Hey. I call this meeting the board of education to order. The board would like to welcome the audience and thank you for attending. Viewers may watch TCAP's board of education meetings and committee meetings live or on demand at any time at tcaps.net/board. Please rise and join Miss W's first
grade class elementary in the pledge of allegiance. a little so she can see the screen. I can't just Can you tell me? >> Thank you. >> Thanks. >> Follow We probably could ask I think it I think
it's fantastic that we have our kids doing it and I think we all enjoy it but maybe we can work with Larry to try and get >> We'll have some conversations see if we can find a >> leis so we uh stand >> I think the hardest part is we don't know what we're getting into until we're into it. >> I think it's the grade of the kids. >> What's that?
>> The brain of the kids. >> Yeah, I mean it is but it is I do love having the kids be part of it as well. So, um we are at the review approval portion of the agenda. Um do I have a motion?
>> I move the agenda as presented. >> I second. All those move say I say nay. Motion carries. Moving on to first public comment. Is there public comment? >> There is no public comment.
>> Okay. Uh then we'll move on to consent. Do I have a motion to approve the consent presented? >> Board of Education approve the consent calendar as presented and no discussion. >> Second. >> Second. Josie. Um all those in favor say I. >> I. All those post say nay. Motion
carries. Moving on to Thank you. I know it's been a lot. Second board meeting in two three days. Um but uh study session relating to the T teaps treaty plan. >> Okay. So uh you may remember that a couple months ago we discussed about um
bringing some key budget items directly related to the strategic plan um to the board. Um again this is supplemental um and really focused on those things. This is um we will have next month uh we will have our actual budget hearing has the
details of the overall budget and those items but this is what's directly related to over the past couple years some of the things that we've done and instituted across the district um especially with the different categoricals and it reflects um our current plans for what we're going to
see um and and from what we anticipate um in funding to be uh with the next budget. So that is all always uh still under review, but we're taking what we think um are best estimates and what we're seeing from allocations right now tenatively from MD on some of those
items. So uh we put together different thoughts um on what we're looking for um especially within staffing uh for next year. As you well know um the large large portion of our budget goes into people. Um, so what I've uh asked our
team to do is put together um some information on each of the strategic goal areas. Um what that funding uh looks like as far as things we've been doing, things that are expanded, things that are new, give you a sense of what that is, be able to ask questions on how
maybe those funding categories work for each of those. Um, so I'm going to pass it off to Jesse and Dan um to lead us uh through these initially and again as there are questions and stuff uh feel free to to ask and we'll uh make sure to
give you our our thoughts on where we're headed with that. >> Okay. >> Um obviously as Dr. Midwagger said our largest allocation is for our staffing and I thought we would just give you some numbers. Um, one of the things that
we hear a lot from the public, um, is how large our class sizes is and how important it is to have an environment in which our teachers know our students, not just academically, but know them personally and and students feel seen and valued. So Dan and I want to put this together. This is this year's just
to give you an idea. These are all general funds. So tier one instruction, what do we want students to receive every day across our 16 schools? um as to sort of where our average class sizes fell this year. Um any questions or
comments about that just so that we could kind of at least show that we're going to talk more about next year and some split stuff that Dan's got going on at the elementary and some of those. Um just at a glance, elementary looks like it's a little bit lower than in years prior. Am I remembering that correctly?
>> That number is a bit it's less than probably one student. Last year we had a very similar number of students in elementary school. we had about 163 FTE this year. Right now, we're at 165 FTE as and if we get a little more into staffing, I'll get into the idea of the
overloads and the splits that we have and and all of them that we've eliminated, but that is definitely in the single student commit. That's a big difference per class uh on average uh for K5. Um our K3 numbers probably falls
probably around the 21. Obviously our larger class sizes by formula are 35. >> So is this just based on demographics and we have you know a fixed number of FTEES norm more or less. >> No I I think as administration Dr. Van
Wagner wanted to be more proactive in in eliminating splits and staffing ahead of time. Right. The idea that in the past two years we've come to the board in August with the idea of looking at budget. we feel like we might be a little further in front of the budget
just based on I don't want to over oversp speak but based on what we've seen from the state so we have a little more leeway as far as let's get staffing and hiring done now we did teacher interviews we they interviewed uh about 15 teachers just the other day for elementary and they offered uh eight
spots uh which is fantastic right we could have all of our elementary teachers as well as secondary I believe hired by June 1 so we're way ahead of the curve as far as last year when we decided Let's let's eliminate splits. We've done it as late I mean my first year in this position we did this the
third week of August, right? And that then that creates a domino effect of staffing open house teachers being prepared getting that done now. Um we just need to be in front of it. So it's it's a huge advantage to to our staffing and ultimately to to teaching and
learning. >> Yeah. And I mean that's really upstream thinking, right? Hiring the people now. Sometimes that allows us to do I know Dan's doing some shadow days with the new TAG teachers with our TAG teachers that are retiring. We've done some shadow days with the new choir director up at West Senior High. Some of those
allows us to onboard these people now, have them connect to our staff, have them get to know folks, maybe even roll into some June professional learning we have for folks. Um and then when they show up um and are onboarding and the you know the larger teacher welcome back, they already have some people they
know. They already feel a little comfortable. they had their technology working um all of that >> classroom supplies and the quality of candidates >> right 10 teachers that we interviewed in August last year where we might have one or two and when we have 10 this year and we pull eight out of it uh the I talked
to admin today we're at elementary principles meeting and they said that the quality of candidates this time of year compared to August is vastly different >> and obviously with budget last year it was so late yeah >> so it was a bigger risk for us to put
them up on. So it it's always something to consider, but this year we feel much more comfortable because the three proposals are so so similar. >> That's like it was so like even when we approved what we did >> and going into discussions like I remember we had a lot of conversations
about like how we were taking on a lot of risk ourselves um because of it. So I do feel better too and thankfully in an election year everyone wants to get out as quickly as possible. So, uh, self-interest do prevail and, uh, hopefully we'll have a budget. So,
>> um, and then this next slide here gives you some overview of some of the state and federal categorical funding that we have. So, lots of like numerical and alpha lettering here. So, 31N is a mental health uh, categorical. It actually flows through Northwest Ed.
They're the fiduciaries. there are very um stringent requirements as to which employees we can um include in that grant and what percentage of their salary we can too. That does not pay 100%. Most of our social workers um are
out of the 31N. Um and then you'll see there we put for you in green what what the allocation was this year. Those green numbers are pretty exact. Uh Sandy Low has been great with she helps her and I write all of these together. Um, and then the orange is what we're predicting for next year as far as the
allocations in these categoricals. The 31A was the really kind of the big one that the board had a lot of discussion around this year. Our allocation came in a lot larger than we anticipated because we had fewer schools in the state of Michigan that, you know, took those
funds. Um, the 31A is the at risk funding money. We did uh we did get more than we thought this year and part of that was because we had a higher percentage of families completing that free and reduce application for us. We did a campaign this fall. Um and we
really we saw more numbers there and we are going to we're planning to continue that campaign this next fall too. Um but we we anticipate a similar allocation there even though we are have a little lower student count. Um the title one, title two, and then there's a title
three, there's a title 4, too. Those are all our federal fundings. Uh this last year was very interesting. The funds were frozen in July. We were told we weren't getting any. Um then we were told in September, just kidding, we're going to get some, but we won't tell you
how much. And then finally in October, we actually found out how much we were being allocated for that. >> And October is pretty typical for the federal government to tell us what our actual allocation is. So, it's always a guessing game. >> The title one for our federal grant, those those go to our title one school
buildings. All of our title one buildings are at elementary buildings. Um, we have the two uh Blair and Trevor sites that we consider full title one. That's all based on what their economic status is. That's through the federal uh con uh consensus survey data that they
have. Um, census data survey. The title 2A is specifically for professional learning. So that would be any PD that we do with our teachers, bringing in speakers, sending teachers to conferences. Um some of our teacher leaders are stipened out of there because they provide the professional
learning for other staff. Uh the title three, which I didn't give the amount, it's pretty small. It's right around 50,000 or less. That's our EL population. So we get a title three for immigrants and our EL learners. The RAG funding is a new grant we got this year.
It's called regional. It's a regional assistant grant. It is just for Traverse City High School. Um, it is because they were labeled by the state as having graduation rates that were below the target. So, Miss Choic and I have worked with what that funding can be used for.
It's really aimed at how are we improving on-time graduation rates for those students. Uh, title six is our indigenous education. Uh, 41A is a state allocation for EL. 61D is sort of our
preCTTE programming. So, we use some of those funds to a course like gone boarding. Um, some of the other hands-on sort of what the state has calls preta CTE pathway courses. We can provide some fundings for those. 99H is a robotics
grant that we get that helps our first robotics and our VEX teams. Um, and then I listed a whole bunch of categoricals that have sunseted at this point. However, 35M is back in the works and got reopened for this year. Um, but just know that all those categoricals come
with a lot of requirements in a very narrow like what we can spend funds on and time restricted. >> Yeah, most of those are allocated and we are allowed to spend out of them until September 30th of the following year.
>> And I think didn't we already find out that 61D will not be funded 26 27? Um, >> we're not sure how much of it will be. We we anticipate a decrease. Yes, >> I know it's a lot of letters and numbers, but do you have any questions?
And we're going to talk about how we plan to spend some of the larger um pots of funding are in the next few slides. >> Yeah. So, you might already have this plan, but the the big ones to me are the 31N, the 31A. So, um, that 31N dropped
by 30% or 325,000 and then the 31A two almost $2 million or 200% decrease. So, that's huge. Could >> you just recap 60%. >> What? Yeah. So the 31N again that flows through North AD and what North is
telling us is that they anticipate that they will only instead of being able to cover 80% of the salaries of of our staff in that category next year they're anticipating it'll be 50% because they have more schools in the region that are asking to be in on that grant. So they
get allocated a pot of money from the state. they're able to distri dist distribute it to local districts um based sort of we've we've had staffing we've had social workers so we've had the need and been able to take a larger chunk they're anticipating next year number one their allocation their pot of
money will go down and they're also anticipating they're only going to be able to cover I think Sandy said 50% of the salaries in that >> yeah they they said it could be anywhere from 50 60 to 70 so we budget at 50 hoping >> a big key to that one too is that we
jumped really early on that and some of the other districts didn't and now they've come to the table wanting to recognizing it and so the ISD does feel they have to give an equitable share >> and the other thing too is that one specifically is staff we have already been paying out of there or new staff it
has to be brand new staff so we can't fund somebody that used to be funded out of general fund now in this fund they won't qualify you can't supplanting is a really big word that we use so we'll get a categorical for something and one of the conditions will say you can't supplant that which means if we
are already providing those services we can't now pay if it was a general fund exper like that we were taking it out of we can't now move those services into this categorical if we were to use this categorical we have to increase services in that area >> 31N is a major contributor as far as us
moving to all social workers in in our elementary schools that was huge because those were all new positions so for instance we had those all in place if we already had a social worker for instance at Heights we can't all of a sudden pay them out of 31 because they weren't they weren't hired in new. So, as we add new
social work, I think Jessee's going to cover some for secondary. Those would be 31 uneligible as we add the new position, but you can't go back and pay people. And that's a supplanting idea. >> 31A. I mean, Jesse said it right, but that slide is wrong. We're up almost 2 million.
>> No, if you for it came in 2526, so it's carryover. >> Yeah. >> And I misspoke. It wouldn't be a 2% reduction. >> Next year, we will only get one. approximately >> because because >> we got all the money up front and we thought it was a 2-year grant >> and then we got another allocation this
year, but we got the money in 2526 >> and a lot of people >> So it becomes carryover >> the 3.3 we've received you received. Yes. >> Well, we've received all of it. Well, no, I'm sorry. We did not for the 2526. >> We're deciding then to not invest that 3.3. >> That's what we're deciding. >> Nope.
>> This year >> what we're saying is our new allocation next year will only be that. So we will have somewhere of that we're planning on carrying over and you'll see that addressed. >> Yeah. >> But as far as what we'll get of new money next year from the state of Michigan for the 26 27 year if you read
the budget we're allocating. >> I understand that but we've re because last this year this current year we've received what was it 1.2 2 3.3 >> I mean yes but what we approved in the >> 206 budget 256 >> and that'll be carried over
>> and that's because what we decided in December >> this is actually what we've colle what we will collect >> right I just want to be clear like what we decided in December is the reason why we're up nearly $2 million >> 100% correct >> yes and that's going to like so when we talk about what we're doing with 31A we
are going to spend more than 1.4 for next year because we have carryover from this year >> and that's something we're deciding like that's what we're recommending. >> That's what we're talking and showing you here in a little bit. >> Yeah. >> And we're not talking having to dip in a general fund to make up any kind of
shortfall in 30. >> Not what we have right now. No. >> Yeah. Okay. >> You know, it's interesting. They Christine and and Sandy and Dr. Maragnner all said to us like, "Hey, build what you guys think would meet the goals for the strategic plan." And so Dan and I really we went out there and
and and did that. And at the end of the day, we ended pretty close to a balanced budget is what you're going to see. And so there is some, you know, there's some ability for us to say, do we want to add more? Okay, then where would we, you know, add that? Where would we fund those additional services out of? That's
why we call it missionbased budget because they need to let us know what they want to fund and then we play the game of where you can fund it based on restrictions carryover when you're allowed to spend it. So every year we start with what's the goal, what would you like to do, how much does it cost,
and here's how we think we can fund it. >> And and keeping sustainability in mind, right? Is that that give and take that the idea that if we have a fiveyear strategic plan, it should go even beyond that. We we want put to put more systems in place and less initiatives, right?
Less flash in the pans, less gimmicky curriculum ideas, right? More than we want a system in place like a system for intervention that you could move any curriculum into and still be successful with that system because you have the curriculum in place, you have the people in place, you have the data review in
place. So that's something to keep in mind. like through the some of the travels I had through you know teach Michigan I've referenced all these places have it's a 5 to 10 year 10 year plus idea right Mississippi miracle I mentioned that was 15 plus years but they had a system in place and even
though the growth was slow that the kind of the growth that we've talked about but we're incrementally increasing we'll get there but it's not a it's not a two-year miracle right it takes time so we have to systematize it and we have to think about if we're going to put something in place that's
We have to be able to maintain it. >> Yeah. I think one of the key parts is this district is being financially, you know, we're in a good spot. We have a reserve. We don't have to make rash decisions every year and have give and take, like dramatic give and take that
really doesn't benefit anyone. So, I think that's what we do want to maintain. >> The other thing with 31A, because I'm the finance person, we have to remember it's onetime funding. So hiring staff that we can't lay off because the grant money is gone, that's a risk we take and we have to be cognizant of that. And I
think you'll see on one of the next slides, that's why we're looking to same do some save that carry over carry over again for another year so we can sustain the new positions we're proposing. >> And we do have some security upgrades
we'd like to tackle. And I think it is important like we haven't seen a real recession. Uh this board has generally not seen Scott you may have experienced one there but uh generally this has yeah has not seen
a recession and that that changes everything you have. >> Um and we there will be one at some point I can guarantee it. I don't know when. Uh but we will have one and we need to be ready for that. So >> all things are cyclical. >> Yep. So, the way this presentation is broken
up was Dan and I really went through each of the strategic plan goals and then we let you know where are we paying for specific things, what what funding source, what things are we just continuing. We've we've had good results this year. Um they are researchbased.
We've seen them at scale like Dan said across our organization. This isn't about one school building level or one grade. Um, and then what systems did we have in place, but we wanted to expand them to really reach all of the students in that building or all the students at that grade level. Um, and then what are
some new initiatives that we're going after? And when Dan and I talk a lot about academic achievement, we're talking about I I always think of as two things. We're talking about how do we provide the best tier one instruction that we possibly can, right? Ideally, we want our teachers to have great resources, to have great professional
learning, to do a really great job when they're in front of kids. And then how do we catch those kids who just need a little bit more support at different times? How do we do that as a system and do that to scale in our organization? So, it's always thinking about how are we supporting what that tier one
instruction looks like and then when that doesn't work with a student, how do we catch them in that tier 2 and tier three bucket and provide that that boost or that needed assistance at that time. Um, so as you guys look at this screen here, Dan and I can talk about all the
bullets or any of the bullets that you guys would like some more additional information on. Um, we're kind of open to feedback as to which ones you want to hear more about or how you want us to attack this. >> Jesse, of course, I did a sideby-side
comparison to our curriculum slides a couple of weeks ago. We covered the vast majority of these bullets. The only ones I and we had a very good discussion there, as you know. Um, the only new ones I see today are the summer school expansion, the AS web plus expansion,
and the CKLA embedded coach. That's new. Those three bullets. >> Yeah, I can kick it off with summer school. So, that's something that I think we ran two years ago. We did not run last summer, but we're using at risk funding uh this summer to run it at Traverse Heights. Uh we decided on one
location at Traverse Heights um that's supported just financially by food service. Uh Traverse Heights has our largest EL population which we invite all of our EL learners um to um summer school about 140 invites that we're
working on. So we go through Traverse Heights and Blair first and then we move to Central grade. As far as title schools go in percent, uh, Central grade is our third highest percentage and it actually has the most title students um of any of our schools. It's just the percentage isn't as high because of the
the population at the school. Um, so we have that fully staffed right now. Um, Emily Woody is our administrator that's going to be working there. Uh, teachers, social workers, aids, and AA. Uh I've been working with technology um to make sure that we have uh using utilizing
powers school this summer collecting data and attendance around it just to see the impact in take a look at uh return on investment a little bit and then also everyone else involved custodial transportation getting the bus routing done
>> and and 31A is at risk. So that very specific, it's got restrictions, right? You can only spend money on kids that are marked at risk in our student information system. >> And we've always done summer school for high school for any of our students who are off track for graduation. So that is continuing. That's over we this year
we're doing that at TC High. We've got that fully staffed with our secondary certified teachers in the different areas too. So that will run for five weeks in July for those students too. When you use the term at risk, are we talking about academically or
economically? It >> the factors there's quite a few factors. >> Most of our most of our students qualify for at risk because we're allowed to use the broad uh category of less than 60th percentile on NWA. So then we can categorize all those children into at
risk uh for funding. That's number one. Kids can qualify a lot of different ways, but generally speaking, that qualification is a wide net that captures everybody as far as what does at risk mean. That's not being in theory that 60 percentiles proficiency. So we
even though that that's varies quite a bit. We've seen some even some more recent studies that with NWA and MSTEP that math NWA in some grade levels is now they're saying 80th percentiles proficiency. Regardless, that's what we use when we mark a child at risk in in our power school system. That's the big
one we use. >> And then there what we call soft factors, too. It um might be a parent incarcerated. It could be a child of the foster system. It could be um a child who had a teenage mother as a as a as a parent. There are other factors. Those students get marked mainly be by our
social workers or counselors that know more of that wraparound story of the of the child. It's secondary. If a student's not passing their ELA or their math class, they are considered at risk as well. Those are the two areas we're looking at. >> So, if their academic scores are
acceptable and yet they're economically at risk, can they still qualify for summer school? >> Yes. Yes. >> Yes. But that's not the CR the first criteria we use. The first CR because we have it's a limited number of spots, right? Because we have 140 spots for
3,800 elementary kids. So the very first ones that we try to qualify are the ones that need the most help academically. >> Okay. >> Same with secondary too, but they could still qualify. >> Um Britney, do you want to talk a little bit about the AS web and the >> embedded coaching? >> Embedded coaching.
>> Yeah. So Ames web plus historically as a district, we've used Ames web plus um which is a universal screener and progress monitoring tool more as a what we would call a targeted benchmark. So a student wouldn't meet a particular threshold on NWA and then we would
administer an AS web plus measure that is more indicative on those foundational skills such as phmic awareness, phonics, fluency. Um and so we have since expanded um and have uh transitioned from a targeted benchmark to a universal screening um tool where we are
universally screening all of our kindergarten through fifth grade students um as an additional data set to really um ensure that we're not missing kids. Right? When we think about how critical those foundational skills are for students, ASWwell Plus really allows us to drill down a little bit more
specifically in terms of those gaps um of those precursor reading skills that um will be necessary for them to make that transition into that reading to learn um as they move through kind of the progression of grade levels. Um so in addition to expanding that from a K5
standpoint because we have been intentional in expanding our intervention services at the middle school that um screening and progress monitoring tool will also be expanded to our sixth, seventh and eighth grade for those reading elective intervention courses just as another opportunity to
really um from the onset be able to uh align interventions as um as much as we can which we know that's critical um from the start of those semesters or the start of the intervention service. >> That aligns with one of the things that I'm most excited about for secondary is
we are going to have ELA and math interventions that are researchbased that are systematic across both of our middle schools for all of our students in grades six, seven, and eight. So, if there students are not at grade level, we are going to have the ability to grab them to provide that instruction in a
smaller setting and um keep them on track. And we've seen a lot of success. We've done it at sixth grade this year. We've seen a lot of students make some good gains and gain some confidence. I'm super excited to say that we're going to have it in all of those grades. Um, and then the on top of that, we're going to try doing some intervention in grades
nine and 10. It's it's really hard in the high school to do interventions because kids just don't want to lose an elective class. They don't want to lose their lunch hour. They don't want to be grouped differently from their peers, especially when you get into that high school realm and you're sort of ticking
that clock for graduation. Um, and so I've I've challenged Burger and Gwinny a lot. They've seen some different high schools around Michigan and around the country that have just how have they done intervention well? And one of the ways they've done that is doing some team teaching where you take a group of algebra 1 is sort of one of our courses
we heavily monitor because if students don't pass that most likely they're not going to graduate on time. Um, and so we're taking a group of 60 students and instead of assigning them in two classes of 30, we're assigning them in their classes and then we're adding an additional math teacher who will then grab students as needed and provide
those interventions and help support those kids and moving forward and earning credit in those classes. So, it's different. It takes our high school people thinking a little differently about like, oh, why wouldn't we just run smaller class sizes? And we're like, well, we've tried that. Like, what if we try targeting skills aligned with what's
going on in the classroom? And then we saw it working um in a high school out in Minnesota. We saw it working in a high school in Arizona. And we were like, "Oh." Um so we're going to give that a go at the high schools. That's totally new. We're going to see how it goes. Our goal is to maybe in future years expand that for our ninth grade
math and English and 10th grade as well. So >> and and similar to to um elementary for the first time next year, we'll have math intervention in in all of our elementary schools. So we started that a year ago where we got about three quarters of it and then next year now
that we have our programming in place as I mentioned we'll have the the data review in place now we have the the person in place so every single elementary will be able to have um they call it a win time the what I need time so what we try to do is have all of our intervention taking place at a a certain
time during the day reading and math and even special ed support so they're not being pulled out of tier one intervention and and as Jesse mentioned too with the team teacher teaching that's going to be happening uh with that MUI grant at Long Lake and Willow Hill. Long Lake is doing their their kindergarten. So, it's the
idea that those teachers work together. Um and when they're doing tier one instruction, it can be more targeted tier one instruction. Um some some people even call it tier one intervention that they know what those those students need. And when you're sitting there and you're having carpet
time in a regular classroom with 25 kids sitting on the carpet getting instruction, there might be 18 of them that already know what you're talking about and you're wasting their time or you might go too fast for the other six. So be able to mixing all the kids up into some kind of groups and giving
instruction on a tier one on a on a more of a pace that they can learn is is a little more doable >> like pulling kids out of different classrooms, combining them into the group. >> Yeah, they'll still have a home room. Um, but the idea that when they learn during the day, they'll be mixed up. >> Got it. >> And that's the same idea as we're
thinking about >> for the upper L for Willow Hill. I I just started year one here as far as what schools thought they were ready and had the team that that could uh be most effective. So, Willow Hill thought fourth and fifth grade might be an idea. Um, specifically looking at um language
arts and math. So in that upper L, can they go ahead and and expand the math to to kids who might need it, but then also make sure that the kids are getting at grade level who need it. >> And this is new for this coming year. Yes. So it's not been done. Okay. Interesting. >> There's always been a little bit of the
thing is that we've always had some kind of teaming, right, with the idea that grade levels work together, some share students occasionally. Back when I was at West Middle, we did a little bit of teaming, but we've never had this level professional development and this level of financial support behind it. So, it's
it's very structured, right? We were able to send people to Arizona to other schools to actually see the teaming. They were able to have professional development around it. So, it's more than just go team. That's kind of what we used to do. Now, they actually have an idea of the structure behind it to make it successful.
>> And that MUI stands for Michigan Educational Workforce Initiative. So, it was a grant. We wrote it for four schools. So, our both of our middle schools, Long Lake and Willow Hill, those were the team that uh we went out to Arizona and we saw this in action um and saw the results and and what they
found was that by sharing students, the teachers actually knew the students better, which sounds counterintuitive, but they've done a ton of research on it and because they talk about the kids and they have to talk about no this kid needs to be in small group over here for this specific lesson. Oh, no. This should be over here and we should mix
the kids like this because of this content need. Um, so we're excited to see how it goes. And as Dan said, it's a cool grant because all of the the teachers who are identified will receive professional development starting in June. Um, and then throughout next year and some supports. They also receive a
stipen from MUI, too, to to be risktakers and to try this out. Um, so we're excited to see where it goes and then potentially apply for more grants for other schools to rethink this too. >> Interesting. >> Yes. still like going to be part of any of those initiatives. >> So, we'll do another round based on what
the MUI grant has the offer. The nice thing is once we get it going in TCAPS, we can then send other schools to those schools and kind of it's that teach or or learn from the learner idea, right? So, getting this up and running and and the success and then the teachers
themselves talking it up and sharing their success is the best way to get other other schools on board. So Silverl in particular, we'll see at the next round. A lot of it's it school and team. I know Silverl has a lot going on because they're they're starting a house system next year. Um so that's kind of
their their to-do as far as as goes, but I think that moving into the year after they might be a school that's ready. >> And going back to summer school, you said 3,800. >> Well, 3,800 is our our total elementary kids. So we have 140 slots for summer
school. 10. Okay. Because I think it you're kidding me. You don't have as many kids. >> Advertise has a huge flavor. >> Um Britney, did you want to talk a little about the CKLA embedded coach,
too? >> Yes. So, our CKA embedded coach will be a new support we'll have moving into next year just with access to the 35M grant fund that we were awarded. Um and as Dan and Jesse both mentioned earlier in the conversation, um we uh went um to
explore the partnership with an embedded coach for that sustainability and that system around supporting all levels of our organization with being able to work in partnership with an expert from Amplify and someone who um has had a lot of experience in supporting districts throughout their implementation journey.
Um so this embedded coach will be in our district four days um of the week throughout the course of the um entire school year next year working with district leadership, building leadership, instructional coaches and teachers in terms of where we can strengthen implementation um and how we
can address barriers and challenges that are arising as we continue our implementation journey with that evidence-based curriculum. >> So will that be a new hire and an additional FTE? >> No. So that we um we pay utilizing 35 M
grant funds to partner with a coach that is provided directly from Amplify. So we do not um evaluate um this coach. We do not hire this coach. We um have been working in partnership with our Amplify support team in terms of what we're looking for and what our goals are
moving into next year. um so that they can pair the skills of their professional learning specialists and implementation specialists with our specific district needs and priorities moving into next school year. >> And Britney was super creative with Amplify and the fact that when we applied for 31M, it was just for
materials only, but then the state allowed this coach as part of that. This is the only way you could get people with the money. Um so that was it was a great find to be able to bring this person in. And you might be looking at thinking, so 31A, which is at risk, we
don't anticipate anymore. How are we expanding all of these interventions? Like, how is that even possible, Jesse and Dan? Well, we did the budgeting totally different than what we've done in the past. So, hats off first to Christine and her department who went with us along for the ride and to our
building principles. In the past, what we did was we just said, "Hey, you guys get X dollars per kid in your building." We multiplied it out and we just gave them $55,000, 65. And then we let that principal just decide how they wanted to spend that at risk. >> And that's what led to some some buildings have math support. Some don't,
right? I say, Eastern, you have $72,137 of atrisisk funds. What are you going to do? Well, they're going to prioritize K2 reading. And then after that, they try to mix in some math and then they need some behavior. So instead of that, I what Jesse's about to explain is they came to us and said, "Hey, this is what
we need to run the building and how can we?" So then we have $4.8 $8 million of at risk and then we can start to being in parameters, right? Sandy also keeps us in check in finances that we have to have based on free and reduced percentage. You have to have a certain
amount of at risk distributed equally throughout the buildings or based on on that percentage. So it was a little different way of doing things but we found out that in and principles were great in the fact that they really went after what they needed, right? They didn't come to us and say, "Hey, I need
five social workers." that that something like that wouldn't happen because they all work together. I know you actually meet together as a team that was it was nice to see that they actually what we have in this budget are our needs. There's not there's no flux. >> Yeah. And so we met all five secondary
leads together for a long period of time and we just hammered out and I said, you know, hey, what do you need to staff your building? That's your general fund. And then what do you need to support your kids who are off track, your tier one, your tier two stuff and then what do we need to be innovative and like just trying things differently. We categorized them and and it was
interesting at the first goaround the two middle school principles had a totally different idea about how they wanted to do intervention and the one only was really intensive but it was only sixth grade the other one had it 68 and so we had a pretty good discussion about what do we believe in and what what can we do to scale and if one does it differently than the other then how
do we do professional learning what program would we use and we came to the conclusion that we need to work together to do this and then in what ways can we do it within our day and then who is the personnel that's right for this um we had a lot of discussions around that and then Sandy just kind of on the back end
who would total everything and you know Dan and I had a little bit of a potential of like how much money did we spend moment right after we had done all of this and we realized wow we actually came pretty darn close to the $4 million that we anticipate and were able to confidently say we have all of these
supports in our buildings. So I think that way of budgeting was a a shift for us our district >> and the idea that we have to roll over. Right. It's nice that 31A 31A, right? We we keep in mind that we are not going to spend all of our money because the sustainability piece is that
we know we rolled over 500,000 coming into this year. We're going to roll it back over again for next year to keep it sustainable and rainy day. If one of these other funds go away or the budget shifts, then we have to adjust and figure out where it comes from. >> Well, again, because we don't know that
that's actually our allocation, >> right? Exactly. Exactly. >> There was on the budget, right? Like the details were a lot there's a as you get into the categoricals, there's a lot of differences. >> Yeah. They can tell they'll tell you like how much money they're allocating
total whether or not it's a per pupil per student or if it's a total allocation it's divvied up and then when it's out it's out. So there's all those nuances we have to pay attention to. >> For instance, >> you take a look at E. E funding was drastically cut in the House version and increased in the Senate version. >> Where does it land? I had the two cross
from each other yesterday and I didn't get an answer. Y it's a general fund I think we feel better about but these uh >> just because it all three have the same >> per people pup people increases >> one one question I've received about our
31a dollars and our seven buildings who are at risk buildings are are four other buildings who we know have kids >> who also need additional support is is all these interventions districtwide
>> yes Okay. Awesome. >> And that's kind of the difference of what we've done, right? Is we've looked at all those little PS go, what do we want to systematize? Great. What do we want in every building? When do we want to make sure every kid supported and I think they've done a great job of dissecting that for the first time in a while and really rebuilding that back up
based on those needs. >> And it's after title, right? The idea that you don't we don't supplement title for at risk. So, for instance, our seven our seven title buildings, we make sure we they get the title funds based on free and reduce and then we bring in at risk, but I don't say Traverse Heights,
you get less at risk because you're getting $272,000 of title. That still has to be distributed because again, that's a surplus. We can't sur title is meant to be above. >> Well, and and these are some of the checks like why Sandy and I get nervous with changes and have to check any
everything. So, we have what's called maintenance of effort. We have to make sure that the schools with higher poverty are getting more money period. So when you go to this different system, it just makes us nervous like let's do some checks here to make sure when we come around to doing maintenance of effort, we still pass, right? So we want
math intervention in all of our schools. There's more math intervention personnel at Traverse Heights next year because there's more need there for math intervention help there. But that doesn't mean there's not math intervention over at Eastern Elementary because there are still kids there who need math intervention as well. Um, and
then us aligning what resources are they using, how are they, as Britney talked about, how are they monitoring students growth, how are they knowing which students to pull and when. All of those are on the same system. They just might have more personnel in one building because there's more need there, but that doesn't mean that there's not the
support in the other building. >> Yeah, we and with with the idea of >> of of TAG moving into there and just the number starting to creep above 500, right, we've given Eastern now more We talked to eastern about uh assistant principal additional social work. That
wasn't the need he had. He said, "I'd like more tier 2 reading and I would like a tier 2 behavior person." So that was that was our our way and they got an additional day of coaching. So they went from three days of coaching to four. That was the support that he needed instead of just saying we have a formula says because you have hund over 500
kids, you get an assistant principal. He likes it. Now he has, you know, three and a half people at almost the same cost. >> And it's all based on data. >> It's great. It's a lot of work. I can imagine how much work you've put on. I mean, >> wow. >> Yeah. >> It's a lot
>> a lot of work and a lot of difficult conversations too with some of our our folks who just have used to it in one system. But they are really excited I think now that they see the power behind if we're all moving in this direction how much more support they actually have and how much more people they have to
collaborate and work and share resources. Unified PD. I mean, there's a lot there. >> Yeah. Yeah. >> So, any >> That's goal one. >> Goal one. >> Okay. Goal two. Um,
so this is our student well-being goal. Again, here you'll see supports that we've continued um expanded supports here and then new supports here. One of the ones that I want to highlight is our 19 social workers. that number is accurate. Now, thanks to Misty. Um, so
we have expanded that. So, at West Senior High, which is our largest of our 16 buildings, there is not a GenEd social worker. Next year, we will have a full-time social worker. So, those students at that school will have access to social work support without having an IEP written or something um of that
nature. Same thing at East Middle School. So I am really excited to say every kids and all it doesn't matter what building you go to you will have access to a social worker in your school building and that's thanks to a sort of shifting around money and working with Misty and her team for that.
>> Yeah, social work at elementary is that our biggest change is that so again based on need um Silver Lake Long Lake will have two and central grade all have two social workers each. There is some movement for social workers for Blair and Traverse Heights. They had two last
year. Next year they'll have one social worker, but then what we did is replace a social worker with a newer position that's 31A eligible uh behavior interventionist. And the nice thing about the Jesse and I have also talked about like offense and defense within a
school proactive reactive, right? the idea that our social workers in at Heights player central grade were were moving more in that reactive and said what truly social work should be as far as proactive tier 2 seal. Um so we needed somebody to help the
administration with the behavior part of it and then was 31A we also had it approved that they're they can also run IEPs. So that was a huge time issue especially in those three schools with 100 plus IEPs which is vastly different than another school rights might run 50.
So that those 50 IEPs are are a lot of time and that behavior person can also do that. So again it fits the need of of the particular building. >> We also added through that 31A counselors. We've heard from our students a lot of need for more counseling and more support especially
at our high schools. So, our high schools now will have a counselor that's attached to each of their assistant principles working on sort of that tier one academic scheduling. We'll also have a counselor who will oversee the 504s and help with that case load of students who sometimes need that additional support, additional eyes on schedules,
making sure that they're supported and then they will in addition have that full-time social worker too on their team. So, both of our high schools are receiving that uh allocation for counseling too. >> The thing that like I want to highlight with that, I want you to think about the 31A. What we're doing is we're we're
carrying over it. So we know we have two years worth of funding. Even though we're only gonna have one year's worth next year, we're taking this putting it here for and carrying it over for an additional year. So we know we at least are able to all these things we're doing able to do for two years. After that, all bets are off. But at least we can
feel good about telling somebody, hey, we're hiring you. We know we've got two years worth of funding for you. And if they have a teaching certificate and we have retirements, we could always slide them in. If we don't get additional funding or the board didn't feel comfortable in the future of using fund equity if that funding goes away. So we
feel really good about the sustainability of all these 31A's because we have that extra pot that we're able to use in that carryover. That's the strategy we're using for a lot of this. >> Misty, did you want to highlight
anything on this slide? Um, I think the coordination of care team that's been super beneficial. Um, we've got some really great feedback on that. So, we're going to continue to um expand that and um just bring together key a or key people from different agencies to be
able to look for holes and gaps and services so that we can assure that our students are getting supports in a timely manner. >> And the NMCAA is slightly part of social work too. Um we have some um NMCA folks in our buildings providing social
workish. Um they're technically not because they don't have a master's degree, but um they provide those services in four buildings. >> Four buildings. And they do a lot with attendance and students that we know need families that need some extra support getting to school regularly. >> They work really closely with our mental health team. They've been a great asset
>> because those two bullets are the same kind of the >> Yeah. Um well >> no here's why the other ones there is that um their funding got cut in this budget >> completely. >> We are anticipating if it is we're going
to keep it have to probably pay the whole free >> um as of at least right now I'm working with John Roth and others to try and help them because that's a that's a whole Northern Michigan program. We had an Alpena and I stole it and had them come over here >> and but they've been cut completely and
so we are keeping a safety net there to be able to have them at least for this next year if we have to do the full freight hoping not but again that's another thing we're using 31A you know our our extra we're plugging a hole right there right now and if that
happens which I'm I'm pretty afraid it's going to >> okay >> I think one more thing just to touch base on this slide is the mobile health unit so we are going to continue to partner with NMHSI. We were just looking over some data. Um we have another visit next week at Trevor City High School.
But um to date, we've saw around 40 students um and we've also provided five other students with links to um appointments outside of NMHSI. I met with Grand Valley State University's team yesterday and they are going to provide some literacy nights um some
health literacy nights to our parents. Um, so that's just been great that and and we really just did a pilot to four different schools and kind of circled back around as we um tried everything out and learned ourselves this year. Um, but we're going to launch it districtwide, so we'll be at every school, actually a couple different
schools a month next year. I I have a question and this may sound horribly simplistic but based on what I've heard at the student advisory council and then forgetting accreditation what's the difference
substantially between the social worker and the counselor >> do you want to take that one miss you >> so um just basic on the are you looking for like credentials >> not credentials I want to know if I'm stay
>> oh yeah So, at the high schools, what we'll have next year is we'll have uh their general like kind of tier one counselor, right? Sets their schedules, has an academic writes uh maybe your your common app letter for you, helps uh students pick out, they meet with the students at least once a year to set
your nest course schedules, look on where you're doing. Then we'll have a counselor who just oversees the 504 case load. So, those students need a little bit of additional support ensuring their accommodations. The counselor is also like if you're having a tough day or you need to come in and see someone or you have a question about something, right? That's your your counselors do more I
would say of the academic side and some of the just the day-to-day oneoff things. Gosh, now I need to see someone on a regular basis or we've got a student who's entering from an expulsion, right? And we know we want to do some restorative. We will most likely put that student on the social worker
because there's some learning about social emotional regulation um all of those. And we will also that person tends to carry a smaller case load of students because they see them more regularly and frequently where our counselors will carry a larger case load of students. Sometimes they overlap,
right? Sometimes I have a counselor and the social worker um but they don't need to see the students as many times. >> Do the students understand the difference? >> I would say a lot of times social work may get involved eventually once a student makes that connection, but
adults will help make that connection. like social work also comes in times of trauma um uh times of self harm right this is where we do assessments on the student so we involve the social worker and once we make that connection we make that call home you're going to be seeing
a social worker on a regular basis I think the student can get into the counseling office and then I think the adult can help navigate from there >> and I think the student advisory that we were at at uh Traverse City um or the CTC >> CTC yes uh those kids articulated very
well the difference of their needs between that 504 help with the counselor just a counselor and then even that that social work piece I felt like and again it was a small small pool of kids >> well and they might not understand because we didn't have some social workers in a couple buildings general
fund ones so they might not understand but now we're going to have somebody in every building >> and we are hoping that our social workers like Dan said play defense and offense right they're going to do risk assessments most likely when we have a student who's in crisis they are the experts in that area, they're probably going to put that student on their case load if they're not available. Our
counselors are all trained to do that as well. But we'd also like our social workers to get out there and do some proactive education. We know there are times of year that students are more likely to go through a crisis or face stress or face anxiety. And so we'd like our social workers to also be able to
think, okay, I need to target our seniors in the spring about some decision-m and potentially drunk driving and some of the other things that they might see, right? That's that idea of being on offense, but then I'm also available when there's a student in crisis or I have those types of things I need to respond to.
>> Social workers work, they're really a great bridge. They can, you know, bring in supports and services and then get our families access to supports and services. Really work um on that coordination of care. >> Yeah, I'm just asking. I'm sort of as though I were a customer of these
services. If I hear the word counselor, I'm going to expect I can get all of those services until somebody redirects me when I get to the office and I've made that connection. So now that person is going to help me with all sorts of non-academic issues at the same
>> and they will and they'll refer to social worker when necessary. >> Okay, >> social worker is more like a specialist. They won't do the academic side of it. You know, they won't work a kid's schedule. They won't typically help them with like what's my next step, what colleges might I want to look at. Um,
but they'll help more with those social emotional >> and and again based on our student input, we're adding more capacity at our schools in this area. >> Yeah. >> Yeah. And I was going to say I also attended a couple of student uh advisory council meetings where the students
really advocated about counselors and having parody between Central and West Senior High. So, um, just at the high school level then we have one retirement at West this year out of the four and then we had three counselors at Central, right? So, now
we're going to replace the one retirement at West and then raise one more at Central. So, they'll both have four rights >> and then add the social worker to West. Central already has a social worker, so they'll both have a team of five full-time >> um personnels that involve counseling and social work. Yeah. Which is an
increase for each of those schools. And then knowing we have 16 buildings with 15 counselors and those eight being at the high school level. Um so with the other are the other seven split between all the elementary schools and middle schools or just middle school. So we
have four at each of the high schools, three at each of the middle schools and then TC high as a counselor. We have been able to hold on to that counselor there which I will say they have a full-time counselor and a full-time social worker. But again it goes back to like gosh, do their ratio of student counts tell you that's what they need?
Probably not. but just based on what the students there need, we need a full-time social worker and a full-time counselor there. Um, and those two are are very busy and they do a great job. And so that's where you'll get those additional folks. >> And that's and and I just want to stress
this like from a budget standpoint. Most districts and in fact the we are the only one in the entire fivecount region that runs that program. They're very expensive to run comparatively, right? But this board, as I've been here, has said we want to make sure those services
are there for those kids. And that is a priority that this board has made the past few years to make sure we have a very large amount of resources for a smaller population, but a population of kids that vastly needs those deep resources. But just understand that
everybody else has just said, "No, we're not doing that. We're just going to do it off of ratios, everybody." So that that is a big budget, you know, thing that we've committed to >> that, you know, that just needs to be identified. >> But also, do we get kids in through
schools of choice? >> Some, but not enough that really, you know, make that huge difference from a financial standpoint with the, you know, the services. But yeah, a few, especially with the online, you know, we've had some. It's better, you know, from that what it was. But again, you kind of saw this the student toteer
ratio. The first one I think was 12 to one 12 to1 indifference to 29 to1 and then again full-time social worker full-time uh counselor but again not complaining I think those kids need every bit of that and I think every bit of success we have with those kids is
worth every penny it's just identifying that that's a decision we've made >> and then we have a safety officer in each of the two bigger high schools >> that is correct it's what the one it's it's really shared the sheriff's department between West Middle and test
high. Um I do have a meeting with the sheriff in June and we're going to have some conversations on those placements um of all of it but u for the most part yes >> and they have school security layers too. So more eyes and ears that's on our
next slide I think. Yes. Um yeah you're leading right into our next slide. Um so the SRO is that partnership with the city of Traverse City. That's at central high school that Nan is is stationed. However, know that he works with any of our schools that are within the area of
Trevor or in the city limits. And so, it's not uncommon for >> Trevor sites or other central grade will have issues or we need support and they've been phenomenal about getting support there. Um, even some students that that attend East Middle School that live in the city, I know Ranger and I
have called to and for support and they've been phenomenal. that connection has just really allowed us to better support kids and families like seamlessly. Um so that's been really great and then we work with the county with the rest of the schools. >> I was going to say I'd be remissed to know that um the townships provide
support fully for our deputies. We don't pay anything additional >> Garfield and East Bay. Right. >> Garfield and Eastbay. Correct. So that is for sure. >> And I'm thankful and hoping that the conversation may continues that you know and expands. But the city, we didn't
have anything that the the townships had committed Garfield first to do that. And so we went to the city and they they agreed. Um I'm going to take advantage of a moment here. Um I have the agreement complete right now for the city for a three-year extension. I have
the general powers to just extend it. I don't have to bring it to the board. Also, the city manager in the agreement has the ability to sign it. It does not go to the the city council. Would you want me to bring it to you or do you are you okay with me using my powers that I have
>> for that standpoint? >> Any let me put it this way. Any objections for me taking that >> I mean I don't have any objections. I you know >> I'm happy to share it. >> You know my case you know my stance on taking action during study sessions but if it's urgent obviously I don't have
any I'm saying I don't believe action is needed unless you're unless you are countering no I believe I have the right >> to necessarily deal with it today. Yeah. >> Yeah. So, >> my plan is just to sign it. I believe it's in my power. >> Just a heads up. Heads up. >> And I'll be happy to share it with the approach side. >> Yeah. So, >> I hope do the same thing.
>> Yeah, he can. It's in the agreement and he's already told me he does. So, there you go. That's done. >> Um, some Ben and John deal. >> So, one of the things that you see on here is is one of the tricky things with a categorical. So, we talked at cabinet about the need for building security, especially at our at our two high
schools with the eb and flow of student days and the in and out and and how important it is for us to ensure that we've got adults um manning those campuses from 7 a.m. because students arrive as early as 7:00 a.m. or 6:45 all the way until 400 p.m. um every day. And
so, we decided at a cabinet level to ensure that our two high schools had that building level security staff to do that. And I want the board to know that like 95% of that their jobs is to make positive interactions with kids. If you talk to our security um I talk a lot to James Brumfield. He's over at Central
High School. He he can tell you what kids drive and where they park and he can tell you about kids and he's high-fiving kids and his job is to be really accessible. So if kids see something that seems off or something that's weird, they have this adult. They see him regularly. They're out in the halls. They're making sure that our schools are really safe places for our
kids. Um, but that's not something that we can pay for out of 31A. Even though >> we used to be able to, but sounds like we can. >> When it got cut for staff, like even Patrick McManis, the security director can't be funded. So, all of those got moved to general fund.
>> And that was a little bit of an increase that the high schools asked for. They said, "Hey, can we can we have a little bit more in our site budgets to ensure that we've got continuous staffing from 7 a.m. to 4 pm for our students?" Because they've seen a lot of benefit there. Um, and so we we did allocate
that this year. >> So I'm just So the SRO coming out of the 31A is it's it's not it's going to be the 31A categorical competitive grant. It's 31A number four. >> Number four. Yeah. >> So it's it's still 31A, but there's the
regular and then there's uh number four and five which are both competitive grants. people applying that guarantee to get income out of the regular pocket >> and we pay for like a proportion of that salary the city of Trevor City then matches that portion >> and one of the conversations we're even trying to have right now I don't know
where it is of trying to see if we can do one year all us that way we can utilize the funds correctly and you know then cover pull that off >> but we're trying okay >> we're trying every strategy we can in that way so >> and then did you want to talk about the
three behavior >> I I have a Quick question for Christine and this totally an aside but stems from last week's conference. Do we number the doors in our inside and outside? >> Yes. >> Mhm. >> Okay. Because he tells
>> all exterior doors are numbered on the inside and outside and it's tied to our E911 map that uh dispatch has access to. >> And do we have key master keys in some kind of lock box around? >> Yeah, we have a lock box. We're trying to get to the point where fire and
police will share a lock box. It's not going well. So, I think we're going to add one at every site. >> Fire department is very protective of of their stuff and they don't want to share, which is fine. We'll just add another one for police. >> Yeah. I mean, it's stem from the conversation about the shooting at
Michigan State and all the things that run from that. and they um our um leaison from Garfield and East Bay and uh Justin Nolan the city SRO, they all have hard keys u master keys and a uh
key that gives them access. Even um emergency personnel are the only ones that can get in during a lockdown. Their cards are the only ones that will work if we're in a lockdown. >> Yeah. A couple other things that the uh three behavior support I mentioned out of 31A that'll be at heights, Blair um
and central grade house PBIS system. That's a nice support that they have. There are some additional expenses that we can use from at risk to help support that system. Like I've said, we've had it height started it a while back. Uh Long Lake is in their first year right now. If you hadn't had a chance to go
out there, they're also running the system. And then next year, um, Silver Lake will add on. >> Dan, I just, um, since we went over goal three at curriculum committee on, um, April 28th, I just wanted to ask about the behavioral support interventionist
because at that time the number was five. >> Yeah. So, what what had happened is we were we were looking at running I never went up to five. We were at maybe it was five, but that wasn't that was probably a misprint. The most we were at was four. Okay. >> Um, we were thinking about placing one at Silver Lake, but we had some movement
with social work that we thought the best fit there with two social workers instead of a social worker and a and an intervention. >> Okay. Um, I thought you might want to just lift up for the board the middle school technology and mental health lessons. That was a really interesting
development you shared with us. Yeah, that's um from our instructional coaches at the middle school and through our technology office, Daniel Broltorm, who's an instructional coach through technology. There's just been a lot of discussion about how are we intentionally educating our middle school students on how to use technology. That tends to be the age
range in which students get more technology in their life. It's when we check them out a Chromebook. Um a lot of times we're seeing our students then have phones at that time. Um, and so educating them on like the the use of screen, screen time, um, the addictive
nature of a lot of those apps. And so they're putting together some pretty nice lessons that all of our middle school students will be receiving next year um, for that. We've also talked to our technology department about piloting um, some type of a lockout blackout for our middle school students on their
Chromebooks that they get. So, um, we've kind of we've talked about an 11:00 p.m. to 5:00 a.m. in which the school Chromebooks will not be accessible for our middle school students because from 11:00 p.m. to 5:00 a.m. we would really like our middle school students to be sleeping. That would be
>> not a lot of homework in >> this when we get our our uh >> that's when we get a lot of ouries and our security calls. Our middle school principles are pretty good at the 2 a.m. phone calls and such. Um but really we would like our for our students to be
awake and then accessing the devices we give them seems a little counterintuitive, right? And so we've we've talked to some other middle schools who have tried this. Um Evan is is reaching out about how we can pilot this as being the checkout process for our sixth through 8th graders for next
year. So, they get their Chromebook, but they will not work from 11:00 p.m. to 5:00 a.m. >> But in the classrooms in elementary school, there's Chromebooks there. >> There are, but students don't take them home. >> They don't take them home. >> They're on a cart. >> Yeah.
>> So, there are days an elementary student might never touch a Chromebook, right? Because it's not in the lesson for that day. >> Yeah. >> Yeah. >> They do in JK and that's the number they get. And I know at high school there's some submissions that drew midnight. So we went out.
>> Yeah. >> I really remember any middle school. >> We I I kind of floated the idea by the high school uh principles and they were like, "Yeah, yeah." No. And I was like, "Okay, well, we'll start with middle school and we'll see where we go." >> I just meant like there's sometimes like an artificial time where you set it at
the end of the day and uh you don't want to have it cut off any assignments. Not that you should be doing some. >> Yeah. There are some students too are dual enrolling and they have until 11:59 to submit something. Right. Yes. >> So that was 10 p.m.
>> Not that >> I think 11:00 p.m. to 5 a.m. is generous. I mean, >> is that what the other Yeah, I would think more like 10:00 p.m. to 6 a.m. But what what's the experience of these other districts? >> Um, some of it is what time do our students get up? Some of our students in
middle school catch the bus around 6:00 a.m. or just after. And so um so our thinking was >> really let's start somewhere >> I'm not in charge of Christine or not transportation >> but we thought let's start there and
let's see what the response is and then if we feel like we're getting a a I think we're it'll be interesting more what parent response is too and student response um we could look to expand it. >> All right. Um and then goal four is our
post-secondary readiness. Um I really am excited with the additional counselors as to one of our goals um as we as we complete those teams is to do a little bit more with that career college readiness. Um having some more articulations on that, having some more
exposure points for our students in that. Um so that's on there. The TC High Friday community sessions, we're going to expand those. ensure that both our virtual students and our in-person students are getting those um potentially work more into some work
experience uh job shadowing with some of those too. Jen's got some really good ideas for that for her students. Um and then that gone boarding curriculum is a new curriculum that we're trying at both the high schools as well and some of those >> the um TC high Friday community
sessions. What is that? What is that? I don't I don't know that I know what that is. Is that going out and shadowing basically? Is that what you were just talking about? >> Yeah. Yeah. So, every Friday, so the students at TC High have the have classes Monday through Thursday. And on Fridays, Jen has uh exposure points set
up for the students. They could be going to the Coast Guard. They could be going to Oriana to do a cooking class. They could be going to the beauty school. They could be having a local artist come in and teach on something. um they've they've I've actually been amazed at this community and how many businesses have reached out and said,
"Hey, we'll open our doors like and we'll tour kids." And so then we either bus over kids or we take the school vans over. Um and kids get to sign up for those based on their interest. We do require that all of the students go on a site visit at least twice a semester. So there's a little bit of like you have to do it, but also you get your choice from
all these different ones. um to really try to connect the kids to what what is out there in this region and locally that I might be interested in that I could get engaged with. >> Cool. >> Yeah, they've done a really and so some of our thinking is can we expand some of
those opportunities to our other to our high schools and so both Ben and Brian have had their TAI teachers talking to the teacher that's organizing that at TC High and has those contacts and thought and Dr. Dr. Ven Wagner and I talked about this. Could our Tai kids on some of those Fridays get some seats on some of those visits too and get out there in
the community and make some of those connections too? So, >> and I'm assuming our counselors if somebody expresses an interest in the trades even at West or at Central will direct them that way or at least give them the same resources.
>> Yep. Yep. How difficult is it for a kid to be very very academically inclined but also be able to pick up a skill, a trade? >> I actually would say it's easier for
those kids because if you're very academically inclined, you probably have earned credits earlier and you're on track and so going over to career tech center or going out into work experience or job shadow, you probably have more room in your schedule for that. Um, I would have to talk to our high school
principles as to how often they see students that fall into both of those camps. >> So, would they also um need to have some guidance in middle school as well? >> You know, pretty early. >> I think for high school, I think
students that are uh very successful academically tend to take more dual enrollment classes if their schedule's freed up versus a CTC unless they're interested in trade. And middle school does have a CTC visit. Do they do the eighth grade? >> Yeah, they do the CTC visit in eighth
grade. They also have the work uh fair days where they bring in guest speakers from different careers and they do include the trades and some of those too for those. >> I do think there's more to do in that in the future, but we're not there yet. >> Okay.
at the middle school. >> I think kids like to have hands-on application in middle school because >> we have some of that with STEM class. We have some, but like I said, I think there's some I think there's some room to really think that still somewhat
>> and some >> the last goal goal five is our staffing. So, what are we doing to support our current staffs to grow their skills um to feel supported um and to want to stay and retain our staff? We have great teachers. We have great uh pair of pros
in in our district. And so, these are some of the ideas that we've got going on that we're going to continue expand or new things that we've got in the works for our staff. >> Yeah. And the one the highlights that increasing that we've talked about at the beginning of trying to decrease
splits and overloads uh in the district by increasing FTE and really emphasizing tier one and again going back to tier one intervention. Right? I I can put groups kids into groups and I can address individual student needs if I have 20 first graders in front of me and
not 27. And that's what we're working towards in all of our elementarymentaries. Um another thing to highlight there is Teach Michigan. Jesse and I just met with them again today. Uh they're bringing on um I believe four new people, three from Traverse City High, one from from Traverse Heights.
Again, a fantastic program, outstanding professional development. Um they they back it with stipened, so they they pay teachers. Um and the idea is that what we've seen is one of their biggest data points is retention, right? the idea that we can help build mo build momentum
at title schools like Blair and Heights previous to Teach Michigan we could have helped the half of that staff it's not a large staff leaving every year and the turnover there does not build any any of that momentum right we would not be able to see that housing and and the idea of that culture building uh at Traverse
Heights if they're not there every year and again so for the last three years we haven't had any and then this year the quite a few of the teachers were out of that third year. It's a three-year program and still this year we didn't have any transfer out. So, it's that idea of how that works that you can
build some momentum and Teach Michigan is aware that their next hurdle that they're going to start to approach is um academic um growth and achievement, right? The idea that now that they've I think they've they've gone through the first hurdle of making sure teachers
stay there on a regular basis, they realize the next one is to see how they can move the achievement. So this is like Dan's been a part of their system leader, district leader cohort. So they've gone to Mississippi, they've gone to Houston and looked at some of these to get some of those ideas. He's brought that back and we've talked about
that as we've talked about some of the pilots such as Travis, some of these things like we're looking at those that have moved the needle. What are the things they've done? And that's some of the things we're taking back that he's gotten from that opportunity. >> And we've established those base things that we see in every city that we go to,
right? Do they have they have small small class sizes? There's not a class we gone into that's over 20 20 students. All of them have coaching. All of them have an an administrator who is an academic leader within the school. Jesse and I are trying to put things in place
to move our principles in that direction. Right now, our principles do a lot of managing, right? A lot of behavior, a lot of putting out fires. What we're trying to do is by putting more staff into place, designating more responsibility, they can become the academic leader in a building.
>> We've also seen more of our teachers want to take leadership positions on. So, we have expanded the number of stipens. We've increased uh we've split like for example English language learners. We've got two phenomenal an elementary teacher and a secondary teacher who both really want to step up and and own those kids and help support
those kids. So, we so we increased some stipen positions there. Um, I know you've increased some leadership in your elementary math and uh ELA teams because we have more teachers who want to take ownership and help us, you know, chart that course. So, that's been kind of
exciting too um for our teams. That stability has been really nice. >> So, the one thing I do want to highlight here um you know, we've talked a lot about the the splits and we've worked really hard at the K2 level to eliminate everything we can. We have a couple
buildings from unique situations, Corte being one of just if you don't have a second option. You know, sometimes you have things where kids are safety order to be not in the same classroom or some of that. Um we also I know at least right now have at least one that we don't have room here if we with central
grade if you know we wanted to try and eliminate one. Um, that being said, um, I'm waiting until we see the final budget and maybe make a few more tweaks, but I just this is where we feel comfortable at a balanced budget. We would be going into fund equity
essentially to do any more that we have sitting on the table right now. But I'm reserving kind of see where that is and have another conversation here come maybe July. But, you know, that's we're we're trying to get to that point where we don't bring anything with staffing like that, you know, to you guys in July
and August. >> And we still have to wait to see what happens over the summer. We might have some that we need to add, but maybe a school went down and now one just got freed up that we already hired. So, there's still changes up and down throughout the summer >> until the day after Labor Day.
>> But with all the numbers we have right now, we're trying to get to that point. Um, you know, my goal would be if at all possible to eliminate every single one of them we can from that standpoint. Um, and like I said, we're we're cognizant of that right now. >> Right. So, to be clear, >> and we've made investments to do that
now in a lot of areas in that K in that K2. >> So, our original the intention is our original budget will assume >> yes, >> no splits. We'll find out. >> I think there's two >> right now we have currently in districts there's three. There's three splits. There's one K2 and I've been me and Mr.
Phillips have been Andy Phillips the principal at Corte have talked extensively about that split. He thinks that it's it's handled based on the staffing that he has a split support that that we provide. If you were to break those classes up they get down and we're talking 12ish.
>> So there's there's a spot there of fiscal responsibility also. Um and then there's two others. And then Willow Hill and Central grade um they would rather work into overload than a split. They could run a 3, four, and a four five in both schools, but they'd rather run some higher classes in third and fifth grade
than split. And like Dr. Van Wagner said, both of those have room issues, right? If we start getting rid of them here, especially, I don't know if they have room for another section because we'd be pushing in pretty soon you're pushing specials out of rooms and then there's a whole another area that that
we have to deal with. Art on a cart. The special ed teachers have their own room. They have three special ed teachers at Central Grade. uh they have full-time speech for itinerates full-time ISD so there's a lot of people associated with the school so we're we're a little tight
here's the same way they're are a little tight also but we're down to three um and I I've worked specifically with the principles on those three and like Dr. Van Wagner said if we could loosen up a little more FTE then we'd be right where we want to be.
I just wonder if you could talk a little bit about the evidence-based grading professional learning because I know that is something our student advisory council brought up that particular session. I don't remember which trustee was with me, but you know that's obviously to address the student identified needs.
>> Yeah. And you're going to hear more about that at the board curriculum uh in a couple weeks this month. Uh but really the idea is that we really want to make sure that our grades that we're communicating to our families represent what students know and are able to do and that we work towards mastery in
major skill categories and that we know learning and mastery takes time. Right? So a student might start off at a level where they can just show basic understanding and then as they grow throughout that unit over time they develop proficiency and that in grade should represent where the students at.
it should not be an average of all those together. Um and that we really have defined as teachers what are the master and essential elements we want students to demonstrate learning on and then how do we support them to get that learning out. Um we visited a school recently myself and 20 other teachers who is
really doing a nice job with this and they really they were um going after attendance and apathy in students, right? This idea of why do we do this? Why is this important? Um and so they really redesigned their whole it was K12 uh grading system into be really
transparent to kids and parents around these are the major skills that you're developing and here's what that progression of learning looks like and here's the evidence in which we'll collect to show us where you're at. Um and they that's a school that's almost 90% uh free and reduce and their scores
are quite good. Um, and they've seen an uptick on attendance too of just kids replugging in because they clearly understand why they're doing the learning, where they're at, what they can do next. They also understand that if they don't get it the first time, it doesn't mean I get a zero and I failed. It means that's where I'm at and here's
where I need to go next. And I'm not going to take that zero and average it with I got an 80 at the end and now I still end up with a 40, right? That it is about me developing my skills over time and becoming a confident learner. Um, so we've done a lot of research around it, the secondary principles and I. Um, and we're really going to make
that the thing this next year with our secondary teachers and then talk about what shifts. Um, it's a big it's a big shift to make. Um, and how does that change? Still means we're going to have letter grades, still means we're going to have GPA, all that stuff. We know we know kids need that
for to go on to their next step. But how do we redesign what that system looks like to go after engaging our kids and like real learning and mastery over time? >> Yeah, but we're going to talk about that in the core curriculum. >> Okay, >> great. >> How does that mesh with NWA and MSTEP
who basically do averaging and those are the scores that get reported? >> These are like what would show up on their report card. And what we saw in the district that we just recently visited is that by the time they were a year five into this and now they're all teachers except for two in the high
school, their MSTEP scores and their NWA scores have slowly ticked up every single year. Um, so the translation to I understand that I can build my skills and get stronger at this. Then when I go over here and take MWA or MSTEP, I actually perform better over there because I have more proficiency and
skill development >> and more. Yeah, because >> I think Jesse's done some great audits in secondary. We all in >> we don't always see NWA and MSTEP lining up to grades. >> No, >> I love this concept of it's not where
you start, it's where you end. >> Correct. >> And you know, we're not going to judge you based on the middle where you were. Um, but it just seems like NWA and MSTEP don't take that same philosophical approach. >> They just judge at the end. Yes. Yeah,
>> but they also don't have the opportunity to to do it as often, >> right? >> So that makes it much more difficult. And if you did it more often, I think it'd drive the kids even more nuts. >> They feel they're overested. >> But yeah, that's the hard part. Like Mississippi, they do take it a fourth
time, you know, in the early summer, you know, to be able to show proficiency when they don't the first time. It's like your drive go to the go to the the go to the secretary of state. You can take your driver's driving license test 10 times every day >> till you get it right.
>> Scary. >> Don't tell my granddaughter that. >> So, Jesse, will this training be um in the professional development days in August for our secondary teachers? >> Yeah. What we're working on is the secondary principles and some of our instructional leaders read a book uh by
a Canadian author that sort of one of the front runners on this thinking and we are working on having him actually come in and keynote not only just that first day August but also the November day and also our February day. So it's a thread of continual talk about this and the ability for our teachers to learn
about it um talk about it in their content areas. How does it apply? How would we use this in a math classroom versus a science classroom versus a, you know, a CAD lab? Okay. And then he's going to come back again in November, answer questions, support our teachers, and then back again in February. We've
learned that when we do a professional learning once, we just sort of like with kids like there, we're done. Everyone mastered it. It doesn't actually work, right? And so, how do we provide the support throughout the year? We've also talked about going to visit some other schools that do this quite well um in the country. We've got some schools that
we'd like to go and visit. Um, a high school in Colorado. Um, a couple schools in California. So, maybe we'll be able to fly that. We'll see. >> Gra. >> Okay. >> I'll just say I appreciate all the work that's gone into this. I'm really like how it's broken down by the focus areas.
I again I appreciate the work. I think it'll allow all of us who have committed to things that have never been done in district history, including raising raising reading and mouth outcomes to to levels to new levels and closing opportunity gaps to to talk to the community about here's how we're matching our aligning our our our
funding with, you know, our priorities. So, I I I really feel good about this. Um I'm excited for it. I'm excited to continue the conversation for it. Um, so yeah, I mean I just uh a great I
don't know. I'm really I'm excited. >> You also like how it's broken down and it's easy to explain. Although I can guarantee you anyone's going to look at all of these numbers and be like I'm out. >> I'm glad you've got it. Like >> welcome to school funding 101. >> Yeah. Yeah. It's it's a lot. I mean it's
but wow. You guys have really dug in and couldn't couldn't agree with Tai more. And and just the hard part, remember, some of these can change based on one word in the language of what's allowable or not that comes out of that final bill. And then MD gets it and then how they interpret that
>> can even be different yet, >> which really gets you frustrated. >> And the allocations when we finally know what it truly is versus an estimate. >> Yeah. >> Well, I really really like missionbased budgeting. You know, what do we want to accomplish? How much will it cost to get
there? forgetting all about what's what's the big number we're trying to meet. >> Yeah. >> So, I really I I mean I think this is what education misses sometimes >> rather than just handing somebody a stack of money and say you spend it till it's gone. It doesn't I mean it yeah it
doesn't really make sense instead saying like tell me what you need for your site and why and then so even these interventions and then their next step was like cool okay this is the plan this is the support this is how we're going to train the folks how are we going to monitor whether it's working right like so what are those and then we all
decided on what that's going to look like so we're going to get the folks in their positions they'll know in the end of May we're going to get them trained over the summer we'll kick off the year and Britney and I have like already said in October we're going to pull data and start looking how things are going and and who might need some more support or
who's really, you know, crushing it and we can learn from them, too. Um, but we're all rowing in that direction together. And whether the budget changes or not, I think what Dan and I are really committed to is is ensuring that our tier one instruction is as high quality as possible and that we have,
like, as we said, systems and scalable support for kids who aren't getting it that first time around. We have to ensure that we've got that in all 16 of our buildings. If we have strategic goal data, >> if we have the goals for our data in a strategic plan, tier one is it 80%,
right? That's where we're supposed to hit with with tier one instruction. So, if we're going to quote unquote move the needle, it has to be there and kind of rebuild everything around it. >> But it also, you know, just like Jesse said, you have to keep revisiting and
building on it. So, you know, just because you cut your proficiency score, you slice it at one number, kids that are over that proficiency score can be a little bit uncertain >> because the next week they may test
under proficiency. So, you know, it it's you're constantly building and revisiting and building and revisiting until it becomes like second nature. That's what I'm excited about like with the with the teameing work that we're talking really excited about
when you evaluate those kids and okay maybe they're in this group you know the six weeks and maybe they make a huge jump or maybe they slide a little bit like those grouping strategies if you look at Marzano you look at Hattie you look at that grouping strategies is a high yield strategy to figure out to get
kids so that these kids that just didn't get it just don't go sorry kids or the kids that did get it you go well you're just going to have to wait a while before we move to the next thing and for one person to do that's really hard and so I'm really excited about some of that work to see what that what that shows for us. >> It'll also be interesting how that uh
relates to behavior, right? When kids don't understand and they're frustrated and they're in a group and they're they're going to act out because they you >> or inversely the kids that did get in are sitting here bored. That's right. What they could have the opposite extreme of that too. So I'm really excited what that could look like.
>> Yeah. >> Well, thank you. I I mean >> I want to give a big shout out to Jesse and Sandy though because this beast is not easy and it changes every it changes all the time throughout the whole year every year. I've never seen this many categoricals and different grant sources
since we had AARP and ESSER funds and it's a constant conversation in cabinet. Well, we want to do this take it out of 31A you have it. No, because we had NMCA in 31A now it might be double or put in risk. No, cuz we had to move this to there so it qualified and now this it's
constant. >> So we're always double checking that they don't spend money twice. >> That's our our >> check though. We try. >> So would Dan >> they all try? >> Yeah. >> But it it is a you know we call it a
shell game and that's what it is. Where does it fit? Where does it qualify? And something new came up. Okay. If we move this to that, does it free up this and it qualifies? because we're trying to make sure we're meeting our instructional goals. >> Do we have >> Bravo amazing amazing work? >> Sorry. No.
>> Do we have one person on staff full-time who looks at grants or is it multiple people? >> Sandy low. >> It's mainly Sandy Low. >> Yeah. >> And I'm beginning to work with Ginger and her team a part of the foundation for what those are, especially for you know things related to SSN and LEAP
right now that we've given clear goals for. >> So for instance, right now they're doing the impact 100. Yeah. Yeah, >> you know, writing that grant. So, there are some there are some things like that. So, >> he always tells us if there's a grant available. >> I always get an email.
>> Well, there's a lot of not for profofits out there. >> We're working. >> You can see this is the most grant I've been part of. I mean, the MUI one that's new. I mean, that's an awesome one. >> I know. S's like, "What's that?" I'm like, >> "Akid
system >> for when that session comes. Yeah, >> good. >> Yep. Any other questions? Anything else? >> All right. Well, thank you. Yeah. Amazing. Uh overload of information, but
I think we're doing uh you're doing great work. Thank you. Um moving on to public comment number two. Any additional public comment? Okay. Um so just closing remarks going to use the entire amount to talk about
our next board meeting because it is uh first of all it is not here. Uh so this is the last week of the building as it currently uh is. Uh we will be uh moving around here and there but the next board of education meeting is at Travis City West Senior High Auditorium. So, uh,
note what the location first and then secondly and this is on Monday, June 8th. Uh, it is at 4:30 p.m. This was based off of the fact that we will come in, we will u do the procedural uh opening of the meeting. We will go to
immediately to close session uh for superintendent um evaluation. Um, regardless of how long that takes, we will come out at no later than 6:00 p.m. But if we're not if it's earlier, we will we will just wait and adjourn or wait until 6 p.m. to start the regular
business. So, there could be a gap between um the close session and that. But we will start regular business at 6:00 p.m. If you are coming to visit us, do not worry about anything at 4:30. If you unless you want to sit in a room, that's fine. But we will start regular
business at 6 pm. Um so again 6 uh 4:30 start real real meeting starts at 6 for the for anyone who's not in the closed session and the we will be at Travis City West Senior High on >> any questions that but I have something
after. >> Okay. Um so I think as long as everyone's good with that and then >> yeah so I just want to inform the board um I have been able to get some clarity of there is a some language in the state aid act that allows us some flexibility
with days and hours based amount about upon the amount of professional development we've had in a year. So I have been given clarity from the ISD that we can use some post after it happening um for our two instructional days that we've had that we had the snow
day and we had the the flood day before. So um I am planning on in the morning an email that going out to let our parents know that we because of that um we will be able to have our scheduled last day as scheduled. >> Okay. >> And that'll be a half day as scheduled.
>> Yes. regardless of what legislator >> we do have it. It's something that, you know, we we can't depend on year to year, but the way the language reads this year, it is something that we we have an ability to essentially because we had the PD time that we're able to
use that as instructional time for up to up to the two days. Um, and again, it's nothing you can necessarily depend on or how MDA determines it, but for this year, they're said we can do that. So, not every district has that ability. So, we're gonna go ahead and utilize that
and keep our day schedule. >> You've got that in writing. >> I do. >> Okay. >> From our people accounting auditor at Northwest. >> Great. >> Is that otherwise known as a loophole? >> I'm not calling it, but I'm just saying that our last day is as scheduled.
>> And the communication will go out to the community. >> It's gets ready and it'll plan on going out tomorrow morning. I just wanted to let the board know first. >> Yeah. >> Okay. >> Thank you. >> All right. Um uh so with that we can we can sign your paper right right after the meeting here but um
>> we can do I have a motion to the meeting? >> So move. >> Thanks. >> Second. >> Oh Josie always a tight Josie got the second. All those in favor say I. >> I. All those post say nay. Meeting adjourned.