WE DON'T KNOW HOW THEY DO IN COMPARISON WITH US, DO WE?
>> I DO NOT HAVE THAT DATA. NO.
>> MISS DENNY, YOU SAID SOMETHING ABOUT WE DROPPED STUDENTS OUT OF THE DATA ON PURPOSE.
>> THERE WERE SOME AT EACH OF THE HIGH SCHOOLS.
MR. VANDERLU, I'M TRYING TO REMEMBER.
WHAT ACTUALLY ENDED UP HAPPENING IS THAT WHEN YOU HOLD ON TO A STUDENT WHO HASN'T GRADUATED, THEN IT COMES TIME TO TEST THEM AGAIN.
WE'RE HAVING THEM REPEAT THE SAME ASSESSMENT AS A FRESHMAN OR AS A SOPHOMORE, AND THEY HAVEN'T ACTUALLY BENEFITED FROM INSTRUCTION.
THAT'S NOT BENEFICIAL FOR THE STUDENT, THE SCHOOL OR ANYONE.
WAS IT ABOUT 20 AT EACH SCHOOL?
>> WE DROP ROUGHLY 110 STUDENTS A YEAR TOTAL THROUGHOUT THE YEAR, BUT THE NUMBER OF THE TESTING CYCLE TIME WOULD BE LESS THAN A QUARTER OF THAT IN TOTAL.
>> THEN ANDY, A QUESTION FOR YOU.
IN ONE OF THE SLIDES, YOU SHOWED THAT THERE WAS GROWTH IMPROVEMENT FOR GRADES ONE AND TWO, BUT I THOUGHT WE DIDN'T MEASURE THOSE PREVIOUSLY.
>> IN 2025, THEY WERE MEASURED ONE AND TWO, THREE THROUGH 12 WERE PREVIOUS TO THAT.
>> WE HAD THE DATA. THEY WEREN'T ON THE IOWA SCHOOL PERFORMANCE PROFILE, BUT WE'VE ALWAYS HAD WE HAVE IT FOR IOWA.
>> PART OF HOW THEY'RE FIGURING IT OUT, AND THEY'RE NOW INCLUDING GRADES.
>> THOSE STUDENTS WERE ALWAYS TESTED THEN WE HAD THEIR SCORES.
THE STATE HAS ACCESS TO THOSE SCORES.
>> WELL, I APOLOGIZE TO EVERYBODY I'VE TALKED TOO MUCH, BUT I WANT TO SAY THAT WE VERY MUCH APPRECIATE THE FABULOUS EFFORT AND WORK THAT WAS ACCOMPLISHED BY ALL OF THE ADMINISTRATION AND STAFF AND PARTICULARLY OUR FACULTY WHO ARE IN FRONT OF THE STUDENTS EVERY DAY.
THIS IS A REFLECTION ON A HUGE SUCCESSFUL EFFORT.
WHEN THEY GO HOME AT NIGHT, THEY SHOULD FEEL LIKE WE RECOGNIZE THE TREMENDOUS CONTRIBUTION THEY'VE MADE TO GIVE US THESE RESULTS.
WE CONTINUE TO LOOK FOR IMPROVEMENT AS THE WHOLE NATION DOES, BUT AT LEAST WE'RE DOING THAT WITH THE MATERIALS THAT WE'VE ACQUIRED FOR THEM TO USE AND THEN WITH THEIR TALENTS, WHICH ARE SO IMPORTANT TO OUR SUCCESS.
PLEASE CONVEY THAT TO THE FACULTY.
>> SHANICE, DO WE HAVE ANY CITIZEN INPUT REGARDING THIS? THE BOARD ACKNOWLEDGES THE 2025 STUDENT ACHIEVEMENT REPORT OF THE IOWA STATE ASSESSMENT OF STUDENT PROGRESS, ENGLISH LANGUAGE PROFICIENCY ASSESSMENT FOR THE CENTURY AND IOWA PERFORMANCE PROFILE?
[01:45:11]
I GOT JUST ONE OTHER THING HERE REAL QUICK.CAN WE MOVE ITEMS N AND O UP NOW? DO WE NEED TO MAKE A MOTION TO DO THAT?
>> I MOVE TO AMEND THE AGENDA AS YOU HAVE PROPOSED.
>> ANYONE WANT TO SECOND THAT REAL QUICK?
>> THOSE OPPOSE SAY NAY. MOTION CARRIES.
ITEM N IS NWAEA DIRECTOR FOUR BOARD ELECTION.
BOARD MEMBERS, THE BALLOT FOR THE NWAEA DIRECTOR FOUR IS INCLUDED IN THE BOARD PACKET WITH AMY HOOSIER LISTED AS THE ONLY CANDIDATE.
IS THERE A MOTION TO CAST THE WEIGHTED VOTE FOR AMY HOOSIER FOR THE NORTHWEST AEA DIRECTOR DISTRICT FOUR?
>> IS THERE ANY DISCUSSION? DIRECTOR GREENWELL. DIRECTOR LEE.
>> I WAS JUST GOING TO ASK IF SHE'S HERE.
>> MY QUESTION WAS, I ALMOST FEEL LIKE WE'RE THE POLLET BOROUGH.
WE HAVE ONE CANDIDATE, IS THAT NORMAL?
>> I THINK IT HAS BEEN IN THE PAST.
>> THERE'S NO OTHER CANDIDATES WANT TO RUN.
>> THEY GOT VOLUNTEERED LIKE THE ARMY?
>> LIKE I DO ON THE COMMITTEES, WHEN I'M UP HERE, SO.
>> IT WAS THE SAM BACK IN PRIOR INCARNATIONS ON THE BOARD THAT THERE'S GENERALLY NOT A LOT OF COMPETITION FOR THESE PARTICULAR POSITIONS.
>> PRETTY MUCH VOLUNTEER AND VOLUNTEERING YOU'RE IN.
>> WE ALREADY HAD THAT. THE MOTION.
ANY DISCUSSION? WE'VE ALREADY DID THAT. ANY CITIZEN INPUT? ALL THOSE IN FAVOR SAY AYE.
>> ALL THOSE OPPOSE, SAY. MOTION PASSES.
ITEM O, NWAEA, DIRECTOR DISTRICT FIVE BOARD ELECTION.
BOARD MEMBERS, THE BALLOT FOR THE NWAEA DIRECTOR DISTRICT FIVE IS INCLUDED IN THE BOARD PACKET WITH JULIE DE GROUP, LISTED AS THE ONLY CANDIDATE AND JULIE IS HERE. WANT TO SAY ANYTHING.
>> YOU COME UP AND WE WOULD LOVE TO HEAR FROM YOU, JULIE.
>> THERE'S A LOT OF WORK TO BE DONE, ESPECIALLY WITH THE BUDGET CUTS IN THAT AND SHOULD BE A FUN TIME WORKING HARD TO MAINTAIN OUR GRADE.
OUR STUDENTS TO GIVE THE BEST.
>> THANK YOU. IS THERE A MOTION TO CAST THE WAITED VOTE FOR JULIE DE GROUP FOR NORTHWEST AEA DIRECTOR DISTRICT FIVE?
>> WE HAVE FIRST AND THE SECOND.
BOARD MEMBERS ANY DISCUSSION? ANY CITIZEN INPUT? ALL THOSE IN FAVOR SAY AYE.
THANK YOU. BOARD MEMBERS, DOES ANYONE NEED A COUPLE OF MINUTES?
>> WE WILL TAKE A THREE MINUTE BREAK.
AUSTRALIA IS MAKING HER WAY UP, WE ARE GOING TO GET GOING HERE.
[XI.D. Title I Update – Jarod Mozer ]
MR. MOSIER, YOU ARE PRESENTING.>> I'M JUST GOING TO GO CONDENSED HERE AND THEN I'LL GLADLY ANSWER QUESTIONS.
JUST A REMINDER FOR TITLE 1 SERVICES, WE DO HAVE TO SERVE ANY BUILDING THAT'S OVER 75% FREE AND REDUCED, AND WE HAVE THOSE IN THE DISTRICT AT ALL LEVELS, WE MAY SERVE BUILDINGS THAT ARE OVER 35%.
THIS LAST YEAR AS A TEAM, AND WITH TEACHERS WORK TO SET THE THRESHOLD AT, WE'RE GOING TO SERVE ANY BUILDING THAT'S 65% AND ABOVE FREE AND REDUCED, AND WE'RE GOING TO DO A TWO-YEAR PERIOD, SO WE DON'T HAVE HUGE SWINGS AND STAFFING IN BUILDINGS LIKE WE'VE HAD PREVIOUSLY BECAUSE THOSE ARE JUST REALLY HARD FOR THE BUILDINGS AND THE INDIVIDUALS INVOLVED AND FOR OUR STUDENTS.
I'M TRYING TO MAKE SURE THAT OUR PLAN IS A LITTLE BIT MORE CLEAR AND A LITTLE BIT MORE CONSISTENT.
THESE ARE THE SCHOOLS THAT QUALIFY FOR THIS YEAR, AND YOU ARE GOING TO NOTICE THERE ARE SECONDARY BUILDINGS THAT WE DO SUPPORT NOW WITH TITLE 1 SERVICES, AND THAT IS IN LARGE PART BACK TO THIS.
WE HAVE TO SERVE BUILDINGS THAT ARE OVER 75%.
NOW WE'RE FOLLOWING THAT MODEL OF, HEY, IF THEY'RE OVER 65%, IN THAT TWO-YEAR PERIOD, WE'RE GOING TO SERVE AT EACH LEVEL.
JUST BEING CONSISTENT AGAIN, WE KNOW THAT THOSE STUDENTS DO NEED SERVICES.
OTHERWISE, THE NUMBERS WOULDN'T BE THERE TO SUPPORT IT.
TITLE 1, JUST A REMINDER, WE DO HAVE TO SERVE OUR LOCAL NON PUBLICS,
[01:50:01]
ARE NEGLECTED AND OUR DELINQUENT.THAT'S WHO'S LISTED THERE. PROGRAM COMPONENTS.
RIGHT NOW, WHAT ARE WE DOING WITH TITLE 1 FUNDING? WE HAVE READING AND MATH INTERVENTIONISTS AT TEN ELEMENTARY, THREE MIDDLE SCHOOLS AND TWO HIGH SCHOOLS.
ALONG WITH THAT, WE PURCHASE THE MATERIALS THAT THEY USE, WHICH ARE ALL SUPPLEMENTARY THEIR INTERVENTIONS FOR THE STUDENTS THAT ARE STRUGGLING SPECIFICALLY IN READING, AND WE'VE MAKE SURE TO ALIGN THOSE MATERIALS TO OUR CORE INSTRUCTION.
IT'S ALL COVERED UNDER THE SCIENCE OF READING AND OUR INTERVENTION SUPPORT TIER 1 INSTRUCTION.
WE'VE NEVER DONE THAT BEFORE IN THE LAST TWO YEARS, THANKS TO YOUR HELP, WE POSITION OURSELVES TO BE ABLE TO DO THAT.
TITLE 1 BUDGET. HERE'S THE MEAT AND POTATOES OF THE PRESENTATION.
THIS YEAR OUR ALLOCATION IS $5.1 MILLION.
LAST YEAR, IT WAS $5.4 MILLION.
OUR OVERALL ALLOCATION IS DOWN $341,000.
HOWEVER, LAST YEAR WE CARRIED OVER THE MAXIMUM, WHICH IS 15%, THAT WAS $862,000.
OUR OVERALL ALLOCATION THIS YEAR IS RIGHT AT $6 MILLION BECAUSE WE WERE FISCALLY RESPONSIBLE AND CARRIED OVER THE 15%, AND I'LL SHOW YOU WHY THAT'S A BIG DEAL HERE IN A SECOND.
ONCE EVERY THREE YEARS WITH FEDERAL LAW, YOU CAN CARRY OVER OVER 15%.
LAST YEAR WAS ONE OF THE YEARS FOR US.
WE DID THAT, AND WE ACTUALLY CARRIED OVER $1.7 MILLION.
OUR TOTAL ALLOCATION LAST YEAR WITH THE CARRY OVER WAS $7.2 MILLION.
THAT MEANS ROUGHLY THIS YEAR, WE'RE $1.4 MILLION DOWN.
>> WE ARE ABLE TO WITHSTAND THAT, AND I'LL TALK ABOUT HOW IN A SECOND HERE.
HERE'S THE ALLOCATION OVER THE LAST FIVE YEARS.
YOU CAN SEE THAT SINCE THE BIG ONE, AND I'LL REMIND YOU THAT THE FY25 ONE, THE ONLY REASON THAT ONE'S LARGE IS BECAUSE WE CARRIED OVER THE 15%.
OTHERWISE, WE ARE ON A STEADY DECREASE, AND JUST FROM THE RUMBLINGS OF THE MEETINGS THAT I'VE BEEN IN, I DON'T SEE THIS ALLOCATION GOING UP IN THE NEXT COUPLE OF YEARS.
YOU CAN SEE WE'VE BEEN PRETTY FLAT.
AGAIN, IT LOOKS A LITTLE BIT WIDER RANGE THAN WHAT IT IS, BUT WE ARE DOWN A LITTLE BIT.
BUT JUST TO PUT IT IN PERSPECTIVE, WHAT WE'RE LOOKING AT HERE.
THE DIFFERENCE THIS YEAR BETWEEN OUR ALLOCATION AND OUR SALARIES IS $338,000, THAT MIGHT SEEM A LOT, THAT'S NOT.
THAT'S THREE POSITIONS. WHEN WE TALK ABOUT AGING THE SALARY SCHEDULE, THAT'S SOMETHING WE'RE GOING TO HAVE TO BE REALLY MINDFUL OF MOVING FORWARD.
AGAIN, THIS YEAR, TO BE FISCALLY RESPONSIBLE, WE ARE LOOKING TO CARRY OVER THE 15%.
DURING FINANCE, IT WAS DIRECTOR MYERS, DIRECTOR GEORGE, AND DIRECTOR GREENWELL, THOUGH THEY MADE THE COMMENT IN THE RIGHT.
IF WE KEEP SEEING OUR ALLOCATION GO DOWN, THE 15% KEEPS GETTING LESS AND LESS AND LESS.
JUST SOMETHING TO KEEP AN EYE ON OVER THE NEXT FEW YEARS, BUT WE'RE IN A GOOD SPOT BECAUSE OF THAT CARRYOVER, AND WE'RE GOING TO BE ABLE TO CONTINUE TO SUPPORT OUR STAFF.
I THINK YOU ALL KNOW, AND YOU GUYS HAVE ALL ALLUDED TO THE MOST IMPORTANT RESOURCE THAT WE HAVE ARE OUR STAFF MEMBERS.
ABOVE ALL OTHER PROGRAMS THAT WE HAVE, WE WANT TO BE ABLE TO SUPPORT OUR STAFF.
>> WE'RE JUST TRYING TO MAKE THAT SLOW RATHER THAN NEXT YEAR.
THESE ARE THE ADDITIONAL REQUIRED SET ASIDE.
HOW DID YOU GET TO 5.8 OR WHATEVER? WELL, IT'S ROUGHLY 200,000 OF THAT MORE THAN THAT, BUT WE DON'T ACTUALLY GET TO TOUCH IT BECAUSE THE STATE TAKES IT OUT FOR THE REQUIRED SET-ASIDES.
NONPUBLIC SCHOOLS, WE DON'T HAVE A CHOICE.
THE STATE AUTOMATICALLY CALCULATES THAT; THEY PULL IT OUT.
THERE WAS TALK THAT WE WOULDN'T HAVE TO, BUT WE ARE.
THE STATE HASN'T MOVED THAT YET.
LOCAL NEGLECTED, SO THAT'S ROSE KRANTZ AND CRITIN CENTER.
THEY EACH GET A CHUNK OF THAT BASED ON THEIR PER-PUPIL ENROLLMENT.
HOMELESS SET ASIDE, THAT'S PRIMARILY TO HELP WITH DR. YOUNG AND TRANSPORTATION.
PARENT AND FAMILY INVOLVEMENT, AGAIN, BECAUSE WE HAVE OVER 5,000 STUDENTS, SOMETHING I CAN'T REMEMBER THE EXACT NUMBER.
THE STATE CALCULATES THAT WE HAVE NO SAY, AND THEN THAT'S DIVIDED BETWEEN THE BUILDINGS.
THEN AGAIN, JUST TRYING TO PROJECT OUT THE 15% THAT WE CAN CARRY OVER IS THE 770,000.
IN A NUTSHELL, THAT'S TITLE 1.
THAT'S WHERE WE'RE AT, AND I WOULD JUST REQUEST THAT YOU ACKNOWLEDGE, AND I'LL GLADLY ANSWER ANY QUESTIONS.
>> BOARD MEMBERS, ANY QUESTIONS? RITTER MEYER.
YOU SAY THESE FUNDS AND THESE CARRYOVERS AND THIS AND THAT.
IS THIS MONEY THAT WE HAVE IN OUR ACCOUNT SOMEWHERE, OR IS THIS SUBJECT TO AN ANNUAL DISBURSEMENT BY THE FEDERAL GOVERNMENT?
[01:55:05]
>> IT'S AN ANNUAL DISBURSEMENT FROM THE FEDERAL GOVERNMENT.
TO BE HONEST, WE'RE ALWAYS PLAYING ROULETTE.
WE NEVER KNOW EXACTLY WHERE IT'S GOING TO LAND.
IT'S SUPPOSED TO BE OUT LIKE THE SPRING BEFORE THE START OF THE SCHOOL YEAR.
THIS YEAR, WE FOUND OUT OUR ALLOCATIONS IN SEPTEMBER.
WE'RE REALLY TAKING GUESSES AS TO WHAT WE'RE GOING TO HAVE, AND, HOPEFULLY, WE CAN FUND WHAT WE DO HAVE.
BUT IT'S EVERY YEAR, SEE WHAT YOU'RE GOING TO GET.
>> ANY FURTHER BOARD DISCUSSION? SHANICE, ANY CITIZEN INPUT?
>> THE BOARD ACKNOWLEDGES THE TITLE 1 BUDGET UPDATE.
THANK YOU, GERD. IME, DISTRIBUTION OF EDUCATIONAL SUPPORT PERSONNEL STATE FUNDING.
[XI.E. Distribution of Education Support Personnel State Funding – Angela Bemus]
ANGELA BAMAS WILL SPEAK TO THIS IF WE WANT HER TO.IF ANYONE WOULD LIKE HER TO, SHE CAN.
IS THERE A MOTION TO APPROVE THE METHOD OF DISTRIBUTION OF THE EDUCATIONAL SUPPORT PERSONNEL'S STATE FUNDING?
>> WE HAVE A FIRST AND WE HAVE A SECOND.
IS THERE ANY DISCUSSION BOARD? DIRECTOR AGREEMENT?
>> BOARD INFORMATION, PUBLIC INFORMATION, THE AMOUNT FOR THE SAME AS IT WAS LAST YEAR.
THE SECOND TRANCHE, THE FIVE-YEAR PEOPLE, IS THE SAME AS IT WAS LAST YEAR, $1 AND $300.
AND THEN THE RESIDUAL LEFTOVER GOES TO THE OTHER LONG-SERVICE EMPLOYEES.
THE FIRST TWO TRANCHES WERE IDENTICAL TO LAST YEAR'S ALLOCATION, IS WHAT WE'RE PROPOSING HERE, AND THEN THE SAME METHODOLOGY FOR THE RESIDUAL.
VERY CLOSE TO THE LAST YEAR AS WELL.
>> ANY OTHER DISCUSSION BOARD MEMBERS?
>> I WOULD LIKE TO JUST ADD THAT WE DID CONSULT WITH THE ASSOCIATION TO SEE IF THEY WANTED TO DO IT THIS SIMILAR AS WE DID LAST YEAR, OR IF THEY WANTED AN EVEN AMOUNT FOR EVERY EMPLOYEE, AND THEY WANTED TO GO WITH THE WAY THAT WE DID IT THE YEAR BEFORE.
WE DID CONSULT WITH THE ASSOCIATION.
>> THANK YOU VERY MUCH. APPRECIATE THAT.
>> ALL THOSE IN FAVOR SAY AYE.
>> ALL THOSE OPPOSED SAY, NAY.
ITEM F, FISCAL YEAR '27 BUDGET GUIDING PRINCIPLES,
[XI.F. FY27 Budget Guiding Principles – Dr. Juan Córdova/ Patty Blankenship]
DR. JUAN CORDOVA AND PATTY BLENKENSHIP.YOU GUYS CAN SPEAK TO THIS IF YOU WISH.
BOARD MEMBERS, IS THERE A MOTION TO APPROVE THE FISCAL YEAR '27 BUDGETARY GUIDING PRINCIPLES?
>> WE DO HAVE A FIRST, WE DO HAVE A SECOND.
BOARD MEMBERS, ANY DISCUSSION? ERTOR GREENWELL.
>> 0.1 IS ONE THAT WE HAVE TO KEEP OUR EYE ON, REALLY NUMBER.
THIS YEAR, WE WERE HIGHER THAN THAT, HIGHER THAN 3.5%.
WHEN WE GET, WE NEED TO FIND ONE WAY OR THE OTHER HIGHER THAN THAT.
>> THERE ARE ALL GUIDELINES, BUT YES, THIS IS AS WE GET MORE INFORMATION, WE'LL KNOW MORE.
>> ANY OTHER JANIE, ANY CITIZEN INPUT? ALL THOSE IN FAVOR SAY AYE?
>> ALL THOSE OPPOSED SAY, NAY.
[XI.G. Resolution to Consider Approving Transfer of Funds to the Flexibility Account Within the General Fund and Setting Hearing on Proposed Resolution Approving Expenditure of Funds in the Flexibility Account Patty Blankenship]
ITEM G, RESOLUTION TO CONSIDER APPROVING TRANSFER OF FUNDS TO THE FLEXIBILITY ACCOUNT WITHIN THE GENERAL FUND, AND SETTING HEARING ON PROPOSED RESOLUTION APPROVING EXPENDITURE OF FUNDS IN THE FLEXIBILITY ACCOUNT, PATTY BLENKENSHIP.PATS SHE WISHES TO SPEAK ON THE AGENDA ITEM.
BOARD MEMBERS, IS THERE A MOTION TO ADOPT THE RESOLUTION TO CONSIDER APPROVING TRANSFER OF FUNDS TO THE FLEXIBILITY ACCOUNT WITHIN THE GENERAL FUND, AND SETTING HEARINGS ON PROPOSED RESOLUTION APPROVING EXPENDITURE OF FUNDS IN THE FLEXIBILITY ACCOUNT? IS THERE A MOTION?
>> FIRST, WE HAVE A SECOND. BOARD MEMBERS, ANY DISCUSSION? JANIE, ANY CITIZEN INPUT? ALL THOSE ROLL CALL? YES.
>> MOTION PASSES. MOTION, I DECLARE THE RESOLUTION ADOPTED.
PEMLOCK, SECURE LESLIE HINE AND TIM PAUL.
TIM IS HERE, IF ANYONE WISH TO ASK QUESTIONS ON THAT?
>> IS THERE A SECOND PART TO THAT? DO YOU NEED TO SET THE PUBLIC HEARING?
[02:00:01]
OR JUST AUTHORIZING US TO.>> PATTY. WITHIN THE RESOLUTION, I WILL SAY IT STATES THE DATE AND TIME WITHIN THE RESOLUTION IN THE ONLINE BOARD PACKET THAT YOU ADOPTED.
>> ON THE ONLINE BOARD, BUT NOT ON MINE
>> IN THE RESOLUTION ITSELF, THAT'S IN THE BOARD PACKET.
IT STATES THE DATE AND TIME OF THE HEARING.
>> DO WE HAVE EVERYTHING WE NEED?
>> I BELIEVE SO. THEY'VE ADOPTED THE RESOLUTION AND WITHIN THE RESOLUTION.
IT STATES THE DATE AND TIME, OR AT LEAST THE DATE OF THE HEARING.
>> ITEM H, PEM LOCK SECURE REDACT.
[XI.H. Pimloc Secure Redact – Leslie Heying/ Tim Paul ]
LIZ HEIN TEMP, TIM IS HERE, IF ANYONE WANT ASKS QUESTIONS.BOARD MEMBERS, IS THERE A MOTION TO APPROVE THE PURCHASE OF VIDEO REDACTION SOFTWARE THROUGH PEM LOCK SECURE REDACT FOR $3,600?
>> WHERE FIRST, WE HAVE SECOND. BOARD MEMBERS, ANY DISCUSSION? JANIE, SIS, AND INPUT.
>> ALL THOSE OPPOSED, SAY NAY.
[XI.I. North and East Track Repair – Tim Paul]
NORTH AND EAST TRACK REPAIR.TIM PAUL, IS THERE A MOTION TO ACCEPT THE BID FROM UPPER MIDWEST ATHLETIC OF ANDOVER, MINNESOTA, FOR $228,562 FOR THE NORTH AND EAST HIGH TRACK REPAIRS?
>> BOARD MEMBERS, IS THERE ANY DISCUSSION? SHANICE, ANY CITIZEN INPUT?
>> ALL THOSE IN FAVOR SAY AYE?
[XI.J. West and North Pool Project – Tim Paul]
WEST AND NORTH HIGH POOL PROJECT.TIM PAUL IS HERE IF ANY QUESTIONS NEED TO BE ASKED.
IS THERE A MOTION TO ACCEPT THE BID FROM LNL BUILDERS OF SIOUX CITY, IOWA, FOR 502 $400 FOR THE WEST AND NORTH HIGH POOL UPGRADES?
>> WE HAVE A FIRST, WE HAVE A SECOND.
IS THERE ANY DISCUSSION, DIRECTOR MYERS?
>> I WOULD JUST POINT OUT THIS IS ONE CASE IN WHICH REBIDDING GENERATED SAVINGS, I THINK OF ABOUT $300,000 IN THE CONSTRUCTION COST.
THAT'S A GOOD THING. IT DOESN'T ALWAYS WORK OUT THAT WAY, BUT WHEN IT DOES, IT'S GREAT.
>> 719462 WAS THE LAST PROPOSAL THAT I ASKED YOU TO NOT APPROVE BACK IN MAY.
>> WELL, THANK YOU FOR RECOMMENDING US NOT TO APPROVE THAT.
SHANICE, IS THERE ANY CITIZEN INPUT?
>> ALL THOSE IN FAVOR SAY AYE?
[XI.K. iPad Purchase Elementary Teachers – Chad Fengel]
IPAD PURCHASE ELEMENTARY TEACHERS, CHAT FINGO.IS THERE A MOTION TO APPROVE THE PURCHASE OF 200 APPLE IPADS AT $324 EACH, 200 KEYBOARD CASES AT $99.95 EACH, AND 200 MOSER MANAGER SUBSCRIPTION, $14.85 EACH FOR ELEMENTARY TEACHERS FOR A TOTAL OF $87,760.
>> WE HAVE A FIRST. WE HAVE A SECOND.
>> I WOULD JUST NOTE THAT THIS IS CERTAINLY A NECESSARY PURCHASE SINCE WE ALREADY HAVE IPADS ON TRACK TO COME IN FOR THE STUDENTS THAT WILL STAY IN THE SCHOOL INSTEAD OF GO HOME.
THIS IS CERTAINLY A PURCHASE THAT, I BELIEVE, WE NEED TO MAKE.
>> ANY OTHER DISCUSSION? SHANICE, ANY CITIZEN INPUT?
>> ALL THOSE IN FAVOR SAY AYE?
[XI.L. Contracts for Board Approval – Jim Vanderloo/ Jarod Mozer ]
JIM VANDER LU AND JARED MOSER, IS THERE A MOTION TO APPROVE AND EXECUTE THE CONTRACTS TO SUPPORT STUDENT LEARNING AND ACTIVITIES?>> WE HAVE FIRST, WE HAVE A SECOND. BOARD MEMBERS, ANY DISCUSSION? SHANICE, ANY CITIZEN INPUT?
>> ALL THOSE IN FAVOR SAY AYE?
FACILITY RENTAL AGREEMENT, MR. VAN ALUM, MR. MOSER,
[XI.M. Facility Rental Agreements – Jim Vanderloo/ Jarod Mozer ]
IS THERE A MOTION TO APPROVE AND EXECUTE THE FACILITY RENTAL CONTRACTS?>> WE HAVE FIRST, WE HAVE A SECOND. BOARD MEMBERS, ANY DISCUSSION? SHANICE, ANY CITIZEN INPUT? ALL THOSE IN FAVOR SAY AYE?
[XI.P. Open Enrollment Request – Dr. Juan Córdova]
OPEN ENROLLMENT REQUEST, DR. JUAN CORDOVA.BOARD MEMBER, IS THERE A MOTION TO DENY THE OPEN ENROLLMENT REQUEST FOR STUDENT A TO OPEN AND ENROLL OUT DUE TO A NO GOOD PROVISION?
[02:05:05]
NO GOOD CAUSE PROVISION. IS THERE MOVED?>> WE HAVE FIRST, WE HAVE A SECOND.
BOARD MEMBERS, ANY DISCUSSION?
>> FIRST STUDENT LEAVING US. YES.
>> COULD YOU WALK ME THROUGH WHY?
>> WELL, IT'S PAST THE DEADLINE.
>> ANY OTHER DISCUSSION? SHANICE, ANY CITIZEN INPUT?
>> ALL THOSE IN FAVOR SAY AYE?
BOARD MEMBERS, IS THERE A MOTION TO DENY THE OPEN AND ROLL REQUEST FOR STUDENT B TO
[XI.Q. Open Enrollment Request – Dr. Juan Córdova]
OPEN AND ROLL OUT DUE TO NO GOOD CAUSE PROVISION?>> WE HAVE FIRST, WE HAVE A SECOND.
BOARD MEMBERS, ARE THERE ANY DISCUSSION? DIRECTOR MILLER.
>> IS IT BECAUSE IT'S PASSED THE DEADLINE AS WELL?
>> WHAT HAPPENS IN A SITUATION WHERE THE STUDENT IS DENIED?
>> THEY JUST STAY IN OUR DISTRICT AND DEAL WITH IT?
>> SHANICE, ANY CITIZEN INPUT? ALL THOSE IN FAVOR SAY AYE?
>> ALL THOSE OPPOSED SAY NAY? MOTION PASSES.
[XI.R. First Reading of Board Policies – Dr. Juan Córdova ]
DR. JUAN CORDOVA, WE HAVE POLICY 203.1 BOARD COMMITTEES, 501.6 DISTRICT TO DISTRICT OPEN ENROLLMENT, 501.6-A, DISTRICT TO DISTRICT INSUFFICIENT CLASSROOM SPACE, 501.8 WITHIN DISTRICT TRANSFER PROCEDURES, 505.12 STUDENT FEES AND FEE WAIVERS, 803.1 INTERNAL CONTROLS, 808.1 CARE MAINTENANCE AND DISPOSAL OF DISTRICT RECORDS.IS THERE A MOTION TO APPROVE THE LISTED BOARD POLICY FOR FIRST READING?
>> WE HAVE FIRST, WE HAVE A SECOND. BOARD MEMBERS, ANY DISCUSSION REGARDING THESE POLICIES.
>> ALL THOSE IN FAVOR SAY AYE?
>> ALL THOSE OPPOSED SAY NAY? MOTION PASSES 7-0.
IS THERE A MOTION FOR ADJOURNMENT?
>> WE HAVE A FIRST, WE HAVE A SECOND.
>> ALL THOSE OPPOSED SAY NAY? MOTION PASSES, WE ARE ADJOURNED.
* This transcript was compiled from uncorrected Closed Captioning.