Ryan's usually the one that's good. That's good enough. We ready? We're ready. like to call the comprehensive achievement and civ readiness public meeting to order. Please stand for the pledge
allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. First item on the agenda is approval of
the agenda. Do I have a a motion? >> Moved by Dave. Second, David. Second by David. Discussion hearing. None. All in favor say I. >> I. >> Agenda is approved. Next item on the
agenda, 2024 25 comprehensive achievement and civic readiness summary and achievement and integration progress report. Ryan and Carol. We're good.
>> Are you gonna sit? Oh, you're just going to sit there. >> No, I don't need you standing by. >> Good evening. >> Good evening. Thanks for having us. >> Carol Cop, district literacy lead, and Ryan will be up in a minute. Um so we our presentation tonight is on our
comprehensive achievement and civic readiness plan and we are also tonight doing the achievement and integration report >> and at any time >> and at any time please stop me ask questions. >> So >> so first of all
>> our comprehensive achievement and civic readiness committee members are listed here. When I was when Ryan first me into doing this it was Mr. Marty and Ryan and then I think it was Doug and then that was it. And look at how it's grown. See
Mr. Cros um so we have schoolboard representation, administration of the district. Uh we have Kim Gislinger on there from Ross Resources. Um Darren from the high school. Um we have Tannis, but Tannis is in a different meeting right now so she can't join us. And then
we have uh Chris Riley, Stephanie Gamble, and then Christie Chris also rounding up our committee. I would like it bigger and more robust. So, World's Best Workforce was developed in 2013 uh per statute, and that's what it used
to be called um to ensure that school districts and charter schools in Minnesota enhance student achievement through teaching and learning supports. In the 2024 session, uh the legislature renamed it to uh to comprehensive
achievement and civic readiness or ker. This change took effect as of the 2425 school year. So this would be the first plan report uh as ker. So these are the goals. All children are ready for school. All racial and economic
achievement gaps between students are closed. all students are ready for career in college, all students graduate from high school, and all students are prepared to be lifelong learners. So, pretty much those are great goals just no matter what. One thing we're going to do differently next year is we're going to tie those with our strategic
directions uh in our strategy goals so it doesn't feel like we're doing jumping through separate hoops just making it one hoop. So, the ker requirement comprehensive achievement civic readiness is that school boards are to hold an annual public meeting
That's this to communicate plans for the upcoming school year based on a review of goals, outcomes, and strategies from the previous year. The ANI requirement achievement and integration uh is also the public meeting for ANI to be held at the same time as the KCKER
annual public meeting. The date of this is tonight. So KCER and ANI published report. So the public the report will be found on the district website after you've approved it tonight. The district also keeps stakeholders informed on progress towards meeting Kapper goals in a
variety of ways but not limited to um the digital newsletter to parents that comes home newsletter to staff um the advisory committee meetings and then a hard copy of the report will also be available here.
So the first goal all children are ready for school. We do preschool screenings. We have early edge. We have kindergarten roundup and this data to the right came from early edge. It came from Darla and you can see up here from fall 2024 and
this is four year olds. So fall 2024 to spring of 2025 looking at the growth that they have. They're on track to be ready for school. One interesting thing, and we did not include it in our report tonight, but the state of Minnesota is working on an assessment for
kindergarteners to know if they're ready for kindergarten. So, just stay tuned. That's another that's going to be another state. Um, so we'll kind of see what happens with that. Questions about this one at all. And and we can come back to any of these later, too. But
this is the first goal. >> Sorry, one question. I mean, it's phenomenal across the board. What's looks too good to be true? I'm not trying to >> Well, I don't know that it's too good like in the preschool data. Is that what you're talking about?
>> The picture naming went from 38 to 81. >> I mean, all of >> I think >> my answer to that is many of those kids are sponges and many of them haven't had any formal education, direct instruction in front of them. So, they're seeing that for the first time.
>> Okay. So, so this is okay. I'm sorry. I missed the fall and spring. >> So, this was over the school year. >> That's right. >> Last school year to the spring for four years. >> I missed the >> precursor. I looked at the year only and
I went okay one year and the next our group of kids came in that much better. But this was their improvement over the year. >> Absolutely. And Ryan is right that um our younger students are sponges. So, it almost we just pour it in and they've got it.
And I'm glad >> for preschool. Is this are these all the preschools that we have within the county? Is this just a couple of preschools um within like
you know early edge? Are there particular preschools that we're getting this data from? >> That's a great question. Right. It's just all of the preschool screenings that so come from early edge. >> Okay. So it wouldn't be
>> Yes, that's okay. >> Got it. Okay. >> Thank you for your questions. Okay. So the next goal is that all academic gaps between students are closed. And so I for these I incorporated our
readiness, resilience, and excellence into these. So for readiness, we do use fast bridge and star screenings to identify student needs early. We're doing that right now in the secondary. We're going to be doing that after Christmas. And then we also are using a
guaranteed and viable curriculum aligned to the standards. And I know you're thinking, what is a guaranteed and viable curriculum? I'll get to that on the next slide. Um, resilience. So tier two and tier three targeted interventions. Do you remember I think was it last I think it was last week
that Zach was here talking about tier two and tier three. So tier one is for all students. Tier two is for some students with that extra scoop and tier three is a little bit more intensive. So we do have those interventions and then we have afterchool learning academy also for extended support.
And then excellence are improved tier one instruction in every classroom and data informed teaching to strengthen outcomes for all students. So I'm going to get to that guaranteed and viable curriculum. So what is that? What does that mean? So, what that means is that
we're ensuring that all students, regardless of school or classroom, are taught the same essential skills and standards, which is the guaranteed part, and that teachers have sufficient time, resources, and support to teach them well, which is the viable part. So,
breaking this down, if we were looking at our new brand new K8 um literacy curriculum, we are seeing that they're teaching the exact same thing across the district and we're monitoring that. That does not
mean that if Mark and David were teaching side by side, that you're teaching exactly the same, you're teaching the same material. Um, and then the bottom part, the sufficient time, resources, and support to teach them. We are helping with that from the district side with support and professional
development and training to make sure teachers have everything that they need. Questions on this goal? I can go back to anyone. The next one is that all students are ready for career in college.
So again under the readiness, resilience and excellence piece. So strong literacy, math coming and academic foundations, career exploration and planning align to student interests, technology and digital skills for college and the workplace under
resilience, personalized guidance, advising and academic supports. I'll get into a little bit more of that in a minute. Development of self- advocacy, goal setting, and perseverance. opportunities to learn from challenge and grow through feedback, but that's
still kind of work in progress. Excellence, high quality standards aligned instruction across all content areas. Again, we're still working on that. That is the end goal. Real world applied learning that connects academics to future pathways. So, these are some of the things in place under excellence
at the high school in our high school levels. We're using bellow and I wish Tannis was here. She does have a slide later on where she expl explains it a little bit, but they do d students do dig into college searches, job searches.
She has a slide later of the top 10 jobs. One of them was professional athlete. Um, international balorate again um having that when we talk about it, we say IB, IB, but if you're not in the education world, you don't know what
IB means. So international baloria and then we have college in the schools or sids and then college career and then we have our partnership also with next on um career tech eds on this one. The next one is all students graduate
from high school. Um so you see our data for 2024 and this is from MD's website. So I don't know if it there there's a while if there's lag time from our 2025 data but you can see Grand Rapids High
School 94.5% graduation rate uh the ALC 92.5 and Big Fork High School 93.8 the state average is 84.2 So we are well above the state average for our graduation rate which is awesome and a
lot of hard work goes into that. >> I don't know. >> I don't know that answer. I think they're basing that on your class. >> Starting >> I think so. So they when they come in they do have they a lot of effort into that. So it's how many started in nth
grade and then how many I think >> I do think they calculated graduate. >> Did you hear that? >> Thanks for the question. But I will Dave I will check on that just to make sure
that we have the right answer. And the final one is all students are prepared to be lifelong learners. This one was added I believe in the 24 uh legislation when they change the name. So this is really what it's all about is that we want our students to leave and
be lifelong learners and to be productive citizens. That's what it's all about all the things that we're doing. So under readiness we have strong foundations in rating writing critical thinking um technology digital literacy skills for learning work in life real world application across content areas
and by no means am I saying that this is perfect um it is still continues to be a work in progress under resilience support for the whole child academic social and emotional growth goal setting reflection and ownership of learning
perseverance through challenge and productive struggle. And then finally, high quality standards aligned instruction in every classroom and engaging inquiry based learning that builds curiosity and independence.
Questions on this one? So, how can you support? How can you help? So, help ensure that community members have an opportunity to participate in the strategic planning process. We did incorporate this year um our conversations
um and we've had community members come in and we're going to continue that. So that's really important being reflective of the district's diversity and its schools. That will come up in a little bit when Ryan does the ANI part and thus include to the extent possible teachers, parents, guardians, support staff,
students and other community residents. So we want like I said that that group has expanded to include more than just district people and then making recommendations to you concerning rigorous academic standards and student achievement goals and measures and
that's really what our department does. So staffing requirements, this is where a lot of the things that we have to do for MDE are fall over each other. Um Casey did a report I think already this year on staffing and so here's some more
information on staffing. So KER requires districts and charter schools to have a process in place to ensure students from lowincome families, students of color uh and American Indian students are not taught at disproportionate rates by inexperienced out of field and
ineffective teachers. So this is just a snapshot of our staff. So, highly qualified staff. Um, over 90% are deemed experienced by MDE. The state average is 78.5 in high poverty districts and 88.6
in low poverty districts. So, we're still above that. 98.5% of our teachers have a license or permission in the subject areas they teach. So, I just want to address that for a minute because if I wasn't part of education, I would say, do you you're telling me you have teachers that don't have a license
to teach what they're doing? And so, um, the Department of Education has waiverss for things, but you have very strict guidelines for for how you would meet those. Um, and then 68.4% of our teachers have advanced degrees, which is
really impressive questions. Here's our student demographics. Um 15.7% of our students are students of color, 5.7% are American Indian, 6.7%
two or more races, 2.4% Hispanic or Latino, 5% black or African-American, 3% Asian, and.1% Native Hawaiian or Pacific Islander. And here are some of the strategies uh that we've been using to support
instructional growth. We've been using early outs for database decision making. The principles have had training every month around topics related to the strategic directions and then those topics are then used to lead building trainings uh and ongoing PD with
teachers. We have a teacher advisor program providing trainings and staff development opportunities adding structured levels of support for our teachers during the first three years if they're new to teaching or one year if they're new to the district. We finished the read training for phase
one which was carry all um and that was for grade K5 teachers six in Big Fork and then all of our special education teachers. We're getting ready to start phase two for secondary. Stay tuned. We do quarterly curriculum integration
support for literacy. We have curriculum planning nights. We did UFly training in kindergarten through third grade. One thing we didn't add there, but I think Zach talked to you about it last week was we're going to pilot morphology, prefixes, suffixes, bases, Greek and
Latin, etc. And we had that training last week and it was really, really good. So, I'm excited to see what happens with that. Um, our professional development calendar, uh, this year for the first time, the professional development for the entire year was planned and given to
teachers at the end of last year. So, they could look and have the whole entire year mapped out. The goal is to do that this upcoming year with with most of the things I would say literacy and math for sure. Hopefully the other ones I can get on there as well. That takes a lot of time and I need the
calendar to be able to do that. Um, we have done one-on-one check-ins with all K8 literacy teachers. And I know you're thinking that doesn't seem like that big of a deal just to check with each one of those teachers. We have 62 KA literacy teachers teaching wisdom.
And so this is just a personal check-in with every single one of them on how things are going and how we can support them. And then of course we have the literacy coach in place to help facilitate learning around the implementation of both Whit Wisdom and you fly.
And now I'm going to turn it over to >> All right. Last year I brought this again. You've probably seen this many times, but everything we do, including with Kacker, relates back to our strategic directions, our operational plan. This came out of that survey we gave the community five years ago, and
we continue to use that today to guide our work and our efforts. Um, that stuff goes to the strategy team, which then boils into the action that comes out of it. And much of that action took place last year, and I can stand up here and proudly say we accomplished much much of
this work. Um you can look up here and see the completion date for evidence-based practices. That's the roll out of the archer research in the classroom um had to be accomplished by July 1st, 2021. I can see that that work. The behavior reporting same thing.
How are we getting at those goals? We're doing that through the strategy team as well. Um the homeschool communication, same thing. Uh July 1st, 2025, we've accomplished the ELA curriculum adoption. just holds it. The weight list wisdom that's ongoing. Um but we we
accomplished what we wanted to get through by July 1st of 2025. And lastly, uh the Orton healing camp training um the and the walkthroughs to me to go around and see are they doing the three-part drill, are they teaching new concepts, are they doing the dictation
that happened by July 1st, 2025. Furthermore, you can see up here um science curriculum adoption. Again, there's a lot of things going on in this district that um we can be very proud of. Um and uh so the science paper adoption, same thing. Accomplish that
July 1st, 2025. But again, ongoing when we're working with curriculum, it's never our crisis, same thing. We continue to meet our district threat assessment. Um again, MTSS ongoing, but again, the work that we had to do with fidelity checks were accomplished.
going back to evidence-based practices um analyzing data data walls teach building data walls spending time in early um ensuring that we're closing the achievement gaps again we're still doing that but much of that work was done and accomplished last year and then same
thing for testing protocols so this was the work of our strategy team um the work of a of a group of people and then bringing that work back to the buildings and rolling that out the ANI side of things Achievement integration. The goal
of ENI is to pursue racial economic integration, increase student achievement, create equitable opportunities, reduce academic disparities. The 202425 school year was here two of rotation two at ISD 318. All goals are written as threeear goals, two
achievement goals, one immigration, and one goal. So here is goal one again. The percentage of American Indian students Grand Rapids area schools and postsecary education will increase from 25% in
spring of 21 to 50% in the spring of 25. And that goal we're still working on still in progress. We had 45% of Americ still doing targeted counseling lessons and specialty workshops.
The next goal here um see okay so the percentage of American Indian students schools and postsecary education will increase from 25 to 50 I do that second twice so again um the Minnesota report card
required 45% tennis wanted me to put this up uh career and connected learning at GRHS. I think this is vital to um moving forward. We have our kids do the Zello um piece and the students sitting in the room are probably well aware of Zello.
Um but in ninth grade and uh seminar class, we have the kids go in and take that inventory. They they begin to be thinking about what do I want to do later on in life. Um the career seminar again is done in the wellness seminar one and two done in their wellness courses. again further have them further
explore what they want to do later and it prepares them perhaps for that career internship in their senior year. So again um they're doubling down on these in their classes and with the goal of having kids understand and know what they want to do later on. Um I thought
this is very interesting. You can see October 2024 with there's 518 students. Um they had 246 transcript requests, 2770 students at goals. On the right hand side, I thought this was neat as well. Um they had average loginins per
student 5.3 and they had 646 lessons. So you can see the resources being used. Kids are beginning to understand further what they want to do after um high school. As you can see here, as Carol mentioned earlier earlier, the the time careers um
professional athlete at the top all the way to heavy equipment operator. I have a daughter that's going through this right now and she's still undecided about what she wants to do but she is accessing this um to really see what she wants to do later on after she grad graduates. You can see the universities
that were up there. The top one UMD um again uh this is something I wish we had when I was in school. It would have helped. So when we look at our top 10
>> you know is what grade for nth grade. So, so that's a cumulative basically all >> and do they just like pick one or do they
scale somehow >> some sort of interest survey and then there are several careers that pop up. Um I haven't done it myself but we learned about it in the last cer meeting. It's surveyed then it puts them into like certain certain careers and
then the kids get to pick on >> either of you like to speak to that like you turn your microphone on. >> I'm sorry. Thank you. >> It asks like what you want to do like helping people kind of like what you want your future to be like if you're
like work life balance what's important to you or making money is what's important to you. It also asks where you want to go to school. So kind of like it's like almost a personality quiz and it kind of like curates job for you. I know I got a janitor.
So then also like I got so it gives you a wide range. It'll be like four or five. You can like further explore them. There's a bunch of different so you kind of see like different careers >> like say multiple likeers.
Thank you. >> All right. Go to um in collaboration with Grand Rapids area schools on a shaved enrich cultural awareness for all through increased opportunities. Their goal was to do four and they met that goal um this past year. So what are we
doing? Students participate cultural activities and increase opportunities for cultural learning in the classroom. Goal three. So the percentage of students entering kindergarten will show growth towards kindergarten preparedness as measured by fastbridge assessment. Uh
68% proficient the spring of 2023 to 80% in the spring of 2025. And we uh we're still working 69% of students uh showed to be proficient in reading and of course fast bridge assessment. What are we doing? We're going to be uh kindergarten round up. We're still
gathering data and um responding data also the KE campus on. So the other goal here is Grand Rapids area schools will increase the number of students enrolled in the intro to teaching course. Um in 2024 25 school year seven students were enrolled in the
teaching course. What are we doing? You can see here at the bottom foundations we add taught at the cultural ed site for younger students. We have the cell implementation intentionally scheduling for students providing crossover teaching opportunities with education.
Any questions report That was the end. Spread out. >> So, um, some of them are spread out like carry all was finished at the end of the school year. Um, probably June was the
last date of that and we had celebration like evidence-based practices were sprinkled throughout the early outs. So like at the middle school we had two early out sessions that we introduced the Archerberg um and continued it another time and that's still ongoing but what we set out to do um with that
piece was opening up a lesson. So that I think we finished um we touched on that towards mid year probably after Christmas break last year and completed it. So yeah, they all had like different timelines. Behavior reporting, we introduced that at the start of the year, but they continued to hit on it
throughout the year to ensure we had fidelity with behavior reporting. So they were all, you know, staggered, but the in the final um the idea we went through this July one at the strategy team and said, what did we do? Where we at? >> Any other questions?
haven't heard anything. Okay, thanks. Thanks a lot and thank you. >> They have not. No one has signed up. >> This time we're >> Oh, can we um approve the report, please? >> Oh, yeah. Sorry.
>> That's okay. Looking for a motion to approve the 2025 comprehensive assessment summary achievement integration process. Ashley discussion say I
disapprove. back in session in five minutes for you. >> Now it is bouncing now. I don't know. It's weird. It's strange because now it's bouncing again, but it wasn't during the >> So, I'll see what it sounds like when we
>> Yeah, I'll see. I don't know. Okay. I'm glad it's working on your end because >> we always have that recording as well. Should be good. >> I don't know. Weird. on a Monday that sometimes seems to happen on a Tuesday when we get
>> like if there's a holiday on Monday, we have a meeting on Tuesday and then it seems like that's when we There was something going on. I think it's our internet because it was giving me warning. I don't know what else >> but that's good to know because that's
telling It was it wasn't bouncing like it's supposed to be all the time. So that's good to know. He said his end sounds good right now. So hopefully and it's bouncing again. >> So hopefully it'll clear up. We've been having some internet issues.
I think that's what >> I don't know. Yeah. >> Yeah. >> We're ready. worthy stand. First item on the agenda is approval of
the opportunity. hearing none. All in favor say I. >> I approve. Next item on the agenda middle school. Good evening and thank you for this
opportunity to share the Argent school action plan otherwise known as the SAP based on district 18 strategic directions and the district strategy team and that gets to our building leadership team which audits came up
with some goals for our building for the school year. So that's what I'll be sharing tonight. Uh goal number one, increasing the fidelity of our recently purchased break funds in the areas of English language arts and science. This year is considered phase two because it's the
second year of that process. However, you need to know that this year we have two English teachers. Last year we had two English teachers and for them it's kind of phase one. So we just kind of roll with the system and get everybody
on board. Um so that goal is looking for 100% of the staff meeting walk through expectations during the 2526 school year. The action steps include accountability walkthroughs with
identified areas of need to support and give feedback. In other words, through written wisdom in in the case of our English curriculum and then STEM scopes and amplified with sixth grade science and seventh and eighth grade
science. There are look force that we have in within these action steps to make sure that there's accountability with with teaching that curriculum to fidelity. The walkthroughs are calendar calendar through the building secretary. So Ryan and I are scheduled to get into
these classrooms. it is part of our day. The look force are communicated with staff prior to walkthroughs during their Wednesday early. So for instance um classroom procedures staff know what we are looking for when we come in during
those walkthroughs and when it changes to a new look for we would communicate that information. Goal number two decrease the overall quarterly failure rate from an average of
It's kind of a staggering number, 29% down to an average of 15%. Some of the action steps we are taking are parent communication as recorded in a contact log in campus, which is our student management system. For all students that are at risk of failure, in other words,
the expectation is if a kid is at a D or an F level, parents need to be communicated with and recorded in that contact. Brains are updated every other week to keep parents informed of their child's academic progress. Reminders are sent to
the entire staff each Monday morning. Ryan and I have a reminder every Monday. It's called early morning reminders. Every other week, there's going to be a prompt that says, "Please update your green books. Please contact parents kids are in failure." Tier one academic interventions in a
classroom setting. These are used after core instruction is complete. And this seems kind of daunting, especially when classrooms are jammed with 32 35 kids. But we're not asking for interventions for 32 to 35 kids. We're identifying kids within that group, three to five
kids. Maybe they need a small group setting after core instruction to do more or do some pre-teaching or do some things to support those those learners. Goal number three, based on walk through data, 100% of the staff will implement
evidence-based practices and strategies with finality action steps include for this and these are also taught during Wednesday's early hours opening a lesson progress monitoring throughout the class period tier one interventions there are
walkthroughs on each of these strategies in addition to all classes are required to have a course syllabus it is also important to note that walkthroughs are not to be confused with nonted formal observation. So in other words, a walk
through looks very different. Um if we are looking for something like opening a lesson, we can cover probably two to three classrooms to to try to get that quick look. What are we doing to motivate those kids? What are we doing to open that lesson? How are we getting their interest levels? How are we getting engagement?
So those are all all things that we are looking for and we're making sure that we are talking about that. But formal observation is very different. Um that's could take a half hour or 40 minutes at almost the class period. But again, the walk through, we can cover a lot of those. So, I just want to share some of
that data as well. Um, we've probably had 80 walkthroughs thus far in the school year in addition to actual observations. So, at this point through first quarter, and again, this is something you want to remember, we're
a semester school, not a quarter school, and middle school. Did the teacher walk around, talk around, and look around? So, we're operating at about 82% are doing that. And if not, it doesn't always mean that they're not doing that. It means that maybe in that 5 to 10 minute walk through, we did not observe
it. Did the teacher um did you see the teacher respond and interact with the students? That's a really good number. That's about 86%. And then some it's just hard to observe. And then the no we didn't see it during that time was about 10%.
Did you see some sort of a formative assessment or data collection tool? That was a little bit lower. That was about 70% but again we don't always observe it. So sometimes I know it's just not observed. And then did it appear that the students were engaged in the lesson? Again pretty
good number. We had about 82%. So that's with the walkthroughs that we've done to this point. as far as our our data on on failure rates. So again, that number was about 29%.
After the first quarter, we were down 5% down about 24% of kids carrying apps. Now what's deceptive there is as at quarter rate that's more like grade for semester school. So again, are
we seeing the growth? Absolutely. It's tangible. Moving from 29% down to 24% is measurable, but our goal is 15% and we're very hopeful we're going to get dangerously close to that by the time it gets the semester. So, with that being
said, that's the data that matches the goals and we're very encouraged by what's taking place in the middle school. So, we have questions. I know. Go ahead. Um so imagine when we identify failing
right how that's done I mean right so obviously phone calls are the best it doesn't always work out sometimes contacts are dated but we do we do allow for some emailing Um and again just as
recent as hey today parents are like I really want to receive the phone call. Well a lot of times it's game of phone teachers have one day they don't they can't do that throughout the day when they're teaching it's pretty difficult be making phone calls. So between
obviously um emails phone calls but we also through messenger on campus there is some notifications that go home as well and there are some people that are using messenger. So all three of those 16 are used for communication. We have a
way to that process on there. Is that what your choice every week? We're asking for grade books to be updated at least every other week. And a lot of people are going to do more than that, especially
when you get I don't want to pick on math, but math is going to have more daily work than for a social studies teacher. But yeah, we're asking that at least every other week we have updates. And so, um,
how are we logging this the ability to actually make contact? Do we have any is that I guess that
yes, yes and no. And this is a really good question, too. So, we're going to get better at it. We call it the custom contact log. that's right built into campus. Um, last year we started using that with positive contact home. So, so there is a tracking system. It's very
tangible, but I don't think we're using it with Fidelity yet. We're working on that and we're getting better at that, but but there's room for growth. So, you know, would it be easy to to uh have it generate? You know, you said we've seen
a 5% improvement thus far. I thought I >> That's exactly what you and and we're shooting for 15. Um can do we have any numbers to show that that contact directly correlates with that that
ability to contact that building right you know. So when we get to semester, that's when we're really going to start crunching the data to say because again I want to emphasize we're semester school at quarter that's not a permanent grade and and staff will use that as
like a progress monitoring our progress. This is where they're at here and now but it's not a permanent grade until January when it's the end of the semester and then we'll start looking at are we doing everything we need to do to contact parents. So, so that will be really big abilities and will be a
semester. I mean, we're monitoring it, but as far as like can we say it's made a difference? Well, if we go from 29% down to 15%, we're going to say yes because because that's pretty tangible. Great questions. Thank you.
Anything else? Thank you very much for your time. Thank you. Thank you. Next item agender. Thanks for having me here. Um just a few quick updates what's going on.
Um couple years ago we had u legislation that came out for school resource officers students about it and we knew some language within statute to open up a little bit.
Um, so this past year there was active September 1st that we had to one of those things we had to have is training as sports officers for us to get that done. We were ahead
of the game there basically which is the national association resource officers training for three days when I started in 2021. Um, and then this past summer in July
3D training group and advanced class for the school resource officer training. So um took care of that. Um we'll have education as position. So um and then we also are
involved in back up there for a second. Also there's a national conference coming up today. um potentially going to have a four or five day training on Nevada. So,
Grand Rapids Police Department officers need to be trained in Minnesota. officers across the state get together and uh do some trainings and then do some uh networking with each other going
on each other schools how we operate on it that um other thing we did kind of trying to be connected with the school I know for
sure district threat assessment team tabletop discussions how we will respond to major events at our schools. We sat down with us by school administrators to kind of keep
going forward if something happens. does happen with our department. I'm also connected heavily with social services some of them first fitness um
trained interviewer um which is not something related but it definitely comes up in our schools from time to time with most sexual assault and special set of rules how we investigate crime so I've been involved
in that for two years now and cases to schools happening at the school but with our students that are able to help provide that service as social services to each morning
and also also multiple multiple discipl team where we're getting times and what kind of resources social services that um also really cool
attended the FBI national academy last spring which is 10 program for him it's pretty cool leadership program graduate of that and um let's see one of the cool things out in Virginia and he
received information about uh the uh the FBI leadership program um which I pushed out to our uh at the high school which was pushed out to all of our high schools here. I don't
know if you got that email or not. I hope so. Um it's it's for juniors and uh next year's juniors and seniors seniors maybe it wouldn't be for them but um it's a application process and it's
Minnesota northakota Saskatchewan that's our representing um all the applicants from Minnesota so there'll be one for each one of those areas and then our Northwest area was
called select one student to attend all costs provided to whatever gets selected as long you know process right chances aren't probably super high but hope
it's not necessarily just but hopefully get some uh students Uh, I do have a couple sheets of paper here. over September 2024 till the same date
today 15 and then 20 start of school year we started it 2025 kind of just going over uh all my code I calls option so kind of goes over where we're at
total I is fairly consistent which is um from year to year place where we have 10 probably more especially last year and
then we see definitely first started getting datese calls against a lot of that was nic last year. Uh last year I think was kind of anomaly in September, October where
they seem to be one after another. Um all the threats call not necessarily a purple threat to school. Last year was a year. Um everything else I think is pretty pretty consistent from year to year. Um
you have any questions on anything else? Well, I have I guess now last year's Yes. Yes. I think we did the numbers first. So yeah.
So it's equal to try to scale 50. If you were trying to scale the severity of the call, do you have think more severe
feeling this year was definitely I mean since starting with severity calls definely got down that wasn't that wasn't that first year started so I kind of got thrown in for that um but yes from last year to this
year last year we're definely you know busier with more serious not in the spring we we can do a breakdown with like family grow when we come back we give you a good
like snapshot looking at severities. Um, and we could break it down by by kind of general these aren't just high school. And uh, I guess from my standpoint, like
as our police administration, as talked about, we're committed to training Troy, you know, the highest levels and specifically how give the best service to the school. Um, I certainly want you to contact me. Uh, we structure with
this captain um that we're switching in January. So I'll go from a patrol captain to more of an investigative clerical captain. So if there's trainings that you see or somebody brings up like hey this would
be good for Troy to attend uh certainly bring it up to me the relationship between the police department and the school and certainly make it um yeah please please reach out if you
have any questions Mr. Chair a couple things first of all I'm really appreciative of the relationship we have with um the two officers are here as well as
cabinets and chief um real partnership. So appreciate that. I'm curious, you know, what our students, you know, how they sort of interact or their feeling is about the program. So I guess you know,
I'm curious like, you know, how you feel like it goes, the benefits and things like that. You know, I'm just curious. >> Well, it's really nice. I never had to like experience
that same um but definitely like my lunch and they're most coaches and it's just nice to see how many students like to give my vibes and want to talk to him like there's a bunch of teachers there like
they first they want to talk to him like his relationship with students I think is really important because you can tell wants to help you he doesn't want you in trouble like he's going to do everything he can make sure you can be a better person and you can work through like whatever's going on at home or going on in school
like who wants the best and so I think that's really cool to see. It's also like nice his daughter show. So it's funny to see him around his daughter like be friends with all his daughters. So that's cool. It's more for me it's more like personal to be able to talk to even though you
know his professor who's got a taser like whatever like he's got very mel to be a football coach at US Bank State, you know, tonight he's coaching hockey.
So, he really pats himself on the back of that putting a lot of time. Next item on the Second by Dave. Hearing none. All in favor say I. >> I
for November 10th. Next item will be a minutes for December 8th. Special school board meeting all say I approve
on the agenda the November 2025 claims all 6 bill536 and second discussion. All in favor say >> I
approve. Next on the agenda evening board we have Sandy on administrative professional retirement and he has served in the district for 20 years and Raino Peterson bus driver
retirement. Reo served for 11 years. approval. >> We appreciate all say I Next item on the agenda is the consent agenda.
Just a reminder that the consent agenda second by David. All in favor say I. >> Ign. Next item on the agenda, commissioner post special.
>> Hello. How are you guys doing tonight? Um, so this is a I'm requesting approval to host a 1.0 teacher for the middle school. Um, just some background on this, you know, we've
been just consistently short care professionals or education support professionals in this particular program for about three years now and there's a lot of factors about why that is and most of them are completely out of our control. Um so I think we're just
looking at a viable solution for the future to give this team a little bit more support. Um ultimately we've budgeted for these jobs. They've been budgeted for years. um we're not spending that allocation because we can't find um so taking two ESP jobs and
we'd like to just put them into that teacher job um or convert them to a teacher position. Um the budget impact of that is you know depending on whether people take benefits or not. It can vary a little bit but ultimately it will not
have a large budget impact and could actually be a positive budget impact. um you know depending on that person's salary and benefit package. So um now if it is more to give you an example of
that like let's say a teacher comes in salary and benefits about $10,000 more you're still looking at 70 to 80% special ed reimbursement if they're funded out of state aid. So the difference becomes very very minute. Um,
but we'd like to offer this team solution and get some more support to our middle school kids. Um, so I'm requesting approval. So did I understand that correctly? This classification will still be consistent
where we did the reverse state that >> Yes. Correct. Y and we have a fund balance and third party going right now too which gives us a little bit of flexibility. Um but ultimately from what I've observed over
the last seven years I think it's going to be about net zero on the budget side of things. Any other questions? >> All in favor say I. >> I miss. Next item on the agenda
again. >> All right. So, this one is for West Rapids Elementary and it's a crosscategorical EBL position. And this one was a little bit of a surprise to us. Um, our original staffing plan from last winter. Um, there's just been three
major changes since then that we didn't anticipate. Um, the first change started late last spring. We had a bunch of um helping grow referrals in early childhood for four year olds who were headed for you know turning five year olds that were headed to K. So we
finished up a bunch of evaluations in April May last year and they were newly qualified kids. So starting this school year, our attentions in this building were high um and with it being our primary building um which in case of 17
18 I have one case load at 21 right now um in our behavioral program. That's a lot of littles um for our behavioral program. So um so then in addition to that we had um a very large quantity of
initial referrals to special education to start the year. So referrals for um the ones that have finished up the evaluations have qualified. We have several finishing up currently that we're anticipating are going to be
qualifications as well. And um and then the third factor is there's more on the horizon. So when talking to building staff about projections for what's coming up for the remainder of the year, it's looking like we're going to have more. Um so we have more than four cases of kids than what we anticipated. you
know, when we were doing staffing projections last spring. Um, because of that pattern of growth and just long term, I think, you know, as I look at what do our four year olds look like in early childhood, what do our three-year-olds look like right now, I think those numbers are going to
continue to be high. Um, and again, this is a budget ad, so to 80% is going to be reimbursed based on where that state aid formula falls or we have the option to shift it to third party billing. Um, and
with that fun balance, I feel like we can safely do that for at least a few years um to fund this position. So, I'm recommending >> second increase there, are we talking
or are we talking overall number? >> It's been an overall number increase. Again, I'm looking at just between the spring projections and the new referrals, we're looking at about 25 kids that I didn't anticipate.
>> Um, so, and that's, you know, I anticipate for some growth every year with those primary case, especially primary and late elementary, we always kind of have a growth factor in there. Um, but that's about, you know, 24 kids above and beyond what I anticipated. So,
growth factor. >> So, percentage is pretty significant that it >> very much so numbers have reduced correct >> yeah so we're definitely seeing with um last year's incoming K this year's
incoming K our fours and our threes a higher percentage of special education overall in those populations now keep in mind these kids were all babies during co um and we're seeing some impacts of that you know some things that we're
noticing is higher, you know, higher concerns with language development. Um, some of those folks in fine motor social skills, you know, the things that you would expect to see um with, you know, quarantine or lockdowns during that kids
didn't have exposure to some of those settings at that time. And this is the beginning that probably >> Yeah, it's actually it started with the kindergarten class this year and then we kind of see that you know it's looking like
it's just going to stay that way for a bit. I think it's going to come back down eventually. Um that would be my my forecast, but um you know Yes, >> very much so. Yeah, even, you know, when
I look at our numbers compared to, you know, statewide averages and what I've talked about with my peers, we're kind of right in the middle. Um, so I think that's, you know, what growth overall is being seen across the state and early childhood. And some of that has to do
with kind of you know you have COVID and that factor you know you also have um the way they've structured at MDE the you know how they serve as early childhood has changed too and some of the interpretations on you
know when we what our child obligations are. So when when people should refer, when we should assess, you know, and then qualification interpretations have all shifted um in the last few years too and that leads to growth as well.
>> Thank you. >> All in favor say I. >> I mission is approved. >> Thank you. Next item on the agenda final 2025
payable 2026. >> Good evening. Um last week we heard about our levy increasing. We went over all the details of it and tonight I'm just asking you to approve the amount that we discussed. So our final levy would be 15,949795
which is an increase of 7.8% from the prior year. Motion to approve second. None. All in favor say I. >> I6 is approved.
Next item. Thank you. Next item on the agenda following annual policy policy 208 will be 506 806.
Thank you Mr. Chair. As you're aware, the board has progive or no substantive change. Um, and we also have policies that require annualities to policies are in both those categories.
No changes were recommended after review by policy review committee and so they help you with our recommendation to approve policy by second by David
none. All in favor say I. I oppos. 506 and 806 are approved. Next item in the agenda except first meeting approve following policies to substantive changes
policy 208. They are 306, 501, 606 and 722. These four policies can also be approved in one reading as well because the as I
mentioned earlier the changes are minor they're required by law or non substitute. So fire committee and they call motion to approve
by David by Ashley. Discussion hearing none. All in favor say I. I those policies are approved. item on the agenda to have first reading of policy 712
digital surveillance other than superintendent gross. This policy will require two meetings. This is a typical first reading request. No action tonight. see in the policy that there was some
some minor changes to uh procedures around video reporting and they're in alignment with school associations model back to subsequent meeting approval. If there
are any questions or concerns certainly can ask them tonight try to answer them tonight but we can solve those next No actions. No actions required. School advisory committee update.
>> Hello. Thank you, Chair Schroeder. Thank you for having me. I hope you can hear me. Okay. I am calling to you live from the Husky girls basketball game tonight. we had our um elementary cheer squad um performing and so my kids were in that
and um I would like to give you a couple updates from the committee that we have in Big Fork. The first um I spoke to you about last month. We have some slight revisions to the charter that you will see um in your board packet and that is
coming up for um your approval. We made minor changes by adding a couple officer positions. So, we have more leadership positions and then some just some tweaks to the committee selection process to streamline um and um make the operational side of that a little bit
more clear. Also wanted to let you know that we have uh two committee members participating in the forward focus group that is being put together by the district and were able to attend the first session and excited to be a part
of that. Uh last update is that we are focusing on the student experience for Big Fork school this year and have been talking about not only curriculum but um have been having some really robust discussions on activities for the
students in Big Fork sports and um other extracurriculars and we're going to continue to do that this month um along with um class offerings and the like. So, we have um growing concern about uh numbers dwindling in sports and other
activities and just trying to come up with some creative ways to make things accessible for our our kids at this school. >> Does anyone have any questions for me about the charter or anything else? >> Thank you. Next item is board reports
you guys. >> Mr. Can we approve the park adviser? Discussion in favor say I. >> I. I start. >> Okay. So, um
come to an end, but I'm just like update. So, los 16. Um specific players receive all recognition. So, Bron received academic golf state and
all three which is last weekend and this week girls hockey is away on Tuesday and on Thursday boys hockey is away and
girls basketball is away on Thursday verse and home on Friday verse Boys basketball is home tomorrow and tomorrow wrestling also has a tournament on
Friday and they're away and then skiing um is on the 16th And then this past weekend completed their yearly showing of doing candy.
students candy cane. 83 units as many as 249 lives a busy month with volunteering house. Thank you. So since last meeting I participated in
negotiations with driver meeting. Um and then unfortunately I was uh had some business meeting we had last week but this week I'll add that um yeah I want to add just
volunteer for the uh Thanksgiving day and it was not the students were incredible. >> It was fun among other things. Uh we had the 2025 Minnesota school board delegate assembly
meeting a couple of weeks ago. U the uh assembly we had 36 resolutions approved 23 of them
uh we have the school board forward. So one is uh uh encouraging the legislature to ensure that any short halls be the $250 million reduction target. Uh that resolution has passed.
Uh he also has submitted a resolution uh to hurt the legislature uh
to invest dedicated funding uh to comprehensive redesign standards by efforts. reviews. We uh had a resolution to either repeal
summer unemployment benefits for non-instructional school employees between academic terms or fully fund uh those benefits allow non-destruction employees from their upcoming school term positions without
losing eligibility. That resolution also passed. There were a number of resolutions concerning uh PSO uh and our students have the opportunity
to attend uh the university or ICO. uh the challenge that we as a school have is that uh includes the funding from that student for that class. So it becomes a financial issue for us. There
were a number of resolutions at the legislature to look at that. Uh the resolutions by and large nowhere uh very strong voice uh that MD
had appointed a commission to review the um and that was supposed to be coming out the study. uh commission was appointed in 2009. Uh so there was some skepticism
how they were but at the end of the day was let's see what that group comes up with they are supposed to have very specific recommendations.
One final resolution uh that was I think important for us is the permanent school fund um where there's a proposal to add a constitutional amendments to replace the
outdated formula for distributing those funds those funds uh that come from mining uh from uh from the uh permanent locations.
We learn quite a bit about this uh section 36 and 18 uh in every state school
fund. uh that fund generates uh what it is funding right now but is based and on some level it seems like
it's the uh the profit that comes from the annual money that's distributed is about 2 and 12% of the entire corpus funds.
The constitutional entities strongly supported the NSBA uh asks that that endowment fund be treated like other funds from the
nonprofit world uh and a percentage of the entire value of I just made this here but a percentage of the entire balance over threeear period That would represent an increase to four
and a half to five% essentially doubles the amount of school and every school every student but we're looking at this resolution for updating
very welcome. unit on December 4. I think people engagement is already Um there
on December 8th I participated in the parks council cultural center and Virginia iron range was very very cool to see very nice um shared there as well. And then we
also like to just follow the board advocating for several initiatives that they strongly about. Um very well. I think it's great. So, they have what I
was a part of and um I think the students did a really great job in writing these letters to neighbors. But they feel better for our district.
I've heard a lot of things mentioned that I participated in but I would like again highlight the engage we had just some excellent group people came together and a lot of really good discussions
that super support yeah many of the same many of the same items I agree I Thank our first people. Thank you for our student school board reps for coming to it. Twist their arm. They said yes. So, thank you. Uh really important to have your voice there. Um I
was plugging there to uh spread their wings. I think they had good discussion. Uh I had a first or another meeting of our states revenue task force. Uh it's a very fascinating group, diverse group of
folks looking at this issue again that came out of the last legislative session and we have a preliminary report due to the legislature on January 16th. Um and then a final report I believe due
following October. I think the big the big uh push I believe will be to extend the hold harmless component to that until there really can be a permanent resolution or a permanent maybe a more permanent idea
brought forward. there are a lot of variables that go into that formula or whether they're practical or conceptual and so a lot of work still I I attended meeting as well uh
in terms of what David mentioned and again um great to see so many people supporting the range very tribute to Smith his efforts to do the same uh advocate for the range to bring people together. Um, inspiring life uh
inspiring what we did. We had no attendance at our last community conversation uh uh efforts for the the series. Um so we'll retool and uh this last one was really about kind of a panel and so we'll retool and see
what might work well in the future. It's busy time of year. We want to get that. Uh we have we have mentioned negotiations a couple times and uh we have attended him with our teacher group. Really appreciative for how the tone of those meetings went. Really
respectful problem focus or problem solving solution focused. Uh really really good. So really respectful and I appreciate that a lot. And a couple hopeful hope hopefully wrap up a couple more this week.
Uh finally strategy team uh I think Brian mentioned that's report today and so that group continues to work uh doing a lot of work right now uh focused on our curriculum integration for language arts we have math we have math team
that's meeting uh to work on a K12 math curriculum that'll be big it's huge lift the two big ones I guess are math and language arts third biggest is is we're still working on which is science and it's not as big and requires a lot of
effort and attention. Uh so go on there we had a meeting recently with um individual from scripts cooperative uh focused on culturally responsive leadership. Uh we essentially as leaders come to the table of how our experiences
as uh human beings show up in our work and being cognizant of that. So was really discussion that's part of our second goal. We have a goal around our online learning program and watching that and improving that over time with the strategy team is working hard on
those goals and monitoring those. Principles have been busy with walkthroughs this fall a couple different routes and you heard some reference to that. I think it's been really really good. I think there's been a really intentional effort to both look
at instructional practices as well as implementation fidelity of curriculum and if we're going to uh invest all these resources in curriculum, it's important that we know that what we're doing with it is what we're supposed to be doing. So, I think we're doing a
better job of that than we've ever done and teachers are working super super hard. pretty unfamiliar territory for them in many cases and uh they're spending a lot of sock acknowledge that that's all I have to share. Thank you. A
reminder school board committee meeting days are posted on each agenda. Two of our meeting attendance can be found on the district website and on the designated post of the IC 38 services come before the board.
Julie, anyone signed up? >> No one has signed up. Yeah. >> Welcome. Everybody All right.