All right. Good evening everybody. Welcome to our regular school board call tonight's meeting to order starting with roll call. Dubet here. Hartman here. Croc here. Leathers. Mallister here. Young
here. Silk here. Please stand for 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. We start with a motion to approve tonight's agenda. Motion by Peggy, second by Dan. All those in favor? Motion passes. We are going to kick
things off with our superintendence report. Thank you uh chair and members of the board. Uh first I just want to say welcome back. Today was our first day back uh with staff. Uh there's certainly a lot of energy uh around um all of our
buildings. Uh the start of the school year always brings a renewed sense of purpose and our opportunity to focus on what matters most and that's supporting our students, supporting each other and advancing the future we're building together. Uh last year about this time I shared that our theme was around
connection and we saw that come to life in meaningful ways last year through strong relationships, teamwork and a steadfast belief in our students and staff pushed the work forward. Even in challenging moments, the focus created strong foundation for what comes next.
This year we're not changing course. Uh we're accelerating. We're deepening our work with connection and enhancing the support of our students, strengthening collaboration, and ensuring everyone feels they belong here. This is a goal that's clear and keep building on what
works and pushing ourselves to make it even better. It's going to be a strong start and promise to be a great year. Uh just a quick student highlight. Uh Austin sophomore Tate Johnson has been making a name for himself lately on the ice this summer. uh his skills are
catching up to his size. He's earned a spot on the team Minnesota 15U for the US NHL Fall Classic in Pittsburgh this September and he's one of the just four goalies chosen from the 24 top players statewide after a fourphase try out this
summer. So congratulations to him. Also want to recognize Jen Lawhead. Uh she's going to be presenting the power of resilience in keeping a solid foundation with the pyramid model at in Spamtown, USA at the Midwest Pyramid model summit.
Her presentation is going to spotlight how Austin is integrating the pyramid model across early childhood sectors focusing on sustainable high impact strategies for social emotional development. The topics conference will also include cross sector partnerships,
implementation support, scaling strategies and staff training. So great to have Austin represented and the great work that's happening program. Uh last week had an opportunity to attend conference. It's called the be at school conference um today uh for the
lead conference. Uh the day I attended was focused on improving uh student attendance. uh it was uh a great uh keynote with breakout sessions uh really looking at moving from reactive approaches in our schools to building a
system level of strategies with community partners. U many of the sessions covered early interventions uh standardized attendance systems uh culturally responsive family engagement and also legal reform. Uh the takeaways align with the work that we started last
year. Uh building uh better data transparency, clear uh school family messaging, and stronger internal systems and support the efforts of our current student task force, which I'll talk about in just a minute. Uh our referendum website, Accelerate Austin,
uh has been updated. Uh we have uh this website which details both of our ballot questions on November 4th, our project timelines and we also have a Q&A section. The whole site will launch later this week. Uh there's community information sessions being planned right
now and we're also rotate through the schools here this week providing staff information. Uh we're also sharing you have some handouts here tonight too just a fact sheet uh that we put together for the community which will uh be the lynch pin for our community presentations and
just a reminder that early voting starts September 19th. So we want to focus on making sure every voter knows exactly what's on the ballot. Um also uh we have a new u partnership here uh with uh T-Mobile. It's called the T-Mobile
mobile project 10 million and eligible families in our districts can now sign up for the T-Mobile Project 10 million which provides free mobile hotspots uh for families for up to 5 years. Uh this is available at no cost for our families and qualifying them through programs uh
like National School Lunch Program, SNAP or Medicaid. So we'll have more information that we'll be sharing once uh our students right back. Uh we have a task force that have started. They're up and running. Our task force are on student attendance and some coverage.
They officially kicked off here earlier this summer. Uh this involves districtwide groups that are coming together with one shared goal. Finding uh real workable solutions that make a difference in our schools every day on these two important topics. So more to
come on that and report. Excellent. Does anybody have any questions? I'm excited to hear more about that um hot spot hotspot program because I know a lot of
our families could benefit from that. Um, are there any reports being not? I just wanted to say that I had the honor and privilege of welcoming the new
APS teachers on August 6th at their orientation meeting. Um, and I would just like to take this opportunity to welcome all staff back. So, we're I wish everyone a wonderful um school year.
Thank you. I was not able to make it to the um official school board, but I did go meet all of the new teachers the following morning during their strength finders session. And I it was really fun to
connect with those teachers and welcome them. provided them to invite school board members to see what cool things are happening there. I um I had a couple things this summer. I live across the street from Southgate
and so I was able to see the the summer schoolers often and and went up a couple times and talked to the teachers. They were very very excited to be there this summer. and um also had the pleasure of
handing out diplomas um to some of our kids that worked really hard this summer to get where they needed to be to get that diploma. So that was one of the highlights of my summer. Anybody else hearing none,
we'll move on to our consent agenda. I have a motion to approve tonight's very short discussion. I have a couple things. Yeah. Um so to
um on the finance report um Todd it talked about um improving the process to track investment in the packer profile. So what kinds of things um
would that be like how are we tracking that? I do you want me to Nope, I'm good. I can answer. Sorry, I was just um putting a thought together first. Sorry. Yeah. No. So, what we're doing with that is we do have um our work we've been working with
the packer profile teachers. We've got codes built for that. So, we're continually looking at the money we're putting into that and looking at future investments into that and how we're going to fund that program because right now it's sitting in a discretionary and then after the third year they'll funnel
over into a high school program. So, they'll be funding out the high school budget. Okay. So, right now we've set money aside to fund it for the first three years. And so, that when we say investment, that's what we're looking how do we invest now and move that into the high school. Great. Um Cy in in your you're talking
about an electronic hall pass. What what would that look like? Oh, just give me a few minutes. I'll give you a full update on it. I have a feeling I got them. And as long as you're here,
um what I know you told us this a number of times. So what do we do? What do we do with when you're replacing iPads and computers? Is there a process? Are there people out there that want those? Yes. Yep. So, um when we are officially
done with our devices, which is after their fifth or sixth year of use, um we have a couple different organizations depending on the type of device. iPads go to one certain group of people and Windows devices and other technology
goes to another. And depending on who's purchasing them, they purchase what they want to use and that they can either use for parts or resell the device itself. Um or and I should say not or then they
recycle what is nonusable. So we're recycling all of our e-waste as well. And so, um, we just shipped off a bunch of our old old old iPads and Mac technology to a company called Tech Defenders. We've been working with them
for several years, and they go through it all. They figure out what it's worth, if it's in good condition, if it's usable, if it can be used for parts, and then we get paid for for Apple products, we get paid both for the devices that can be used and for the recycling. for
Windows products or Chromebooks or whatever all other e-wways besides Apple. Um, we pay to have the things that aren't usable recycled and that cost is offset by the things that are usable that they pay us for. Sometimes
we break even, sometimes we get paid, sometimes we pay a little. Um, so we're always making sure that we are um responsibly disposing of things and then also getting as much life out of them as possible and trying to recoup money if possible too. Thank you.
Yep. Question two. It's on the special services and I don't see Dr. Dr. page. Sure. What's your question? Well, I was just on the report it was
talking about the open care professional positions and said eight billing cares and then two of that new um coordinated early intervening services professionals. I'm just wondering to me
that's a lot of open care positions for special ed. How many What's like full staff? We have about 150 pairs total. Okay. So, it's not Yeah. Yeah. We're doing well. Okay. Perfect.
And they're interviewing. They're still interviewing. So, Okay, good. Thank you. All right. to the consent agenda. All those in favor
passes. All right. Our first presentation of the evening is our information services update with director information services. Assuming we're going to hear about all the passes. Yes. Chair de Bay, Superintendent Paige,
and members of the board, it's an honor and a privilege to come before you tonight to give you a little update on some of the things that we've been doing um in theformational services department this summer uh leading up to this work that we're doing this fall. Um so, I'd like to start I'm going to share a couple of different components with you
tonight, but our mission, inspire, empower, and accelerate. I'm going to just pause there for a second because some of the things that I'm going to talk through with you tonight are tools that we're using from an alternate vendor um in Renaissance learning. And I love the fact that the word accelerate is in there because I work with all
different levels of students. And that's my goal is to see that growth and accelerate that growth to close any kind of learning gaps we might have as students. And some of the tools that we're going to look at tonight that we're bringing on board in our ecosystem for APS this fall is from a vendor called Renaissance Learning. So, I
thought I would just share alongside that because they've been a partner with us now since 2022 when we had to go out and reinvest our oper um our assessment program in a new tool because we were using Scandron performance series for 19 plus years and then all of a sudden that
product no longer was available to us for a computer adapted testing solution and so Star from Renaissance was a platform that we uh landed on and so we've been a great uh working partner with Renaissance Learning and their mission which is One of the things I really liked about their focus was it
starts right out the same way to accelerate learning uh for all children and adults of all ability levels and ethnic and social backgrounds worldwide. And so we're going to talk through a few of those things tonight too. Um so our goal again is preparing all learners to make a difference in the world. And hopefully through this you'll see how
we're going to represent some of our core values in the work that we're doing. Um and again our strategic priorities really tonight we want to support all learners and do that with us ethnic or with economic responsibility um as we work through this plan. So when
we talk about our desire daily experiences of our students I highlighted a few things here tonight that are going to speak directly to what we're doing in our department um to support our students is that they want to feel supported and challenged and show you a few different tools that we got going on with that. They want school to be challenging and fun and help with
freckle and alo when you see a couple of those pieces will help with that. And they want to be an engaged learner and that's our goal in our in our office is make sure that the tools that teachers have at their at their fingertips at their disposal are working properly um and functioning for them in a curricular standpoint. Our families, they want to
be feel part of that education. They want to be engaged in that partnership. And when we talk about some of the campus tools that we're adding to our ecosystem this fall, you're going to see that our goal is to really engage our families, especially when it comes to the area of attendance um through some tools that we're adding to our system
this year. And then lastly, our staff, they want to be supported and have the resources in a district that's willing to adapt and change. And that's what we're doing. We have really about four major um tools coming into our ecosystem. But at the same time, we've removed a bunch of systems that were
creating noise that weren't necessarily focused in our environment. And so, um, that's what we're looking at tonight. So, feel free. I get a little excited about these things. So, if there's questions as I'm going through, just give me the time out or raise your hand and I'll and I'll pause and answer your questions
there. But, I'll certainly give you time at the end, too. So, um, let's go. Here's what I'm going to share with you this evening. A couple of these things are just updates. Some of these things are new. Um, so I'll mention what's new and what's not as we go through, but I just wanted to give you a quick update on the elementary rostering process
because I know that this is something that there's not a grand wizard behind the curtain that does this stuff. What I really like to emphasize about Austin Public Schools is that our process for doing this for grades K through six is very unique in that we not only use the
science of technology and that true sense of technology, we also use the art of rostering and we input tons of human data and influence on our rosters and our schedules. Um, so what do I mean by that? Our rostering process in Austin
public schools the way it currently stands and we've been using the system now for a couple years is that we take a lot of data points across students. So there is data involved in this and we use an algorithm to basically create a student score to determine what level that student is in. That score is a
number between zero and one. And if that student is topnotch, flying across the board, doesn't have any behavior referrals, is just rocking his assessments, um, you know, doing well in the classroom in terms of teacher driven grades, that student is going to get closer and closer to that one in terms
of a high score. The student is on the other end of that spectrum and is is exhibiting some behavior issues like I may have in the classroom back in the day um or uh not doing quite as well academically, that number tends to go the other direction. So there's so there's technological mathematical
science behind what we're doing. We use all of this stuff, but before we even load that into the system, we take student constraints from the sites. So student constraints land in basically kind of two to three different buckets. There's service models. So students need
to be put together in a particular classroom because they work well together and they're going to get the same service model, whether that be from special ed, from EL services, um, or other intervention supports. So we we cluster kids based on academic need. So that's part of it. And then there's studentto student constraints. So when
we talk about studentto student constraints, myself, Ryan Mayers, we don't always get along that well. We should be in the same room most of the time together. And so we can put those constraints on that system before we even get started. How does that work when you share an office?
Creativity. Great. We tend to not talk to each other. Um, so we take these constraints, we load all of this data into the system, and then it outputs at that time what are mathematically beautiful rosters,
but they're not perfect because they haven't had all of they had some human input on these things. But now we need human eyes and intervention to go through these and look at that and say, "Yes, this is good. This is good. This one needs to move here and this one needs to move here." And so we do this iterative process where I work with each individual site goes out to the teacher
teams. they review and then we take that back in, update, send back. Here's the next iteration. And so ultimately, and it depends on the site. Some sites that might be done in three or four iterations because they were just that good out of the gate. Other times it takes seven to 15 times before we get to
the final final editions, which where we're at now at this point in the year. Um, so I just wanted to give you an update on that process because I think it's very unique to Austin and I think it really bodess well to speak about how we care about not only making sure that we've got the academics to match where these students are at, but we take and
value the teacher input on all of our rosters when we go through that process. So that's K6. When we talk about our 712 learners, now we start getting into our academic planning. So, this is where we're able to, and this is a high school screenshot here, where we're really focused on making sure that students
have a four-year plan in place. And if you've had students at the high school level, you've seen this probably on the portal with your own kids. Um, but our goal is that we map out those four years so they meet all of their language arts requirements and they meet all of their um math, science, social studies, all
those scores, and then their electives and their other graduation requirements. Um, so in this case, is a sample of a 10th grader. Joy is not a real student, but this is data from our high school um in terms of what's going on here. And so in this case, this student has four
years of language arts, four years of of social studies, has math mapped out for three years. Ultimately, what we do is as counselors and administrators in the high school is we look to make sure that students one meet the 24 credit requirement and all of those specific
course requirements that continually change as the state changes standards and criteria across across the state. Um so we're looking for green on this. Anytime red presents that know then we know that we have a student that is not currently meeting expectation. And so um
that's our that's our rostering and and planning in our high school level. And that's again based on academic need for the students. And of course when a student fills this plan out for in this case the four years for the high school, we know that the classes that they might have picked their 11th or 12th grade year might not be the ones they want a
year or two later. So it's again it's an iterative process. This is what they wanted this year. They'll go back in and maybe as a eighth grader I wanted small engines and now I realize that's not what I wanted. I take that elective off and I have that opportunity year over year to update their future years. So, a lot of technology there to support the
rostering process. So, now one of the things that we're really looking forward to, and this is a new item. We're adding campus workflow. And so, this has been out in the APBs a couple times this summer, just kind of seeding the community that there's going to be a new tool for them as parents. Um, one of those is what we call the tool itself is
the campus workflow tool that we're integrating into our ecosystem. But the part that the parents will see is this thing called an absence request tool. And then the other part of this is that digital hall pass thing that CC just asked about a little bit ago. So what do these things mean? We have support
documentation on the portal for parents on how to do this. Um but when it comes down to it, it's going to be a really easy thing for parents to on board with this. And what this does for parents is it gives them right now the portal is their place where they go to see grades, attendance and daily information, do
their annual renewals for registration, sign up for sports, check their food service account, all those things that they do inside of there. So this is just adding one more layer of that where they can go in and put in my child will be gone on Friday to go visit a college. And so now what this will do is it'll
maximize operations on our end because we will see a reduction in all of these emails and phone calls going into our attendance clerks and these will all just funnel in through a system. Okay. Now this first year we're not going to cut the phone lines and we're not going to cut the emails. There's going to be a
hybrid approach to this. Um but as time goes on and a couple other districts have onboarded this a year ago. um as I've talked to them, South Washington County's public schools, more than 10,000 less calls the first semester that they on boarded this tool. So, we're really excited to bring this to
our families. And so, the way it works inside the portal, this is the full screen for a parent in our district. You click on more absence requests and then it'll open up the screen, which I'll show in a second, but that's not even the way most people will go because that's two clicks. on the homepage when you first go onto the portal on their
phone or on the computer, there's a shortcut right on their home screen. And so they'll just click that absence request button. So it's just one click instead of two. And then it will take them to a screen that looks like this. And then they have to select a few items. First they have to choose is this. In this case, my kids have
graduated now, so I can't use my own anymore. So the Eli children have now become my foster foster children for training um with permission. So, um, is it both kids or is it just one of these? So, I can just I can just check Emma and say that she's going on a college visit
on Friday or I can pick both of these kids and have them be absent due to illness, vacation, whatever the excuse type will be. So, you pick the excuse type. You say, is it a full day absence? If maybe it was a medical appointment, they're only going to be part of the day. You'd say they're going to be arriving late or leave early. Pick the
specific day or date ranges. it's a vacation. It would be multiple days and you can select that and it will calculate the number of school days for the parent. Um they can upload documents if they wanted to. We're not going to require doctor's notes for medical excuses for request. We want them to
submit it first, but they can always upload a doctor's note if they have it there, too. And then they put in the comments for additional information and click submit. That goes off to our attendance clerks. They process that a lot quicker than going through phone calls and emails. and it's easier for the parent, easier for our our staff,
and so it maximizes that efficiency. So, that's the parent side of this. The other thing that you're going to see when you start coming into our secondary schools, this is coming out to J hopefully the next week. They're in my office right now, but we're waiting for one part, one bracket that didn't come
with everything. Soon as that arrives, we're going to get these out to the sites. It's going to look exactly like what you see on screen. These are check-in kiosks. So, they'll be in the IG front office, Ellis in the high school. Kids will come in instead of right now meeting and greeting with a with a person to get a hall pass to
class and then that person needs to take that information over to a computer. This will just literally they'll come up to this thing. They can take out their phone, open their portal and their barcode is right on their phone when they're walking in the building. They can use their ID card because it has their barcode. They can scan it that
way. So there's scanners on this thing. or they can just type their number right in on the screen and it will pop up and it will say what are you here to do? So in this case, this is like what the high school screen will look like. I'm coming in because I was sick. I'm coming in because I was on the late bus or my bus was late or I'm coming in because I was
at PSO classes at this time. Um or other. They can check any of these things. It will auto date and time stamp that. It writes right to our attendance clerk so that they know what's going on and it prints them a pass right there to go to class. So it automates that whole
process. So that's a check-in kiosk. At the same time that it prints that pass, it now has also created a digital pass. So now the timer is started on that student to get to class. Right now in most of our schools, they've got a fiveweek time to get there. So digital hall passing, what does that mean? This
is a kind of a multi-screen shot here of a student hall pass. So students will be able to use their laptops, go on their portal if they're in class and they have to excuse themselves to go to the bathroom or go see a guidance counselor or whatever it might be. They would just click on this little thing called a hall pass button right here and then they can
generate Oops. Hit the button here. They can click this little hall pass and it will open it up and it'll tell them currently you're in this class. This is your next class. I want to request the hall pass. They'll click this hall pass button. It another little window will pop open and it'll say what do you want to do? I want to go to the bathroom. I
need to go to the guidance office. I need to go to my locker. Whatever. Kids don't go to the lockers anymore by the way. Um but I need to do that. And then they'll take that computer, their device once they've submitted, I want to go to this pass up to their teacher. Their teacher will have a specific code that
they pick themselves and they'll type it in there and then that starts the digital pass for the student. Set their laptop down on their desk. They can go to the bathroom and they've got x number of minutes based on the school settings and preferences to go to the bathroom or go to the counseling office. At the same
time that that's going on, teachers can also offer students the ability to get a pass to go somewhere. So if a student is, you know, finishing tests in my class, I can give them a pass to their next class or give them a pass to go to the restroom. So teachers can do that also. But what's also nice about the
hall pass system digitally, like I mentioned before, Ryan and I are not well together in our rostering. Not only do we not want to be in the same class together, we don't want to be in the halls together because we might cause mischief. So, we can set restrictions, student constraints. We can set uh
restraints on how many people can be dismissed to go to the halls at a certain amount of time. We have um so for example if if Ryan gets up and goes on a hall pass whether he's going to the guidance counselor or the bathroom and I put a pass in because we texted each other at some point when we were supposed to have our phones out class
and said let's meet up over in first floor hallway my pass will be restricted because we have constraints in that place. So building administrators will be able to manage those constraints. Um, but the hall pass for teachers, they can select where they're going to go and how
they're going to go. It's really easy for teachers to administer that. Then what's nice about that is there's this tool called the hall pass monitor. So the administrators in the building, the SRO's in the building, and even if there's a campus security person or a person that's put on a supervision to monitor halls during their supervision,
we'll have this tool where it will really show all the kids that are supposed to be in the halls, how much time is on their pass, and it turns red if their pass is expired and they haven't gotten back to class yet. So that's what the uh hall pass monitor grid looks like so we know who's out in the halls at any given time. So again,
increasing our safety and security of our buildings. also when it comes to knowing who should be out and who should not be out in the halls. So, I'll pause there for a second. Any questions on that one? That's a big change. Technologically looks like it's going to work great, but it's technology. We'll
have some bumps and we're going to learn as we go through this, but um like I said, I know a number of schools have onboarded this last year and they absolutely love it. Um so, we'll uh we'll continue to fine-tune things as we go. Are we assuming that
this will have it on their laptops. Correct. Yep. Yep. Because they have full access to their portal on their laptops. That's We're not instructing students at all to use their phones. Technologically, that's a complete capability, but with our cell phone policies, that's not the
direction that we're moving as a as a district. Yep. Great question. So, that's Hall Pass and the absence tools that are coming um this Wednesday. This is a new another tool. We just finished the launch mode on this. We used this last year for the first time.
A really good tool for our families in terms of communicating where their kids are at when it comes to the busing and transportation end of our services in the district. We work directly with us with Palmer bus service. On Wednesday this week, parents who have students on buses will receive a direct email with
either, hey, your account is now active again for this year if you used it last year or if you didn't use it last year, here's your activation information to get going. um so that they can monitor where their kids are at um on their trips to and from school. So they can actually geocode it. They can set up an alert. They want the the notice on their
phone to say when the bus gets within, you know, x number one mile from my home, give me a a geo alerts call, let me know. Um but they can track where their kids are at um with that stop finder tool. So that's coming this Wednesday. Just finalized the setup today with Palmer. So we work with them
um actually all day getting that all all ready to roll with them. So, that's good to go. Emails coming to parents this week. And then the next tool, this is the one that I'm most excited about because as a data person, we've been um a leader in the state, honestly, when it comes to that. We were using a data
warehousing solution for the last 20 plus years in Viewpoint. We're one of the first districts in the state to actually data warehouse with the data warehousing solution. Um unfortunately, that that tool died on June 30th. It was purchased by this company. Um, which the
good thing is we've been with these guys for two years. They were our star and our fastbridge assessment tool. And so when we look at Renaissance as a company, they get into some different avenues. And so they call this their learning ecosystem. We've been using their assessment tools for the past two
three years. We're going to add Savers to our environment this year. That's a social social emotional assessment tool that will be added to our platform. Um, we're going to pilot that this year with basically our fourth and our fifth graders because that's such a big transitional year. We want to see what that transition does in terms of the
social emotional side of of student responses on that. Um, and then some other select populations that students need for um, IST meetings in our MTSS platform. So, that's our savers tool, but this is what we're adding. The Renaissance Edge of Climber tool is a
data warehousing solution. So this is our replacement to our viewpoint tool that we've been using for 20 plus years. Um so this tool also has a complete MTSS support system in it. So the things that Viewpoint did well, this does well also,
but it has a lot of other tools to enhance what we're doing with all of our MTSS work um including uh maximizing our efficiency on our meeting structures because it puts all that student data right there literally in the meeting with the teachers. So they're not going to the data before or during that
meeting which slows things down which time is precious when it comes to those meeting times. And then the other thing that we're adding this fall is freckle and alo um those are purposeful practice tools and I'll just mention to what those are. These will be rolled out after we get through our fall benchmarking window. So we'll be doing
training with teachers um in our K6 environment on what freckle and illegal is and I'll give you a quick taste of what that is in a moment. So that's our district portfolio um as far as the tools that we're using from Renaissance. And the nice thing is is that now we have integrated solutions
here that are that fall from each one of these three components of this triad that all talk to each other. So the things that we do in our assessment solutions feed our data systems. Our data systems and our our assessments feed our purposeful practice tools. So it actually will automate the needs of
the students based on those different tools. So what are these things? This is a screenshot of a student approved profile on our edge climber system. So, this brings all of the assessment data from all the different categories and domains. It puts all of our behavior data in here. It puts all
of our attendance data is right alongside this with our students. All the different assessment types, math, all the science, you name the assessment types, it puts it all into one place. But it also goes into intervention tracking, which is something that we've been lacking on in the district. We've put together some custom tools in our
SIS from Infinite Campus, but it was never really built or designed to do that. This tool does just that and it tracks it really well. And the nice thing is is our fast uh assessments and our star assessments are part of the Renaissance ecosystem. They're all integrated and and talk to this
directly. We have data walls. Viewpoint did this very beautifully. Edge of Climber does the same thing for teachers where they can pull up their classroom roster of students and they can see scores of all of their different students in glorious color and they're used to doing that kind of an invert
stoplight format. Red um is the does not meets, yellow is kind of partially meets and then green and above is is good because they're meeting expectation at that point. So we have data walls that teachers create. We can create custom data walls for teachers as as needed
this year. But we have a full featured set of data walls available to them. All kinds of charts and visualizations for teachers to go in and investigate. And these are uh graphs and charts of attendance, graphs and chart of behavior and all of the academic kind of things
that go along with it. So here's one with just specifically incident data. So they can start to look and see when what day of the week are most incidents is occurring. This is taking into consideration majors and minors. We have all the longitudinal data in here so they can track that over time on students. And so we've got a lot of good
um longitudinal data that we've loaded into the system. Our intervention module, like I mentioned before, this will be one of the first times that we can actually begin to start tracking some implementation fidelity on our interventions because we'll be able to track better attendance of students that
go to our intervention tools and the procedures that are that are being administered to the kids um in those interventions. the meeting modules. Like I mentioned before, this is an example or a screenshot of a meeting where they have four different students in that meeting for an IST meeting where they're
working on what are the needs of these individual students and they can just literally click the kids and across the top their interventions are listed, their assessments are listed, their incidents, they're listed, their attendance is listed, they have all their data in one place for them. So, it's a real nice um tool from them there. And then again, we can provide
the sites with all kinds of collections and graphs and tools that we deem appropriate. This effectiveness report, this is the one that I'm most excited about for teachers because I constantly get asked questions about achievement level maintenance. Now, this new tool
serves it right up to them. Some people look at this and they think about shoots and ladders, but that's essentially what it is is it looks at those kids that were at above benchmark and then I can start to identify, okay, so look at this little band of students. These were kids that were at or above benchmark before
and then they slid down to not meeting expectation. Now I can click on that and drill through and see who those kids are and then start to diagnose what was going on with that group of students. And likewise, you know, on more positive note, I've got a group of kids here that was in the does not meets range before.
They slid all the way up to or above. So what were we doing with those students that was different than the ones that slid down the ladder or the slide, I guess. Um, so we've got these effectiveness reports that are really handy for teachers that are fully dynamic. They can go in and look and see and drill into and see who the kids are
and what's going on there. And then one of the last visualizations that they have is this tool called students 3D. This thing is really cool when it's in in production when you're using it. The kits fall down from the ceiling and their picture is literally on screen. So they can see what different ethnic
groups, um, disabilities, um, all the different demographical attributes and how they perform on different tests and what buckets they fall into. This is just, this is a fun tool, um, to get used to when you're using it. So, our admin will be using this tool all the time to measure high level school level
metrics while they're working through this. Our interventionists will use it in a very specific format to make sure that they're capturing all those kids that need those supports. And we can even set up thresholds to help identify those students for them. And then our teachers again, they'll be using it in their day-to-day operations of how how
are kids performing in class, looking at those effectiveness reports and identifying which kids need additional supports in their classroom. So that's our new big edge climber thing. A lot of screenshots there, but it's a huge robust tool that we are working um starting tomorrow 8 a.m. We've had our
train the trainer group that went through it just last Monday for the first time. eight hours of training there. Um, now we start out at sites tomorrow and we'll continue all the way through back to school next week and then we'll have subsequent followup training for staff throughout the year.
Any questions on climate like behavior it looks like a one-stop shop? Yes. So like Swiss would that transfer into this? So Swiss did transfer into this. So our last two
years of Swiss Fidelity that we've used in district across the district is all loaded into edge climber. Going forward, this does its own minor uh incident tracking and so we're going to move away from Swiss and just do it right within here. So I've taken the Swiss data
elements and they're they're similar formatting so that we can keep our longitudinal history going with that miners. Um but yes it will do exactly the same but we don't have to incur the cost of the extra Swiss system and then like infinite campus where where um interventions might have been
logged in that now is will eventually just go right correct with much better data tracking I know we heard a lot from teachers about how painful it is to inherit information and dismiss Oh yeah.
Is this an easier system to work with? Are teachers going to be excited for this? Wow. I'm so sorry. Um wasn't sure. Um yes, the the behavioral referral process itself in a climber is extremely
easy. I literally can't even, in fact, I joke with the training team like train monkeys could do a minor referral on this system because it's just filled blank and it's the same codes, but you're not going into this other system to go do it. So, it's extremely easy.
That's fantastic. This is I'm just thinking of the process of MTSS and having everything right here in one place. I can't imagine um how much time will save.
Yeah. Yeah. It's it's a beast. I mean literally every night we've poured over over 100,000 lines of code from campus. So all the majors and behavior referrals, all the classes, the grades, all that detail, it's it's huge amounts of data that are shared between the SIS
and the system every night. So it's real time. So, and then the next part of that, so we got this ecosystem where we've got some assessments that we do on students. We've got this now not real robust data system that we're using. We've also purchased for our K6 students this Freckle and Lolo tool. And what Freckle
does, it's an adaptive practice tool. So based on their last assessment, the teachers can use this tool to um support what those students next needs are in terms of their learning. So it's not just a random tool from the internet that we're putting them on for practice.
This is it's it's prescribed and purposeful because it's based on their last set of needs from their assessments. In addition to that, teachers can go through that's at a tier one level. Um there's a lot of reporting on there too for students and parents and families. Um but then they can also be very targeted. So you move this up to
a tier two. If a teacher is working on a specific skill set and they've got a group of students in their classroom that's not being very successful on that or needs additional enrichment on that, the teacher can then prescribe specific standards aligned uh resources and tools and activities to those kids through
this. And this is all through a single port of entry for the kids. So they're not going to these all these different things. This is where they go to take their assessments. This is where they go in to do their practice. It's all part of the Renaissance login. So it's all in one place for them. Um and then thirdly that intensive level kids that need that
specific targeted practice. Um again all is just right there dedicated and for them. So that's freckle. The Lelo is the younger K2 part of um Freckle still works at those levels but K2 um but we'll have some students even all the way up through potentially sixth grade
that might need some of the foundational literacy remediation which is what Lolo helps support in that regard. And that's purpose purposeful practice that works with our freckle and we have freckle for both ELA for language arts and for math. Um so it'll support both both domains and both curricular sides there. And
then lastly, just a celebratory thing. I put this in my update to you. Um but if you haven't had a chance yet, go out and take a look. Um last April I was presenting at a statewide conference about um our adoption of the Renaissance assessment tools and how we've had some
success with that especially as we were looking at our data coming out of our data meetings last winter and so Renaissance was there and like we want to highlight this and so we are now on the Renaiss Renaissance uh customer success site and so we're um making some
a name for oursel out there in in the national picture. So take a look at that if you haven't. Um, otherwise I'll conclude there. I know I say this every single time you present. I don't know if anybody else noticed it, but you started out with like the portal and then the hall pass
and stoper and you got to renaissance and suddenly you couldn't talk fast enough. Yeah, you got so excited. I'm really excited about digital hall pass and that stuff too. I'm a campus lover. what this does for the power for our teachers to streamline efficiency and make their lives easier. This is this is
going to be a game changer if we do it right and that's our goal this year. Thank you for your work. It's not just me. It's the team and curriculum department. It's the whole and obviously the teachers in the trenches are the ones that are going to execute this for us. And they're not talking that fast when
you talk. Give them a couple. Give them a year. They will. All right. Thank you. Thank you. Thank you. All right. Our next agenda item is a request for the approval of the donations.
Looks like it's going to be presented by Yes. Good evening, Chair Debb, Superintendent Paige, and the rest of the board. It is my honor to be in front of you each month to go through the donations we received this month. These are in accordance to school board policy 706.
So I will read off these and then ask for the vote for approval at the end. First one, community members Amazon wish list new toys classroom supplies valued at $432.61 for Katie Champ preschool classroom at
Woodson. Early Risers Quanis, $1,000. Personal care closets at four elementaryaries in CLC. Paternal Order of Eagles, $2,000. Personal care closet at four elementaryaries in CLC.
Faith Church, $1,500. Personal care closet at four elementaryaries in CLC. Mary UD Offsteadle $100 more than Pink Program. West Minister Church $1,000 more than pink
program and Terra Wetszel used by then valued at $500. IG hold program that should be part. All right. Can I get a motion to approve this month?
Motion by Carol. Second. Any discussion? I just want the two things. Joey, thank you for um putting something in the pack bulletin about um donations and having
people check in on those, trying to streamline what is actually coming in. Um I have seen on social media that lots of folks are putting things out there to get donations and they're thanking so
and so and so and so, but I think it's really important as a district that we're tracking those. So, and I appreciate that. Thank you. All right. Any other comments?
All those in favor? Anybody? Passes. Our next agenda item is the first reading of revised policy 724, our tax abatement policy. few days you'll notice that it's
only changes really a change of dates. Do you have any further comments on that? No, this is a program that the district has been following or I should say participating in for the last couple years. It's a fiveyear renewal and this is our first reading tonight. This will
have to be renewed before the end of December. This is not something that we need to vote on tonight. It's just awareness. This is and it's not an MSBA. This is not This is This is different. Correct. This is a policy that's been
developed with the three taxing authorities. Great. Anybody have any questions on the taxate policy? In case it wasn't obvious, our next agenda item is a summary of Dr. VA's annual review.
It's end of end of year evaluation. summary. On July 28th, 2025, the Oscar Wick School Board entered into close session for the purpose of conducting an endofear evaluation of Superintendent Dr. Joey Page in regard to his 2024 2025
school year goals. Dr. Paige provided evidence of performance related to his goals set for this year around communication and MBE's culturally responsive leadership framework. Clear and consistent communication is vital to an effective school system. Dr.
Paige presented several artifacts of evidence related to communication initiatives and performance. Dr. Paige has implemented several formal communication strategies to ensure that families and the community are aware of happenings within the school district.
Specifically, Dr. page provided clear evidence of highly effective skills in his view in his view of communication as a responsibility of leadership. Board members consistently expressed that communication continues to be a strength even with difficult
conversations and information. With Dr. pages of strengths in this area. The next steps for continue continuing growth is to see these practices cascade across school district leadership to ensure that all feedback loops and levels of communication are
consistent in me messaging. The board is confident that this work will continue in building trust both within and outside of the district. Regarding Dr. Pa's second goal related to the MBE culturally responsive leadership framework, Dr. Gage shared
that the district leadership team was appreciative of the training and professional development around this topic given its connection with the district's strategic plan. The framework is already being applied by district and building leaders and will continue to be
embedded into practices that prom self-reflection and an awareness of how our leaders can contribute to systemic change. Board members shared comments around the school that express support for broad leadership development in this area.
There is also an expectation to see the framework implemented transparently across the district for consistency and a shared vision of the future for the future of the district. In addressing both goals, Dr. Paige ensured his focus of the year was centered on students and
student achievement. Communication and culturally responsive leadership are key aspects of leading within a diverse community. As a learning organization, we embrace the idea that change is consistent, leading to a culture of continuous
improvement and growth in order to remain current in addressing the needs of our students. The school board looks forward to Dr. Pa's continued work and refinement of his leadership at Austin Public Schools. Anybody have any questions?
Thanks. Do you have any questions? I don't. I appreciate the time to have the board with our session doing the past year. Um, appreciate your comments and support. Also, I just want to thank our cabinet uh team as well. We've
worked together to deliver the best outcomes that we can for our school district to have a support. Thank you. Our next agenda item is a request review and request for the approval of our
three-year governance plan and our 2526 school work goals. Yes. Chair Jay, members of the board, if you recall from our last study session, u couple items here uh left this one and one coming up. Uh we did have a good
conversation around the governance plan, schoolboard goals uh for this coming year. Uh the governance plan is anchored in clear metrical goals that helps the school board stay focused on a core purpose and improving outcomes for all of our students. And the goal uh is also
uh for this year was grounded in MSBA's standards one and five on communication and advocacy. Now the board handout you can see what that goal is the specific actions agreed to and when we'll have that completed again we reviewed this in
depth at our last uh study session. Is there a motion to approve our three-year governance plan and our 2526 school board goals? Motion second discussion. I just want to say for making some
updates for us based on our conversations that we had during that um those were really well thought out. So I appreciate that. Anybody else comments? All
right. All those in favor? Anybody opposed? Motion passes. And our next agenda item is our overview and request for approval of our the superintendent pages 2526 schools.
Yes. Chair deb July study session. Um with our schoolboards and our government's plan, uh the board discuss and review the two uh superintendent goals this year and these are established uh annually uh with one or
two professional development goals for the superintendent. Um the goals here um help uh myself lead and also manage the district among the mass other crucial responsibilities of this. So if we have any other
questions um nothing nothing has changed from our study session with our two goals and maybe just for the benefit of um folks out there that maybe aren't looked at the attachments do you want to read goals one and two yes uh goal one is by November of 2025
the superintendent will lead a transparent and inclusive referendum communication plan and campaign to build public understanding and trust trust in the district's uh strategy. And then goal two is the superintendent will strengthen the internal culture and reinforce effective governance by cole
board member board development, clarifying leadership roles, and gathering staff climate feedback. Is there a motion to approve Dr. Pages 256? Motion by second by Carol. discussion. I think I would just say that his goals
are definitely reflective of the conversations that we've had and um the direction that we want to see this are going in. So, it's exciting to see that coming to fruition. Anybody else?
All right. All those in favor? Anybody opposed? Motion passes. All right. Are there any delegations? I don't believe in motion. All right. We are going to enter into close session for negotiations update.
Is there a motion to enter close session? Motion by anybody. All right. Thank you. Please.