[I. Call to Order] [00:00:06] GOOD EVENING. IT IS APRIL 27TH, 2026 AT 6:01 P.M. I NOW CALL THIS REGULAR MEETING TO ORDER. PLEASE JOIN ME IN THE PLEDGE OF ALLEGIANCE. I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA AND TO THE REPUBLIC FOR WHICH IT STANDS, ONE NATION, UNDER GOD, INDIVISIBLE, WITH LIBERTY AND JUSTICE FOR ALL. SHANICE, PLEASE CALL ROLL. MR. EMKE? PRESENT. DR. HANSEN? PRESENT. MS. LEE? PRESENT. MR. MYERS? MR. MICHELSON? HERE. MR. MILLER? HERE. DR. SUPIAT? CAN YOU HEAR ME? YES, I COULD HEAR YOU. DR. SUPIAT, CAN YOU STILL HEAR ME? YES, I'M HERE, PRESENT. OKAY, BOARD MEMBERS, [IV. Approval of Agenda] IS THERE A MOTION TO APPROVE THE AGENDA? SO MOVED. SECOND? SECOND. OKAY, WE'RE GOOD. WE HAVE A MOTION, WE HAVE A SECOND. BOARD MEMBERS, IS THERE ANY DISCUSSION? ALL THOSE IN FAVOR OF APPROVING THE AGENDA, SAY AYE. AYE. AYE. ALL THOSE OPPOSED, SAY NAY. THE AGENDA IS APPROVED. [V.A. Clark Early Childhood Center] WE ARE GOING TO MOVE ON TO THE CLARK EARLY CHILDHOOD CENTER GOOD NEWS REPORT AND THEN PERRY CREEK ELEMENTARY. AND I'M PRESCHOOL ADMINISTRATOR WITH MISSOU CITY COMMUNITY SCHOOL DISTRICT. TODAY WE'RE AT PARK EARLY CHILDHOOD, 4513 HAMILTON BOULEVARD. OUR CENTER IS DEDICATED TO SUPPORTING YOUNG LEARNERS AND THE LEARNING NEEDS OF HOMESCHOOL STUDENTS WITHIN MISSOU CITY COMMUNITY SCHOOL DISTRICT. CLARK EARLY CHILDHOOD CLASSROOMS ARE MADE-UP OF SEVEN PRESCHOOL CLASSROOMS, THE SIX OF WHICH ARE INTEGRATED EARLY CHILDHOOD SPECIAL EDUCATION CLASSROOMS AND ONE VERBAL BEHAVIOR CLASSROOM. WE ALSO HOST THE DISTRICT'S HOME SCHOOL ASSISTANCE PROGRAM AND HAVE AN OPPORTUNITY TO SERVE FAMILIES' EDUCATIONAL PROGRAM NEEDS. LASTLY, CLARK EARLY CHILDHOOD HAS OFFICES FOR MANY OF THE DISTRICT'S LEARNING SUPPORT DEPARTMENTS, SUCH AS SPECIAL EDUCATION COACHES, THE SPECIAL EDUCATION COORDINATOR, AND SPECIAL EDUCATION BEHAVIOR TESTS. AN AREA OF SPECIALTY AT CARC EARLY CHILDHOOD IS THE PRESCHOOL INITIATIVE PROGRAM. EACH CLASSROOM IS STAFFED BY A LICENSED EARLY CHILDHOOD OR EARLY CHILDHOOD SPECIAL EDUCATION TEACHER AND SUPPORTED BY ONE TO THREE PARAEDUCATORS, CREATING AN INCLUSIVE ENVIRONMENT WHERE ALL CHILDREN OF ABILITIES LEARN AND PLAY TOGETHER. THE PROGRAM IS DESIGNED TO SUPPORT FULL CHILD USING A RESEARCH-BASED EARLY CHILDHOOD CURRICULUM THAT PROMOTES DEVELOPMENT ACROSS ALL AREAS THROUGH PLAY-BASED LEARNING. CLASSROOMS ARE STRUCTURED TO ENCOURAGE EXPLORATION OF CREATIVITY AND SOCIAL GROWTH, RECOGNIZING EACH CHILD LEARNS DIFFERENTLY. STAFF PROVIDES INDIVIDUALIZED SUPPORTS, MODIFICATIONS, AND ADAPTATIONS TO ENSURE EVERY CHILD'S SUCCESS. THE CITY PRESCHOOL INITIATIVE PROGRAM PARTNERS WITH 11 COMMUNITY ORGANIZATIONS AND OPERATES A TOTAL OF 52 CLASSROOMS ACROSS THE . THROUGH THESE COLLABORATIONS, THE PROGRAM IS ABLE TO SUPPORT DIVERSE FAMILY NEEDS BY OFFERING SERVICES SUCH AS FREE PRESCHOOL PROGRAMMING, WRAPAROUND CHILD CARE, AND ACCESS TO FREE HEALTH SCREENINGS, HELPING TO ENSURE CHILDREN AND FAMILIES RECEIVE COMPREHENSIVE SUPPORT. FAMILY INVOLVEMENT IS A KEY PRIORITY WITH AN EMPHASIS ON ONGOING OPEN COMMUNICATION AND ACTIVE PARTICIPATION IN EACH CHILD'S EDUCATION. THE SIOUX CITY COMMUNITY SCHOOL DISTRICT PRESCHOOL INITIATIVE PROGRAM IS COMMITTED TO PROVIDING DEVELOPMENTALLY APPROPRIATE, INCLUSIVE EXPERIENCES THAT SUPPORT THE SUCCESS OF ALL LEARNERS. CLARK STANDS OUT FOR THE WIDE RANGE OF SERVICES THAT IT PROVIDES FOR FAMILIES IN THE SIOUXLAND [V.B. Perry Creek Elementary] AREA. AND THANK YOU FOR THIS OPPORTUNITY TO SHARE A GLIMPSE INTO THE INCREDIBLE WORK HAPPENING AT PRAIRIE CREEK ELEMENTARY. MY NAME IS MANDY. MARIANNE. AND I'M AMY POULSON. AND WE ARE PROUD TO SERVE AS THE PRINCIPALS OF PRAIRIE CREEK ELEMENTARY. A CK THROUGH FIFTH GRADE BUILDING SERVING 626 STUDENTS. 3601 COUNTRY CLUB BOULEVARD IN SIOUX CITY. WITH THAT IN MIND, IT'S ONLY FITTING THAT OUR SCHOOL COMMUNITY PROUDLY IDENTIFIES AS THE PERRY CREEK PRAIRIE DOGS. OUR NAME REFLECTS NOT ONLY OUR LOCATION, BUT ALSO OUR SENSE OF COMMUNITY, TEAMWORK, AND PRIDE IN WHERE WE LEARN AND GROW EACH DAY. THIS YEAR WE HAVE BEEN FORTUNATE TO EXPAND OUR SUPPORT SYSTEM [00:05:01] WITH THE ADDITION OF TWO ELL POSITIONS AND AN MTSS POSITION. THESE ROLES HAVE STRENGTHENED OUR ABILITY TO MEET THE DIVERSE ACADEMIC AND SOCIAL-EMOTIONAL NEEDS OF OUR STUDENTS, ENSURING EVERY CHILD HAS ACCESS TO SUPPORT THEY NEED TO BE SUCCESSFUL. OUR WORK IS GROUNDED IN OUR SCHOOL PAWS PLEDGE. I WILL HAVE A POSITIVE ATTITUDE, I WILL ACT RESPECTFULLY AND RESPONSIBLY, I WILL WORK WITH OTHERS, AND I WILL PUT SAFETY FIRST. WE FOCUS ON A TARGETED BEHAVIOR EACH QUARTER. FOR EXAMPLE, WHEN WE EMPHASIZED POSITIVE HOA EXPECTATIONS, OUR STUDENTS ROSE TO THE OCCASION. THEIR EFFORTS WERE CELEBRATED WITH A SCHOOL-WIDE GOAL PARTY, AN EXCITING AND WELL-EARNED RECOGNITION OF THEIR COMMITMENT TO DOING WHAT'S RIGHT. WE ALSO IMPLEMENT CHARACTER STRONG AS PART OF OUR COMMITMENT TO SUPPORTING OUR STUDENTS' SOCIAL-EMOTIONAL WELL-BEING. EACH MONTH, WE FOCUS ON SPECIFIC CHARACTER TRAITS TO HELP STUDENTS BUILD STRONGER SOCIAL SKILLS. FOR EXAMPLE, DURING OUR FOCUS ON HONESTY, STUDENTS LEARN THE IMPORTANCE OF BEING TRUTHFUL, TAKING RESPONSIBILITY, AND BUILDING TRUST WITHIN OUR SCHOOL COMMUNITY. LEADERSHIP AND RESPONSIBILITY ARE ALSO AN IMPORTANT PART OF OUR SCHOOL CULTURE. OUR FIFTH GRADE STUDENTS TAKE ON ACTIVE ROLES THROUGH STUDENT COUNCIL, WHERE THEY ARE ENLISTED BY THEIR PEERS. ADDITIONALLY, OUR FIFTH GRADERS PARTNER WITH OUR BUILDING TECHNICIAN TO SUPPORT RECYCLING EFFORTS THROUGHOUT THE SCHOOL. THIS IS NOT ONLY PROMOTES RESPONSIBILITY, BUT ALSO FOSTERS A PRIDE IN MAINTAINING OUR SHARED ENVIRONMENT. AT PERRY CREEK, WE VALUE STRONG CONNECTIONS WITH OUR COMMUNITY. WE'VE HAD THE OPPORTUNITY TO WELCOME LOCAL POLICE OFFICERS, FIREFIGHTERS, AND A MEMBER OF THE 185TH INTO OUR BUILDING TO SHARE THEIR ROLES AND RESPONSIBILITIES. WE HAVE LAUNCHED A ONE BOOK, ONE SCHOOL INITIATIVE TO FOSTER A LOVE OF READING ACROSS OUR SCHOOL COMMUNITIES. EACH STUDENT RECEIVES A COPY OF THE SELECTED VOTE TO READ BOTH AT SCHOOL AND AT HOME, HELPING TO ENCOURAGE FAMILY ENGAGEMENT. WHAT TRULY AFFECTS PERRY CREEK APART IS OUR PEOPLE. WE TAKE IMMENSE PRIDE IN OUR DEDICATED STAFF OF 95 PEOPLE WHO WORK TOGETHER EVERY DAY TO SUPPORT OUR STUDENTS. TOGETHER WE CREATE A POSITIVE, SUPPORTIVE ENVIRONMENT WHERE STUDENTS FEEL VALUED, SAFE, AND READY TO LEARN. AT PERRY CREEK, WE ARE PROUD OF WHO WE ARE, WE ARE PROUD OF THE WORK WE DO, AND WE ARE PROUD PERRY DAG. [VI. Citizen Input ] AT THIS TIME, THE BOARD OF DIRECTORS INVITES INDIVIDUALS OR DELEGATIONS TO COME FORWARD AND SPEAK ON ISSUES RELATED TO SCHOOL DISTRICT OPERATIONS THAT ARE NOT INCLUDED ON TODAY'S MEETING AGENDA. CITIZEN INPUT ON ACTION AND DISCUSSION ITEMS WILL BE ACCEPTED AT THE TIME OF DISCUSSION OF EACH AGENDA ITEM. SHANICE, IS THERE ANY CITIZEN INPUT? YES. DAN GREENWELL. SHANICE, PLEASE SET THE TIMER FOR FIVE MINUTES. GOOD EVENING, DAN GREENWELL, 11 WEST KINGS HIGHWAY HERE IN SIOUX CITY, IOWA. BOARD MEMBERS, MANY OF YOU MAY HAVE SEEN THE RECENT SUPREME COURT RULING-- UNANIMOUS RULING, I SHOULD SAY-- REGARDING THE GAUSSMAN VERSUS SIOUX CITY SCHOOL DISTRICT AND FOUR INDIVIDUAL BOARD MEMBERS. AS I SAID, THE SUPREME COURT RULED UNANIMOUSLY AGAINST THE DISTRICT COURT. IN SUMMARY, I ATTENDED THE ORAL SESSION IN DES MOINES. AND BASICALLY, THE SUPREME COURT GAVE DISTRICT COURT JUDGE NEARY A LESSON IN JUSTICE. THE SUPREME COURT HELD THE DISCUSSIONS OF ALLEGED UNETHICAL CONDUCT DURING A SUPERINTENDENT EVALUATION FELL SQUARELY WITHIN THE ANNOUNCED JUSTIFICATION TO EVALUATE PROFESSIONAL COMPETENCY UNDER SECTION 21.5 . THE COURT REJECTED ARGUMENTS THAT THE BOARD HAD TO ITEMIZE TOPICS IN ADVANCE OR OBTAINED INFORMED CONSENT TO EACH PERFORMANCE-RELATED TOPIC, AND IT EMPHASIZED THAT CHAPTER 21 GOVERNS PUBLIC ACCESS NOT THE EVALUATION PROCEDURES. AND THE COURT WENT ON TO RULE THIS NOVEMBER 30 CASE. WE WERE IN COMPLIANCE. SO 100% OF ALL THE SPECULATION AND CONJECTURE THAT WAS SURROUNDING THE COMMUNITY-- AND TO YOU, MR. MILLER, IN PARTICULAR, WE WERE EXONERATED. WE WERE VINDICATED. AND YOU, SIR, WERE WRONG, COMPLETELY WRONG, ALONG WITH THE INCOMPETENT IN JUDGE NERI AND STAN MUNGER IN THE PROCESS. A COUPLE OF THINGS YOU'RE GOING TO SEE I'M GOING TO SAY TONIGHT HAVE A REPEATED A REPEATED THEME WHEN THE BOARD WENT TO VOTE TO WHETHER OR NOT WE WOULD FOLLOW THE APPEAL WHICH THE COUNCIL GENERAL COUNSEL AND THE INSURANCE COMPANY BOTH RECOMMENDED THERE WAS ONE BOARD MEMBER WHO VOTED NO AND THAT WAS MR. MILLER YOU CAN NEVER BE TRUSTED AS YOU ONLY SUPPORT [00:10:01] YOUR PERSONAL AND POLITICAL OBJECTIVES, NOT THE DISTRICT'S OBJECTIVES. YOU ALSO VOTED AGAINST EVERY STEP OF THE INVESTIGATION ON THE CORDOVA ALLEGED BEHAVIOR. YOU'RE JUST FINE WITH FEMALE STAFF GOING THROUGH DIFFICULT TIMES. WHILE ALSO BEING PUT IN TERRIBLE SITUATIONS. YOU PROVIDED NO SUPPORT FOR OUR STAFF, VERY CONSISTENT WITH THE REMAINDER OF YOUR BAD BEHAVIOR. YOU CAN NEVER BE TRUSTED AS YOU ONLY SUPPORT YOUR PERSONAL AND POLITICAL POSITIONS, MR. MILLER, NOT THE STUDENTS AND STAFF OF OUR DISTRICT. YOU VOTED AGAINST HOLDING PRINCIPALS, ASSISTANT PRINCIPALS, AND CABINET MEMBERS ACCOUNTABLE FOR IMPROPER LICENSURE, FOR DOING EVALUATIONS. FAILURE TO REPORT MANDATORY REPORTING OF SUIT ABUSE, AND THE RELEASE OF CONFIDENTIAL INFORMATION INTENDED TO HARM INDIVIDUALS. YOU SUPPORTED ALL THOSE PEOPLE BECAUSE IT MET YOUR POLITICAL AND YOUR PERSONAL OBJECTIVES. AGAIN, YOU'RE NOT FIT TO SERVE. THE SIOUX CITY JOURNAL RECOMMENDED THAT YOU SHOULD RESIGN BASED ON YOUR PERSONAL AND POLITICAL OBJECTIVES. YOU'RE NOT FOR THE BEST OF OUR SCHOOL DISTRICT. YOU HAVE PROVIDED ONLY NEGATIVE AND DESTRUCTIVE EFFECTS TO OUR DISTRICT. YOU WERE SET TO RESIGN SHORTLY AFTER THE ELECTION, BUT SOMEHOW MS. LEE TALKED YOU OUT OF IT. I BELIEVE YOU SHOULD GO AHEAD AND FOLLOW THROUGH WITH YOUR RESIGNATION, AND YOU SHOULD SUBMIT THAT. YOU'RE NOT FIT TO SERVE, YOU DON'T SUPPORT OUR STAFF, THE DIRECTORS OUT HERE DON'T TRUST YOU AT ALL. AND YOUR JUDGMENT IS VERY, VERY BAD. YOU'VE DEMONSTRATED NOTHING TO BE A GOOD BOARD MEMBER TO SUPPORT THIS DISTRICT, ONLY YOUR PERSONAL AND POLITICAL OBJECTIVES. ONE OF THE OTHER THINGS WHILE WE WERE IN COURT-- WELL, THEY WERE IN COURT IN SUPREME COURT ORAL ARGUMENTS. THE SUPREME COURT ASKED STAN MUNGER, MR. MUNGER, YOUR ARGUMENTS HERE, DO YOU HAVE ANY LEGAL IOWA CODE REFERENCE FOR CASE LAW TO SUPPORT YOUR ARGUMENTS. MR. MUNGER REPLIED, NO, YOUR HONOR, I DON'T. SO SHE RESPONDED IMMEDIATELY WITH, SO, MR. MUNGER, THIS IS JUST YOUR PERSONAL OPINION, AND THIS IS NOT ABOUT THE LAW, IS THAT CORRECT? YES, YOUR HONOR, THAT IS. AFTER THAT, THE OTHER JUDGES POUNCED, AND IT WAS A VERY, VERY STRONG MEETING WHERE THEY POUNCED OVER HIS ARGUMENTS, AND AS I SAID, EVERY SINGLE ONE OF HIS ARGUMENTS FAILED. THEY DISMISSED EVERY SINGLE ONE OF HIS ARGUMENTS. AND WHAT THIS HAS DONE FOR THE STATE OF IOWA IS GIVE A VERY OPEN, PRESCRIPTIVE PROCESS THAT YOU CAN FOLLOW THROUGH FOR EVALUATIONS AND FOR REPORTING TO THE BOARD OF EDUCATIONAL EXAMINERS. YOU CAN HAVE CLOSED SESSION TO DISCUSS THAT. SO IN SUMMARY, MR. MILLER, YOU SHOULD RESIGN AS A SIOUX CITY JOURNAL IS CALLED. [VII. Consent Action Item(s) ] THANK YOU. CONSENT ACTION ITEMS. THE CONSENT ACTION ITEMS ARE THE FOLLOWING. BOARD MEETING MINUTES FROM APRIL 13, 2026, JIM VANDERLOO. BOARD MEETING MINUTES FROM APRIL 14, 2026, JIM VANDERLOO. BOARD MEETING MINUTES FROM APRIL 20, 2026, JIM VANDERLOO. FINANCE REPORT, PATTY BLANKENSHIP. FISCAL YEAR '27 CURRICULUM, RESOURCES, FEES, STUDENT FINES FOR TEXTBOOKS, AND MEAL PRICES, PATTY BLANKENSHIP. DO I HAVE A MOTION? SO MOVED. SECOND. IS THERE ANY DISCUSSION? SHANICE, IS THERE ANY CITIZEN INPUT? NO. ALL THOSE IN FAVOR, SAY AYE. AYE. AYE. ALL THOSE OPPOSED, SAY NAY. THE MOTION PASSES. THE CONSENT ACTION ITEMS ARE [VIII.A. Title VI Indian Education Grant Application – Dr. Dora Jung ] APPROVED. HEARING INDIAN EDUCATION ACTION GRANT APPLICATION, DR. JORDAN YOUNG. ANY INTERESTED PARTY MAY APPEAR AND FILE OBJECTIONS, AND ANY INFORMATION FOR OR AGAINST THE SAME WILL BE HEARD ON THE INDIAN EDUCATION GRANT APPLICATION WITH THE FINAL DECISION OF THE BOARD OF EDUCATION AS A MATTER OF RECORD. SHANICE, IS THERE ANY CITIZEN INPUT FOR THE HEARING? NO. BOARD MEMBERS, IS THERE A MOTION TO APPROVE THE INDIAN GRANT APPLICATION? SO MOVED. SECOND. IS THERE ANY DISCUSSION? ALL THOSE IN FAVOR SAY AYE. AYE. ALL THOSE OPPOSED? ALL THOSE OPPOSED SAY NAY. MOTION PASSES. BOARD COMMITTEE [IX. Board Committee Reports] REPORTS. OR DO ANY OF YOU HAVE REPORTS THAT YOU WOULD LIKE TO SHARE? YES, MR. EHMKE. I KNOW THAT WE'RE GOING TO HAVE MORE PRESENTATION ABOUT THIS TONIGHT, BUT IT WAS REALLY EXCITING AT OUR STUDENT ACHIEVEMENT [00:15:01] COMMITTEE TO HEAR HEAR WHAT WE ARE DOING IN THE AREA OF MATH INSTRUCTION AND MATH MATERIALS. I KNOW THAT AMY DENNY IS GOING TO EXPLAIN THAT WITH SEVERAL OF THE TEACHERS WHO ARE ACTIVELY INVOLVED. WE'RE ESPECIALLY PLEASED AT THE INVOLVEMENT THAT WE HAD FROM SO MANY OF OUR TEACHERS WHO ARE ACTUALLY TEACHING MATH IN THE EARLY GRADES AND ALL THE WAY THROUGH. AND SO, RATHER THAN GO INTO THAT DETAIL AND SPEND THE TIME NOW, I'M GOING TO LET THEM TELL THE STORY. BUT IT'S EXCITING TO SEE WHAT WE'RE DOING IN MATH AND MATH EDUCATION GOING FORWARD. THE ITEMS FROM THE FINANCE AND FACILITY MEETING ARE LARGELY ALSO WITHIN THE AGENDA COMING UP. SO NO ADDITIONAL REPORT FROM ME. IF I CAN TAKE A MOMENT OF PRIVILEGE, IF YOU ALL CAN HEAR ME, BUT I JUST WANT TO NOT NOT REALLY GIVE A REPORT, BUT JUST TO THANK THE BOARD MEMBERS FOR THEIR DUE DILIGENCE IN THE RESPECTIVE AREAS THAT I HAVE ASKED THEM TO LEAD AND TO TAKE CHARGE IN. I WANT TO THANK YOU FOR DOING THAT. IN ADDITION TO AN EXTRA THANK YOU TO THE HUMAN RESOURCE DEPARTMENT FOR THEIR DILIGENCE ALONG WITH COMMUNICATIONS AND SHANICE FOR HELPING WITH THE HR COMMITTEE AS WE MOVE FORWARD. SO THANK YOU ALL BOARD MEMBERS FOR THE INDIVIDUAL TASKS THAT I HAVE ASKED YOU TO TAKE TIME AND JUST KNOW THAT I GREATLY APPRECIATE IT AND LOOKING FORWARD TO A CONTINUED OPPORTUNITY THAT WE HAVE TOGETHER. THANK YOU. FUTURE [X. Future Meetings] MEETINGS, EVERYONE. I AM NOT GOING TO READ THEM ALL TO YOU. THEY'RE ON THE AGENDA AND THE AGENDA IS POSTED ON THE SCHOOL WEBSITE IF YOU NEED [XI. Superintendent’s Report] TO REFERENCE IT. SUPERINTENDENT'S REPORT. I WILL NOW TURN IT OVER TO MR. VANDERLOO TO GIVE A SUPERINTENDENT'S REPORT. THANK YOU, DIRECTOR MILLER. THERE'S A HANDFUL OF THINGS THAT HAPPENED IN THE LAST TWO WEEKS. I WAS OUT MOST OF LAST WEEK, THOUGH, SO THANK YOU TO THE BOARD AND THOSE THAT ATTENDED THE CHAMBER EVENT IN WASHINGTON, DC LAST WEEK. I HAD THE HONOR OF ATTENDING, AND IT WAS A GREAT EVENT. FIRST OF ALL, I'M SUPER PROUD OF OUR TEAM AND EVERYONE INVOLVED WITH THE NEGOTIATIONS THAT WILL BE COMING TO THE BOARD TONIGHT THAT WE HAVE TENTATIVE AGREEMENTS WITH ALL OF THOSE NEGOTIATING GROUPS. ISAS TESTING, AMY, DANNY, AND HER TEAM, THANK YOU FOR THE HARD WORK THERE. TWO WEEKS INTO ISAS TESTING, THE STATE TESTING, AND WE ARE ALMOST COMPLETED. SO BY FRIDAY, END OF DAY, WE BELIEVE WE'LL BE DONE AND MEET THE STATE EXPECTATIONS WITH PARTICIPATION. MET WITH THE SIOUX CITY SCHOOLS FOUNDATION, VISITED MOST OF THE ELEMENTARY SCHOOLS AND THEIR ADMINISTRATIVE TEAMS IN THE LAST WEEK, AND MET WITH THE TEACHERS ASSOCIATION TO ADDRESS SOME CONCERNS THEY HAD MOVING FORWARD, OUR FACILITIES COMMITTEE, HAS BEEN ONGOING. WE'VE BEEN MEETING TO DISCUSS OUR NEXT STEPS AND THE TIMELINE INVOLVED THERE. MET WITH THE HEAD START PROGRAM AT IRVING PRESCHOOL LAST WEEK, WHICH WAS A GOOD EVENT AND HAPPY TO BE MEETING WITH THOSE PEOPLE TO TALK ABOUT OUR FUTURE TOGETHER. BRIARCLIFF HOSTED OUR ART STUDENTS WITH AN ART SHOW. IT WAS SUPER WELL DONE AT BRIARCLIFF. ALSO, MORNINGSIDE UNIVERSITY HOSTED OUR SIOUXLAND START OPEN HOUSE FOR THE FIRST TIME WITH OUR NURSING AND EDUCATION PEOPLE, SO AN EXCITING LAST TWO WEEKS, BUT THANK YOU FOR YOUR TIME. ITEMS OF PRESENTATION, [XII.A. Acceptance of Tentative Agreement between SCEA & SCCSD – Barb Caskey] DISCUSSION, AND/OR ACTION. ITEM A, ACCEPTANCE OF TENTATIVE AGREEMENT BETWEEN SIOUX CITY EDUCATION ASSOCIATION AND THE SIOUX CITY COMMUNITY SCHOOL DISTRICT. IS THERE A MOTION TO APPROVE THE RECOMMENDATION BY THE ADMINISTRATION TO ACCEPT THE TENTATIVE AGREEMENT BETWEEN THE SIOUX CITY EDUCATION ASSOCIATION AND THE SIOUX CITY COMMUNITY SCHOOL DISTRICT? SO MOVED. SECOND. IS THERE ANY DISCUSSION? SHANICE, IS THERE ANY CITIZEN INPUT? ALL THOSE IN FAVOR SAY AYE. AYE. AYE. ALL THOSE OPPOSED SAY NAY. MOTION PASSES. [XII.B. Acceptance of Tentative Agreement between SCESPA & SCCSD – Barb Caskey] ITEM B, ACCEPTANCE OF TENTATIVE AGREEMENT BETWEEN CSPA AND SIOUX CITY COMMUNITY SCHOOL DISTRICT. IS THERE A MOTION TO APPROVE THE RECOMMENDATION OF THE ADMINISTRATION TO ACCEPT THE TENTATIVE AGREEMENT BETWEEN THE SIOUX CITY EDUCATIONAL SUPPORT PERSONNEL ASSOCIATION AND THE SIOUX CITY COMMUNITY SCHOOL DISTRICT? SO MOVED. SECOND. IS THERE ANY DISCUSSION? SHANICE, IS THERE ANY CITIZEN INPUT? ALL THOSE IN FAVOR, SAY AYE. AYE. AYE. ALL THOSE OPPOSED, SAY NAY. [XII.C. Acceptance of Tentative Agreement Between the Operations & Maintenance Employees International Union of Operating Engineers (IUOE) Local 234 and the SCCSD – Barb Caskey ] MOTION PASSES. ITEM C, ACCEPTANCE OF TENTATIVE AGREEMENT BETWEEN THE OPERATIONS AND MAINTENANCE EMPLOYEES INTERNATIONAL UNION OF OPERATING ENGINEERS, LOCAL 234, AND SIOUX CITY COMMUNITY SCHOOL DISTRICT. IS THERE A MOTION TO APPROVE THE RECOMMENDATION BY THE ADMINISTRATION TO ACCEPT THE TENTATIVE AGREEMENT BETWEEN THE OPERATIONS AND MAINTENANCE EMPLOYEES INTERNATIONAL UNION OF OPERATING ENGINEERS, LOCAL 234, AND THE SIOUX CITY COMMUNITY SCHOOL DISTRICT? SO MOVED. SECOND. IS THERE ANY DISCUSSION? SHANICE, IS THERE ANY CITIZEN INPUT? ALL THOSE IN FAVOR SAY AYE. [00:20:02] AYE. AYE. ALL THOSE OPPOSED SAY NAY. [XII.D. Acceptance of Tentative Agreement Between the American Federation of State, County and Municipal Employees AFL-CIO, Local 212 (AFSCME) Bus Drivers Association and the SCCSD – Barb Caskey ] THE MOTION PASSES. ITEM D, ACCEPTANCE OF THE TENTATIVE AGREEMENT BETWEEN THE AMERICAN FEDERATION OF STATE, COUNTY, AND MUNICIPAL EMPLOYEES, AFL-CIO, LOCAL 212, BUS DRIVERS ASSOCIATION, AND SIOUX CITY COMMUNITY SCHOOL DISTRICT. IS THERE A MOTION TO APPROVE THE RECOMMENDATION OF THE ADMINISTRATION TO ACCEPT THE TENTATIVE AGREEMENT BETWEEN THE AMERICAN FEDERATION OF STATE, COUNTY, AND MUNICIPAL EMPLOYEES, AFL-CIO, LOCAL 212, BUS DRIVERS ASSOCIATION, AND THE SIOUX CITY COMMUNITY SCHOOL DISTRICT? SO MOVED. SECOND. IS THERE ANY DISCUSSION? SHANICE, IS THERE ANY CITIZEN INPUT? ALL THOSE IN FAVOR SAY AYE. AYE. AYE. ALL THOSE OPPOSED SAY NAY. THE MOTION PASSES. [XII.E. Acceptance of FY27 Wage Increases/ Adjustments for Non-Union Groups – Barb Caskey] ITEM E, ACCEPTANCE OF FISCAL YEAR 27 WAGE INCREASES ADJUSTMENTS FOR NONUNION GROUPS. IS THERE A MOTION TO APPROVE THE RECOMMENDATION BY THE ADMINISTRATION TO ACCEPT THE FISCAL YEAR 27 WAGE INCREASES ADJUSTMENTS FOR THE NONUNION GROUPS? SO MOVED. SECOND. IS THERE ANY DISCUSSION? SHANICE, IS THERE ANY CITIZEN INPUT? NO. ALL THOSE IN FAVOR SAY AYE. AYE. ALL THOSE OPPOSED? AYE. ALL THOSE OPPOSED SAY NAY. MOTION PASSES. HUMAN [XII.F. Human Resources Report(s) – Barb Caskey] RESOURCES REPORT, BARB CASKEY. IS THERE A MOTION TO APPROVE THE HUMAN RESOURCES REPORT? SO MOVED. SECOND. IS THERE ANY DISCUSSION, BOARD MEMBERS? SHANICE, ANY CITIZEN INPUT? ALL THOSE IN FAVOR, SAY AYE. AYE. ALL THOSE THAT OPPOSED, SAY NAY. THE MOTION PASSES. [XII.G. Student Achievement Update – Elementary Mathematics – Amy Denney] ITEM G, STUDENT ACHIEVEMENT UPDATE, ELEMENTARY MATHEMATICS. MS. AMY DENNING. GOOD EVENING. THANK YOU FOR WELCOMING US UP TONIGHT. IF I COULD HAVE THE COMMITTEE COME UP. WE'RE ON SUCH A QUICK PACE THERE. WE WEREN'T READY. SO THANK YOU AGAIN. TONIGHT WE'RE GOING TO PROVIDE AN UPDATE ON OUR ELEMENTARY MATH CURRICULUM WORK, WHICH IS RELATED TO OUR MATH STUDENT ACHIEVEMENT. AND SO I HAVE SOME PEOPLE TONIGHT WITH ME. AND THEN FOLLOWING THIS PRESENTATION, INCLUDED AT THE VERY END OF THE PRESENTATION, I'VE INCLUDED INFORMATION ABOUT THE RESOURCES THAT WE ARE ALSO REQUESTING THAT WILL BE IN THE NEXT AGENDA ITEM. BUT TO START WITH, I'D LIKE TO INTRODUCE MRS. VICKI VAN ****. SHE IS OUR... ELEMENTARY MATH CURRICULUM FACILITATOR. AND VICKI, I'LL LET YOU TAKE IT AWAY. ALL RIGHT. OH, YES, YES, ABSOLUTELY. ALL RIGHT, SO THANKS FOR HAVING US HERE TONIGHT. I HAVE FOUR OF MY TEAM MEMBERS WHO ARE GOING TO HELP PRESENT THIS. YOU HAVE TO SPEAK RIGHT THERE. RIGHT THERE, SORRY. AND I WILL HAVE THEM INTRODUCE THEMSELVES AS THEY COME UP. BUT THEN I WANT TO ACKNOWLEDGE THAT I HAVE THREE ADDITIONAL TEACHERS IN THE ROOM, ALONG WITH TWO OF THE PRINCIPALS JUST HERE FOR SUPPORT. SO ON THE FIRST PAGE OF THE SLIDE ARE THE PEOPLE WHO ARE HERE TO HELP US PRESENT TONIGHT. BUT THEN IF WE GO TO THE SECOND... ALL RIGHT, DO I JUST SLIDE DOWN? ALL RIGHT, I'LL GET IT. OKAY, THIS IS A SNAPSHOT OF OUR WHOLE CURRICULUM TEAM. SO JUST SO THAT YOU KNOW, THERE IS REPRESENTATION FROM EVERY BUILDING, FROM EVERY GRADE LEVEL, ALONG WITH TITLE AND ELL, SPECIAL ED, AND ENRICHMENT SPECIALISTS, TIER ONE COORDINATORS. I AM LUCKY ENOUGH TO HAVE THREE PRINCIPALS ON MY TEAM AND THEN ADDITIONAL SUPPORT FROM MY BOSS, AMY. SO TONIGHT WE ARE GONNA GO OVER WHAT WE'VE BEEN DOING IN THE LAST TWO YEARS WITH OUR CURRICULUM TEAM. SO LAST YEAR WE WERE IN BOARD POLICY STAGE ONE, WHERE WE WENT THROUGH ALL OF THE THINGS ON THE LEFT HAND OF YOUR SCREEN. WHEN MY TEACHERS COME UP TO PRESENT, THEY'RE GONNA SHARE A LITTLE BIT MORE OF THAT WORK THAT WE ENGAGED IN. BUT THEN THIS YEAR, WE BEGAN TO STUDY RESOURCES. WE'VE SELECTED A RESOURCE THAT WE'RE GOING TO SHARE WITH YOU TONIGHT, AND WE'RE PREPARING FOR A PHASED IMPLEMENTATION FOR NEXT YEAR. SO WHEN WE LOOKED AT '26-'27, SPALDING ELEMENTARY IS GOING TO PHASE IN THIS WHOLE BUILDING. AND THEN WE HAVE ADDITIONAL TEACHERS AT EVERY BUILDING THAT ARE PARTICIPATING IN THIS PILOT OR PHASED IMPLEMENTATION. SO WHEN WE ROLL IT OUT DISTRICT-WIDE, THERE ARE EXPERTS IN EVERY BUILDING. WE WILL-- ANOTHER BIG THING THAT WE'VE BEEN DOING IS PROFESSIONAL LEARNING, WHICH WE'LL GET TO THAT A LITTLE BIT LATER IN THE SLIDESHOW ALSO, AND I'LL SHARE SOME MORE ON THAT. SO FROM THERE, I'M GOING TO HAVE MY TEAM PRESENT WHAT WE'VE BEEN WORKING ON. SO I'M LISBETH BUSTOS AND I TEACH FOURTH GRADE AT HUNT ELEMENTARY AND I'M GOING TO GO OVER THE IOWA ACADEMIC STANDARDS FOR MATHEMATICS. SO THERE ARE FOUR MAIN COMPONENTS OF THE IOWA STANDARDS FOR MATHEMATICS. ONE BEING CONTENT STANDARDS. TWO ARE THE STANDARDS FOR MATHEMATICAL PRACTICE. THREE ARE THE THREE SHIFTS OF MATHEMATICAL INSTRUCTION, AND FOUR ARE THE EFFECTIVE [00:25:02] TEACHING PRACTICES. TOGETHER, THESE COMPONENTS FORM THE CORNERSTONE OF MATHEMATICS EDUCATION IN IOWA, EMBODYING A COMMITMENT TO EXCELLENCE AND OPPORTUNITY FOR ALL LEARNERS. SO THE DATA THAT WE HAVE FROM OUR DISTRICT IS THE FIRST ONE BEING ISASP, WE TAKE THAT IN THIRD, FOURTH, AND FIFTH GRADE. WE ALSO HAVE OUR DISTRICT COMMON ASSESSMENTS. AND THEN WE ALSO HAVE THE IREADY MATH DIAGNOSTIC THAT WE TAKE IN THE FALL, IN THE WINTER, AND THE SPRING. WHAT WE'VE NOTICED FROM ALL THREE OF THOSE DATA POINTS IS THAT STUDENT PROFICIENCY DECLINES IN UPPER ELEMENTARY GRADES. THERE IS LIMITED EXPOSURE TO MAJOR STANDARDS, AND IT LEADS TO LOWER PROFICIENCY. FOUNDATIONAL SKILLS, INCLUDING NUMBER SENSE AND BASIC FACTS, REMAIN A CRITICAL AREA OF NEED. STUDENT SUCCESS DEPENDS ON CONSISTENT USE OF MANIPULATIVES, STRONG CONCEPTUAL INSTRUCTION, AND CONTINUED TEACHER LEARNING. AND THEN I'M ALSO GOING TO SHARE OUR ELEMENTARY MATH VISION STATEMENT. SO IN THE SIOUX CITY SCHOOLS, OUR VISION IS TO DEVELOP PROFICIENT MATHEMATICAL STUDENTS THROUGH HANDS-ON EXPERIENCES AND PRODUCTIVE STRUGGLE WHILE FOSTERING RESILIENCE AND PROBLEM-SOLVING SKILLS. STUDENTS WILL ENGAGE IN MATHEMATICAL DISCUSSIONS AND APPLY CRITICAL THINKING SKILLS TO DEVELOP EFFICIENCY AND FLEXIBILITY IN THE MATH STANDARDS. STUDENTS WILL MAKE MEANINGFUL CONNECTION THROUGH REAL-WORLD PROBLEM-SOLVING AND APPLICATION. OUR GOAL IS TO EMPOWER STUDENTS WITH THE CONFIDENCE AND SKILLS TO PREPARE THEM FOR COLLEGE AND CAREER SUCCESS. SO LET'S DO SOME MATH TOGETHER. I'M LINDSAY RIXNER. I TEACH FOURTH GRADE AT BRYANT ELEMENTARY SCHOOL. AND THIS IS AN EXAMPLE FROM OUR CURRICULUM OF A WAY TO START THE LESSON. THIS ENGAGES OUR STUDENTS IN CONSTRUCTIVE CONVERSATIONS, DISCUSSING AND TALKING ABOUT MATH. SO AS WE LOOK AT THE SLIDE RIGHT HERE, WE CAN SEE BOXES A, B, C, AND D. AND UP IN THE UPPER RIGHT-HAND CORNER, YOU CAN SEE A RECTANGLE WITH THREE INCHES ON ONE SIDE AND FIVE INCHES ON THE OTHER. AS WE LOOK AT THIS SLIDE, WHAT DO YOU NOTICE THAT'S THE SAME OR DIFFERENT BETWEEN THOSE FOUR BOXES? I'D BE CHEATING IF I SAID... THAT WAS A GREAT EXERCISE. SO AS STUDENTS LOOK AT THIS, THEY MAY MAKE CONNECTIONS TO THE FACT THAT BOTH A AND B, OR EXCUSE ME, A AND D USE REPEATED ADDITION, AND THAT C AND B BOTH USE MULTIPLICATION. WE CAN ALSO SEE THAT THEY ALL ARE GOING TO HAVE THE SAME FINAL ANSWER, WHETHER IT'S A SUM OR A PRODUCT, AND IT'S ALL GOING TO GIVE US THE ANSWER TO THE AREA OF THE RECTANGLE. HI, MY NAME IS JORDAN LAPIERRE, AND I TEACH SECOND GRADE AT MORNINGSIDE ELEMENTARY. THE NEXT PIECE THAT YOU SEE UP ON THE SCREEN IS PART OF OUR NEW CURRICULUM. THAT WOULD BE WHAT MOST DAYS WOULD HAVE AS A SESSION. IT'S CALLED THE TRY IT, DISCUSS IT, CONNECT IT. THIS IS CHANGING THE WAY THAT WE AS TEACHERS TEACH, AND IT'S CHANGING THE WAY THAT THE STUDENTS SEE THE MATH AND TALK ABOUT MATH. SO INSTEAD OF HAVING THE TEACHERS DO IT FIRST, WE START WITH TRY IT. THIS IS INTRODUCING A PROBLEM. WE READ IT THREE TIMES. THE FIRST TIME WE READ IT, THE STUDENTS ARE ASKED WHAT THE PROBLEM IS ABOUT TO GET THEM THINKING ABOUT THE MATH. THE SECOND TIME WE READ IT, WE TALK ABOUT WHAT IS THE QUESTION. WHAT DO THEY WANT YOU TO SOLVE OR FIND IN THE PROBLEM? AND THE THIRD TIME WE READ IT, WE TALK ABOUT WHAT IS THE INFORMATION THEY'RE GIVING YOU? WHAT ARE THOSE QUANTITIES THAT YOU NEED FOR THE MATH TO BE ABLE TO ACTUALLY SOLVE THE PROBLEM? SO THIS IS ALL BEFORE THEY START. THEN YOU RELEASE THE STUDENTS TO GO AND SOLVE THE PROBLEM BY THEMSELVES. IT'S ALLOWING THE STUDENTS TO SHOW PRODUCTIVE STRUGGLE AND NOT THE TEACHER STEP IN AND GIVE THEM THE ANSWER. WHY THIS IS SO IMPORTANT IS WE KNOW THAT STUDENTS NEED TO DO THE MATH, NOT THE TEACHER. THEY HAVE TO DO THE MATH TO ACTUALLY FIGURE OUT WHAT WORKS FOR THEM TO SOLVE IT. AND THERE ARE SO MANY DIFFERENT WAYS THAT THEY CAN SOLVE WHAT WORKS BEST FOR THEM. SO A LOT OF IT IS ENGAGING IN CONVERSATION WITH PARTNERS AND OTHER PEOPLE IN THE CLASSROOM AND TEACHING THEM TO AGREE OR DISAGREE. WHY DOES YOUR ANSWER WORK? OR WHY DOES THE WAY THAT YOU SOLVE THE PROBLEM WORK VERSUS WHY DOES MY PROBLEM OR WHY THE WAY I SOLVED IT WORK? SO IT'S ALLOWING THE STUDENTS, AGAIN, THE CHANCE TO LEAD THE DISCUSSION AND THE TEACHER FACILITATE. SO THEN YOU MOVE ON TO THE DISCUSS IT. THAT'S A LOT OF WORKING THROUGH THE PROBLEMS AS A WE DO. AND THE CHILDREN, AGAIN, ARE SOLVING THE PROBLEMS. BUT WE ARE, AGAIN, LISTENING TO WHAT THEY'RE SAYING AND FACILITATING THAT DISCUSSION. AND THEN WE CONNECT IT, THE I DO, THE MODELING. SO IT'S CHANGING AGAIN, LIKE I SAID, THE WAY THAT WE TEACH MATH. IT'S ALLOWING THE CHILDREN TO HAVE MORE HANDS-ON, MORE REAL-WORLD APPLICATION, [00:30:01] AND IT'S PROVIDING. THAT PRODUCTIVE STRUGGLE FOR THE STUDENTS. THIS IS A LOOK AT THE CONNECTED. SO THIS IS WHERE WE WOULD BE DOING THE WE DO. AGAIN, SOLVING THE PROBLEMS, TALKING THROUGH THE PROBLEMS, MAKING SENSE OF THE PROBLEMS BEFORE THEY ACTUALLY HAVE THE CHANCE TO SOLVE. HI, MY NAME IS YESENIA MACIAS. I'M A KINDERGARTEN TEACHER AT IRVING ELEMENTARY. I TEACH BOTH THE ENGLISH AND SPANISH SIDE AT IRVING. SO GOING BACK BEFORE WE STARTED DIGGING INTO DIFFERENT CURRICULUMS, WE BUILT THAT VISION STATEMENT THIS YEAR AS A TEAM. SO WE WANT TO MAKE SURE WE FOCUS ON CONCEPTUAL UNDERSTANDING, NOT JUST THE ANSWERS OF HOW STUDENTS ARE JUST FOCUSING ON PROBLEM SOLVING. WE WANT TO EMPHASIZE ON THAT STUDENT THINKING AND EXPLANATION, GOING BACK TO HAVING THOSE CONVERSATIONS, HAVING THAT MATHEMATICAL DISCOURSE AND ROUTINES. WE WANT TO MAKE SURE WE ENCOURAGE MULTIPLE STRATEGIES AND REPRESENTATIONS, AS WELL AS CONNECTING TO REAL-WORLD APPLICATION PROBLEMS. SO WE WANTED THE SHIFT TO HAPPEN WHERE STUDENTS AREN'T JUST SOLVING THEIR PROBLEMS. THEY ARE EXPLAINING, JUSTIFYING, AND THINKING LIKE MATHEMATICIANS. WITH THAT BEING SAID, WHEN WE WERE DIGGING INTO DIFFERENT CURRICULUMS, THE THE MAJORITY OF THE COMMITTEE VOTED WITH THE I-READY CLASSROOM MATHEMATICS. SO WE'RE FOCUSING AGAIN ON THE CONCEPTUAL UNDERSTANDING, PROBLEM SOLVING, MATHEMATICAL DISCOURSE, AND THIS IS DESIGNED TO ALIGN INSTRUCTION WITH STUDENT DATA. OUR TEACHERS AND STUDENTS HAVE ALREADY HAD SOME BACKGROUND WITH IT. WE WORK WITH MODELS, DRAWINGS, AND MANIPULATIVES. WE WANT OUR STUDENTS TO EXPLAIN THEIR MATHEMATICAL THINKING, LEARN FROM PURE STRATEGIES, ENGAGE IN THAT PRODUCTIVE STRUGGLE BEFORE THE TEACHER STEPS IN. AGAIN, WE WANT OUR STUDENTS TO ACT AS THE MATHEMATICIANS, NOT AS THOSE PASSIVE LEARNERS. LIKE MENTIONED BEFORE, WE DO USE THE I-READY PLATFORM ALREADY IN OUR SCHOOLS. WE TAKE THAT DIAGNOSTIC THREE TIMES A YEAR THAT'S REQUIRED BY THE DEPARTMENT OF ED, AND THEN GOING BASED OFF OF THE RESULTS FROM THE DIAGNOSTIC IS HOW THEY'RE THEIR LEARNING PATH IS THEN FORMED WHERE STUDENTS ARE REQUIRED TO MEET LESSONS AND UNITS DURING THE WEEK. SO LOOKING BACKWARDS AND LOOKING FORWARDS AT WHAT WE HAVE DONE AND WHERE WE'RE HEADED, THE TOP PART OF THIS SLIDE TALKS ABOUT THAT CURRICULUM CYCLE THAT WE JUST TALKED THROUGH. SO THAT WE DID A LOT OF PROFESSIONAL LEARNING AS A TEAM, WE SELECTED A CURRICULUM, AND WE'RE LOOKING AHEAD TO THAT PHASED IMPLEMENTATION. WHAT IS ALSO VERY UNIMPORTANT IS THAT PROFESSIONAL DEVELOPMENT CYCLE. SO WHEN YOU LOOK AT THE 25-26 OF THIS SCHOOL YEAR IN NOVEMBER AND FEBRUARY WHEN WE HAD DISTRICT-WIDE PD, WE WERE ABLE TO DO A LANGUAGE FOCUSED PD AROUND MATH WITH ALL OF OUR K-5 TEACHERS. WE KNOW WE NEED TO CONTINUE THAT INTO NEXT YEAR. SO NEXT YEAR OUR PHASED IMPLEMENTERS WILL HAVE PROFESSIONAL LEARNING DESIGNED FOR WHAT THEY'RE DOING. BUT ON OUR TWO PROFESSIONAL DEVELOP DAYS NEXT YEAR, IN NOVEMBER AND FEBRUARY, ALL OF THE DISTRICT TEACHERS WILL BE AGAIN ENGAGED IN MATH LEARNING THAT WILL GET THEM READY FOR IMPLEMENTING THIS THE FOLLOWING SCHOOL YEAR. OKAY, AND SO OUR RECOMMENDATION WILL FOLLOW THIS. WE ASK THAT YOU ACKNOWLEDGE THIS UPDATE, BUT WITH THE NEW RESOURCE THAT WE'RE LOOKING AT, IT WILL SUPPORT TEACHER AND STUDENT MATERIALS, SO BOTH HARDCOVER AND THE SOFTCOVER CONSUMABLES, AS WELL AS DIGITAL RESOURCES. THERE WILL BE MANIPULATIVE KITS, BECAUSE THAT IS A FINDING OF OUR COMMITTEE MEMBERS, IS THAT OUR KIDS NEED HANDS-ON EXPERIENCE. AND SOME OF OUR MANIPULATIVES ARE EITHER EXTINCT-- WE HAVEN'T REPLACED THEM OR REPLENISHED THEM IN A DECADE. OR THERE ARE SOME NEW MANIPULATIVES THAT ARE RECOMMENDED, AND WE WANT OUR KIDS TO HAVE THOSE OPPORTUNITIES. IN KINDERGARTEN AND FIRST GRADE ESPECIALLY, OUR STUDENTS NEED HANDS-ON OPPORTUNITIES, AND THAT CAN BE PROVIDED WITH SOME SPECIFIC MATERIALS KITS. AND THEN THE PROFESSIONAL DEVELOPMENT, BECAUSE WHAT WE KNOW IS THAT YOU CAN GIVE TEACHERS ALL OF THE NEW RESOURCES THAT ARE GREAT, BUT UNLESS YOU REALLY SUPPORT THEM IN UNDERSTANDING HOW TO UTILIZE THEM AND HOW TO CHANGE THEIR INSTRUCTIONAL PRACTICE, YOUR EFFORTS MIGHT FALL FLAT. AND SO SOMETHING THAT OUR DISTRICT HAS DONE A GREAT JOB OF IS SUPPORTING OUR TEACHERS IN IMPLEMENTATION. SO WITH THAT, WE JUST ASK THAT YOU ACKNOWLEDGE THE STUDENT ACHIEVEMENT UPDATE FOR ELEMENTARY MATHEMATICS. BOARD MEMBERS, IS THERE ANY DISCUSSION? I DO. DIRECTOR SOUPIA. OH, SORRY, I THINK I ALSO HEAR LANCE. HE CAN GO FIRST. ONE OF YOU GO. I WILL GO FIRST, [00:35:01] CHRISTIAN. I APPRECIATE YOUR COURTESY IN THAT REGARD. MY COMMENT IS, I THINK OUR COMMUNITY NEEDS TO KNOW THAT WHAT WE'RE DOING IS THOROUGH, EXCITING, AND DIFFERENCE-MAKING IN MATHEMATICS. YOU'VE HEARD US TALK ABOUT THE BENCHMARK PROGRAM THAT WE BROUGHT ON FOR OUR MATERIALS FOR LITERACY. NOW, THAT'S LITERACY, WHICH IS IMPORTANT BECAUSE YOU FIRST HAVE TO UNDERSTAND THE WORDS SO YOU KNOW WHAT YOU'RE READING, AND THEN YOU CAN GET INTO THE MATH PROBLEM. AND THE PRESENTATION THAT THE SAME GROUP, AND THERE WERE A FEW OTHERS, WE TALKED A LOT ABOUT WHAT HAPPENS AS STUDENTS START WITH KINDERGARTEN AND GO FORWARD. AND WHAT WE REALLY WANT TO ACCOMPLISH IS THAT ALL OF THE STUDENTS HAVE THAT AHA MOMENT WHERE THERE'S A LITTLE PROBLEM THAT'S HARD WHEN IT'S FIRST PRESENTED TO THEM. AND BY WORKING THROUGH THIS SYSTEM THAT THE I-READY SYSTEM PROGRAM IS GOING TO BRING, CREATES THOSE LITTLE HARD PROBLEMS THAT BECOME, OH, I KNOW HOW TO SOLVE THAT, THAT REALLY RESONATES FOR THE NEXT PROBLEM. AND I BELIEVE THAT IN THE PRESENTATION, WE TALKED ABOUT HOW RIGHT NOW, WHEN WE'RE GETTING INTO A AWAY FROM THE ADDITION AND THE SUBTRACTION AND MORE INTO THE MULTIPLICATION AND ULTIMATELY DIVISION THAT WE HAVE SEEN THAT IT HAS, THERE'S BEEN SOME FALLING OFF AND SO FORTH. AND PART OF WHAT MATH IS ABOUT AS WE TEACH IT IS THAT YOU DON'T QUIT WHEN IT'S HARD. YOU FIGURE OUT WAYS WITH YOUR COLLEAGUES AND WITH YOUR TEACHER HOW YOU SOLVE THE PROBLEM SO THAT YOU KEEP GOING. YOU DON'T THEN SAY, OH, MATH'S TOO HARD FOR ME, OR, I REALLY DON'T KNOW MATH. THAT'S NOT A GOOD ANSWER FOR ANY OF OUR STUDENTS AS THEY GO FORWARD. AND WE KNOW THAT THEY'RE VERY CAPABLE IN THIS STEP-BY-STEP PROCESS. THE OTHER BEAUTY OF IT IS MUCH OF IT IS WORD PROBLEMS. EVERY MATH PROBLEM IS A WORD PROBLEM OR A STORY PROBLEM. AND THIS NEW I-READY SYSTEM AND WHAT WE'RE DOING THROUGH THE ELEMENTARY K THROUGH FIVE IS EXACTLY EMPHASIZING THE THINGS THAT ARE GOING TO BE DIFFERENCE-MAKING. I CAN'T SAY ENOUGH GOOD THINGS. OUR MATH TEACHERS WHO ARE IN OUR ELEMENTARY SCHOOLS AND WHAT THEY'RE ALREADY DOING NOW AND THE IREADY PROGRAM THAT MS. DENNY IS BRINGING FORWARD IS GOING TO ENHANCE THAT AND MAKE US EVEN MORE EFFECTIVE. I GOT TO TELL YOU, THE SIOUX CITY SCHOOL DISTRICT IS WHERE YOU NEED YOUR CHILD IF YOU WANT TO SEE SUCCESS BOTH IN LITERACY AND MATH. AND NOW I'LL LET CHRISTIAN ADD HER QUESTION AS HE CHOOSES. THANK YOU, LEN. I DO HAVE SOMETHING TO ADD ABOUT THE TEACHERS. AND I'M JUST GOING TO SINGLE OUT WITH SOMEBODY, SINCE SHE'S IN THE ROOM. YOU HAVE AN EXCELLENT KINDERGARTEN TEACHER RIGHT THERE, WHO HAS THE PRIVILEGE AND THE TORTURE OF DEALING WITH MY FIVE-YEAR-OLD. AND SHE HAS PREVIOUSLY DEALT WITH MY OLDEST SON, AND WE BOTH ABSOLUTELY ADORE HER. SO, BUT I'M GLAD THAT YOU MENTIONED THE LANGUAGE AND THE WORD PROBLEMS. SO I WANT TO USE THIS TIME TO ADDRESS SOMETHING THAT I'VE SEEN IN THE COMMUNITY AND I'VE SEEN ACROSS THE UNITED STATES. AND THIS IDEA THAT IF WE PUT MONEY AS A SCHOOL DISTRICT, IF WE PUT MONEY INTO HELPING STUDENTS TO GET SECOND LANGUAGE OR TO INCREASE THE LEVEL OF THEIR HOME LANGUAGE, THAT BE SPANISH IN THE CASE OF THE DUAL LANGUAGE PROGRAM, OR ANY OTHER LANGUAGE ACROSS THE COUNTRY, WE ARE TAKING RESOURCES AWAY FROM FOR EXAMPLE, MATH INSTRUCTION. NOW, THERE ARE BETTER EXPERTS IN THE ROOM. I'M NOT AN EXPERT. I DON'T CLAIM TO BE AN EXPERT IN MATH. BUT MY UNDERSTANDING IS, AS A LANGUAGE EXPERT, THAT LANGUAGE COMPETENCY INCREASES THE ABILITY FOR STUDENTS TO ACTUALLY DO BETTER IN MATH. SO I'M GOING TO USE THIS TIME TO REMIND EVERYBODY THAT WHEN WE ARE INCREASING LANGUAGE COMPETENCY, WE'RE ALSO HELPING STUDENTS TO BE MORE SUCCESSFUL IN MATH. BECAUSE LIKE LANCE MENTIONED-- THEY'RE CURRENTLY SORRY-- EVERY MATH PROBLEM IS ALSO A WORD PROBLEM. WE OPERATE, OUR BRAINS OPERATE WITHIN A LINGUISTIC, WITH A LINGUISTIC FRAMEWORK. [00:40:04] SO HELPING OUR STUDENTS INVOLVE THEM WILL MAKE THEM MORE SUCCESSFUL. AND IN THAT SENSE, I WOULD LIKE TO THROW A CHALLENGE. AND IN THIS PARTICULAR DISTRICT, WE ARE VERY LUCKY THAT WE CAN LOOK AT LANGUAGE INSTRUCTION AND SEE IF OUR LANGUAGE INSTRUCTION IS ALSO MAKING OUR STUDENTS MORE SUCCESSFUL IN MATH. I'M NOT SAYING THAT YOU NEED TO THROW AWAY COMPREHENSIVE STUDY ON IT, BUT I WOULD LIKE TO SEE IN THE FUTURE NUMBERS THAT PUT THOSE TWO STUDENTS TOGETHER, BECAUSE THE MEMBERS IN OUR COMMUNITY ARE UNDER THE IMPRESSION IF WE PUT EMPHASIS IN ONE THING, OR WE THROW OUR MONEY IN ONE THING, THEN WE'RE TAKING AWAY FROM THE OTHER. AND I WANT TO HELP THE PUBLIC UNDERSTAND THAT IT'S NOT A ZERO-SUM PROBLEM THAT BOTH ARE ADDING TOGETHER. IN ANY WAY, IN ANY CASE, I REALLY APPRECIATE YOUR EFFORTS. I HATED MATH ALL MY LIFE. BUT MY KIDS LOVE IT, AND THEY HURT MY BRAIN WHEN THEY COME BACK HOME. AND I LOVE THAT THEY DO. SO THANK YOU SO MUCH. ALL RIGHT. TWO MORE QUICK QUESTIONS, MAYBE. YOU SAID MOST WANTED I-READY. WHY WERE THERE JUST-- WE HAD IT NARROWED DOWN TO TWO. AND AT THE TIME WHEN WE WERE READY TO VOTE, IT WAS THE MAJORITY. WE HAD SOME DISSENSION BECAUSE WE NEEDED TO GET SOME ADDITIONAL INFORMATION FROM THIS VENDOR ABOUT SUPPORTING DUAL LANGUAGE. REALLY THAT WAS THE AREA IN QUESTION AND WE DIDN'T HAVE ENOUGH INFORMATION AND SO WE WENT OUT AND SOUGHT THAT INFORMATION FROM MILWAUKEE PUBLIC SCHOOLS AS WELL AS THE VENDOR AND THE RESEARCHER AND THE PROFESSORS BEHIND IT. WHAT ARE DOWNSIDES TO THIS PROGRAM? WE HEARD ALL THE POSITIVES. WHAT'S THE DOWNSIDES? WE HAVEN'T IMPLEMENTED. YEAH, SO WE'RE NOT SURE. YEAH, WE'RE NOT SURE. THAT IS PART OF THE REASON THAT WE ARE DOING THE PHASED IMPLEMENTATION SO THAT WE CAN FIND THOSE LITTLE BUGS BECAUSE WE WANT IT TO BE SUCCESSFUL. WE WANT OUR STUDENTS AND STAFF AND FAMILIES TO REALLY FEEL SUCCESSFUL WITH ELEMENTARY MATH. THANK YOU. SHANICE, IS THERE ANY CITIZEN INPUT? THE BOARD ACKNOWLEDGES THE STUDENT ACHIEVEMENT UPDATE FOR ELEMENTARY MATHEMATICS. THANK YOU ALL FOR PRESENTING TONIGHT. THANK [XII.H. Curriculum Associates – Amy Denney] YOU. THANK YOU. THANK YOU FOR YOUR GOOD WORK. ITEM H, CURRICULUM ASSOCIATES, MS. AMY DENNY. SO THIS IS THE ACCOMPANYING ASK WITH ISL FUNDS. SO THAT'S OUR INSTRUCTIONAL SUPPORT LEVY FUNDS FOR FISCAL YEAR '27. SO THAT WOULD BE FOR NEXT SCHOOL YEAR, AS WELL AS OUR TITLE II PROFESSIONAL DEVELOPMENT FUNDS. WE'RE REQUESTING TO PURCHASE THE RESOURCES THAT WE IDENTIFIED AND THE PROFESSIONAL DEVELOPMENT FROM CURRICULUM ASSOCIATES. BOARD, IS THERE A MOTION TO APPROVE THE PURCHASE OF SECONDARY MATH RESOURCES FROM CURRICULUM ASSOCIATES FOR THE 2026-2027 SCHOOL YEAR FOR THE TOTAL AMOUNT OF $130,000, $779.95? SO MOVED. SECOND. I JUST HAVE A QUESTION. ARE WE APPROVING PURCHASE OF SECONDARY MATH OR ELEMENTARY MATH? GREAT CATCH. THANK YOU VERY MUCH, IT SHOULD BE ELEMENTARY. I MOVE WE AMEND THE MOTION TO STRIKE SECONDARY AND REPLACE WITH ELEMENTARY. SECOND. IS THERE ANY DISCUSSION? JANICE, IS THERE ANY CITIZEN INPUT? ALL THOSE IN FAVOR SAY AYE. AYE. AYE. ALL THOSE OPPOSED SAY NAY. THE MOTION PASSES. SAFE AND CIVIL. SORRY, THAT'S THE AMENDMENT PASS. NOW WE HAVE TO DO THE MESS. THE AMENDMENT'S PASSED. SO NOW DO I HAVE A MOTION TO APPROVE THE PURCHASE OF THE ELEMENTARY RESOURCES? I WOULD MAKE THAT MOTION, BUT I BELIEVE YOU ALREADY HAVE THAT ON THE TABLE. IT'S ALREADY ON THE TABLE. SO WE JUST NEED TO VOTE FOR THAT? YES. ALL THOSE IN FAVOR OF THE MOTION FOR ELEMENTARY? AYE. AYE. AYE. ALL THOSE OPPOSED? [XII.I. Safe and Civil Schools – Amy Denney] MOTION PASSES. OKAY, NOW WE'LL MOVE ON TO SAFE AND CIVIL SCHOOLS, MS. DENNY. THANK YOU, AND I APOLOGIZE FOR THE TYPO ON MY BEHALF. I DIDN'T MEAN TO GIVE YOU EXTRA WORK TONIGHT. THE NEXT ITEM IS REGARDING SAFE AND CIVIL SCHOOLS, AND THIS, AGAIN, IS A PROVIDER FOR OUR MTSS, SO OUR MULTI-TIERED SYSTEM OF SUPPORTS FOR STUDENTS IN THE AREA OF CLASSROOM MANAGEMENT, SCHOOL SAFETY, SCHOOL STRUCTURE, DIFFERENT INTERVENTION LAYERS. SO THIS IS THE PROFESSIONAL DEVELOPMENT PROVIDER THAT WE [00:45:01] SELECTED THIS NEXT YEAR. WOULD OFFER US THE TRAINING IN THE FINAL MODULES OF THE SERIES. IT ALSO PROVIDES TRAINING FOR OUR BRAND NEW TEACHERS FOR CHAMPS AND DSC, WHICH IS A STATE OF IOWA EXPECTATION. AND WE'VE BEEN FORTUNATE ENOUGH TO PARTICIPATE IN THAT HERE IN SIOUX CITY, OR ELSE OUR TEAMS WOULD HAVE TO TRAVEL TO DES MOINES OR BETTENDORF. SO THANK YOU FOR YOUR SUPPORT OF THAT. BUT THE REQUEST IS FOR THE AMOUNT OF $65,733.40. BOARD, IS THERE A MOTION TO APPROVE THE PURCHASE OF PROFESSIONAL DEVELOPMENT SERVICES AND RESOURCES FROM SAFE AND CIVIL SCHOOLS FOR THE 2026-2027 SCHOOL YEAR IN THE AMOUNT OF $65,733.40 PLUS TRAVEL EXPENSES OF THE PRESENTER? SO MOVED. I'LL SECOND. IS THERE ANY DISCUSSION? I DO. DR. SUPIAT. ONCE AGAIN, WE'VE HAD THIS CONVERSATION BEFORE. I JUST WANT TO ASK YOU FOR THIS BECAUSE THE ROOM IS SLIGHTLY MORE FULL THAN THE LAST TIME THAT WE HAD THIS CONVERSATION. SAY FANCY BULL SCHOOLS IS THE NAME OF THE COMPANY. UNFORTUNATELY, THIS GIVES YOU A VERY MISLEADING IDEA OF WHAT WE'RE DOING WITH IT. I WANT TO POINT OUT AGAIN THAT THIS IS A SERVICE THAT IS A VENDOR THAT IS APPROVED BY, IF I REMEMBER CORRECTLY. AND THIS IS, WE'RE NOT TALKING ABOUT OUR SCHOOLS BEING UNSAFE OR UNSTABLE, BUT THAT'S THE NAME OF THE PROVIDER, CORRECT? THAT IS CORRECT. THANK YOU, DIRECTOR SUPIAT. OKAY, I ALSO, I'M SORRY MS. DENNY, AM I USING YOUR PROFESSIONAL TITLE CORRECTLY OR WILL YOU PREFER A DIFFERENT TITLE? WE DON'T PUT TITLES NEXT TO YOUR REPORTS. OH, I'M JUST AMY DENNY. OKAY, I JUST WANTED TO MAKE SURE MY WIFE WILL TELL ME IF I'M NOT ADDRESSING SOMEBODY WITH A DOCTORATE WITH A DOCTORATE. OH, NO, JUST AMY DENNY. OKAY. SO YEAH. SO YES, FOR EVERYBODY IN THE ROOM, SAFE AND SEGAL SCHOOLS IS THE NAME OF THE PROVIDER. THIS DOESN'T MEAN THAT OUR SCHOOLS ARE UNSAFE AND STABLE. AND YEAH, THANK YOU. SHANICE, IS THERE ANY CITIZEN INPUT? NO. ALL THOSE IN FAVOR, SAY AYE. AYE. ALL THOSE OPPOSED, SAY NAY. [XII.J. FY27 Contract for Transportation Services Between the Sioux City Community School District and Siouxland Regional Transit System - Tim Paul] THE MOTION PASSES. ITEM J. TIM PAUL, FISCAL YEAR 27 CONTRACT FOR TRANSPORTATION SERVICES BETWEEN THE SIOUX CITY COMMUNITY SCHOOL DISTRICT AND SIOUXLAND REGIONAL TRANSIT SYSTEM. THIS IS JUST A RENEWAL OF THE CONTRACT THAT WE HAVE ANNUALLY WITH CERTS FOR TRANSPORTATION OF OUR STUDENTS. THERE WAS NO INCREASE OVER LAST YEAR, SO IT'S JUST A RENEWAL FOR THE 26-27 YEAR. BOARD, IS THERE A MOTION TO APPROVE THE CONTRACT FOR TRANSPORTATION SERVICES BETWEEN THE SIOUX CITY COMMUNITY SCHOOL DISTRICT AND SIOUXLAND REGIONAL TRANSIT SYSTEM FOR THE 2026-2027 SCHOOL YEAR? SO MOVED. SECOND. IS THERE ANY DISCUSSION? SHANICE, IS THERE ANY CITIZEN INPUT? ALL THOSE IN FAVOR, SAY AYE. AYE. ALL THOSE OPPOSED, SAY NAY. [XII.K. FY27 District Concrete Replacement – Tim Paul] MOTION PASSES. ITEM K, FISCAL YEAR 27, DISTRICT CONCRETE REPLACEMENT, TIM PAUL. ONCE AGAIN, THIS IS OUR ONGOING SALES TAX PROJECTS FOR THE FISCAL YEAR 27, A BUDGET NOT TO EXCEED $60,000 FOR THE REPLACEMENT OF CONCRETE DISTRICT-WIDE. THIS WILL BE PERFORMED BY THE O&M STAFF. THEY'LL DO THE LABOR AND THE INSTALLATION. THIS IS JUST BID OUT FOR THE PURCHASE OF THE CONCRETE. IS THERE A MOTION TO ACCEPT THE BID FROM SIOUXLAND CONCRETE COMPANY FOR $165 PER YARD WITH THE TOTAL NOT TO EXCEED THE ALLOTTED $60,000 FOR THE REPLACEMENT OF CONCRETE DISTRICT-WIDE AS PART OF THE ANNUAL SALES TAX PLAN. SO MOVED. SECOND. IS THERE ANY DISCUSSION? DENISE, IS THERE ANY CITIZEN INPUT? ALL THOSE IN FAVOR SAY AYE. AYE. AYE. ALL THOSE OPPOSED SAY NAY. THE MOTION PASSES. ITEM L, [XII.L. Welding Equipment – Jim Vanderloo/ Eric Kilburn] WELDING EQUIPMENT, JIM VANDERLOON, ERIC KILBOURNE. SO THIS IS A BID TO APPROVE A $49,000 QUOTE FROM LINN WELDING FOR 10 WELDERS, MIG WELDERS, A CONVERSION KIT, AN OVEN THAT KEEPS SOME OF THE ELECTRODES FROM BEING DEHUMIDIFIED OR HUMIDIFIED PROPERLY. IT GETS KIND OF HOT IN THERE IN THE SUMMERTIME, SO IT KEEPS THE EQUIPMENT SAFE AND READY TO USE FOR YEARS. IS THERE A MOTION TO APPROVE THE PURCHASE OF WELDING EQUIPMENT FROM [00:50:01] LYNN GAS AND EQUIPMENT IN THE AMOUNT OF $49,742.01? SO MOVED. SECOND. IS THERE ANY DISCUSSION? JUST A COMMENT, IF I COULD, MR. CHAIRMAN. SO WE'VE HAD THIS, ERIC AND I HAVE HAD THIS CONVERSATION. THIS IS REALLY ABOUT BEING ABLE TO MAKE SURE THAT OUR STUDENTS WHO ARE TAKING WELDING, AS I RECALL, WE HAVE EIGHT DIFFERENT SECTIONS NOW GOING THROUGH WELDING. THAT'S CORRECT. AND WHAT THAT MEANS IS THE EQUIPMENT GETS A LOT OF USE. PART OF WHAT HAPPENS WITH ELECTRIC WELDERS IS I COMPARE IT TO WHETHER YOUR PENCIL IS SHARP OR WHETHER YOUR PENCIL IS NOT SHARP. WHEN YOU HAVE ONE THAT'S A LITTLE MORE BLUNTED, YOUR TECHNIQUE IS NOT TESTED AS MUCH. BUT IF YOU TAKE AN X-RAY OF THE WELD, YOU'LL FIND OUT WHETHER THE TECHNIQUE WAS ACTUALLY CONTINUED, WHICH IS WHAT YOU NEED TO BE DEVELOPING WHEN YOU'RE A WELDER. SO WE OBVIOUSLY DO NEED FOR OUR BUSINESS PEOPLE WHO ARE HIRING OUR WELDERS, NOT ONLY HERE, BUT IN THE ARMED FORCES, FOR EXAMPLE, AND ELSEWHERE, NEED TO KNOW THAT THEY HAVE THE TECHNIQUE AND THEY PRACTICE THE RIGHT TECHNIQUE, THAT WHEN THE WELD IS X-RAYED, AS IT WOULD HAVE TO BE IF YOU'RE WORKING ON SUBMARINES OR THE LIKE, THAT THEY'LL ALWAYS PASS. SO I THINK THIS IS A CRITICAL PIECE OF EQUIPMENT, OR REPLACEMENT OF EQUIPMENT, IN ORDER TO GIVE OUR STUDENTS THE KIND OF SKILL DEVELOPMENT THAT THEY NEED TO GO FORWARD AS EXCELLENT WELDERS. SO CERTAINLY SUPPORT THIS REQUEST. THANK YOU. SHANICE, IS THERE ANY CITIZEN INPUT? NO. ALL THOSE IN FAVOR, SAY AYE. AYE. AYE. ALL THOSE OPPOSED, SAY NAY. [XII.M. Facility Rental Agreements – Jim Vanderloo/ Jarod Mozer] MOTION PASSES. THANK YOU. ITEM M, FACILITY RENTAL AGREEMENTS. JIM VANDERLOO AND JARED MOSER. IS THERE A MOTION TO APPROVE AND EXECUTE THE FACILITY RENTAL CONTRACT? SO MOVED. SECOND. IS THERE ANY DISCUSSION? SHANICE, IS THERE ANY CITIZEN INPUT? NO. ALL THOSE IN FAVOR, SAY AYE. AYE. AYE. ALL THOSE OPPOSED, SAY NAY. THE MOTION PASSES. BOARD, IS THERE A MOTION TO ADJOURN THIS MEETING? SO MOVED. SECOND. ALL THOSE IN FAVOR, SAY AYE. AYE. AYE. ALL THOSE OPPOSED SAY NAY. THE MEETING IS ADJOURNED. * This transcript was compiled from uncorrected Closed Captioning.