[0:00] Please rise and recite the pledge together. Pleasure, ladies and gentlemen, to the United States of America and to the Republic for which it stands, one nation under God, into this whole liberty and justice for all.

[0:17] Thank you.

[0:23] Thou on this loss will be answered tonight.

[0:26] She is really inviting me up the rest of the story from the antibiotics.

[0:30] I don't know.

[0:31] It's not going well right now.

[0:35] The first piece of business is approval of the agenda.

[0:38] We have been presented.

[0:42] We have a motion to accept it.

[0:43] Certainly.

[0:45] I'm sorry.

[0:46] Second.

[0:48] Miss Johnson.

[0:49] She makes a motion.

[0:50] Miss Johnson makes a second.

[0:52] Any further discussion?

[0:54] Please raise your hand, be opposed.

[0:59] Thank you.

[1:01] Is there any individual here to address the board on an agenda item or a non agenda item?

[1:13] We appreciate the attendance, but don't look like a vote right at the top.

[1:21] We had our second trip to South Dakota. I think GDU were going to kind of give you a perspective first and then we'll couple of participants in the audience as well.

[1:33] I think for me, the greatest impression that it made for me because I was not looking

[1:41] at it from the perspective that what some of the teachers were, about some of the detailed

[1:47] things, curriculum, and that aspect.

[1:51] So I was trying to just kind of look at maybe a broad overview of their school system.

[1:59] And so there were several words that come to my mind that stick out to me.

[2:04] One is the language that they use.

[2:07] I was so impressed with just the positive nature of the language in the schools,

[2:15] like on their walls.

[2:17] The language that all of their staff uses, that the students use themselves,

[2:22] you can tell that they really do use it because the kids use it.

[2:28] That's the language that they use back to you when they're talking.

[2:33] The other was just the culture of learning that the students take ownership for their

[2:39] own learning, and even at this young age, and I know we heard that from the first time

[2:45] that you went and you're thinking like these are, you know, really doing children like

[2:49] how they take ownership for their learning, how they know what they need to learn.

[2:53] But it's very impressive. They do. They come in in the morning, they go about what

[3:00] they're supposed to do. They get into their rooms. We were able to actually watch

[3:06] their opening morning session at the elementary school and then watch as they

[3:13] did their right down into their classrooms and where they were and they're just

[3:23] They're very engaged, if you ask them questions, they can answer those questions.

[3:29] They will even ask you questions back, which I love that and I thought that's very hard

[3:36] to teach and somehow in this process that they're teaching them to them.

[3:41] And I also picked up on the fact that there is a huge fine end from the community for this

[3:47] program.

[3:48] the parents are totally supportive, they want their students in it, they call them students

[3:56] but they call them learners which I love the idea of that because we're all learners.

[4:03] When we went to the middle school we had the opportunity we were in their library area

[4:11] but they used it as their, like their STEM,

[4:14] the area of the field.

[4:17] But we had two students that came in there to talk to us.

[4:21] And one was a seventh grade young man.

[4:26] And he was showing us how he goes about his day

[4:28] and how he pulls up his schedule.

[4:32] For the day he makes his own schedule.

[4:34] He has options.

[4:36] There are certain things that he's locked into

[4:37] but he pulls up his schedule.

[4:39] and Woody and I tried to recruit him to come back to Tallahama because he was an ex-hunt,

[4:44] an athlete, and according to him, but do you think they're schooled?

[4:53] That's right, but they're schooled and also a great success, but one of the questions

[4:57] that Woody asked him was he was standing there, he said now, when you first started this,

[5:02] did you just make your choices based on where your friends were going, like, did you,

[5:08] You know, you just look at it by around you and I go,

[5:10] well, I'm going to go to get something about that.

[5:12] And he said, yes, he did it first.

[5:15] But then he realized that that was not best.

[5:18] And this were his words.

[5:19] That was not best for my learning.

[5:24] So I'm trying to explain it to you

[5:26] without you being there.

[5:28] The best way that I can't say it's difficult to explain.

[5:30] But it is a culture.

[5:32] It's a, was he, like, two years into the program?

[5:36] did you ask him that? He had not done it and they did not have it at his elementary school.

[5:43] He was just doing this at the middle school.

[5:48] And so anyway, I mean I kind of went with

[5:52] their, you know, just really a positive, very positive outlook about the problem that they're

[6:00] doing, and the possibility for us to incorporate some of this, all of this, one of the most

[6:07] positive things that I would say is that the things that they're doing are things that

[6:13] every teacher in all of our schools and every classroom could be incorporating into their

[6:20] learning.

[6:22] So that was exciting for me.

[6:24] I have a question.

[6:26] So what motivates these learners to just go gun hoe and this program?

[6:31] What are they given some type of other incentive?

[6:35] I mean, because it sounds a little bit atypical that you can have a whole schoolful of people

[6:42] that just jump right in there.

[6:44] I mean, what is in it for them that motivates them?

[6:47] I mean, it's nice.

[6:48] I don't know if I have the accountability.

[6:50] Right.

[6:51] And somebody else might want to jump in here also, if something like, you know, if you had an idea about that, I would say that in the cohort, it is those teachers that are in the cohort are their driving man.

[7:07] Because it is just so positive.

[7:09] It's also that the parents have a question that these children participate in and it's

[7:13] obviously that's probably going to be a big route of the force to see because this is

[7:17] so much of a choice, correct?

[7:19] Right now it's a choice and I think

[7:21] you know for me when we watched

[7:25] I've watched two of the morning meetings now

[7:27] and one of the things that happens in these morning meetings

[7:31] where there's 87 kids and the teachers are on the perimeter

[7:35] is every morning they give a shout out to a student that has achieved something to be able to

[7:40] do. And so that motivator of positive reinforcement, it's powerful. And the kids do all like they get so

[7:51] excited when they recognize another student or the other kids like they give on high pass. I mean,

[7:57] it was very genuine. It's a culture. And the thing of it is it's no longer school work.

[8:04] They've almost taken the analogy of school being a mirror of work, homework, and the boss telling you what to do and I think that the phrase I kept hearing is time and time again is voice and choice.

[8:19] The students have a voice and what's going on they have a choice.

[8:23] And I know we've got dessert with anything else to do.

[8:26] So what do you want to introduce the other two teachers that want this second trip here?

[8:31] Yes, sir. We have Red Manning from Faire and Jennifer Maine from Romney Lake.

[8:36] Okay. And you guys want to kind of share with your perspectives more?

[8:40] Yeah. If you don't mind, I'd say some pictures. Sure.

[8:43] Put it in the perspective. I didn't. This is from, we, from the teachers, from the youths.

[8:49] So, that's just the terrible war about the sympholes and the next pictures just for fun as well.

[8:55] Of course, this year when you get any snow, we get those snow up to our place.

[9:00] This right here just immediately impacted me as an educator.

[9:06] All these kids, they held up in this group right here in the small pot area and the adults,

[9:11] as you can see around the perimeter, are there teachers, there's another one over here,

[9:15] all camera, and the thing that really got me is that they start their day or the kids get

[9:22] a chance to talk.

[9:25] The adults didn't start it, or they started with the pleasure of the agency, but the kids

[9:30] got to talk.

[9:31] And I know, as a fifth grad teacher, the kids like to come in and they like to tell you

[9:35] stories.

[9:36] They like to tell each other stories.

[9:39] Well, this gave them a perfect opportunity to sit there to begin their day.

[9:43] They got to volunteer, and the one who's made me do it, so if you look to the next slide,

[9:48] this little girl right here, she has a cube.

[9:52] It's got a microphone on top of it, and they grow that around, and each one gets to say something that happened to egg 4, and they have something called 16, how it's aligned.

[10:05] Such as things they find humor in, things they find awe, things that inspires them, even things that they've built and posted for.

[10:14] And they would start there, like this little girl probably said something along the lines of last night, I felt

[10:19] found humor in 77. And the kids could be all excited about it, and then they would pass the cube to somebody else.

[10:27] And keep spreading that and spreading that, and then the kids would enjoy it.

[10:31] And listen to it, they clap for each other, and there's a little, little guy that would bring everybody else to attention.

[10:37] and the little cute little phrase that will kneel out,

[10:40] everybody will snap immediately to attention.

[10:42] So you could tell that this was something

[10:45] that they had rehearsed and practiced and practiced

[10:48] and now they got it perfected

[10:49] and these kids were very well-paid

[10:52] and know exactly what to do for each cute.

[10:56] Well, and just back on the last picture,

[10:58] that was just shown, just the kids that aren't speaking

[11:01] are turned to that speaker and listening to her.

[11:04] And I know I don't question that since we work on with that,

[11:07] it speaks to their culture and how that is and they do every day but I think that's very

[11:13] interesting.

[11:14] And then I have different things I think they do every day during the morning meetings

[11:18] to talk about current events which would be something to be able to have that time that's

[11:23] dedicated to that.

[11:26] I can't ask a good question.

[11:28] So does that feel like a lot of the frustration we're not understanding the contrast?

[11:32] So would you say typical if I'm thinking about our schools the ways that you come in you're

[11:36] in the cafeteria and you're going to be quiet.

[11:38] That's your first thing you've got to do at school,

[11:40] like as it stands, man, right?

[11:42] I mean, I'm just trying to think of what does it look like

[11:45] for a morning here right now compared to that?

[11:47] Because I think that that's the example you're saying

[11:50] is there's so much energy,

[11:51] because they can immediately come in

[11:53] and whatever and I think,

[11:54] probably the contrast,

[11:55] if I'm not mistaken,

[11:57] it's just that it's like,

[11:58] come in and sit down and have that to be quiet.

[12:00] Well, I would tell you that they do have a waiting area

[12:04] in their lunchrooms. Okay. Come off the buses. And of course they all have their snow pants and their

[12:09] boots and all that. So they come off the buses.

[12:14] And they drop them off and then they do have a

[12:16] breakfast which is controlled. So this would be like after your first meal to kind of get the

[12:23] cohort. And they go to that home studio to be like the lunch got in attendance. And then they do this. Okay.

[12:28] They pair up and they all get off to that home area. Okay. I was trying to figure out the

[12:32] of the statistics that when you're doing your rents.

[12:35] Very interesting stuff, yep.

[12:37] So I've been talking about incentives

[12:40] as you can point out, each teacher went around the room

[12:44] and talked about so and so as a master of this

[12:49] and then got a certificate and the kids

[12:50] have five each other.

[12:52] There was also a birthday committee, which I thought was,

[12:56] I mean, just so simple to make about the birthday committee

[12:59] where every day you celebrate from my birthday,

[13:02] That's been a day. The day that we were there, it's not a child's birthday, but a form of teachers' birthdays.

[13:07] It's a birthday committee saying, I have a birthday to all of them.

[13:10] And I just thought, that's an amazing way to solve it.

[13:13] I can call them this evening sometime after that.

[13:16] Why are we not being able to do it right now?

[13:19] I'm sorry.

[13:24] This next slide, then, they then go to a reading.

[13:28] There are 90 block reed station, which is, they're using more of a blended station rotation.

[13:36] The previous slide was damn doing a full group, every day a start full group and do some

[13:41] kind of reading many less than together, and then they break into the station rotation.

[13:47] This picture's just a show they're flexible seating that they have, I thought it was pretty

[13:52] interesting because they're using little risers on their desks to some standing areas and

[13:57] And they've got some square tables and some things like that.

[14:00] That we're using here until home around now.

[14:04] But they have a station rotation.

[14:07] And each child knows exactly where you go to when

[14:10] to go based on the schedule they have.

[14:14] They break it into two parts.

[14:17] You have two groups that are learning to read.

[14:20] And you have two groups that are reading to learn.

[14:23] and it's not a great level dependent.

[14:27] You are an older thing, they call them little's,

[14:31] mills, and mullers dollars.

[14:32] You're an older, you're still going to have them

[14:34] to reach.

[14:36] And that's the spark they're going to push you in

[14:38] until you are ready to move on to the next part.

[14:42] Let's take care of this.

[14:44] The place, I saw a little second grader

[14:45] and then ready to learn.

[14:47] And he was bringing the big one up with the rest of it.

[14:50] So, um, the station says they did revise all daily, five daily, three, which is not unlike

[14:56] what we're doing right now.

[14:58] Um, but...

[15:00] Students are picking in the learning to read the students are picking what session they go to and win during the week. They have like a coaching session with their teacher, their facilitator to come up with a schedule, but again they have ownership even in their station formation schedule. And just giving them that little piece of ownership makes the fillers possible for their learning. And you mean more like they're going to have to go all the stations, but I can just add them with different words.

[15:28] So we had to plan that time for myself, the station, the teacher, how to station and they were divided up around the room, then again the kids need more to go, thanks on that schedule, everything is laid out for them.

[15:41] I'm the next lot I think that have examples, let's see, some more, I think I did, but

[15:49] they had it laid out day by day, and they grew in my color, there's white, there's red,

[15:55] yellow, and each day they are looking at.

[16:00] One of the stations is they're reading to themselves, there's another station where they're

[16:05] They're listening to something red, there's vocabulary,

[16:10] and so all students do exactly what to do

[16:13] based off their schedule.

[16:15] And while each of the four rooms

[16:18] that I went into, everybody was doing it very clearly.

[16:21] There was not any kind of,

[16:22] what do I do, what do I do?

[16:24] It was all in there, you know.

[16:28] I really think I do want to get rid of that slide,

[16:30] so maybe I can get my award.

[16:32] This one right here is the way they do their math and they have measurement topics over there's the left and that's part of the state.

[16:40] And then they had the color coded and each color believes the grade level.

[16:45] And so I believe that the grade or the black, I think that's actually the black color over there is fifth grade and second grade all the way in that blueish color.

[16:54] So what you're looking at is one student that the parents can see, the student can see,

[17:01] the teacher can see it.

[17:02] So this one particular student, I don't know if he was an older or an older but was doing

[17:09] some of the things that was in the fifth grade, money in time was still back, it was something

[17:15] that would be targeted.

[17:16] So it's kind of like GPS farming, every student knew what their strengths and their areas

[17:23] of growth were, and so the teachers that can also do that and recluster the kids based

[17:29] on what the child is missing.

[17:32] So who creates that?

[17:33] Is that like a software program that's created this, or the teachers created that?

[17:37] I believe Mr. Light in their creative working people create that program that they have a vendor

[17:49] that created it for them, which we can use the same

[17:53] program. The part that is the heavy lift is the alignment

[17:58] of the topics and breaking the strands down.

[18:03] And I think, Susan, you've got to speak to the sequencing

[18:07] of it and such.

[18:09] Sure. They have teacher statements as well to

[18:13] help look at the standards and put them in

[18:16] potential order, in that way, and at any time, so it used to be taught more in the field

[18:21] and said, in terms of their placement, their progression is set unless they choose to

[18:26] change it, because so much of what we do is sequential. And so they looked at the grade level

[18:31] savers for place value and said, okay, there's what they were in first or in second grade,

[18:36] they're grade 4th, grade 5th, grade, but the child is able to move fluidly through those from

[18:42] one rank to the next. They removed the milestones that were put in by an identified grade

[18:49] level. And so that's the, and she said I was talking to the group one director and she

[18:54] said they were constantly tweaking this. So they're a breakdown season so like one, now

[19:00] one of these, like one of these stuff topics would then have lots of the strengths underneath

[19:04] it, obviously. So, so when you look at place value, when you see, when you see the, when

[19:12] the black on the end, those are good, right?

[19:16] But if I was on MT-10, and that's what we're looking at,

[19:20] I would open up and there would be a series of lessons

[19:23] that would address MT-10, because MT-10 could be

[19:26] one standard, even if it's a big standard,

[19:28] or it could be a thread of standards

[19:31] that all have something in common.

[19:34] Okay,

[19:38] what else can I say?

[19:40] This one right here.

[19:41] I learned on practice on master,

[19:43] that's their targets in math.

[19:45] and they learn how to practice it in a straight way.

[19:49] This is a different model that they use.

[19:54] It's also blended where they get to coach in sessions

[19:58] as needed with a teacher.

[19:59] And there was always someone who coached.

[20:02] And there's several students learning on their own pace.

[20:05] Some of them weren't there showing that they

[20:06] have mastered something.

[20:10] Absolutely.

[20:11] The eye practice, I think it really

[20:14] need. It lets the students practice in different ways. The students are all in one of the math

[20:20] classes. They're just doing task cards, like we do all the time, but when they finish something

[20:25] they're taking a picture of it, whether I've had to submit it to their teacher. So their teacher

[20:30] sees it immediately, thinking they should do that. They understand this, they need a coaching session,

[20:35] so that immediate feedback to the students is saying, well, they need to come back to our

[20:39] learned or I could be willing to maybe draw a master.

[20:43] I took a couple of pictures and some students doing some of those three things that they

[20:47] looked at.

[20:47] That's the reading thing I was talking about, so I got that mixed up in my slides, but

[20:52] each day they have their three or four stations they get to and every time a certain time

[20:58] to go.

[20:59] It was the next one, but everybody starts full group and everybody at some point will have

[21:04] got it with the teacher.

[21:08] This, I got this from a little girl's bucket, I could take a picture of this, and they're

[21:13] foldered and they have a mouth gold sheet and the old continuum that you saw in a minute

[21:17] ago, which they keep track of themselves, and each day they can decide if they're learning

[21:23] in, or they crash saying in, what are they going to master it, the topics and so forth, so

[21:29] a lot of their learnings in their hands, and they have a lot of choice and the speed that

[21:34] they do it, which is brings in the personalization.

[21:39] These are some girls that were proud to see that they were doing money.

[21:44] Probably, these were some, little's and middle's.

[21:49] And they went for the reason, plastic money, and these cards, and they were going at it,

[21:54] they were working at it, working at it, working at it.

[21:57] That's just one of the many stations going on.

[22:00] Probably six or seven different stations going on, and I just have to take this one picture.

[22:05] And the thing of it is, is that the technology has not replaced the benefits.

[22:11] The technology is there to support and is used from an appropriate, so yeah, go ahead.

[22:20] This girl here is doing voice and choice.

[22:23] Once you master a topic and have proof and then you master that topic, then you get to

[22:29] do a voice and choice project.

[22:31] She's doing one over money.

[22:32] and it looks like I believe she was doing some kind of post.

[22:36] That's all there's various different projects.

[22:38] There weren't all posters.

[22:39] They're all very super ones that they were doing,

[22:42] but they had a forcing choice where they got to pick

[22:44] but they wanted to do for a similar heart

[22:47] in that particular standard.

[22:52] This is a little girl who is doing a master's sheet

[22:56] and that's a picture of a master's sheet that's upside down

[22:59] but they had to prove their mastery in three ways

[23:03] And sometimes they would have to prove it made the algorithm all by the model, all by maybe the journal.

[23:11] So there's different ways they had to prove the master in.

[23:14] They did have to prove it through a coaching session as well.

[23:18] And once again, they would upload that to their teacher.

[23:21] And once the master is proven, they would have gone to voice and choice.

[23:30] I told my students I said, you guys can't handle 32 degrees, I said, ask a little, second

[23:39] or a little, with a little little, to how close it for you can't go outside, and she

[23:45] looked at me all the way up there and said, you see your other group, and I said, I'm

[23:53] And that's one of the teachers I'll just have to say.

[23:57] Yeah, that's my last question.

[23:59] If that's 40 degrees forward, then that's a pretty big three.

[24:07] Just one more point about the rate per, I think it was the amount that I was all was really neat.

[24:13] They're the lower over who they want to play a game as part of a practice and she needed

[24:21] to find a partner to play it with, so instead of just wanting to think can you play, can

[24:24] you play, can you play?

[24:25] They had a board up there with every child's name on it and a magnet.

[24:30] And if you're ready, if you want to play a game, a magnet game, you would have the magnet

[24:35] next to your name.

[24:36] So she would look up there, I said, and I looked at her and I said, so how do you pick a partner?

[24:40] She goes, that person right there has a magnet in her name.

[24:43] So she put her magnet into a tube, they will get together.

[24:47] Sure enough, in five minutes later, they were informed

[24:49] of the magnet together.

[24:50] So none of it had to go, this fake, can I, can I do this,

[24:55] can I do this, can I do this, can I do this, can I?

[24:56] They were running in a classroom running in the correct way.

[24:59] It was very fluid, very organized.

[25:04] That was strange, wasn't it?

[25:07] OK, so how much of it, would you say,

[25:09] is the structure of the program, like that thing

[25:12] you're talking about, I guess I'm trying to figure out

[25:14] is second to fifth grade them all being covered

[25:16] and all that, I'm like getting that visual and everything.

[25:19] And then I'm trying to wonder what parts of this

[25:21] can you just incorporate, because it has nothing to do

[25:23] is you need to have a second to fifth grade.

[25:25] You know what I'm saying, like the birthday committee,

[25:27] like you called back and said,

[25:28] well obviously we can start that now, you know?

[25:31] Like what about even the mind and thing

[25:32] and having that ability in your own classroom?

[25:34] Absolutely, like we can absolutely do a lot of the things

[25:36] that they're doing right now in our classrooms.

[25:38] I think the powerful thing about this

[25:41] is the personalization, and that the kids get exactly what they need and when they need it.

[25:47] And instead of, you know, when I do lesson plans, I'm making them on Saturday or Sunday,

[25:53] and that's what we're going to do for the week. But if I have a child that's already mastered it,

[25:58] I need to have something else. And I think this program is so personal as if those kids get exactly what they need,

[26:05] when they need it. But when they need the teacher, and they see the teacher often,

[26:09] they still have that as a resource.

[26:12] You know what I was going to talk.

[26:14] I'm thinking about my second grade babies,

[26:16] and I talk second grade,

[26:17] and I think they're going to be looking at the app

[26:18] as a whole entire time.

[26:20] Like, what is that teacher?

[26:21] What is her role?

[26:23] But seeing her as a facilitator,

[26:26] it really evolved in the classroom,

[26:28] and those kids use their office,

[26:29] but they use the technology as a leverage

[26:31] to what they mean.

[26:32] It's not all the tech.

[26:34] The teachers use the best instructional practices

[26:36] and the time is just a tool to use.

[26:39] I was just wondering what component

[26:41] you could possibly already incorporate without, you know.

[26:46] I think the continuum, that's one of the advantages

[26:49] put in the standards of the continuum, the kind of work.

[26:52] And I think the other awesome thing that they had

[26:55] is that empower that computer platform

[26:58] where the work is put in, I'll learn a practice.

[27:03] I'll ask her, that's impressive

[27:06] because in Tutorials, no child has ever said,

[27:09] what am I supposed to be doing?

[27:11] I mean, I think they do a great job

[27:13] on the front end of really hammering the expectations

[27:18] of the procedures and that kind of stuff.

[27:21] But even after that, the program has to have married

[27:28] that platform with the content

[27:30] that don't have married for you

[27:32] that have kids all over the place.

[27:33] And I think the choice is another really important thing.

[27:38] I think it speaks to what you guys are going to do, Dr. Lynn.

[27:41] You know, hey, why is there a school out there that everybody's just saying, hey, I'm ready for this, but I get the fact that the students do get some freedom.

[27:49] I think they do get some input, some choices over not all the time, and it's not chaotic, it's not out of control.

[27:58] But the students do sometimes get to say, you know, I know everybody else is doing it that way.

[28:03] but I think I can prove to you what I'm supposed to know my way and that's

[28:09] accepted and then there are other times where it's not accepted where no we need

[28:13] to show us these three ways so I think that student we call it student

[28:18] ownership I think that is a really important aspect of them taking responsibility

[28:24] they're taking ownership and I think when that interest is there they are much

[28:29] more eager to proceed with their education.

[28:33] Some of the things that I've seen might find you tricks up there.

[28:37] Go back to when I was a classroom teacher, both the elementary and the high school.

[28:42] It's just good teaching.

[28:45] Student-centered classroom.

[28:46] I mean, we talked about it in our mystery of teamings.

[28:48] What is a characteristic of effective instruction?

[28:51] The thing that's difficult, if you're looking at a, say, fourth grade, is that fourth grade

[28:58] content window is so small and I wish I had been in you know I'm having flashbacks

[29:06] to say well they've mastered all the fourth grade stuff what do you want to do the fifth grade stuff

[29:10] well but what they do that what are they going to do in sixth grade so having this this span I think

[29:16] it allows for kids to have an aptitude of certain areas to learn it deeper and wide

[29:21] white, the deeper one. The other thing is that what do you just say, I've introduced

[29:27] the other, the team will talk to me with kind of like the next steps. The thing I want

[29:32] to stress on this cohort that you saw pictures of, you saw kids, right? And within these

[29:39] great, within these cohorts, they, they take it so that you have so many kids at disability

[29:46] at disability level, so many kids at disability level, so many kids at disability level.

[29:50] And so it is truly a mixed bag, and special ed students are a part of them.

[30:00] Senator talent and gifted are a part of which is I think one of you said you had a second grader in news and reading books with the, you know, the, the older such. And I think that's really powerful in that, in that setting, we've taken this sifting and sorting kids by age and now they're sifted and sorted by learning styles. And again, if, if I had a special needs child, I would want them in that environment because they're just emersed, they're just emers. You want to go ahead and introduce the right

[30:29] the team. I'm sorry. I don't know whether you talk to anybody about it whether the time frame

[30:39] allows for an answer but I would wonder also as I was doing in this approach of the style of

[30:47] learning has had a positive impact on reading ability for kids going into middle school and high

[30:57] school because that's one of, you know, it's a hot spot, you know, did you not learn to read

[31:02] in elementary school now? You're going out of tubes. So that's what I wanted to know is that

[31:07] has been evidence yet. Also, I can't really speak to the evidence. I can speak to the flexibility

[31:14] of the structure because when they're in reading, they are reading and they actually kind of study

[31:22] how much of a reading time we actually spend reading and how much we spend on, you know,

[31:27] grammar or other spelling and that kind of stuff and so that each separated all of that from reading and they have a reading time and

[31:36] Certainly some of it is informational days and let's you know pull information out of text

[31:41] But some of it is anyone mind you are reading and they really move down reading from the entire year

[31:48] So is there evidence of that I don't know that I can answer that question

[31:57] That's one of the questions I had.

[31:59] And I don't know how their state testing compares

[32:01] to our state testing.

[32:02] I do not know that, but they did say

[32:04] that there was an increase in scores

[32:08] on their state testing for the reading portion.

[32:11] I don't know how big of an increase there was

[32:12] and I don't know anything about their state test.

[32:15] And they've only done this.

[32:16] This is their fourth year.

[32:19] Yes, this is their fourth year.

[32:19] Yeah, you might share about the ACT.

[32:22] They did say at the high school level,

[32:26] When we were there for the first trip, that the schoolers

[32:29] had almost a few points increase of ACT scores,

[32:33] when they don't hear those here within.

[32:35] There's a customized task.

[32:37] The personalized task was here to those in the traditional.

[32:42] I have a question.

[32:45] Did any of you all go in the traditional classroom?

[32:49] No, I'm just wondering how much, because to me,

[32:52] it sounds like there's so much, like you were talking about,

[32:54] that could be used there.

[32:56] And I wonder how they're incorporating that.

[33:00] I wonder how many kids there, and they were there.

[33:03] The only thing, I was able to step away

[33:07] from the group while I was there, just to kind of snoop.

[33:10] And I think the biggest, just doing a two minute walk

[33:14] through a bunch of classrooms, the biggest difference was

[33:18] it was this was student-directed, and when you went into

[33:21] a traditional classroom that was in the teacher class.

[33:24] So they still had a lot of the things,

[33:27] but it was the teacher telling the kids,

[33:29] okay, now we're gonna do this.

[33:31] And there wasn't the voice in the choice.

[33:34] Right, so that reminds me of Montessori.

[33:37] Has anyone, I don't know if anyone,

[33:39] I, much of them didn't do Montessori,

[33:40] but I'm never mad at educational classes.

[33:42] That was like, you know, that was her big thing,

[33:44] is that the kids directed, so I wondered,

[33:46] does this look like grown up?

[33:47] Did you say your education classes,

[33:49] your college class, all of that?

[33:50] Yeah.

[33:51] That's what scared me because if the way it was presented to me in 1974 was that I got

[34:02] to choose, and I got about eight choices, and if they've been me, I've been looking

[34:07] for recessed choices.

[34:09] I was always a little bit nervous about it.

[34:12] That's really cool.

[34:13] That's what they're doing.

[34:14] They're choosing.

[34:14] Well, somebody from the last presentation said that sooner or later, if somebody's looking

[34:19] to be, uh, someone where I had chills in the other items.

[34:23] With him, forever.

[34:24] When you moved on to the middle school, you know, one of the kids told us we were asking

[34:30] about a schedule before, back to two science classes, because he had a science test that

[34:34] day.

[34:35] He knew my...

[34:36] That was his choice.

[34:37] He could double up.

[34:38] That's what he said.

[34:39] I could double up on science today.

[34:41] Tomorrow, he'll do something else.

[34:42] But also, I was a teacher and locked to me into some things, like there's some things.

[34:47] Yeah, there's some accountability there.

[34:50] Class I had didn't mention much of that.

[34:55] My natural learning desires would lead me to get everything back into the year, and I know me pretty well,

[35:03] and that probably would not be what I would do.

[35:07] The thing you keep in mind is the monastery that's a good analogy.

[35:12] I just wondered if I applied.

[35:13] Yeah, but the kicker was in that they did not have the means to manage all the children.

[35:20] Whereas in this model, they do have the means to manage all the children.

[35:25] Plus give us the ticket speed.

[35:27] And I did ask one little girl the question because she was just working away.

[35:31] And I said, okay, so what happens if you don't understand something?

[35:36] Like you're trying to do this and you don't understand it.

[35:38] You don't know what you're supposed to be doing.

[35:39] And she said, well, first I asked three.

[35:43] So there's like, she could ask three people for some help.

[35:47] And she said, or I just text her email on her.

[35:52] I've had my coach and said, they'll enter me right back.

[35:56] And then, or they'll say, they'll come over to them.

[35:59] So because I thought, what do you do if you just get stuck

[36:02] and you don't really know what you're doing.

[36:03] So that did not seem to be a problem at all either.

[36:07] You know, when we went to Collierville and the student was there instructing the class,

[36:12] the teacher's back, that was very impressive because I know, in my own experience, there's

[36:19] a different level from being able to pass a test yourself and being able to instruct

[36:23] someone, especially a group that's on varying levels of understanding.

[36:29] Dr. Dillay, you want to introduce the team here?

[36:39] You're making progress on your arm, I think.

[36:41] Yes, sir.

[36:42] It's lovely, Mr.

[36:43] Good to meet you.

[36:45] Thank you.

[36:46] The thing, and I want to brag on these guys a little bit in that.

[36:50] So we went out to South Dakota, we came home and they immediately wanted to start unpacking the curriculum

[36:55] and start working through things, right?

[36:57] And so as they were trying to figure out times and such,

[37:01] I think Brett, you had a commitment at the house,

[37:03] he had to go home and be with the kids.

[37:05] And so if you look at this week's blog post,

[37:08] there's a picture of these four working in the room

[37:13] and Brett's, you know, he Skype did or he googled it.

[37:17] So they were modeling what 21st century

[37:20] nearly needs to look like.

[37:22] And even though they were indifferent,

[37:24] You know, four of them were together and Brent was not.

[37:27] They were all there working and chairing a common doc.

[37:31] And really, and truly, that's the way learning is going

[37:34] to look like and what they were practicing.

[37:37] Anything you ladies would want to add to it?

[37:41] No, I think we're hearing some of the exact same things

[37:44] that we mentioned, from our trip.

[37:47] This guy was less adventurous in some aspects,

[37:51] But I'm still very excited, very excited.

[37:55] Well, someone on our team, his last year,

[37:58] she kept wanting snow.

[38:00] She wanted to see a snow, she wanted to see a snow.

[38:03] And so when we got it to the Sioux Falls Airport

[38:05] and they're de-icing the place,

[38:07] and it was all those weeks outside of the beach,

[38:10] I'm thinking, jeez, jeez.

[38:12] I'm like, I'm like, are you happy now?

[38:15] We're sitting on this floor.

[38:17] So kind of our next steps

[38:20] is between now and into the fall where we do need to do a curriculum alignment.

[38:25] We need to unpack the curriculum, Susan is the point person on that and getting things

[38:31] in that sequential order, that'll be the next step.

[38:34] The next step after that is we need to talk to the Travis or some other folks.

[38:40] We may have someone here and told a woman that can build us the platform that we can do

[38:44] that pre-assessment piece.

[38:47] We need to get that in place.

[38:48] And then we need to decide, at that point, probably this time next year will be recruiting

[38:56] kids or trying to find a sample size of students to be for this first go around and such.

[39:04] There will be some stipulations with that.

[39:08] I know at the board table we've talked about having it be an open application from Cross

[39:13] industry that has yet to be determined, but whoever the parents are, they need to know

[39:19] upfront that this is a pilot project, that is their choice to have their children be

[39:24] a part of it. The technology piece, they're going to probably need some kind of a surface.

[39:32] They did not use pro-books or laptops. They had an iPad or a surface, but that's what they

[39:39] carry with them so that they could, you know, prop it up use it and then also use it as a direct

[39:45] means of communication with their teachers and such. And then so for the 2021 school year,

[39:52] these four right here would be piloting it at Robert E. Lee and such. So we're continuing to move

[40:01] forward and we'll continue to give you guys updates on that just for the benefit of the board

[40:06] right after spring break. We're making a trip to see some schools up in Iowa.

[40:13] Kathy Rose, Principal Rose's here. She's got some for teammates and we'll be

[40:17] looking to see what that secondary piece needs to look like. I guess, again,

[40:23] the thing this time, which was very interesting was to see how I continued

[40:27] through the middle school and into the high school and that there was the same

[40:32] language all the way through so yeah yeah good presentation thanks y'all thank

[40:41] you guys all right let's move to consent agenda and if it's always asking if there's

[40:51] anybody else to move on and if it's all right I'm going to move I would like to move on it

[40:55] And that's the boardwork groups.

[40:58] So I'm entertaining the motion for consent agenda

[41:01] for the minutes it's late.

[41:04] Is there a motion to accept?

[41:06] I'm sorry.

[41:07] I'm just over it here.

[41:09] So I'll have to lay it.

[41:11] Any further questions?

[41:13] We are moving into where?

[41:15] To the next piece of information.

[41:18] I just want to discuss that just a little bit.

[41:21] OK.

[41:22] All those in favor of the consent agenda

[41:23] As it remains, please raise your hand, the body's separate.

[41:30] Let me get a motion on the floor first for the work groups,

[41:33] which I'm assuming that basically what we want to do

[41:35] is get the information to remember, is that correct?

[41:38] Correct.

[41:39] We have a motion to accept the board of work groups

[41:43] as presented by the staff.

[41:44] So I'll head to it.

[41:46] Second.

[41:48] Thank you.

[41:49] That was ours.

[41:50] That's the power.

[41:50] I'll be in the office.

[41:51] I'll be in the office.

[41:54] Thank you.

[41:55] Any further discussion?

[41:57] I'd like to further discussion.

[42:00] Just a quick thing I prepared.

[42:02] And this please we know that this

[42:05] Outward to my feelings before we had new work rules on the old system.

[42:10] Work rules for committees.

[42:12] Work independent administration.

[42:14] The administration is a big help.

[42:16] We're coordinating meeting places.

[42:18] members are available and notifying the staff members that they may be needed to provide

[42:23] information.

[42:25] I also remember that the committees have an investigator's responsibility to give advice

[42:29] to the board with action as necessary, only the board and its majority vote can take action.

[42:34] After one of them always get plenty of weight to the administration and committee advice,

[42:39] that advice is not final.

[42:41] That final vote will rest before the board members.

[42:45] Anybody else electing? I had a question. Oh I think that sounds great. My question would

[42:50] be, we haven't really discussed time. Like, so I'm the rabid one that could meet every

[42:57] hour of the day. We need to say my name's Ray. What I'm going to do, is one week, every other

[43:02] week, you know, what would you do? I've got to go to a rescue, a Pascar Reson Bank, when

[43:06] we get done, the doctor, or excuse me, Mr. Carter, as well as the stay, and if we need

[43:11] to report next time, or what he might say is, I said, I felt like I told him that how

[43:19] some of these committees or board groups, work groups have worked in the past, I'd like

[43:25] to know what worked good, but I also know, I'd like to know, is there any, what worked?

[43:30] Incorrectly.

[43:31] It was a problem.

[43:33] Okay.

[43:33] Are you going to pull it out of the house if you're going to see what they are going to do?

[43:39] It isn't available.

[43:40] Board members.

[43:41] It's my kind of sign.

[43:42] I think so.

[43:46] Well, I've got it right.

[43:47] I've got it here.

[43:48] We're asking if she can get it.

[43:50] I'm just going to pull it out.

[43:56] I just thought that might be nice.

[43:57] Yeah, you got it.

[43:58] Nice suggestion.

[44:01] All right.

[44:02] Now, if there's no further discussion, we have a motion to accept it.

[44:07] Any other discussion?

[44:08] If not, for the board of the workgroups to presentably respond by raising your hand, and you're

[44:15] opposed.

[44:16] Thank you.

[44:16] And thank you for putting up my reading there.

[44:19] Unfinished business, building and grounds, workgroup, also known as the Past of Maintenance

[44:28] Committee.

[44:29] Met Friday, Dr. Leigh.

[44:32] That's right.

[44:33] I'm going to get with it.

[44:35] Dr. Lynn and Mrs. Lawson and herself met with Mr. Carver, Mr. Jensen, Mr. Rodley and

[44:46] also Coach Olive, half leg director. And some of the ports coming out of that, O'Wale G,

[44:53] our engineering firm, it's working with us to coordinate the drainage problems and also

[45:00] Press water problems, it'll be a layer. They've already got some prices in, and they're not completely firm yet, but the prices look good. And it's going to be, hopefully, it looks positive that the price is going to be cheaper than what we expected to be. Next meeting, we hope we have a little bit of firm prices in a little bit more report. When that was start, hopefully that would start during the summer break. Remember that it's not just drainage problems.

[45:29] It's also we had problems with the fresh water coming into the building.

[45:34] Those pipes leaking and it's, you know, make it.

[45:37] Did that rain in a couple of weeks ago?

[45:41] I'm sure the subpunk in the busy, but we haven't had or had heard anything that was worse than normal.

[45:53] Yeah, and it's looking at the, the, the, the, the, the, the, the, the, the, the, the, the, the, the, the, the, the, the, the.

[46:04] We are having Clifton review the documents to include

[46:10] the retaining and I guess what's the other one?

[46:15] Retaining.

[46:16] It's a performance bond with the projects.

[46:19] We want that written in before we let any of this.

[46:24] Coach Oliver is getting prices on doing some work to the bleachers

[46:30] and the GM are going to be a whole lot of discussion if you'd like to know what he's

[46:36] talking about.

[46:37] He's trying to gain some space and also address some sound system problems.

[46:43] He's going to also get prices on pressure washing, the stadium, it's doom and normal cycle

[46:49] now.

[46:52] And we're excited, I think, is the committee will reckon the administration reach out to the Department of Education who will give us an assessment of each of our facilities.

[47:06] And that's kind of conjunction with some of the report that Mr. Carp will make later on.

[47:11] Are there any questions?

[47:12] questions.

[47:13] Dr. Williams, that pretty well.

[47:15] So you might have another question.

[47:18] Yes, sir.

[47:18] But we're reasonably confident that that's going to happen this summer.

[47:21] The project that we'll get to that time.

[47:24] I feel real good about that.

[47:26] Mr.

[47:29] Garber, 19, 20 budget.

[47:31] I've never seen your staff today and we were working on the 19, 20 budget.

[47:37] We have made some assumptions as we are budgeting that the operational costs will stay pretty

[47:43] much flat for the upcoming year. We are excited to sit down with a budget finance

[47:49] committee which would be I guess Kim and Kat and go through with you all what

[47:56] our projected revenues will be and have some discussion about what our projected

[48:03] expenditures will be for the upcoming year. As you are all where we did have an

[48:11] increase in FTEs which will impact our budget for the upcoming year. Historically just to

[48:18] remind the board that the salary schedule is a 1.5% increase on step. Historically or not

[48:27] historically, but more times than not there's been a 2% increase. So if you are someone that

[48:35] will top of that. On top of that. So if you're someone within the scope of the salary schedule,

[48:39] And you would be looking at a 3.5% raise this year and the next year.

[48:46] The other thing to keep in mind, too, is that those who are at the top end of the salary

[48:51] schedule, there are no more steps.

[48:53] So unless there is the 2% raise, some of our veteran teachers would not be getting an increase

[49:02] in wages for the upcoming year.

[49:04] So those are some things we want to look at.

[49:06] And the other piece of it is to kind of dovetail on the building grounds piece is that prioritizing

[49:14] the needs of the district with the physical plants and then starting to build a budget

[49:18] to address those prioritizing needs and with tight funding, we can't do everything at once.

[49:26] So it's just going to be something that we need to, you know, as again, we're excited

[49:29] to sit down with the budget and find this committee and kind of share the numbers as

[49:33] what we've got.

[49:34] The other thing too is, as we're looking to the future now this year but the year after

[49:39] next, if we are wanting to scale up the model that we've seen in South Dakota, then we

[49:47] need to start planning now for financial allocations to wreak, and again it's been my recommendation

[49:53] that we do the reconfiguration at Fair Up because they don't have any walls and that would

[49:58] be the easiest place to do it.

[50:00] And again, a lot of what we would be doing would be contingent upon parent request.

[50:07] This is not one of those things.

[50:09] And we've seen it South Dakota where you just don't have to, you can, you can have a

[50:13] schedule or a schedule.

[50:15] You can have a gradual increase of services based on the parents who signed up for it.

[50:20] Did they present it to their board?

[50:22] And I know, I know what you're talking about, the rate of duration, I'm not going to say

[50:24] that's that.

[50:25] Did they present it to their board that would not be an additional expenditure?

[50:28] That's not what you said.

[50:29] But as far as now, the word to that came from the superintendents that it would not be

[50:36] an increase in staff costs, right?

[50:41] But the government is they are growing, so they are building buildings.

[50:45] I want to say they're putting an elementary up every other year.

[50:48] So the design of this concept was already in place, but the buildings are putting up.

[50:55] So they're building a building anyway.

[50:57] So they just, they designed it such, and then the staffing, they had already projected

[51:05] for that anyway.

[51:06] So there was not an increase cost.

[51:09] For us, it's going to be a little bit different in that we're not having the growth that they

[51:14] have.

[51:15] And so, again, if this is something we're going to want to do, then we need to start financially

[51:22] preparing for it now.

[51:23] because like is the platform I guess I'm trying to figure out is that would be

[51:26] online in like a budgetary like when you propose it right as far as because I

[51:30] was wondering like are there other components that are going to be

[51:32] expenditures that I didn't like maybe I won't even realize the the the the

[51:36] operating that they've gotten in place it's not cost any extra okay they they

[51:42] have had digital devices they have their curriculum they have a software package

[51:47] that enables them to do real time feedback for kids and all that that has not

[51:52] not been an increased cost.

[51:54] It's just a cost of doing business.

[51:57] We're, we're, they have an advantage in that they're able to put up a physical plan.

[52:02] And in our world, we're going to have to make to make our physical plans to meet those, okay?

[52:07] Okay?

[52:09] But yes, and then somebody to keep in mind from Board 2 is that I think it's important to note that our funding that we are funding source is the city.

[52:20] We appreciate you being here tonight and your support of the schools and turning our message back. Thank you

[52:27] But the BEP funding the funding from the from the state does not come until later in the fall

[52:33] And that even though we work out our plan and get things figured out at this point

[52:38] the wild card all this is the

[52:41] Jerry first insurance adjustments

[52:44] And

[52:45] Right now it's a picking a poke as to what that might be

[52:49] So that's another thing that we will, we will, again, educate the building, the budget finance committee, we'll put together a budget.

[53:00] We will present what we projected to be at the City Council meeting, but everybody needs to know that we also need to have so many reserves for increased insurance costs that come in June.

[53:12] And when's the top? Can you give us a little time frame? Because I don't know that it was

[53:17] It's easy to fall last year. So when would be the ideal time that we're gonna prove like a bit like what's the time frame for that?

[53:24] Well, it's it's my understanding

[53:26] My king and I have to help me out here a little bit on this is that we would be

[53:31] Putting the budget together and that what we projected to be and that it would be shared with the city

[53:38] Which would I think our first meeting with the people

[53:43] We had a conflict with their meeting that night and the mayor's told me to stop worrying that he would get something worked out.

[53:53] Okay, so we would have an anticipator or a draft budget for that meeting for the City Council.

[54:02] But again, Jessica, till we have a better idea of where our state staff is going to be.

[54:08] When does that usually, when do we ever get that like the big deal like when you find out that it's kind of like a

[54:16] Yeah, we've had to we've had several years we've had to wait on that figure and the counties

[54:25] City while the city

[54:29] Right

[54:32] So the other firm on revenue side until June, right?

[54:37] Do we have a date for our meeting?

[54:41] We've not set one.

[54:43] No, that's one of the clauses in there that the administration will provide the

[54:50] and the scheduling is long anticipated, something from you fair at the center, and it is awesome.

[55:01] It's all contingent upon your schedule.

[55:04] Yes.

[55:05] So we will work something.

[55:07] Yeah, so I guess the point being is that financially we do have some of our fund balance.

[55:16] but it's, you know, I'm a banker's son and you don't use your savings account to make your mortgage payment.

[55:24] And so, in the event two that we have-

[55:26] That has not been Mr. Robbins' position or the board's position.

[55:32] Perfect. Perfect.

[55:33] So, we have a state that has a savings account for one time years.

[55:36] One time years, that's, we're all in line as far as that kind of.

[55:39] I don't want to have any direction with Dr. Lane right now.

[55:44] But all that being said, too, there could be possibly some projects we would look at in

[55:49] the fall, which, you know, just like when we were at the Collierville, you know, they

[55:55] ended up having to do some kind of a rough random so that they could make those additions

[55:59] to the high school.

[56:00] And I guess that would be the other thing that I would raise up.

[56:04] I'll speak to it again here a little bit, but you know, our high school has been meticulously

[56:09] we kept up, but it is a 65-year-old bill.

[56:13] And so just as we're looking to do some work at Farrah,

[56:15] we're also going to be looking to do some work at that.

[56:19] But more to come, and Kim and Pat, we'll get a time

[56:23] to scale the role and impact.

[56:25] Great.

[56:25] Thank you.

[56:27] Board policy recommendations, I believe we're

[56:29] looking at 1.803, which is tobacco-free schools.

[56:33] Policy 4.209, alternative credit options.

[56:37] and policy 4.603, promotion and retention, and those are all covered in the state session.

[56:45] Is that correct?

[56:46] That's correct.

[56:47] And that's very minor.

[56:48] There's very minor.

[56:50] But in time.

[56:52] And that was CSBA recommended and also accepted by Mr. Bishop, Mr. Miller, approval policy.

[57:00] Any discussion?

[57:02] Now I'll ask him a motion to approve those four policy recommendations.

[57:10] We have a motion.

[57:13] Some may.

[57:14] Us as soon as quick on the stick there, Dr. Williams, you've said.

[57:18] Any further discussion?

[57:20] If not, if you're more of the recommendations, please.

[57:23] I'm not raising your hand.

[57:25] Any opposed?

[57:27] Thank you.

[57:29] Trustee's for non-certified retirement.

[57:32] Should

[57:38] I read this?

[57:40] Non-certified retirement program requires appointment of trustees for the plan.

[57:44] Three trustees are to be named by resolution of the board.

[57:47] The administration of both the trustees will be the chairman of the board, the superintendent,

[57:51] and the director of personnel.

[57:53] As the reorganization of the board takes place in September meeting, the trustees proposed

[57:57] would be the newly elected chairman of the board, the superintendent and director of personnel.

[58:02] very straightforward and necessary that we know that's a structure we're

[58:09] ready. Is there a motion to accept that non-certified retirement committee?

[58:15] This property has a motion who has a second and there's Johnson in the second

[58:21] for the discussion. Now I'd prefer the motion police respond with raising a hand

[58:25] in your public, working good.

[58:30] Civil rights coordinator.

[58:40] There you go.

[58:41] The director of personnel is appointing

[58:43] to serve the Civil Rights Coordinator.

[58:45] The coordinator of Civil Rights is appointed by the board

[58:47] and served as a liaison for parent students,

[58:49] employees, and school system.

[58:51] The coordinator will serve Title 6 of 1964, Title 9,

[58:55] and Section 5 of 4 of the federal non-iscrimination statutes.

[58:59] This week's system determination to tell

[59:01] I want to see schools do not discriminate, it's individual on basis of sex, race, national

[59:07] origin, creed, age, marital status or disability and it's educational programs, activities

[59:12] and support.

[59:15] Do we have a motion to accept that and need it?

[59:18] Seven.

[59:19] There's Johnson, but this motion, okay, I have to leave them a sec.

[59:27] Any further discussion?

[59:28] Yes.

[59:29] I have a further discussion.

[59:30] When you talk about the basis, I think that the word gender should be used instead of the word sex.

[59:39] That's what I recommend.

[59:43] Okay.

[59:44] Now do we have to have a minute to the motion?

[59:48] I think we can make it as an editorial.

[59:59] Okay.

[1:00:00] Discussion? No, I have to move through the motion. Please respond to any. Raise your hand. I'm going backwards. Any opposed?

[1:00:10] Mr. Carlin, that has you. Okay, hold on. Consider it before the end. No, she didn't call.

[1:00:19] Before I call from the city floor, there's us. I do want to lift up Dr. Zimmerman and Susan Fanny.

[1:00:28] We had folks from the Tennessee Department of Education that were on site for three days

[1:00:35] and looking at our practices.

[1:00:39] It was a very good experience.

[1:00:42] We learned a lot from that.

[1:00:45] Specifically, total high school, Bill Er, and East Lincoln were the sample size.

[1:00:53] They were the ones that got to do the deep dive.

[1:00:57] Susan, you want to just share with them the reports that you've been on there for a minute or so.

[1:01:01] Absolutely. Each of you should have a multi-party report that we received from the SNA and the IPA state monitoring for the last week.

[1:01:12] On here, on the first thing you're talking about, there were the items.

[1:01:17] Those were items that we received the price for.

[1:01:20] one of those included our board of education and how they thought it was never

[1:01:24] easy for each of you to take our adopted to a particular school and

[1:01:29] involve at a school level and such a great level of involvement and how that's

[1:01:35] something they'd like to share that with the rest of the state.

[1:01:38] I think they showed you three of your schools.

[1:01:40] They said that they would not see it in the state, so they wanted to share that.

[1:01:45] Along with that, they really like how our marketing department at the high school helps

[1:01:52] prevent other activities within our district and how we have a lot of process and how we

[1:01:59] try to bring in our press groups to support other programs.

[1:02:04] Parents' summons, that's another area of their worthiness, where we offer a secure

[1:02:10] We've got two set of bars and the third one will be in April, and this is second

[1:02:15] of us organized our special education department.

[1:02:18] So those were the number of the items that they mentioned.

[1:02:21] Below that are recommendations.

[1:02:23] These are not requirements with things they suggested that might help improve our

[1:02:28] programming and standardize the self-assessment process that we use for ESL,

[1:02:33] ESL is English and the second language to standardize that process.

[1:02:37] and to make sure we all understand the reclassification

[1:02:42] of an ESL student if they've been misclassified.

[1:02:45] So what that process looks like.

[1:02:47] On the next page, there are items that you do have to address.

[1:02:52] One of the first to mention is making sure

[1:02:56] that we have a home language survey for every student.

[1:02:59] A home language survey is given

[1:03:01] with a student in nurse's telemedicine school

[1:03:04] in an area that indicates is language, the first language of the child is that the language

[1:03:09] that can hit home is that it's not the language, the first language of the child that's

[1:03:16] not the language of the child's face at home, that our ESL teacher is scoring those students

[1:03:21] for ESL services, and we just have to make sure we have a copy of the file of the original

[1:03:26] home language survey, the first one that is ever given to the parents to complete.

[1:03:31] So the name of them not coming in Susan, then is that a thing? Is that a thing of them not getting

[1:03:36] retarded? And what they did is they pulled a sample of the cumulative records to look and in some

[1:03:43] records maybe we had more than one. Because it might have been sent home every year. That's what.

[1:03:49] And or a child came to us and when we got their transfer records, one was in their previous records,

[1:03:55] some of it is just cleaning out on that and making sure in some schools they

[1:04:02] might not have been put into the cumulative bankruptcy yet. It's that we just

[1:04:07] have to account for that and receive some clarification on what all we needed

[1:04:12] to do in this forms. And that leads into the second one was just the

[1:04:15] occupational survey forms. These have well been every year. This is to identify our

[1:04:32] I mean, what year did we start doing the Occupational Service?

[1:04:37] I'm out of the zoo, you know.

[1:04:39] I'm not sure if you're starting.

[1:04:41] I know it's been many years.

[1:04:43] That's been 2012.

[1:04:47] Well, this is the last thing I can do, I just want to hold it for.

[1:04:50] And normally, the home language survey just says the occupational survey, typically

[1:04:55] down out in the registration package, if it is any of the year, and we look at the

[1:05:00] survey.

[1:05:00] They're just wanting us to have an emailing process where I think we sure we have one for

[1:05:04] it for the student, and then making sure we have that in the white population for the student.

[1:05:09] The third one is ensuring our ESL students, we save their required services every day if

[1:05:16] The students scores a 3.4 or below on their lead test,

[1:05:21] which is their English and second-order test.

[1:05:24] They're required to receive an hour of ESL services

[1:05:29] every day, that includes Wednesdays.

[1:05:32] And we did learn that this did not have to be outside

[1:05:37] of their core time.

[1:05:39] This could be in a loop of their core time.

[1:05:41] And the rationale for that is that they don't have access

[1:05:44] to the English language, maybe access, maybe the skills

[1:05:48] or maybe the instruction from learning English,

[1:05:51] more so than they are going to,

[1:05:54] more than that, but then we get from a core class.

[1:05:56] It's going to be an access point which first.

[1:05:58] So we are, we are looking at our schedules

[1:06:02] and currently working on all of these things

[1:06:05] that we will highlight for us.

[1:06:07] On the next page, we're guiding our RTI plan.

[1:06:10] We're required to finish more with an expression and provide interventions for written expression, just like we do for reading and for math, so we reached out to the state for supporting research resources to help us with that.

[1:06:26] and then they didn't revise the RTI funding plan did they?

[1:06:34] It was just a programming piece, but they did.

[1:06:38] Below that is the development of pretty good five year strategic plan.

[1:06:44] On the following page, documentation of our title and meetings.

[1:06:50] We have three title and tools.

[1:06:59] to have certain pieces of documentation that make sure that we have the right pieces

[1:07:05] of documentation for every meeting with something they have highlighted.

[1:07:09] The school improvement plan review each year, the LEA plan is written which supports the district plan,

[1:07:17] that the district's strategic plan and then every school aligns their school

[1:07:23] plan, the LEA plan and district plan. And one of the things I know this is we

[1:07:28] need a more documentation of the meetings we have when we're developing the

[1:07:32] school improvement plan as we adjust that throughout the year because it's a

[1:07:36] fluid document. It's supposed to be a working document. On the next page,

[1:07:44] say

[1:07:44] highlighted that we need to provide more training on procedures and policies for foster care

[1:07:51] for English, ESL students and the homeless making sure that everybody in our school level is

[1:07:59] aware of all the policies and procedures for that. If you notice to the right of each piece that's

[1:08:06] been listed there's a timeline. Some of those timelines are really thin and some of those timelines

[1:08:12] are extended to give us time to do that.

[1:08:15] We use, on the next page, this was a special education

[1:08:20] monitoring.

[1:08:21] And on that piece, they did full special education

[1:08:25] files that called INPs and worked for all of the different things

[1:08:29] that are supposed to be in those files,

[1:08:31] which is a lot of information.

[1:08:34] Yeah.

[1:08:35] And I'm an interject here.

[1:08:37] I do want to apologize to our special editor,

[1:08:43] I got to go through this review process, you're sitting back there, I didn't see it, I don't know.

[1:08:51] And I guess one of the things, special education is a high priority thing for us.

[1:08:57] And then we want to make sure we're doing our due diligence and prioritizing.

[1:09:02] And Tammy, I don't know if you want to speak to those things from the special exit survey or not.

[1:09:08] I mean, it can't seem it comes to mind.

[1:09:11] President, I think the problem is that it's where we have

[1:09:15] the rate that we're not complying.

[1:09:17] That didn't really surprise us because the problem is

[1:09:19] that it's a difficult thing for everyone to understand

[1:09:22] because the word problem has been priority in this case.

[1:09:24] You actually got that that is after the meeting.

[1:09:27] So we worked on that all the time.

[1:09:29] I think that we were a little bit surprised about

[1:09:30] so we got six things, not late.

[1:09:33] We're not having the appropriate signatures.

[1:09:35] And that's something that we, I think

[1:09:37] We think case law draws a lot of what we did.

[1:09:40] So there probably has been some time with case law

[1:09:42] that has now caused this to be a public point

[1:09:45] of their release.

[1:09:46] So now we know we need to do that.

[1:09:48] But we did not realize that in the IMP meeting,

[1:09:50] if you just provide data from the IMSWP,

[1:09:54] from the SNRT or whatever,

[1:09:56] you should have someone to sign on that law

[1:09:57] that they determined it,

[1:09:59] and we just didn't realize that.

[1:10:00] So overall, I was pleased with it.

[1:10:02] So it was a lot of the formal like cross this team,

[1:10:05] I mean, like, jump to this and go back to that.

[1:10:08] Because I change a lot of, it's always happening, I would think, right?

[1:10:13] For this size district, with the number of folks that we've got at IEPs,

[1:10:18] I was very pleased with the work that Tammy and Kim Ackons and their team put together

[1:10:25] and stuff.

[1:10:26] Again, the only thing that we really, just a few surprises, of course, the strategic plan

[1:10:31] we were new about.

[1:10:34] And I think overall, as far as that piece, because I think it was, you know, they're not

[1:10:40] here to beat us up.

[1:10:42] They're basically here to hold up a mirror so that we can look at the mirror and see

[1:10:45] if there's things that we need to address.

[1:10:49] And now I'd like to say, too, that they were so complimentary of our schools, of our personnel,

[1:10:57] Now, especially the principals, the buildings that they went in, they were so complimentary

[1:11:02] of our principals that they knew all the students' names, so thank you all.

[1:11:08] And they said it was very evident that our employees, the children first, and to me, that

[1:11:13] is all this other stuff, it's very exciting, that it was very obvious to them.

[1:11:19] And it was in every school that they went in.

[1:11:21] So I mean, in total, they know.

[1:11:23] I can have a question too.

[1:11:26] Do we have a number of homeless students?

[1:11:30] We do.

[1:11:31] We do have the number.

[1:11:32] What is the number?

[1:11:33] We have identified a number of homeless students right now.

[1:11:36] And it's a fluid number.

[1:11:39] I think we have about 18 right now.

[1:11:42] 18.

[1:11:42] So that includes families that are currently living with another family?

[1:11:47] Double the counseling.

[1:11:49] And then what are some things that we can do?

[1:11:53] do to try to address that number?

[1:11:59] I think that might be a conversation.

[1:12:05] That's going to take some time and some rain storming.

[1:12:08] I know that I talked to the folks from the Lions Club.

[1:12:16] I think it was Saturday night.

[1:12:17] They're looking at some support systems.

[1:12:20] I think it needs to be a community-wide initiative.

[1:12:24] And I know one of the churches

[1:12:27] I'm familiar with is also looking at, you know, what can we do to support and help these folks?

[1:12:33] And of course, here at the schools, we're always going to reach out and help those folks.

[1:12:40] But that's probably going to be a bigger conversation that we're going to do.

[1:12:44] Well, when you move back and talk to the city.

[1:12:47] Absolutely.

[1:12:47] I mean, that's not where the city is involved with a lot of the churches and a lot of the organizations, for sure.

[1:12:51] It's a matter of a lot of those people need to come and reach out to people.

[1:12:57] and that in specific reasons.

[1:13:00] There are no personal reasons.

[1:13:01] Yep, right.

[1:13:01] I'm willing to put my money where my mouth is

[1:13:04] and I do have a building that could be transformed

[1:13:07] to help some of the homeless families.

[1:13:09] I'm willing to utilize that.

[1:13:15] Along with the general ed, the title of one of the buildings,

[1:13:19] the special ed, we also have no CR,

[1:13:22] which is an office of civil rights visitation.

[1:13:24] Anything you'd want to add from that?

[1:13:26] that's Dr. Zimmer Murray.

[1:13:27] It was a CTE director.

[1:13:31] So I have a surprising mail in the call that said CTE

[1:13:35] was one of the realist penalty officers

[1:13:37] to arise reviews.

[1:13:38] So I gave a couple of months to give them

[1:13:40] about 30 pages of paperwork on the facility as programs.

[1:13:44] And they came in last week and did one day

[1:13:46] and walked in building very carefully,

[1:13:50] too very nice.

[1:13:52] I've been from the State Park.

[1:13:54] One day, they did interviews with parents, students, teachers, admin, and then they did surveys

[1:14:01] all those groups.

[1:14:03] First, they came in the afternoon and they asked our feedback.

[1:14:05] Really the only, there were no administrative issues that they found that what they were waiting

[1:14:10] for are barriers for students to participate in CT.

[1:14:14] So they did, they're looking at the whole building.

[1:14:16] but in particular, how students have access to T2P programs.

[1:14:22] And so they gave us a list, the stability list,

[1:14:27] it has some lines.

[1:14:30] Well, a few signages use, for example.

[1:14:33] We have great head-cap parking in the front

[1:14:36] that there's no sign that says the sign says faculty parking.

[1:14:40] Instead of head-cap parking, we'll go this way.

[1:14:43] We have banned parking, but there's no little signs that says banned parking, which is the same type of parking.

[1:14:50] We have big test hilarious, such as the marketing room and the visiting area in the annex.

[1:15:01] The last room, the soundproof is various restrooms, that's kind of the things. Really for areas that students would access as part of their regular curriculum making could not access if you look in the wheelchair. So some of that also occurs. Some may be more lift.

[1:15:20] And then some of the things like, it's an old building. So we still have some of the old ground ward on us and some of the old ground on the faucet handles.

[1:15:31] She had a door pressure at this school, the door pressure tool, so as she felt like the door was a little bit too heavy to push, but I'm not saying it was.

[1:15:42] Overall, there was nothing that was, I think, insurmountable.

[1:15:48] I think...

[1:15:49] And you're very complimentary about such an old building.

[1:15:51] Yeah.

[1:15:51] Well taken care of.

[1:15:53] And again, that speaks to our custodial staff and building me that staff.

[1:15:57] Yeah, I think one of the things that he lifted up was going into the restaurant was the

[1:16:02] all-smelling club, which was a big thing.

[1:16:07] And the team that was here with the high school, for free, they were willing to come back

[1:16:14] and do an assessment of all the other building, which I think was.

[1:16:16] Which ties in with the board.

[1:16:18] Yes, ties in with your community report and stuff.

[1:16:21] So that will be something we'll get them on the schedule for the fall.

[1:16:24] But again, I do want to lift up and acknowledge this afternoon and this

[1:16:32] intermittent expanding for the work they did and telling our story, telling our

[1:16:37] story. And I think we've got a great group of those city board that is not

[1:16:41] important if there is.

[1:16:43] Yes, just a few things, obviously we're getting ready for budget season as we go

[1:16:49] So I've already had our community service organizations that each one of them came and talked to us, so that we're studying at the schedule soon, we're trying to get with you as well to do that.

[1:17:01] Recently, the honorary alderman was lily sharpened and so it was a really nice trip to have her with us.

[1:17:09] A very, very bright and impressive young life, very, very.

[1:17:13] We recognize the 2019 TWS double A state girl wrestling champions recently, so we have

[1:17:20] this a rent pool of them and parents, so it was, that was really an honor to be able

[1:17:26] to do those.

[1:17:27] And as you see going down the Jackson Street and even over on Wilson Avenue in some of

[1:17:32] the other places, we've stood out, we've got a lot of businesses, a lot of things going

[1:17:35] on, a lot of positive things going on, a new restaurant that will be taking over the

[1:17:40] the province building in the next month to two months.

[1:17:44] So that's exciting.

[1:17:45] It's actually an existing business.

[1:17:48] It was decided to invest in our community.

[1:17:51] So it's a great thing.

[1:17:52] So we appreciate that.

[1:17:54] So thank you.

[1:17:56] Thank you.

[1:17:59] I mean, personnel adjustments have a one-hour

[1:18:03] Teresa Rickles, who are custodian in high school, transfer

[1:18:06] at all, and still just transfer where she was.

[1:18:14] Okay.

[1:18:16] Quick question from his neighborhood. Hand in, you get the OCR. Why didn't you

[1:18:25] have a hand in the state gate?

[1:18:28] Look at the love you received in the 58 students state, I mean the eight school state

[1:18:34] life. And they had just not some answers for me alone.

[1:18:38] Then you were really lucky, because you won in the 8th and then you won in all kinds of

[1:18:45] people I guess could have been questioned on the 8th.

[1:18:47] They had a kind of a formula.

[1:18:50] I could go to the racetrack with you.

[1:18:55] So eventually all CTE programs will be investigated in this way or monitoring this way.

[1:19:03] Is there a time frame like I know you in the past?

[1:19:06] I said, like, you haven't had it done in 10 years.

[1:19:08] So yes, we have to put together a proposal for how we want to fix all of the issues by April 16th.

[1:19:16] We don't have a fixed paper, but we have to present, and Tim Johnson is in all now all of that.

[1:19:21] Oh, yeah.

[1:19:21] So we'll come back.

[1:19:22] And how long, man, before we might have the same review as what I was wondering, like, you know,

[1:19:27] like I said, the state said, it's been 10 years since your last review.

[1:19:31] That's why you're having this.

[1:19:32] I was wondering how long.

[1:19:32] I think we're up there for five minutes.

[1:19:35] Right.

[1:19:37] Unless somebody follows a complaint or something like that, then we should be good for five minutes.

[1:19:41] Okay.

[1:19:45] Anything else?

[1:19:46] If anybody needs to, on the worker needs to visit with the car, please do so.

[1:19:52] And we are now adjourned.

[1:19:54] Thank you.

Untitled meeting

Transcript