[00:00:07]
>> WE'LL GET STARTED. WE CAN START WITH THE PLEDGE OF ALLEGIANCE.
[A. Call to Order]
>> I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA, AND TO THE REPUBLIC FOR WHICH IT STANDS, ONE NATION UNDER GOD, INDIVISIBLE, WITH LIBERTY AND JUSTICE FOR ALL.
>> WE HAVE A QUORUM. THERE'S THREE OF US HERE, AND ONLINE IS TRUSTEE CARLIN, TRUSTEE SCARLETT, TRUSTEE TESKE.
THERE'S TRUSTEE [INAUDIBLE]? OUR FIRST THING WE'RE GOING TO DO IS APPROVAL OF THE AGENDA.
[B. Approval of the Agenda]
I THINK TRUSTEE SCARLETT WAS GOING TO ASK TO MOVE THE ACTION ITEMS. COULD WE ALSO MOVE THE CONSENT AGENDA TO THE TOP OF THE AGENDA BECAUSE I'M WORRIED WE MIGHT LOSE A QUORUM HERE?>> WAS THAT WHAT YOU WANTED TO DO, TRUSTEE SCARLETT?
>> YEAH, MR. CHAIRMAN. IF WE CAN MOVE THE ACTION ITEMS TO RIGHT AFTER THE APPROVAL OF THE AGENDA, FOLLOWED BY THE CONSENT AGENDA, I WOULD BE OKAY WITH THAT, AND I WOULD MAKE THAT MOTION.
>> IT'S BEEN MOVED AND SECONDED TO MOVE THE ACTION ITEMS AND THE CONSENT AGENDA TO THE TOP OF THE AGENDA PRIOR TO THE SUPERINTENDENT'S REPORT.
IS THERE ANY DISCUSSION? ALL THOSE FOR APPROVAL, SAY AYE.
>> WE'LL MOVE STRAIGHT TO CONSIDERATION OF THE GOETTLER GROUP CONTRACT. SUPERINTENDENT.
[C. Action Items]
>> THANK YOU, CHAIRMAN GINGERY AND TRUSTEES.
THIS IS A CONTRACT WITH THE GOETTLER GROUP THAT WILL CONDUCT A CAPITAL CAMPAIGN PLANNING STUDY FOR THE SCHOOL DISTRICT IN HOPES OF RAISING A MINIMUM OF $10 MILLION.
THIS IS AN ESSENTIAL COMPONENT, AS YOU ALL KNOW, FOR MESSAGING, AND ESTABLISHING, AND REITERATING OUR MULTI-LAYER APPROACH FOR FUNDING STREAMS FOR BOTH THE HOUSING, WHICH IS NUMBER 14 ON THE BALLOT, AND NUMBER 10 ON THE BALLOT, THE BRONC ACHIEVEMENT CENTER.
JOHN GOETTLER, THE PRESIDENT OF THE GOETTLER GROUP, IS PRESENT IN THE ROOM, SO IF WE HAD TO NEED FOLLOW-UP QUESTIONS, THEN HE IS ABLE TO RESPOND.
>> TRUSTEE TESKE, OR SCARLETT, OR TRUSTEE ZUNG, I KNOW YOU GUYS TALKED ABOUT THIS IN [INAUDIBLE].
CAN YOU GUYS GIVE US A LITTLE BIT MORE EXPLANATION?
>> SURE, MR. CHAIR. I THINK THAT THE PROPOSED CONTRACT WITH THE GOETTLER GROUP IS FOR $42,000.
THERE'S TWO THINGS I THINK AT PLAY HERE.
ONE IS ACTUALLY THE FUNDRAISING PIECE OF IT.
IT APPEARS AS IF THE FOUNDATION REALLY DOESN'T HAVE THE RESOURCES TO BE ABLE TO FUND US AT THIS TIME, SO THE FUNDS WOULD COME OUT OF THE SCHOOL DISTRICT ACCOUNT.
NUMBER 1 IS THE FUNDRAISING PIECE OF IT.
AS DR. CHAPMAN SAID, THE OTHER PIECE OF IT, WHICH TO ME IS EQUALLY AS IMPORTANT, IS THE SUPPORT THAT WE WOULD GARNER FROM JOHN GOING OUT, AND TALKING TO FOLKS, AND GETTING THEIR SUPPORT BEHIND THESE TWO PROJECTS.
CANDIDLY, I'M VERY CONCERNED WITH HOUSING, FOR EXAMPLE, BEING NUMBER 14 OUT OF 15 ON THE BALLOT.
AS YOU REMEMBER FROM GOVERNANCE, WHEN CHARLOTTE SAID, "WE'RE NUMBER 1 ON THE BALLOT.
NO, THAT'S TETON COUNTY." I JUST THINK THAT THIS IS A REALLY WONDERFUL SAFEGUARD.
I THANK JOHN FOR COMING FORWARD AND OFFERING TO WORK WITH US ON THIS.
>> MR. CHAIR, SUPERINTENDENT CHAPMAN, I DIDN'T SEE ANY RESUMES FROM THE GOETTLER GROUP OR ANYTHING OF THAT NATURE.
I WOULD LIKE TO KNOW WHAT THEIR EXPERIENCE IS.
THE NAME OF THIS IS A CAMPAIGN PLANNING STUDY, BUT FROM THE LETTER WE RECEIVED FROM THE GOETTLER GROUP, IT APPEARS TO ME THAT THEY ARE INTERVIEWING PEOPLE ABOUT RAISING MONEY FOR US.
I'M WONDERING WHETHER IT'S ACTUALLY A PLANNING DOCUMENT THAT WE'LL RECEIVE OR NOT.
THIRDLY, I GUESS, I'M WONDERING, WE'VE DECIDED TO DO THIS.
THERE IS NO DOUBT WE'RE DOING IT GIVEN THAT WE'RE ON THE SPENT BALLOT FOR THIS ITEM.
[00:05:08]
I'M WONDERING WHY WE'RE DOING THIS NOW INSTEAD OF MAYBE WHEN WE SHOULD HAVE DONE IT.MAYBE WE SHOULD HAVE DONE IT BEFORE WE REALLY DECIDED THAT WE WERE GOING TO GO WITH THE BRONC ACHIEVEMENT CENTER.
ANY RESPONSES TO THOSE THREE QUESTIONS?
>> THOSE ARE GREAT QUESTIONS, TRUSTEE MEAD.
LET ME ASK MR. GOETTLER TO COME UP TO THE LECTERN HERE.
I THINK THERE WAS TWO MAIN QUESTIONS THERE.
JUST YOUR BACKGROUND AND WHAT OTHER PEOPLE DO IN YOUR GROUP.
WHAT IS THE PRODUCT AT THE END?
>> GREAT QUESTIONS. GOOD AFTERNOON.
IT'S MY PLEASURE TO JOIN YOU THIS AFTERNOON.
FOR 26 YEARS IN COLUMBUS, OHIO, I WORKED AT GOETTLER ASSOCIATES, WHICH WAS A FUNDRAISING CONSULTING FIRM WORKING WITH NOT-FOR-PROFIT ORGANIZATIONS.
I WAS CONTACTED BY A EXECUTIVE RECRUITER, AND I SUBMITTED MY RESUME TO SAINT JOHN'S HEALTH FOUNDATION IN 2013.
THE BOARD TOOK QUITE A RISK IN THAT I HAD NEVER WORKED AT A NON-PROFIT ORGANIZATION PREVIOUSLY.
SO THERE WAS A LEAP OF FAITH THERE.
I'M ENORMOUSLY PROUD OF THE INCREDIBLE RESULTS AND ALL THAT WE ACHIEVED IN MY 8.5 YEARS AT SAINT JOHN'S HEALTH FOUNDATION.
I INCORPORATED THE GOETTLER GROUP IN MARCH OF THIS YEAR.
MY LAST DAY AT THE FOUNDATION WAS MAY THE 31ST.
MY FIRST MEETING WAS WITH GILLIAN.
I HAVE THREE CHILDREN THAT HAVE TIMED OUT OF THE SCHOOL DISTRICT, BUT I CAN'T IMAGINE LIVING IN A COMMUNITY THAT DOES NOT HAVE A FAST-RATE, TOP QUALITY SCHOOL DISTRICT.
WE'RE ENORMOUSLY BLESSED TO HAVE ONE HERE.
I HOPE THOSE QUALIFICATIONS WOULD [OVERLAPPING]
>> IS IT JUST YOU OR IS THERE OTHER PEOPLE IN THIS GROUP?
>> AT THE ADVICE OF MY ATTORNEY, I HAVE HIRED MY WIFE, VALERIE. [LAUGHTER] THE SECOND PIECE OF ADVICE HE GAVE ME WAS TO GIVE HER A RAISE.
[LAUGHTER] WE'VE PUT OUR LAB, BEATRICE IN CHARGE OF TEAM MORALE AND SHE GETS US OUT SALE SOME, BUT IT IS JUST US.
I'VE HAD A LOT OF INTERESTING COFFEE MEETINGS ABOUT SOME FOLKS THAT WOULD LIKE TO JOIN THE GOETTLER GROUP AND WE'LL JUST HAVE TO SEE HOW THAT ALL GOES.
>> PARIS HEALTH FOUNDATION, IF YOU HAVE THAT EXPERIENCE.
I THINK WHAT KATIE WAS AT HER TESTIMONY WAS ASKING IS, PRIOR TO THAT, WHAT TYPE OF EXPERIENCE DO YOU HAVE WITH THIS TYPE OF THING?
>> IN THE 26 YEARS I WORKED TOGETHER WITH ASSOCIATES, I CONSULTED ON PROBABLY APPROACHING 500 CAPITAL FUNDRAISING CAMPAIGNS WAS THE NICHE THAT WE WERE IN.
WE ALSO DID A LOT OF WORK IN THE MAJOR GIFT ARENA.
STILL WORK WITH NON-PROFIT ORGANIZATIONS ON HOW TO GROW AND TO MANAGE THEIR MAJOR GIFT PROGRAMS. I LOVE TO RAISE SOMETHING.
>> THE SECOND QUESTION AND I THOUGHT TO MEET STATED IT, WELL, THE WAY IT WAS WORDED, SHOULD WE DO THIS? I THINK TRUSTING ME CORRECTLY STATED, WE'VE ALREADY DECIDED TO DO THIS.
WHAT IS IT THAT YOU'RE PRODUCING? WHAT'S YOUR PRODUCT AT THE END?
>> THIS IS ACTUALLY A CAMPAIGN PLANNING STUDY WHICH INCLUDES PREPARING A PRELIMINARY CASE FOR SUPPORT, WHICH WE HAVE AND WE HAVE DRAFTED, PREPARING A LIST OF POTENTIAL INTERVIEWEES.
THEN WORKING MOST LIKELY WITH THE FUN FOR PUBLIC EDUCATION, WHICH JUST SOMEBODY NEED TO WORK ON THE MECHANICS OF GETTING THESE APPOINTMENTS ABOUT 25-35 IN NUMBER.
THE TIMING IS ABSOLUTELY ESSENTIAL BECAUSE I WOULD IDEALLY LIKE TO BRING BACK A REPORT THAT AFFIRMS OR AT LEAST EXAMINES THE POTENTIAL FOR THE TETON COUNTY SCHOOL DISTRICT, IN PARTNERSHIP WITH THE FUN FOR PUBLIC EDUCATION TO LAUNCH A $10 MILLION CAPITAL FUNDRAISING CAMPAIGN, MOST LIKELY TO HELP WITH THE MATRIX OF THE FUNDS THAT YOU NEED FOR THE BRONC ACHIEVEMENTS CENTER AND POTENTIALLY THE HOUSING.
THIS IS ACCOUNT OF AN ALL OF THE ABOVE APPROACH WHICH I THINK IS IMPORTANT.
PROJECTS HAVE GOTTEN EXPENSIVE IN TETON COUNTY.
JUST ASK THE FOLKS AT DIRECT CENTER.
I WOULD LIKE TO GET THE REPORT BACK TO YOU IN ADVANCE OF THE NOVEMBER, 8TH ELECTION.
IDEALLY, I'D LIKE TO GET A PRESS RELEASE OUT THAT INFORMS THE VOTERS OF TETON COUNTY THAT WE HAVE THE EXPERIENCE AND WE HAVE A REPORT FROM THE GOETTLER GROUP, 38 YEARS IN DEVELOPMENT THAT SAYS, YES, THE SCHOOL DISTRICT CAN LAUNCH A SUCCESSFUL CAMPAIGN FOR 10 MILLION OR IT MIGHT COME BACK AND SAY IT NEEDS TO BE SIX OR EIGHT, OR WE CAN DO BETTER.
BUT I BELIEVE THAT TIMING IS ABSOLUTELY ESSENTIAL GIVEN THE MULTITUDE OF PROJECTS WE HAVE ON THIS BALLOT.
THE SHEER FACT, THE PROPERTY TAXES WENT UP SIGNIFICANTLY AND I THINK WE NEED TO GET EVERY ARROW WE CAN POSSIBLY GET ON OUR QUIVER TO MAKE
[00:10:01]
SURE THAT WE PASS THE TWO-STEP PROPOSED.>> SINCE YOUR REPORT WOULD BE BACK TO US PRIOR TO NOVEMBER 8TH, IF I'M UNDERSTANDING YOU CORRECTLY, THEN THE VOTERS WOULD SEE.
OH, OKAY, I'LL VOTE FOR THIS ON SPED 16 MILLION.
STATE OF WYOMING, IS GOING TO PUT IN FOR SOME AND THEN THE SCHOOL DISTRICT IS GOING OUT TO GET PRIVATE DONATIONS UP TO A CERTAIN AMOUNT.
IN YOUR DOCUMENT PROVIDES THE EVIDENTIARY DATA TO SUPPORT THAT STATEMENT THAT THE 10 MILLION IS THE CORRECT AMOUNT?
>> OR WHAT ARE THE NUMBERS YOU COME UP WITH?
>> THE VOTERS KNOW THAT WE DIDN'T JUST THROW OUT A NUMBER JUST BECAUSE WE'RE HOPING THAT YOU HAVE SOMETHING TO BACK IT UP, THAT YOU'VE GOTTEN TALK TO PEOPLE AND YOU THINK YOU CAN HELP US LINE UP PRIVATE DONATIONS UP TO A CERTAIN AMOUNT.
>> WE FOUND DURING THE SPED REQUESTS FOR WHAT IS NOW CALLED SAGE LIVING, THAT THE OPPORTUNITY TO PURSUE PRIVATE PHILANTHROPIC RESOURCES IS A VERY POWERFUL AND A MOTIVATING TOOL TO THE VOTERS TO SAY, HEY, THIS IS A NOT-FOR-PROFIT ORGANIZATION THAT HAS DECIDED TO DO EVERYTHING THEY CAN TO ENSURE THE SUCCESS OF THESE TWO VITAL PROJECTS.
>> KATIE YOU MEAN THAT THE HELP OR DO YOU HAVE ANYMORE, DO YOU HAVE MORE QUESTIONS OR COMMENTS?
>> WELL, I GUESS I DON'T THINK I'D EVER SEEN A CASE FOR SUPPORT THAT YOU REFERRED TO.
CAN YOU DESCRIBE SPECIFICALLY WHAT WILL BE IN THERE AND ARE YOU IDENTIFYING SPECIFIC DONORS WHO FEEL READY TO ANY MONEY FOR THIS? OR IS IT MORE OF A GENERAL ANALYSIS THAT THE FEELING OF THE COMMUNITY TOWARDS THIS PROJECT?
>> CASE FOR SUPPORT IS A WRITTEN DOCUMENT THAT ARTICULATES THE RATIONALE FOR A HUMAN BEING TO CONTEMPLATE A SIGNIFICANT FLAGS OR A FINANCIAL CONTRIBUTION.
THIS IS A DOCUMENT THAT THE SUPERINTENDENT HAS PREPARED THAT IS FROM MY PERSPECTIVE, ESSENTIALLY A CASE FOR SUPPORT.
IT ARTICULATES THE CONCERN, THE PROBLEM, AND IT ARTICULATES THE ANSWER.
WHAT I FOUND IS THAT AVAILABLE FOR IT.
I DON'T WANT TO TAKE A POWER FOR PRESENTATION, TO SELL THEM ON ANYTHING.
I WANT TO HAVE A TWO-PAGE WRITTEN DOCUMENT, MICROSOFT WORD.
I PREFER NOT TO HAVE KIDS OR THE PHOTOS OF THE CAMPUS OR ANYTHING LIKE THAT.
I THINK IT FEELS TOO BROCHURES.
I JUST WANT IT TO BE A STATEMENT OF FACTS AND WE HAVE THE FACTS.
THE FACTS I THINK ARE IN OUR FAVOR.
THE 30 INTERVIEWS WOULD BE BASED ON THE WAY THAT WE WOULD APPROACH THE CAPITAL CAMPAIGN IS THAT THE TOP OF THE PYRAMID IS VERY IMPORTANT.
A MAJOR GIFT SPREAD OUT OVER A THREE-YEAR PLEDGE PERIOD.
I WOULD SAY WE PROBABLY NEED 10 GIFTS AT THE TOP OF THE PYRAMID FOR $5-$7 MILLION.
MULTI-MILLION DOLLAR GIFTS ARE CRITICAL.
FOR THE 21 MILLION WE RAISED FOR SAGE LIVING.
THERE WERE TWO GIFTS FOR $5 MILLION, AND ONE GIFT FOR $3 MILLION.
I DON'T KNOW IF WE HAVE INDIVIDUALS IN TETON COUNTY THAT WOULD CONTEMPLATE A MAJOR INVESTMENT IN THIS PROJECT, BUT WE'RE GOING TO GO LOOK FOR THEM.
>> [INAUDIBLE] DID YOU HAVE SOMETHING IN COMMON THAT YOU CAN FIND?
>> I DO HAVE A COUPLE OF OTHER QUESTIONS.
I GUESS ONE QUESTION I HAD WAS THIS IS 42,000 FOR THE STUDY.
IF YOUR STUDY COMES BACK AND SAYS, SORRY, YOU CAN'T RAISE ANY MONEY, I GUESS WE'RE OUT $42,000 [LAUGHTER].
OR DO YOU THINK THAT'S NOT LIKELY THAT YOU'RE GOING TO SAY, WELL, MAYBE NOT 10 BUT MAYBE FIVE, AND THEN I GUESS THE QUESTION IS, WE LAUNCHED THIS CAPITAL CAMPAIGN LIKE WHAT ARE THE OTHER FEES? I ASSUME THERE'S ADDITIONAL FEES WARANTS.
>> I CAN'T RECALL EVER CONDUCTING A CAMPAIGN PLANNING STUDY THAT WE CAME BACK AND JUST SAID NO.
>> SORRY, A GOOD QUESTION IN A THOUSAND.
>> SORRY, IT JUST COULDN'T WORK OUT.
I COULDN'T VISION OR I CAN RECALL THAT WE HAD A NUMBER OF TIMES WHERE WE DID NOT FIND THE LIKELIHOOD OF A HANDFUL OF MAJOR GIFTS TO ANCHOR A SUCCESSFUL CAMPAIGN, AND SO WE GOT CAUTIOUS ABOUT THE GOAL AND WE SUGGESTED PURSUING THIS SLOWER.
WE HAD SOME SITUATIONS WHERE WE FOUND A NON-PROFIT ORGANIZATION DID NOT
[00:15:04]
HAVE STRONG AWARENESS OF THEIR MISSION OR PROGRAMS. WE RECOMMENDED A CULTIVATION PERIOD, I'M NOT CERTAINLY TIME FOR ANY OF THAT.I DO BELIEVE THAT THE RESIDENTS OF TETON COUNTY ARE WELL AWARE OF THE SCHOOL DISTRICT.
THE ONLY ISSUE IS WHETHER OR NOT WE IDENTIFY FOLKS WILLING TO CONSIDER SIGNIFICANT PLEDGES IN SUPPORT OF A CAPITAL CAMPAIGN OR MOSTLY THE BRONCO ACHIEVEMENT CENTER.
YOUR SECOND QUESTION IS A GOOD ONE, YES, THIS IS JUST THE EXPLORATION, THE CONDUCT OF THE INTERVIEWS.
THE TIMING IS CRUCIAL TO GET THE REPORT BACK IN YOUR HANDS PRIOR TO THE NOVEMBER 8TH ELECTION.
I DON'T KNOW WHAT YOUR SCHEDULE LOOKS LIKE.
IF WE HAVE TO CALL A SPECIAL MEETING OR IF THERE'S A TASK FORCE, BUT I'M FEELING A LOT OF PRESSURE, EXTREME MOTIVATION TO GET THIS DONE IN ADVANCE BECAUSE I DO BELIEVE THAT THE MESSAGING WOULD BE SO POWERFUL TO SHARE WITH THE VOTERS OF TETON COUNTY THAT YES, WE'RE GOING TO THE STATE OF WYOMING.
WE HOPEFULLY KNOCK ON WOOD, WE GET THESE FOLKS TO SAY YES, AND THEN THIS IS ANOTHER $10 MILLION THAT WOULD ENSURE THE SUCCESS OF THE PROJECT.
I WILL COME BACK WITH THE REPORT AND OFFER A RECOMMENDATION FOR THE STRUCTURE OF THE CAMPAIGN, THE STAFFING FOR THE CAMPAIGN, AND THE BUDGET FOR THE CAMPAIGN.
IT IS CONSIDERED BEST PRACTICE THAT YOU RAISE FUNDS AT THE $10 MILLION WOULD INCLUDE FUNDS TO PAY FOR THE CONDUCT OF THE CAMPAIGN AND ALL OF THE COLLATERAL MATERIALS THAT YOU MAY NEED AROUND IT.
THE LARGER THE CAMPAIGN GOAL, THE LESS THE PERCENTAGE.
IT'S ALL PROFESSIONAL FEE BASED.
BUT IF YOU START TO GOOGLE THIS OR IF YOU START TO READ ALL THE BOOKS ON THE SHELF IN MY OFFICE.
YOU'LL FIND THAT MAYBE 2 TO 5 PERCENT OF THE OVERALL CAMPAIGN GOAL WOULD BE A GOOD ROUGH NUMBERS.
MAYBE 2, 3, $400,000 AND THIS IS NOT ALL PAID TO THE GET-LINE.
THIS IS JUST FOR ALL OF THE MATERIALS AND SUPPLIES.
IF WE DO A VIDEO, IF WE HAVE BUDGET FOR MEETINGS, ETC.
THAT'S ALL PART OF THE CAMPAIGN.
>> ACTUALLY LED ME TO ANOTHER QUESTION.
THIS DIDN'T INCLUDE EXPECTED EXPENSES OR HOW MUCH EXPECTED CHANCES ARE IN THAT PORTION OF IT.
>> I BELIEVE THEY WILL BE QUITE MINOR.
POSSIBLY INCURRED DURING THE CONDUCT OF THE INTERVIEWS.
IF AN INDIVIDUAL WANTS TO GO TO LUNCH, I'M GOING TO OFFER TO PAY FOR LUNCH AND THEN I'M GOING TO PASS THAT INVOICE ALONG TO YOU, AND IF WE BUY COFFEE.
BUT I'M NOT GOING TO BOTHER WITH MILEAGE.
WE'RE ALL RIGHT HERE IN TOWN. THERE'S NO HOTELS.
>> VIDEOS [INAUDIBLE] THIS STAGE.
>> IT'S PRETTY MUCH ANSWERED ALL MY QUESTIONS.
>> LIKE TRUSTEE BRANSON, I HAD COUPLE OF QUESTIONS AND THEY WERE ANSWERED ALREADY, SO THANK YOU.
>> [OVERLAPPING] TRUSTEE SCARLETT, LET ME DO TRUSTEE SCARLETT REAL QUICK AND THEN WE'LL COME TO YOU.
>> YOU'VE BEEN WORK WITH THE FUNDING FOR PUBLIC EDUCATION.
I ASSUME YOU GUYS TALKED TO THEM ABOUT THIS?
WE'VE SPENT A LOT OF TIME TOGETHER OVER THE LAST FEW WEEKS.
I'M SERVING AS A VOLUNTEER ON THE POLITICAL ACTION COMMITTEE AND WE'VE INVITED JASON TO JOIN THOSE CALLS.
I THINK THIS IS GOING TO BE A GREAT JUST A GREAT OPPORTUNITY TO REALLY GROW THE STATURE OF THE FUN.
IT'S BEEN EXTREMELY ENJOYABLE WORKING WITH JASON.
>> MR. GOETTLER ACTUALLY TOOK AWAY MY THUNDER, WORKING ON THE PACK.
APPRECIATE YOUR VOLUNTEER AND YOUR ADVICE ON THAT, JOHN.
IT'S BEEN INVALUABLE, AND YOUR WORK AT SAGE LIVING CENTER WAS INCREDIBLE. KUDOS.
>> I'M PLEASED THAT YOU'VE PROVIDED US WITH THIS PROPOSAL.
>> MR. CHAIR, I'VE BEEN ON A LOT OF NON-PROFITS IN TOWN.
[00:20:03]
I'VE BEEN ON A CHAIR OF A NON-PROFIT.WE KNOW, I THINK ON THIS BOARD, WHO ARE THE PEOPLE WHO WILL MAKE MAJOR GIFTS TO US.
WE HAVE A FUND FOR PUBLIC EDUCATION THAT WAS ESTABLISHED TO DO JUST THAT.
WE HAVE PRETTY GOOD PEOPLE WORKING THERE.
I JUST DON'T SEE ANY NEED FOR THIS QUITE FRANKLY, I DON'T THINK THE VOTERS ARE GOING TO CARE ONE BET, WHETHER WE HIRED THE GATHER GROUP OR ANYBODY ELSE TO TELL US WHAT WE ALREADY NEED TO KNOW ABOUT THE AMOUNT WE'VE GOT TO RAISE IS THE AMOUNT TO PAY FOR THIS BUILDING.
DEPENDING UPON WHERE YOU'RE GETTING THE VOTERS, WHAT WE GET FROM THE STAY, WE WON'T BE TRYING TO GET PEOPLE TO GIVE US MONEY IN EXCESS OF WHAT THIS BUILDING IS GOING TO COST US.
WITH ALL DUE RESPECT, MR. GOETTLER, I JUST DON'T REALLY SEE ANY REASON FOR THIS.
SPECIFICALLY, I'M ON THE BOARD OF THE FUN FOR PUBLIC EDUCATION.
I THINK WE CAN POINT THEM IN THE RIGHT DIRECTION OF THE PEOPLE WHO HAVE CAPACITY TO REALLY HELP US WITH THIS FUNDRAISING EFFORT, AND GIVEN THE STATE'S GOING TO KICK IN SOME MONEY, WE HOPE.
IF WE DON'T GET THIS BACK IN, MAYBE WE RECONSIDER WHETHER WE DO THIS OR WHETHER WE CAN GET THE STATE TO DO SOME OTHER PROJECTS.
IT DOESN'T SEEM TO ME LIKE IT ADDS ANY VALUE TO WHAT WE'RE DOING AT ALL.
I WILL BE VOTING NO AGAINST THIS ONE.
>> MR. GOETTLER'S ON MY QUESTIONS NOW THAT WE'VE GONE THROUGH EVERYBODY ELSE.
ONE QUESTION WAS, SO LET'S SAY WE DO AS PLANNING AND STUDYING WITH YOU TO PROVIDE US A RESULT BEFORE THE NOVEMBER ELECTION, ARE WE OBLIGATED THEN, LET'S SAY WE DECIDE TO DO THE CAMPAIGN, ARE WE OBLIGATED TO STICK WITH YOU OR CAN WE GO WITH SOMEONE ELSE?
>> ALL WE'RE AGREEING WITH YOU TO DO AT THIS POINT IS THE PLANNING STUDY.
CAN WE WRITE INTO THIS, OR IS IT ALREADY IN THERE AND MAYBE I MISSED IT, THAT YOU WILL GUARANTEE THAT WE'LL GET THIS REPORT BEFORE THE NOVEMBER ELECTION?
>> SURE. I FEEL HIGHLY MOTIVATED IS THAT THAT IS A VERY IMPORTANT CONSIDERATION.
I WOULD BE HAPPY TO WRITE THAT IN.
>> YOU KNOW A DATE THAT YOU THINK WOULD BE APPROPRIATE, IS THE OCTOBER 5TH OF ME ASKING TOO MUCH.
I JUST WANT TO MAKE SURE WE HAVE ENOUGH TIME TO LET THE PUBLIC KNOW THAT WE'RE DOING THIS.
>> I UNDERSTAND. I WATCHED ALL THE GYMS AND CONGRATULATIONS ALL OF YOU FOR GETTING BOTH YOUR PROJECTS ON THE BALLOT.
WE HAD ORIGINALLY PROPOSED A FOUR MONTH ENGAGEMENT, AND THEN BECAUSE OF THE URGENCY AND I DO THINK THIS WILL BE A POWERFUL MESSAGE TO SHARE WITH VOTERS.
I WOULD BE HAPPY TO WRITE THAT INTO THE CONTRACT.
I THINK IT'LL BE MORE LIKELY THE END OF OCTOBER.
I JUST WANT TO GIVE US AS MUCH OPPORTUNITY AS WE CAN TO SCHEDULE WITH THE INDIVIDUALS THAT WE BELIEVE ARE IMPORTANT TO MEET WITH AS A PART OF THE CAMPAIGN PLANNING.
>> IS THERE DATE? YOU COULD GIVE ME THAT WE PUT IT IN THERE.
>> IF WE MADE A MOTION TO APPROVE THIS WITH THE AGREEMENT THAT YOU'LL HAVE THIS REPORT TO US BY OCTOBER 31, WOULD YOU ALSO BE WILLING, I DON'T MEAN TO NICKEL AND DIME, BUT WE ARE GOVERNMENT.
THE EXPENSE THING CONCERN ME IF IT'S LUNCHES, COFFEE.
WE'RE JUST GOING TO PAY YOU 42 AS A FLAT FEE AND NO EXPENSES.
[LAUGHTER] WAS THERE ANY FURTHER DISCUSSION?
>> I GUESS MY POINT IS [BACKGROUND] THAT IF WE GO ON THE 31ST, THAT'S ESSENTIALLY A WEEK BEFORE THE ELECTION.
BUT WE COULD FIGURE BY THE 24TH BECAUSE WE'D BE TWO WEEKS BEFORE THE ELECTION, WHICH ON THE EIGHTH, SO HAVING ONE WEEK IS [OVERLAPPING] NOT A LOT OF TIME
[00:25:05]
TO INFORM PEOPLE OF WHAT WE'RE THINKING AND WHAT WE'VE COME UP WITH IN TERMS OF-.>> THAT'S AN EXCELLENT POINT. LET'S AGREE, SO THAT'S MONDAY THE 24TH OF OCTOBER, AND THAT GIVES US THEN FOUR WEEKS PLUS THE EIGHTH, IT IS ON A TUESDAY, OBVIOUSLY.
>> WAS THERE ANY FURTHER DISCUSSION? TRUSTEE ESSEN?
>> THANK YOU, MR. CHAIR. I'VE HAD THE PLEASURE OF WORKING WITH JOHN AS A MEMBER OF ST. JOHN'S AUXILIARY AND I HAVE TO SAY THE ENERGY AND THE PASSION AND THE COMMITMENT THAT HE PUTS IN AND THE PROJECTS THAT HE HAS DELIVERED FOR ST. JOHN'S HAS GIVEN ALL OF US A LOT OF EXTRA, I'D SAY PROTECTION IN THE MEDICAL FIELD WITH ST. JOHN.
I JUST THANK YOU JOHN FOR ALL YOU'VE DONE FOR ST. JOHN'S AND I KNOW YOU'LL ROCK THIS OUT OF THE PARK. THANK YOU.
>> THANKS, JANINE. I REALLY APPRECIATE THAT.
>> MR. CHAIRMAN, I MOVE TO APPROVE THE GOETTLER GROUP CONTRACT IN THE AMOUNT OF $42,000 TO BE COMPLETED BY OCTOBER 24TH, 2022.
>> MOVED AND SECONDED TO APPROVE THE GOETTLER GROUP AGREEMENT AT THE FIXED RATE OF 42,000 AND THE REPORT TO BE COMPLETED BY OCTOBER 24TH, 2022.
IS THERE ANY FURTHER DISCUSSION ON THIS MOTION? SEEING NONE. ALL THOSE IN FAVOR SAY AYE.
>> IT PASSES SIX TO ONE WITH TRUSTEE JANINE IN THE OPPOSITION.
HOPEFULLY, THIS WILL WORK OUT WELL FOR ALL OF US. THANK YOU.
>> IF WE DO THE CONSENT AGENDA,
[D. Consent Agenda]
THE CONSENT AGENDA TONIGHT IS THE APPROVAL OF STAFF CONSIDERATIONS, APPROVAL OF MINUTES FROM JULY 13TH, PRIVILEGE EXECUTIVE MEETING, JULY 20TH, APPROVAL OF THE MINUTES OF JULY 20TH, REGULAR MEETING, APPROVAL OF THE JULY 2022 CHECK REGISTER, APPROVAL OF THE '22, '23 SCHOOL YEAR RELATED SERVICES AGREEMENTS, [NOISE] APPROVAL OF INDEPENDENT CONTRACT AGREEMENT WITH TINY HANDS, APPROVAL OF 2022 JAMF RENEWAL, APPROVAL OF THE FY23 OUT OF STATE TUITION RATE, APPROVAL OF LUCKY DOG, PURCHASE ORDER FOR THE JACKSONVILLE MIDDLE SCHOOL PLAYGROUND, AND THE APPROVAL OF THE CONSENT AGENDA.I WOULD ENTERTAIN A MOTION TO APPROVE THE CONSENT AGENDA.
>> I'D LIKE TO PULL OUT ITEM NUMBER 9 PLEASE.
LET'S PULL OUT NUMBER 9 AND WE'LL COME TO THAT IN A MOMENT.
THE OUT OF STATE TUITION WILL NOT BE IN THE CONSENT AGENDA AND WE'LL DEAL WITH THAT IN A MOMENT.
WAS THERE ANYTHING ELSE THAT NEEDED TO BE PULLED? I APOLOGIZE, I DIDN'T ASK THAT FIRST.
SEEING NONE, I'D ENTERTAIN A MOTION FOR THE CONSENT AGENDA WITH THE EXCEPTION OF THE OUT OF STATE TUITION.
>> MOVED AND SECONDED TO APPROVE THE CONSENT AGENDA.
ALL THOSE IN FAVOR FOR THE APPROVALS SAY AYE.
>> ALL THOSE OPPOSED. ALL RIGHT.
NOW WE MOVE ON TO NUMBER 9, APPROVAL OF THE FY2013, THE OUT-OF-STATE TUITION RATE.
KRISTEN IS WALKING TO THE LECTERN AND SHE WILL EXPLAIN IT TO US.
IT MAY BE QUICKER IF, LET ME SEE WHAT TRUSTEE JANINE'S QUESTION IS, THAT MIGHT BE QUICKER.
I WANTED TO KNOW WHAT THE INCREASE WAS FROM LAST YEAR.
>> I DON'T KNOW THE ANSWER TO THAT QUESTION OFF THE TOP MY HEAD, [LAUGHTER] BUT I CAN LOOK IT UP. [LAUGHTER]
>> GIVE ME A SECOND. I'LL LOOK ON THE AGENDAS FROM LAST YEAR.
>> IT WAS ON SEPTEMBER LAST YEAR.
>> THE REASON I ASKED IS SIMPLY INFLATION, WE KNOW ABOUT INFLATION AND I'M WONDERING IF TUITION RATES ARE BASICALLY KEEPING UP WITH INFLATION BECAUSE OTHERWISE, WE'RE TAKING IT FROM THE SHORTS WITH KIDS WHO WOULD GO TO SCHOOL HERE.
>> THE ANSWER IS NO, THEY'RE NOT, KATE, BUT I HAD EXACTLY THE SAME QUESTION.
>> FOR OUT-OF-STATE TUITION RATE IS CALCULATED BASED ON THE TOTAL OPERATING COST FOR THE NEXT YEAR, SO WE TAKE THAT BUDGET NUMBER AND DIVIDE IT BY OUR TOTAL ADM THAT WHAT'S REPORTED SO IT IS INCREASING WITH OUR BUDGET.
LAST YEAR'S DAILY TUITION RATE WAS
[00:30:03]
$116.90 AND THE TUITION CALCULATION WAS BASED ON 2,746 STUDENTS FOR $20,457.55.>> TWENTY THOUSAND NINE HUNDRED AND FIFTY EIGHT DOLLARS, SO IT'S ABOUT $500.
>> DID YOU HEAR THAT, KATE? WE HAVE ABOUT $500.
>> KATE, THE ANSWER TO YOUR QUESTION IS AS LONG AS WE'RE NOT RECEIVING THE EXTERNAL COST ADJUSTMENT, WHICH ADJUSTS SALARIES AS WELL AS MATERIALS AND UTILITIES AND THE APPROPRIATE AMOUNT FROM THE LEGISLATURE, THEN WE ARE NOT KEEPING PACE WITH INFLATION.
>> I'D ENTERTAIN A MOTION TO APPROVE THE OUT-OF-STATE TUITION RATE.
>> MOVED AND SECONDED TO APPROVE THE FY23 OUT-OF-STATE TUITION RATE.
IS THERE ANY PUBLIC COMMENT HERE IN THE ROOM? ANY PUBLIC COMMENT ON ZOOM? SEEING NONE.
ANY FURTHER DISCUSSION? SEEING NONE.
ALL THOSE FOR APPROVAL, SAY AYE.
>> ALL THOSE AGAINST? ALL RIGHT.
WE HAVE GOTTEN THROUGH ALL THE ACTION ITEMS FROM THE CONSENT AGENDA.
I BELIEVE A FEW TRUSTEES NEEDED TO LEAVE US.
>> EXCUSE ME, MR. CHAIRMAN. SARAH CHAPEL IS GOING TO LEAVE.
>> YES. THANK YOU VERY MUCH AND I LOOK FORWARD TO HEARING HOW THE DISCUSSION GOES FURTHER ON THE STRATEGIC PLAN.
WE HAD A CONVERSATION ABOUT IT IN GOVERNANCE LAST WEEK AND SO I FEEL LIKE I KNOW WHAT WE'RE DOING GOING FORWARD.
>> THANK YOU FOR DOING YOUR BEST.
>> I'LL MAKE SURE I KEEP [INAUDIBLE] WE STILL HAVE TRUSTEE NATE AND TRUSTEE TESSA.
WE ARE NOW ONTO SUPERINTENDENT'S REPORT.
[E. Superintendent's Report]
>> THANK YOU. I LOGGED OUT OF THE WRONG MEETING.
BACK IN 2022, I'M LIKE, WHAT? [LAUGHTER] JUST GIVE ME A SECOND HERE TO LOG BACK IN TO THIS MEETING.
THE DISTRICT LEADERS REPORT IS POSTED FOR YOU AND THIS IS THE LAST BOARD MEETING WHERE WE ONLY HAVE THE DISTRICT STAFF THAT HAVE BEEN ON-SITE REPORTING OUT.
THE ELEMENTARY AND MIDDLE SCHOOL ADMINISTRATORS STARTED WORK YESTERDAY AFTER THEIR SUMMER BREAK AND THE HIGH-SCHOOL ADMINISTRATORS HAVE BEEN ON DUTY FOR ABOUT A WEEK.
THE DISTRICT LEADERS REPORT IS A LITTLE BIT SHORT, BUT IF THERE ARE ANY QUESTIONS, WE ARE HAPPY TO ANSWER THEM.
>> WE GOT MIDDLE-SCHOOL LATER.
WAS THERE ANY OTHER FACILITIES, STUFF WE NEED AN UPDATED ON?
CHAIRMAN AND TRUSTEES, AS YOU LOOK OUTSIDE THE WINDOW, YOU'LL NOTICE THE BLEACHERS ARE COMING ALONG QUITE NICELY, AND HOPEFULLY, THEY'LL BE DONE EARLY SEPTEMBER FOR THE FIRST CONTEST AND WE'RE WORKING THROUGH A FEW OTHER ISSUES THAT WE'RE WORKING THROUGH, BUT THEY'RE LOOKING REALLY GREAT AND THERE'S NOTHING AT THIS POINT THAT'S GOING TO IMPEDE US FROM USING THEM AT OUR FIRST GAME.
>> ANY OTHER QUESTIONS ON THE DISTRICT LEADERS REPORT? TRUSTEE MEAD GO AHEAD.
WELL, I THINK YOU'RE MUTED. [NOISE] IT WAS TO DO WITH DISTRICT LEADERS, BUT I WANT TO SAY THAT I SURE APPRECIATE IT GETTING THAT LETTER FROM, WAS IT KELLY MATTHEWS? THE HEAD OF THE SUMMER SCHOOL PROGRAM, DRAWING OUR ATTENTION TO ALL THE PEOPLE WHO HELPED MAKE THAT HAPPEN DURING THIS SUMMER.
I'D LIKE TO SAY, I APPLAUD THEM FOR EVERYTHING THEY DO.
SOMETIMES SUMMER SCHOOL SKATES UNDER THE RADAR.
I'M REALLY HAPPY THAT SHE SENT US THAT LETTER OF RECOGNITION OF ALL THE DIFFERENT DEPARTMENTS THAT CONTRIBUTED TO MAKING SUMMER SCHOOL A REALLY GREAT EVENT THIS YEAR.
>> IT NICE SHE MENTIONED EVERYBODY BY NAME BUT [INAUDIBLE].
ANY OTHER QUESTIONS ON THE DISTRICT LEADERS REPORT?
>> TRUSTEE TESKE DID YOU HAVE A QUESTIONS?
>> I DO. I'M GILLIAN, DO WE FILL ALL OF OUR POSITIONS?
[00:35:01]
>> TRUSTEE TESKE AND TRUSTEES.
I BELIEVE WE'RE DOWN TO ONE CERTIFIED POSITION, THE SCHOOL PSYCHOLOGISTS POSITION
WE'RE DOWN, I BELIEVE THREE BUS DRIVERS AT THIS POINT, SO THAT'S AN AREA OF CONCERN.
OF COURSE, WE'RE ALWAYS LOOKING FOR SUBSTITUTES FOR US AND WE HAVE A NUMBER OF COACHING POSITIONS AS WELL.
>> BY THE WAY, THAT'S THE ONE DOWNSIDE TO THE GOETTLER GROUP, IS THAT HIS WIFE WAS ONE OF OUR BETTER SUBSTITUTES.
>> THANK YOU. TRUSTEES THE NEXT ITEM IS THE STRATEGIC PLAN UPDATE.
AS YOU KNOW, OUR STRATEGIC PLAN, WE CALL IT SUCCESS 2020.2022 IS THE YEAR THAT WE ARE TO LOOK AT OUR STRATEGIC PLAN GOALS.
AS I HAVE REVIEWED THE STRATEGIC PLAN AND GOALS, I THINK IT'S IMPORTANT FOR THE TRUSTEES TO KNOW HOW WOULD WE USE THE STRATEGIC PLAN? IN SOME PLACES THE STRATEGIC PLAN IS JUST A BOX THAT THEY CHECK.
IN OUR SCHOOL DISTRICT, THIS IS OUR ROADMAP.
THIS IS OUR WAY FORWARD AND WE ARE ALWAYS GOING BACK TO OUR STRATEGIC PLAN GOALS AND THERE ARE FOUR OF THEM.
WE ARE ALWAYS LOOKING AT OUR VISION AND MISSION STATEMENT, AND THE THINGS THAT WE VALUE.
WHEN TIMES ARE GREAT OR TIMES ARE TOUGH, THOSE VALUES ALWAYS HELP US MAKE SOMETIMES TOUGH DECISIONS.
THEN OF COURSE, SUCCESS 2022 WAS LAUNCHED ABOUT FIVE YEARS AGO, AND THAT WAS THE GOAL OF HAVING EVERY ONE OF OUR THIRD GRADERS AS PROFICIENT READERS AND MATHEMATICIANS.
EVERYONE OF OUR EIGHTH GRADERS PROFICIENT WRITERS AND EVERY ONE OF OUR GRADUATES PREPARED FOR LIFE.
I THINK THOSE GOALS WHILE LOFTY, STILL REMAIN TO BE SOMETHING THAT WE HOLD NEAR AND DEAR TO OUR HEART.
HOW WE USE THIS AS A DISTRICT IS, FOR EXAMPLE, SUCCESS FOR ALL.
WE LOOK AT THAT GOAL AND THEN WE LOOK AT OUR DATA.
WE LOOK AT WHAT'S HAPPENING WITHIN OUR SCHOOL DISTRICT, WHAT'S HAPPENING IN OUR COMMUNITY, WHAT'S GOING ON IN THE LEGISLATURE, AND WE DRAFT GOALS FOR THIS PARTICULAR SCHOOL YEAR AND THOSE GOALS ARE THEN PUBLISHED AND OUR STAFF KNOW WHAT THEY ARE, AND ALL OF OUR ADMINISTRATORS HAVE THEIR PERFORMANCE EVALUATIONS BASED ON ACCOMPLISHING THESE GOALS.
THIS IS A REAL TIGHTLY ALIGNED PROCESS.
WHEN WE LOOK AT SUCCESS FOR ALL, YOU CAN SEE ON THAT SLIDE, WE BASICALLY HAVE FIVE VERY TIGHT AREAS.
I CAN HAVE THE DEPARTMENT LEADS COME UP AND TALK A LITTLE BIT MORE, BUT I WASN'T SURE HOW MUCH DETAIL YOU WANTED AT THIS POINT, SO THIS IS BROAD OVERVIEW.
BUT UNDER SUCCESSFUL FOR ALL, WE'RE FOCUSING ON ACHIEVEMENT ALL THE TIME.
THAT'S OUR NUMBER ONE PRIORITY FOR SUCCESS FOR ALL.
WE'RE FOCUSING NOT ONLY ON STUDENT ENGAGEMENT AND ATTENDANCE, BUT STAFF ENGAGEMENT AND ATTENDANCE.
PARENT ENGAGEMENT AND ATTENDANCE AT OUR EVENTS AND A PART OF OUR COMMUNITY.
ALIGNMENT OF OUR PROFESSIONAL LEARNING COMMUNITIES, AND OUR CURRICULUM TO MAKE SURE THAT THE WRITTEN CURRICULUM THAT WE HAVE IS ALSO THE TAUGHT CURRICULUM AND THAT'S AN ALIGNMENT WITH WHAT OUR TESTING REQUIREMENTS ARE.
THOSE INTERVENTIONS ARE APPROPRIATE AND OUR STAFF KNOW HOW TO WORK WITH THEM AND USE THEM TO BRING ABOUT STUDENT ACHIEVEMENT.
THEN THE LAST BULLET ON THIS SLIDE IS FOCUSED ON MASTERY.
WHAT WE MEAN BY THAT IS WE'RE NOT LAUNCHING NEW THINGS, THERE'S NOTHING NEW THAT OUR STAFF ARE REALLY GOING TO HAVE TO GET ENGAGED WITH.
INSTEAD, WE WANT OUR STAFF TO HAVE THAT SENSE OF MASTERY.
BECAUSE WE KNOW OUR STAFF ARE REALLY FANTASTIC, AND THEY'VE HAD A LOT OF CURVE BALLS THROWN THEIR WAY THROUGH THE YEARS, ESPECIALLY WITH COVID.
WE'RE STAYING FOCUSED ON WHAT WE'VE ALREADY COMMITTED TO.
ARE THERE ANY QUESTIONS ABOUT THIS SLIDE OR DO YOU WANT TO HEAR FROM ADRIAN?
>> I'M BORED, MAYBE I SHOULD GIVE CONTEXT TO WHY WE'RE DISCUSSING THIS TONIGHT.
[00:40:04]
THIS HAS BEEN OUR STRATEGIC PLAN FOR THE LAST FEW YEARS.IT WAS GEARED TOWARD THE YEAR 22.
THE CONCEPT THAT WE TALKED ABOUT THAT GOVERN THIS COMMITTEE WAS, WE HAVE A FEW OPTIONS.
TONIGHT WAS MORE FOR THE SUPERINTENDENT TO REMIND US OF WHAT OUR STRATEGIC PLAN WAS, SO THAT WE ALL COULD JUST SEE IT AND MAKES SURE THAT WE REMEMBER IT AND THAT WE UNDERSTAND IT.
THEN AS A GROUP, WE NEED TO MAKE A DECISION TONIGHT AS TO HOW WE'D LIKE TO MOVE FORWARD.
WE CAN COME BACK IN SEPTEMBER, PUT IT ON THE AGENDA, AND JUST ADOPT IT PRETTY MUCH AS IS.
TAKE THE SAME DOCUMENT, SAY YES, WE'RE VERY HAPPY WITH OUR STRATEGIC PLAN ADOPTED.
I CHANGED THE NAME A LITTLE BIT BECAUSE IT HAS THE YEAR 2022 IN IT.
OUR SUPERINTENDENT SUGGESTED MAYBE JUST PUTTING 22, BECAUSE THAT'S OUR COUNTY ON THE LICENSE PLATE.
A SECOND OPTION WOULD BE FOR US TO TINKER AND GO IN AND MAKE SOME CHANGES HERE AND THERE, BUT MORE EDITS AMENDMENTS.
MAYBE ADD ONE OR TWO TO EACH ONE OR SOMETHINGS ARE WORDED.
THEN OUR THIRD OPTION IS TO ACTUALLY COME UP WITH AN ENTIRELY NEW STRATEGIC PLAN AND START FROM A NEW.
EITHER ANY OF THOSE OPTIONS WE DON'T HAVE TO DO RIGHT AWAY.
WE COULD TAKE EACH ONE BY ITSELF TO SUCCESS FOR ALL.
ONE MONTH, THEN LOOK AT THE SAFE, HEALTHY, CARING ENVIRONMENT A DIFFERENT MONTH AND REALLY DELVE IN.
BUT THE EASIEST OPTION WAS IF WE'RE ALL REALLY HAPPY WITH IT AND WE'D LIKE WHERE WE'RE AT, WE COULD JUST BRING IT BACK IN SEPTEMBER AND JUST SAY, YES, WE'RE GOOD WITH THIS.
WE'RE GOING TO STICK WITH THE SAME STRATEGIC PLAN.
WHAT REALLY INFLUENCE ME WHEN THE SUPERINTENDENT WAS DESCRIBING IT TO ME WAS I DIDN'T REALIZE BECAUSE I WAS OF THE TINKERING MIND.
IF YOU START A FAN TO GO ON AND TINKER WITH IT.
SO MUCH OF WHAT THEY DO ALREADY COMES DOWN FROM THE GOALS.
LIKE SUCCESS FOR ALL AND THEN YOU HAVE WITHIN SUCCESSFUL, YOU MAYBE FOCUS ON MASTERY, THAN UNDERNEATH FOCUS ON MASTERY, THEY HAVE ALL THINGS THAT THEY'RE DOING ON THAT TO TRY TO MEET THAT GOAL.
IF WE START CHANGING, NOT ONLY THE GOAL OR CHANGING HOW WE WORK THE GOALS, IT HAS A DOWNWARD EFFECT. I DIDN'T REALIZE THAT.
THAT'S NOT A BAD THING. I JUST WANTED TO MAKE SURE EVERYONE UNDERSTOOD.
IT'S NOT AS SIMPLE AS, OH, LET'S USE A DIFFERENT WORD HERE OR SOMETHING.
THOSE ARE OUR THREE OPTIONS OR SOMEONE WHO HAS A DIFFERENT OPTION THEY'D LIKE TO COME UP WITH.
BUT REALLY TONIGHT WHAT I ASK THE SUPERINTENDENT TO DO WAS TO GO THROUGH IT JUST TO REMIND US OF WHAT THE STRATEGIC PLAN WAS IN DETAIL.
I THINK WE'VE SPENT A LOT THIS PAST YEAR ON FACILITIES.
EDUCATION IS REALLY WHAT WE'RE SUPPOSED TO BE DOING. THAT'S OUR EMPHASIS.
IF WE WANTED TO SPEND A LOT OF TIME ON THE STRATEGIC GOALS, I THINK THAT WOULD BE VERY APPROPRIATE.
I LEAVE IT UP TO THE BOARD AS TO HOW WE WANT TO PROCEED. I'LL JUST STOP THERE.
ANY THOUGHTS ON WHAT I JUST SAID?
>> I KNOW YOU'LL ALL BE SURPRISED BY THIS STATEMENT.
BUT TO ME THE IMPORTANT THING AS WE'RE MOVING FORWARD, IS HOW ARE WE GOING TO MEASURE THE GOALS? TO TAKE YOUR POINT ABOUT THE CASCADING OF THESE GOALS DOWN IN, AS FAR AS ACTUALLY ENTER THE CLASSROOM AND BACKUP AGAIN, WHAT ARE THE METRICS WE'RE GOING TO USE TO REALIZE SUCCESS OR PLACES WHERE WE NEED TO BE, BECAUSE OF ALLOCATING RESOURCES.
BECAUSE IN THEORY, IF WE ARE ALL COMMITTED TO ACHIEVING OUR GOALS, THEN WE SHOULD ALL BE COMMITTED TO ALLOCATING RESOURCES IN OUR BUDGET, BASED ON THE NEEDS THAT ARE HIGHLIGHTED AS A RESULT OF THE METRICS AGAINST THE GOALS?
>> JUST TO PIGGYBACK ON, MACKINNON JUST MENTIONED, IT SEEMS IMPORTANT THAT WE LOOK AT WHAT OUR SUCCESS 2022 GOALS WERE, AND HOW CLOSE WE CAME TO ACHIEVING THEM, OR HOW FAR WE WERE FROM ACHIEVING THEM.
[00:45:03]
I'M PUTTING IT IN POSITIVE.[LAUGHTER] BEFORE WE MOVE ON, BECAUSE IT SEEMS TO ME IF WE'RE VERY CLOSE TO ACHIEVING THEM, THEN WE PROBABLY SHOULD STAY THE COURSE.
I MAY HAVE TO CONCEDE FOR TWO YEARS.
WE HAD COVID AND IT WAS REALLY TOUGH ON EVERYBODY.
BUT I THINK THOSE WERE REALLY WORTHY GOALS THAT WE HAD DONE, AND I'D REALLY LIKE TO HAVE MAYBE A REPORT OUT ON THAT, AND LIKE JANINE SAYS, "IT'S VERY HARD TO MEASURE." BUT SOME OF THESE THINGS WE CAN MEASURE.
I THINK THE HARDER THING IS TO MEASURE.
FOR EXAMPLE, THAT EVERY GRADUATE IS LIKE FREDDIE.
I'M NOT SURE HOW HE MEASURED THAT.
BUT THE OTHER TWO GOALS FOR SUCCESS '22, WE CAN MEASURE THOSE.
IT SEEMS LIKE WE OUGHT TO HAVE A DISCUSSION AND SOME REPORTING ON HOW CLOSE WE CAME.
>> TRUSTEE MEAD, THAT WAS ONE OF THE FIRST QUESTIONS WE ASKED AT GOVERNANCE THE OTHER DAY WAS, DID WE ACCOMPLISH OUR GOALS AND INTERESTS? SUPERITENDANT [INAUDIBLE] CAN TELL YOU WHAT SHE TOLD US.
>> IT WAS BRILLIANT, I'M SURE. BUT REMEMBER [OVERLAPPING].
>> HE SAID THAT NOT ALL THE POLLS.
[LAUGHTER] I THOUGHT IT WAS BAD.
>> IT'S EASY. [LAUGHTER] ACTUALLY, IT'S A GREAT QUESTION THAT TRUSTEE MEAD BROUGHT UP.
HOW WE SELECT THE GOALS FOR THIS YEAR, IS WE LOOK AT HOW DID WE DO IN THE AREAS THAT WE CAN MEASURE FROM LAST YEAR, THE YEAR BEFORE.
THEY'RE SOME GOALS THAT WE ARE INCHING CLOSER AND WE HAVE SOME WONDERFUL DATA TO SHARE COMING UP, AND OUR PRINCIPLES REVIEWED SOME DATA TODAY.
IT'S VERY EXCITING TO SEE THAT WE ALL, LIKE ALL SCHOOL DISTRICTS, LOST SOME LEARNING AND WE JUST STOP.
BUT WE HAVE SURPASSED THAT IN ALMOST EVERY AREA.
WE HAVE MADE SOME OUTSTANDING PROGRESS.
THIS PAST YEAR WAS PROBABLY OUR HIGHEST POINT THAT WE'VE SEEN.
SO WE ARE MAKING PROGRESS AND IT'S REALLY EXCITING TO SEE.
THE AREAS THAT WE'RE STRUGGLING OR AREAS OF INDIVIDUAL STUDENTS, THAT'S WHERE WE'RE NOT QUITE THERE YET.
I AM AN ADVOCATE FOR STAYING THE COURSE, BECAUSE I DO THINK THAT IF WE ARE CONSTANTLY DOING A BUNCH OF NEW THINGS, AND IT'S IMPORTANT TO TWEAK WHEN WE NEED TO, BUT IF WE'RE CONSTANTLY DOING NEW THINGS, IT GETS FRUSTRATING FOR STAFF AND IT GETS A LITTLE BIT SCARY FOR STAFF, IF WE'RE CONSTANTLY THROWING NEW THINGS AT THEM, AND THEY NEVER GET THAT SENSE OF MASTERY, OR KNOWING THAT THEY'RE ON THE RIGHT PATHWAY.
SO I THINK IT IS IMPORTANT TO STAY THE COURSE.
TWEAKING THINGS HERE AND THERE IS CERTAINLY FINE.
BUT IN EACH OF THESE AREAS, WE HAVE VERY SPECIFIC DATA THAT SHOWS SOME HIGH POINTS, AND WE USE THE DATA TO SET THESE GOALS MOVING FORWARD.
I APPRECIATE CHAIRMAN GENDRENE IN SETTING THE CONTEXTS.
I KIND OF SKIPPED ALL OVER THAT AND JUST LAUNCHED RIGHT INTO IT, BECAUSE THIS IS SOMETHING THAT AS A DISTRICT, I THINK IS PROBABLY ONE OF THE MOST IMPORTANT THINGS THAT WE DO.
THE FOUR GOALS ARE WRITTEN SO BROADLY, THAT IT DOES ENABLE US TO REALLY FOCUS ON OUR PREVIOUS DATA, AND AGAIN THE TRENDS IN OUR SCHOOL DISTRICT, WHAT WE KNOW FROM OUR STAFF, ESPECIALLY IN THE ANECDOTAL AREAS, WHAT ARE OUR KIDS NEEDING? THEN, OF COURSE, LOOKING AT WHAT'S HAPPENING IN OUR NATION, WHEN YOU THINK ABOUT MEASURING LIFE READINESS FOR GRADUATES, WE LOOK AT DATA FOR THAT.
BUT SOME OF THE ANECDOTAL DATA THAT WE HERE, FOR EXAMPLE, FOR STUDENTS THAT ARE COLLEGE BOUND OR IN COLLEGE, OR EVEN IN THE MILITARY, WE HEAR IT SO OFTEN FROM FAMILIES THAT, "MY KID WAS SO PREPARED," WHEN I ASKED THEM, "HOW IS THE FIRST-YEAR COLLEGE?" OR, "HOW'S IT GOING THROUGH SO-AND-SO?" THEY SAY, "MY CHILD WAS SO PREPARED BECAUSE OF THE WORK OF THE SCHOOL DISTRICT.
MY KID WAS READY, MY KID WAS READY TO LAUNCH." THE SCHOLARSHIPS THAT COME OUT OF OUR COMMUNITY, ALL OF THOSE THINGS ARE HUGE INDICATORS THAT THERE IS STRONG SUPPORT FOR OUR SCHOOL DISTRICT, BUT NOT ONLY THAT OUR KIDS ARE LEAVING JACKSON, AND GOING OUT IN THE WORLD WELL-PREPARED.
FOR THOSE KIDS THAT STAY HERE OR IN CAREERS ALREADY, RIGHT OUT OF HIGH SCHOOL, THEY HAVE OPPORTUNITIES TO EXPLORE THINGS AND TO EXPERIENCE SUCCESS AND FAILURES.
BECAUSE FAILURES ARE HUGE OPPORTUNITY TO LEARN.
>> WOULD YOUR RECOMMENDATION BE TO STAY THE COURSE WITH THE CURRENT STRATEGIC PLAN?
>> TRUSTEE, CHAIRMAN GENDRENE,
[00:50:01]
I THINK THIS IS AN EXCELLENT PLAN AND IT'S MOVING US FORWARD.>> IS THERE A POSSIBILITY AT OUR NEXT MEETING PERHAPS, THAT IS ON THE ACTION ITEM TO ADOPT IT, BUT ALSO COULD WE ADD TO THAT MEETING THE TWO THINGS THAT HAVE BEEN RAISED? ONE, COULD YOU PROVIDE A REPORT, JUST LISTING WHAT WERE THE GOALS AND THEN WHICH ONES DID WE MEET, WHICH ONES DID WE NOT MEET, AND HOW FAR OFF WE'RE WE? THEN TO TRUSTEE TESKES, QUESTION AND MAYBE THIS IS ONE OF THE BOARD NEEDS TO GRAPPLE WITH MORE IN SEPTEMBER, IS HOW DO WE MEASURE ALL OF THESE? WHAT IS THE DATA POINT THAT'LL TELL US, "YEAH, WE MADE IT." I KNOW A LOT OF THESE CAN'T REALLY PUT A DATA POINT, ENGAGEMENT WITH THE COMMUNITY, THAT'S ALWAYS HARD TO SAY, "YES, WE'RE ENGAGED," OR, "NO, WE'RE NOT ENGAGED."
>> CHAIRMAN GENDRENE, SOME POINTS ON THAT, ACTUALLY, I THINK THAT WOULD BE ACTUALLY EASY TO ENGAGE, ACTUALLY TO MEASURE.
BECAUSE WE LOOK AT HOW MANY PARENTS ENGAGED IN OUR BOARD MEETINGS, HOW MANY LETTERS WERE YOU RECEIVING? THAT'S ENGAGEMENT.
WE WEREN'T OFFERING [OVERLAPPING] [LAUGHTER] BUT ENGAGEMENT LOOKS DIFFERENT IN TODAY'S WORLD THAN IT DID WHEN I WAS IN SCHOOL.
I WANTED MY MOM TO BE THE PTA, [INAUDIBLE].
THAT JUST ISN'T NECESSARILY ENGAGEMENT FOR TODAY'S MODERN FAMILY.
BUT WE OFFER PARENT UNIVERSITIES, AND EVEN THOSE ARE EVENTS THAT WE OFFERED LAST YEAR.
EVEN WHEN PARENTS COULDN'T COME IN AND VOLUNTEER, DUE TO COVID, THEY STILL HAD INTERESTS AND THEY WERE ENGAGING WITHIN THE SCHOOL COMMUNITY AS BEST THEY COULD.
SO SOME OF THEM ARE EASY TO MEASURE.
SOME OF THEM ARE VERY SPECIFIC TO THE BUILDING, AND SOME OF THESE GOALS, ESPECIALLY AS YOU LOOK AT, WILL SAY, POSSIBLY ENGAGED IN FORM COMMUNITY OR A SAFE, HEALTHY, CARING ENVIRONMENT.
SO LOOK REALLY DIFFERENT AT KELLY THAN IT DOES AT MONGER MOUNTAIN.
WE'VE GOT SOME INDIVIDUAL DIFFERENCES, AND EACH SCHOOL MAY TAKE, FOR EXAMPLE, KINDNESS AND RESPECT, A KINDNESS-FOCUS, RESPECTFUL RELATIONSHIPS.
THEY MIGHT BE LOOKING AT THAT A LITTLE BIT DIFFERENTLY.
WE HAVE SOME BROAD GOALS, BUT THEN INDIVIDUALLY, THE SCHOOL LEADERSHIP TEAMS ARE DETERMINING EXACTLY WHAT DOES THAT MEAN FOR THIS WHOLE THING.
>> DOES ANYONE HAVE ANY THOUGHTS ON THE CONCEPT OF HAVING THIS ON AN ACTION ITEM FOR SEPTEMBER, FOR US TO ADOPT TO GET A STRATEGIC PLAN WITH THE UNDERSTANDING THAT PRIOR TO THAT ITEM BEING VOTED ON, WE WOULD GET A REPORT ON THE PREVIOUS GOALS AND HAVE A DISCUSSION ON MEASUREMENT? TRUSTEE ZOE?
>> I JUST HAVE A COUPLE OF QUESTIONS.
I WAS LOOKING FOR THE STRATEGIC PLAN AND I CAN'T FIND IT, IS THIS THE FORM?
>> THIS IS IT? OKAY. [LAUGHTER]
>> THIS ONE-PAGE DOCUMENT, THOSE ARE THE FOUR STRATEGIC PLAN GOALS THAT WE HAVE.
EVERY YEAR, WHAT WE FOCUS ON IS GOING TO BE BASED ON, HOW DID WE DO LAST YEAR, WHAT DO WE NEED THIS YEAR? SOME OF IT'S DRIVEN BY LEGISLATIVE REQUIREMENTS THAT WE HAD LIKE K-3 READING.
IT'S A LEGISLATIVE REQUIREMENT.
WE HAD SOME OF THEM DRIVEN BY OTHER COMPONENTS, THAT WE HAVE TO FOLLOW THROUGH IT.
GONE IS THE DAY WITH REALLY THICK BOOKS, WITH VERY DETAILED.
BUT WE HAVE A MAP THAT SAYS, "THIS IS WHAT WE'RE GOING TO BE DOING YEAR-BY-YEAR.
ALL GREAT THINGS HAPPENING, EVERYTHING GOING SMOOTH, THIS IS HOW IT WILL END UP.
HOWEVER, AS WE KNOW [LAUGHTER] -
>> SO WE DON'T HAVE SPECIFIC ACTION ITEMS FOR EACH OF THE GOALS OR ANYTHING LIKE THAT?
>> BUT IT'S NOT IN THE DOCUMENT.
>> CORRECT. IT'S EACH ADMINISTRATORS GOALS, ESSENTIALLY, AND EACH DEPARTMENT HAS THEIR GOALS AND THEY'RE WORKING TOWARDS THIS.
ALL THE DEPARTMENT LEADERS, THIS IS WHAT THEIR PERFORMANCE EVALUATION IS BASED ON, AND THEN A STAFF WITHIN THEIR BUILDING OR IN THEIR DEPARTMENT, ARE ALSO LOOKING AND WORKING TOWARD THE SAME THING.
[00:55:01]
>> USED TO MORE DETAILED STRATEGIC PLANS.
>> WE HAVE THAT LEVEL OF DETAIL.
[OVERLAPPING] I WAS DOING A BROAD OVERVIEW.
>> WITH REGARDS TO WHAT YOU BROUGHT UP, I THINK HAVING A REPORT ON HOW WE DID ON OUR PREVIOUS ONE WOULD BE GREAT.
WHAT I'M LOOKING FOR IS SUCCESS 22 GOALS WERE EVERY THIRD GRADER'S PROFICIENT READER SO I'D REALLY LIKE TO SEE DATA ON OUR THIRD GRADERS AND DATA ON OUR EIGHTH GRADERS SHOWING THAT HOW MANY ARE PROFICIENT WRITERS.
THE PURPOSE OF THAT WOULD BE OBVIOUSLY IS TO POTENTIALLY EXPAND OUR STRATEGIC PLAN TO BE A LITTLE BROADER THAN THOSE THREE SPECIFIC GOALS THAT WE HAVE, BUT I'D LIKE TO KNOW HOW WE DID AND HOW CLOSE WE GOT.
>> IS STEPHEN PRING HERE? YOU ARE. [INAUDIBLE] [LAUGHTER].
IS THIS SOMETHING IN SEPTEMBER YOU COULD BE PREPARED TO GIVE A PRETTY LENGTHY PRESENTATION WHAT TRUSTEE NEEDS TALKING ABOUT? WHEN WE DID SUCCESS 22 IT WAS A LOT OF THIRD GRADERS WILL BE AT THIS, EIGHTH GRADE WILL BE AT THIS.
DO WE HAVE THAT DATA THAT WE COULD LOOK AT TO SAY, YEAH, WE HIT THIS GOAL, NOPE WE DIDN'T HIT THIS GOAL?
>> YES, AND WE CAN COME UP WITH THAT DATA.
THERE'S A LOT OF DIFFERENT THINGS THAT WE CAN PULL FROM.
I WOULDN'T WANT TO JUST PULL FROM Y TOP, BUT THERE ARE MEASURES THAT WE CAN COME UP WITH, AND YES, I CAN PREPARE THAT.
>> MAYBE WE PLAN ON SEPTEMBER.
HOPEFULLY, THERE'S NOT A LOT ON THAT AGENDA, BUT GIVING YOU A SUBSTANTIAL AMOUNT OF TIME TO GO THROUGH THAT BECAUSE I THINK WHAT TRUSTEE MEAD'S RAISING IS A REALLY GOOD POINT THAT WE SET A BUNCH OF GOALS IN SUCCESS 22, WE PROBABLY SHOULD SIT AND LOOK AT EVERY ONE OF THOSE GOALS AND SEE WHICH ONES DID WE MEET, WHICH ONES DIDN'T WE MEET? THAT WILL HELP US I THINK DRIVE WHETHER OR NOT WE NEED TO MAKE CHANGES TO THIS DOCUMENT OR NOT I GUESS.
>> I JUST WANTED TO MAKE SURE YOU'RE UP TO SPEED.
TRUSTEE MEAD, DO YOU THINK THAT WOULD BE HELPFUL?
>> WELL, SET ASIDE MAYBE 30 MINUTES FOR THAT NEXT MEETING.
TESKE, DID YOU HAVE YOUR HAND UP?
>> I DID. I JUST WANT TO REINFORCE THAT HOW DO WE USE THE RESULTS OF THE STRATEGIC PLAN OR THE INTERIM RESULTS TO HELP DRIVE OUR BUDGET? IN THEORY, WE SHOULD BE USING THIS TO PROVIDE RESOURCE ALLOCATION IN PLACES WHERE NEED TO BE MET.
I REALLY LIKE NUMBERS, BUT MAYBE WE JUST DO A STOPLIGHT CHART WHICH IS RED, YELLOW, AND GREEN, WHICH RED MEANS, WELL, WE'RE WAY OFF, YELLOW MEANS WE'RE APPROACHING AND GREEN MEANS WE'RE IN GOOD SHAPE.
I DON'T KNOW, BUT SOMEHOW I THINK WE NEED TO KEEP OUR ARMS AROUND IT A LITTLE BIT.
>> I LIKE YOUR RED, YELLOW, GREEN.
THAT AN EASY WAY FOR ME TO UNDERSTAND.
[OVERLAPPING] YES, TRUSTEE MEAD.
>> IT WOULD BE SO NICE IF WE HAD THIS INFORMATION WHEN WE'RE PUTTING TOGETHER THE BUDGET AS A BOARD.
I KNOW GILLIAN HAS IT AND THE ADMINISTRATION GUYS, BUT IT WOULD BE SURE NICE FOR US TO BE ABLE TO LOOK AT THAT.
I THINK JANINE'S QUITE AS WELL TAKEN THAT IT SHOULD BE THE BASIS FOR RESOURCE ALLOCATION.
WHEN WE'VE ALREADY DONE THE BUDGET FOR THE YEAR, OBVIOUSLY WE CAN CHANGE THINGS, BUT IT WOULD BE NICE TO HAVE IT EARLIER.
>> I THINK WE HAVE A PLAN FOR OUR SEPTEMBER MEETING. IS EVERYBODY GOOD WITH THAT? WE MOVE ON? WHAT WAS THE LAST THING ON HERE? ONE MORE THING.
>> EDUCATIONAL MOMENT WITH DR. SIMPASCI TO LOOK AT THE DATA.
>> WE'RE GOING TO LOOK AT SOME DATA. DR. SIMPASCI IS GOING TO TALK ABOUT DUAL IMMERSION.
>> MR. CHAIR, TRUSTEES, THANKS FOR PROVIDING SOME TIME FOR THIS SESSION.
SO JUST A FOLLOW-UP FROM A COUPLE OF MONTHS AGO.
WE WERE HAVING THIS CONVERSATION AROUND DUAL IMMERSION PROGRAMMING.
YOU'LL SEE THAT WHAT I'M TALKING ABOUT A LITTLE BIT IS LARGELY HOW OUR STUDENTS IN OUR DUAL IMMERSION PROGRAM DOING RELATIVE TO STUDENTS NOT IN OUR DUAL PROGRAM.
[01:00:01]
YOU CAN GO TO THE FIRST SLIDE? WE'LL TALK A LITTLE BIT.I WAN TO TOUCH BASE FOR A SECOND ON WHAT WE REVIEWED LAST TIME ONE SLIDE TO SPEND MOST OF OUR TIME ON EIGHTH GRADE WY-TOPP DATA.
I'LL EXPLAIN WHY WE'RE FOCUSING ON EIGHTH-GRADE WY-TOPP.
THERE'S SOME HIGH-SCHOOL DATA WE WANT TO SHARE AS WELL.
WE DO HAVE A PER PUPIL EXPENDITURE BREAKDOWN TOO FOR OUR MUNGER MOUNTAIN SCHOOL, SO WANT TO DISCUSS THAT A LITTLE BIT.
ANDRE, IF YOU GOT TO NEXT SLIDE.
AGAIN JUST ONE TIME TO REVIEWING SOME CONVERSATION OR SOME INFO THAT HAS BEEN PRESENTED BEFORE.
WHEN WE TALK ABOUT OUR DOORS AND PROGRAMMING, NOT JUST OURS, I SHOULD SAY, DUAL IMMERSION PROGRAMMING GENERALLY EXTREMELY STRONG RESEARCH AROUND IT BEING AS EFFECTIVE OR THE MOST EFFECTIVE METHOD OR PROGRAMMATIC STRUCTURE TO PROMOTE AND SUPPORT EFFECTIVE LANGUAGE DEVELOPMENT FOR OUR ESL STUDENTS.
>> DR. SIMPASCI, I LOOKED AT THIS EARLIER TODAY, COULD YOU DO US ALL A BIG FAVOR? I DON'T WANT ALL OF THEM, BUT COULD YOU SEND THIS MAYBE TWO OR THREE OF THE TOP ARTICLES THAT SUPPORT THAT STATEMENT?
>> THAT WOULD BE VERY HELPFUL IF WE COULD SEE THOSE.
THE RAND CORPORATION WILL DO A LOT OF LARGE-SCALE TYPES OF STUDIES, WHETHER IT'S AROUND POLICY OR EDUCATION. [OVERLAPPING]
>> I ASSUME THERE ARE SOME RESEARCH PAPERS THOUGH SOMEWHERE.
>> YOU COULD SEND US TWO OF THEM, IF YOU HAVE ANY.
WE WOULD APPRECIATE SEEING THEM.
>> BECAUSE I DON'T LIKE THE GENERAL STATEMENTS.
I WORK IN A PROFESSION WHERE I'M NOT ALLOWED TO DO THAT.
[LAUGHTER] I HAVEN'T PUT CITATIONS.
I'M NEVER ALLOWED TO JUST MAKE STATEMENTS.
IF YOU COULD SEND US THE CITATIONS, I'LL LOOK THEM UP MYSELF IF I HAVE TO.
BUT EITHER SEND US THE STUDIES OR SENDING US THE CITATIONS TO THEM.
>> WILL DO. THAT IS THAT RAND 2017 [OVERLAPPING].
>> COULD WE HAVE THE MOST RECENT ONES? 2007 IS 12 YEARS AGO.
>> TRUSTEE MEAD, THAT'S 2017 AND WE'RE ONLY CITING THAT IS BECAUSE IT'S A RANDOMIZED CONTROLLED TRIAL SO IT'S A LARGE SAMPLE SIZE AND STRONG RESEARCH METHODOLOGY. [OVERLAPPING]
>> I'M SORRY. I THOUGHT YOU SAID 2007.
>> IN ADDITION, WHICH YOU'LL SEE IN THE SAME STUDIES THAT I SHARE, ENGLISH-SPEAKING STUDENTS PERFORMING AS WELL OR BETTER THAN THEIR PEERS, MEANING THEIR PEERS THAT MAY BE IN SIMILAR DISTRICTS, BUT NOT IN DUAL IMMERSION PROGRAMMING.
IT'S VERY EFFECTIVE WAY TO LEARN FOREIGN LANGUAGE AND DEVELOP CROSS-CULTURAL COMPETENCIES.
JUST GOING TO OUR DATA, SO LET ME EXPLAIN WHY WE'RE PRESENTING IT THE WAY THAT WE ARE.
LOOKING AT BOX PLOTS HERE, THERE WAS A REASON BEHIND THIS.
WE COULD HAVE LOOKED AT THIRD, FOURTH GRADE, FIFTH GRADE, SIXTH GRADE.
WE DIDN'T LOOK AT ALL OF OUR GRADES ACROSS THE LAST 11, 12 YEARS.
>> JUST BECAUSE WE'RE FAR AWAY, CAN YOU JUST GIVE US THE TITLES OF WHAT'S UNDERNEATH EVERYTHING?
>> WHAT'S GREEN, WHAT'S BLUE? WHAT ARE WE LOOKING AT?
>> YES. SO HISPANIC AND NON-HISPANIC.
>> SO HISPANIC IS ON THE LEFT, NON-HISPANIC IS ON THE RIGHT?
>> BLUE IS DUAL IMMERSION, GREEN IS TRADITIONAL?
>> YES. WE'RE JUST LOOKING ELA EIGHTH GRADE WY-TOPP.
WE ALL ASSUMED FOR A SECOND WAS WE DIDN'T WANT TO LOOK AT JUST ONE COHORT OR ONE GRADE LEVEL ONE TIME.
YOU COULD ASK OUR PRINCIPLES, ASK TEACHERS, AND ANY SINGLE YEAR, YOU SEE VARIATION FROM PLASTIC CLASS.
WHEN WE LOOK BACK AT GRADES THREE, FOUR, FIVE, SIX, SEVEN, EIGHT, AND SO ON, YOU COULD LITERALLY DO A COIN FLIP ON WHETHER OR NOT YOU WOULD SEE AN ADVANTAGE FOR FOURTH GRADE IN TRADITIONAL VERSUS DUAL IMMERSION, FIFTH GRADE, TRADITIONAL VERSUS DUAL IMMERSION.
SOMETIMES YOUR DUAL IMMERSION STUDENTS ARE LOOKING A LITTLE BIT BETTER AS FAR AS SKILLS FOR ONLINE HUBS, SOMETIMES TRADITIONAL.
THE REASON WE PRESENTED IT THIS WAY ON THE NEXT THREE SLIDES AS WELL, IS WE AGGREGATED FIVE COHORT.
NOT THE FIRST COHORT THROUGH DUAL IMMERSION, BUT ESSENTIALLY STARTING WITH THE SECOND COHORT.
THE FIVE COHORTS IN A ROW, WHICH TO PUT MORE SPECIFIC CLASSES TO THAT, THOSE WOULD BE YOUR STUDENTS WHO GRADUATED THIS YEAR, AS WELL AS OUR NINTH, TENTH, ELEVENTH, AND TWELFTH GRADERS COMING INTO THIS YEAR.
WE PUT ALL OF THEIR EIGHTH GRADERS SCORES TOGETHER INTO ONE LARGE GROUP.
THAT'S THE STUDENT DATA WE'RE LOOKING AT.
IF YOU JUST PICK ONE GRADE LEVEL AT A TIME, YOUR ENDS [INAUDIBLE] WOULD BE QUITE SMALL.
>> ANOTHER IN STATISTICS THAT MY ENDS ARE CLOSE TO EACH OTHER BECAUSE I GET THE HISPANIC THEY'RE PRETTY CLOSE, 108 TO 118.
[01:05:02]
DOES IT MATTER THAT THE NON-HISPANIC IS 83 TO 318?>> IF WE WERE DOING INFERENTIAL STATISTICS AND STATISTICAL ANALYSIS, IT MAY OR MAY NOT, DEPENDING ON THAT STATISTICAL ANALYSIS TO DOING T-TESTS WE KNOW AS REGRESSION, STUFF LIKE THAT.
THAT'S ACTUALLY NOT WHAT WE'RE DOING HERE.
IN THIS CASE, WE'RE JUST PUTTING INDIVIDUALLY, OUR SCORE IS ACTUALLY WHAT THE SCALE OF THE SCORES ARE.
SO IN THAT CASE, IT'S IMPORTANT TO KNOW MAYBE [INAUDIBLE] CASE VERSUS 100 GETS HERE.
BUT WE'RE NOT ACTUALLY DOING STATISTICAL ANALYSIS, WE'RE JUST SEEING DISTRIBUTION SCORES OF DIFFERENT DEMOGRAPHIC GROUPS AND THEREFORE, IT'S IMPORTANT TO NOW THE ENDS, BUT DOESN'T NECESSARILY AFFECT OUR INTERPRETATION.
CONTINUING DOWN THAT ROAD, THINKING ABOUT BOXPLOTS, JUST REMEMBERING THAT WITHIN THE COLOR RANGES, THAT'S 50 PERCENT OF YOUR STUDENTS, SO WE'RE LOOKING AT THEM FORWARD.
FIFTY PERCENTAGE WAS THAT 108 THAT WAS SEEN BY OUR STANDARD DUAL IMMERSION STUDENTS.
FIFTY PERCENT OF STUDENTS THAT SHOWED WITHIN THAT BLUE BOX.
THE MEDIAN IS THE BLACK LINE THROUGH THE MIDDLE.
THEN THE REST OF THAT 108 IS THE STUDENT WITHIN THE LARGE BOX HERE.
HUNDRED PERCENT STUDENTS [INAUDIBLE].
YOU'RE PROBABLY NOTICING THOSE FEW DOTS.
THOSE ARE SCORES THAT ARE SOMEWHAT ANOMALIES WITHIN THAT GROUP THAT ARE FAR OUTSIDE OF THAT RANGE SCORE WE'RE SEEING FOR THE REST OF THOSE STUDENTS.
THOSE ARE INDIVIDUAL SCORES [INAUDIBLE] IMPORTANT TO KNOW BOTH ON HIGH AND LOW END OUTLIERS WITHIN THAT GROUP.
>> THE INTERESTING THING WHEN YOU LOOK AT THAT, THE NON-HISPANIC AND DUAL, THEIR LOWER NUMBERS ARE HIGH.
THEY DON'T HAVE ANY LOW NUMBERS.
>> NO. JUST LOOK AT WHERE THEIR BOTTOM NUMBER IS.
THEY'RE HIGHER. THOSE KIDS ARE NOT HAVING LOW NUMBERS UNDER NON-HISPANIC.
>> YEAH. SURE. THE FLOOR IS NOT HISPANIC [OVERLAPPING].
>> YEAH. THEY'RE VERY MUCH SO [INAUDIBLE] .
I THINK WHEN YOU START LOOKING AT THIS, PRETTY SIMILAR COMPARISON HERE.
YOU'VE SEEN A SMALL EDGE, AND WE'LL LOOK AT THIS SOURCE ON THE NEXT SLIDE, SO THAT I'M NOT LOOKING BACK SLIDE IMMEDIATELY LOOKING AT THE MEAN.
A SMALL EDGE, BUT I WOULDN'T NEED YOU TO INVEST TOO MUCH IN THAT.
I THINK LARGELY WE'RE SEEING PRETTY COMPARABLE PERFORMANCE WHEN WE'RE PUTTING THOSE FIVE GRADE LEVELS OF STUDENTS ALTOGETHER AND JUST LOOKING AT THEIR 8TH GRADE LINE UP SCORES.
MAYBE TO DO THAT, WE'LL STICK WITH ELA, SAME STUDENTS THAT COMPARE TO THE NEXT SLIDE, PRETTY MUCH SAYING THE SAME THING.
NOW WE'RE JUST LOOKING AT THE MEAN, YES IT'S THERE.
THESE NUMBERS ARE GOOD [OVERLAPPING], PRETTY SIMILAR, AS WE'VE BEEN SHARING FOR A WHILE, OUR OPPORTUNITY AND ACHIEVEMENT THAT WE HAVE, BETWEEN NOT HISPANIC AND HISPANIC, STILL VERY OBVIOUS, BUT REGARDLESS OF WHETHER WE WERE LOOKING AT DUAL IMMERSION OR TRADITIONAL. NEXT.
>> JUST ONE QUESTION: WHEN WE LOOK AT THE DUAL KIDS, THESE ARE 8TH GRADE SCORES, BUT WOULD IT BE FAIR TO SAY THAT THOSE KIDS IN THE DUAL PROGRAM, THE HISPANIC KIDS AT DUAL PROGRAM, MAY HAVE STARTED AT A LOWER LEVEL OF ENGLISH AND STUFF? BECAUSE I KNOW WE'VE PUT A LOT OF OUR NEW STUDENTS IN AND THINGS LIKE THAT, AND THE FACT THAT EVEN IF WE'RE REALLY, I KNOW IF WE TRY AND MOVE THOSE KIDS, OUR NEWCOMERS INTO THAT BLOCK, TO ME IF INDEED THAT'S TRUE, I DON'T KNOW IF IT REALLY WORKS THAT WAY, BUT IT WOULD SEEM LITERARY.
>> WELL, THE GOOD THING, ESPECIALLY AS YOU'RE SAYING, WHERE THEY'RE STARTING OUT.
WE WERE STARTING TO LOOK AT, STEPHEN JUST STARTS PULLING SOME OF THIS DATA OF LOOKING AT YOUR AVERAGE ACCESS SCORE, SO YOUR AVERAGE ENGLISH LANGUAGE PROFICIENCY SCORE FOR EVERYBODY ELSE ACROSS GRADE LEVELS, WE HAVEN'T MADE IT VERY FAR, BUT YOU HAD START LOOKING AT KINDER.
I GUESS WE PREPARED TO SHARE IT ALL, WE WERE JUST AT THAT STAGE AS FAR AS LOOKING AT IT. [OVERLAPPING].
>> YOU HAD SOME SLIDES EARLIER WHEN I LOOKED ONLINE THAT WAS FOR KINDERGARTEN.
>> THERE IS, KINDERGARTEN SLIDES.
I HID THOSE TO COME TO THOSE IF WE WANTED TO HAVE A LOOK AFTER.
>> I REMEMBER LOOKING AT THEM.
>> YEAH. [OVERLAPPING] [INAUDIBLE].
BUT WHEN WE WERE LOOKING AT THE DATA,
[01:10:01]
WHEN WE WERE COMPARING THE DUAL VERSUS THE NOT DUAL, WITH OUR ACCESS SCORES, WE WEREN'T SEEING A LOT OF BIG DIFFERENCES.IT'S HARD TO COMPARE BECAUSE I THINK THEY WERE ACTUALLY RELATIVELY CLOSE.
WE HAD 24 IN OUR DUAL PROGRAMS,18 IN THE NOT DUAL.
WHAT I REALLY WANTED TO GET DOWN TO IS, ARE WE SEEING ANY BIG DIFFERENCES IN THE DIFFERENT AREAS OF THE GROWTH? THE COMPOSITES FOR US WERE PRETTY CLOSE, SLIGHT EDGE FOR COMPOSITE SCORES.
AT THAT POINT, WAS ABOUT 0.3 OF A POINT TO OUR DUAL PROGRAM.
WE SEEM TO SEE HIGHER SCORES IN SPEAKING DEVELOPMENT, THAT WAS COMING FASTER.
THIS IS AN INITIAL STAGE THING WHERE WE'RE TAKING IT, BECAUSE WHAT WE WANT TO SEE IS, ARE THEY EXITING THE PROGRAM QUICKER, ARE THEY GROWING QUICKER, HOW ARE THEY COMPARING THOSE THINGS? BUT WE ARE ONLY AT INITIAL STAGE IN THAT.
I'VE ONLY GOTTEN THROUGH 2ND GRADE AT THIS POINT, SO ALL OF THIS IS VERY INITIAL, BUT WE ARE LOOKING AT THAT TO SEE IF WE CAN SEE ANY DIFFERENCES BETWEEN THE TWO PROGRAMS. I DON'T KNOW IF THAT ANSWERS THE QUESTION.
>> EXCELLENT. I THINK LARGELY THERE'S ALSO, TO YOUR POINT, TRUSTEE BRUMSTEAD, A VERY LARGE PORTION, A LARGER PORTION OF STUDENTS WHO ARE ELAS HAVE ACCESS SCORES; INDOORS PROGRAM VERSUS OUTSIDE PROGRAM.
>> DO YOU HAVE THOSE KINDERGARTEN SLIDES?
>> YEAH. [OVERLAPPING] BUT THERE'S ACTUALLY A CELEBRATION OUTSIDE, HAVE TO UNHIDE.
>> AS WE'RE WORKING OUR WAY TO IT, WANTING TO MAKE SURE WE DID SHOW IT [LAUGHTER].
WE SHARED THIS SLIDE WITH [INAUDIBLE] SO TAKE A BREAK FROM [INAUDIBLE] FOR A SECOND.
WE SHARED THIS DATA WITH OUR K5 TEACHERS AS WELL.
WE DEBATED AS TO WHETHER TO PUT PUT THIS INTO THE NORMAL TO AVERAGE OR NOT.
WHAT WE REALLY WANTED TO SHARE HERE, THIS IS JUST THE SPECIFIC SUCCESS THAT WE HAD THIS PAST YEAR WITH OUR LATINO STUDENTS IN KINDERGARTEN AT DUAL.
PLEASE KNOW, WE'RE NOT SAYING THAT WE'VE SEEN THIS EVERY SINGLE YEAR AFTER, YEAR AFTER YEAR.
IF WE WOULD, THAT WOULD HAVE BEEN PART OF THE ORIGINAL PRESENTATION THERE.
BUT GOING BACK TO IT, WE WERE TALKING ABOUT ACHIEVEMENT GOALS JUST A LITTLE [INAUDIBLE].
IN MOST GRADE LEVELS, WE SEE YOUNG LATINO POPULATIONS SHOWING PROFICIENCY RATES ON MATH AND LANGUAGE, ARTS IN THAT 30-40 PERCENT.
HUGE GAP THAT WE'RE SEEING THERE BETWEEN HISPANIC AND NOT-HISPANIC.
WE SAW THIS NUMBER RIGHT HERE, WE SAW LATINO POPULATION IN [INAUDIBLE] HAVING A 72 PERCENT PROFICIENCY RATE EVEN THOUGH IT'S KINDER LOT.
IT'S A LIMITED ASSESSMENT, IT'S NOT AS IN-DEPTH AS THE 3 THROUGH 10.
THAT WAS A HUGE CELEBRATION FOR US, TO AT LEAST SAY, "WHAT'S GOING ON HERE, AND HOW DID WE GET THAT SUCCESS, WHAT WERE THE TEACHERS DOING THIS YEAR, AND HOW CAN WE REPLICATE THAT OR BROADEN THAT TO OTHER GRADE LEVELS AND OTHER SCHOOLS?" THAT'S A GRAY AREA FOR US, WHEN WE HAD, WE WERE REALLY EXCITED ABOUT OUR [INAUDIBLE].
>> YEAH. I THOUGHT THIS SLIDE WAS FASCINATING WHEN I SAW IT IN THE BACK.
>> I GUESS I WOULD SAY NOT NECESSARILY FOR THE TREND WE'VE SEEN EVERY YEAR, SAW IT THIS YEAR, NOW I WANT TO LEARN FROM THAT.
>> WHEN YOU GUYS ARE DISCUSSING ALL THESE NUMBERS, AND I ASSUME YOU SAID YOU PRESENTED K THROUGH 5 FOLKS, I ASSUMED YOU HAVE LOTS OF DISCUSSIONS OF HOW TO INTERPRET SOME OF THESE.
IS THERE EVER A DISCUSSION AS TO, LIKE WITH THE DUAL IMMERSION, ESPECIALLY ON THE HISPANIC SIDE, YOU'RE REQUIRED TO GO TO MEETINGS AND TO LEARN ABOUT THE PROGRAM, AND THERE'S ALL THESE REQUIREMENTS TO GET INTO THE PROGRAM, SO INSTANTLY, THAT'S ALREADY A PARENT THAT IS ENGAGED, AND NOT TO BELITTLE KINDERGARTEN TEACHERS.
[LAUGHTER] BUT A LOT OF IT IS THE ENGAGEMENT OF THE PARENT THAT FIRST YEAR, HOW ENGAGED IS THAT PARENT.
THERE'S ONLY SO MUCH THE KINDERGARTEN TEACHER CAN DO, AND THAT'S SPEAKING FROM SOMEONE WHO IS MARRIED TO A KINDERGARTEN TEACHER.
A LOT OF IT IS THE FAMILY ENGAGEMENT.
WHEN YOU HAVE A HISPANIC FAMILY THAT IS THAT MOTIVATED AND ENGAGED, THAT THEY WENT TO THE INITIAL MEETINGS THAT I THINK ARE MANDATORY.
YOU HAVE TO GO TO THE MEETINGS, YOU HAVE TO PUT YOUR NAME IN, SO ALREADY YOU'RE SHOWING AN ENGAGED FAMILY.
IS THAT SOMETHING YOU ALL DISCUSSED THAT YOU'RE ALREADY GETTING A STUDENT THAT IS COMING FROM A BENEFIT?
>> DAN IF YOU WANT TO ADD YOU CAN, BUT ONE THING I'LL SAY IS GOING BACK TO THE RESEARCH STUDIES WE SAID WE'D SHARE,
[01:15:03]
YOU'LL SEE THAT NARRATIVE PLAY OUT RIGHT AWAY.OBVIOUSLY, THE POTENTIAL FOR THAT TO HIT RIGHT AT KINDER COULD POTENTIALLY BE THERE.
BUT ACROSS THE BOARD, I SHOULDN'T SAY IMPOSSIBLE, BUT IT'S NOT TYPICAL FOR US TO BE ABLE TO MEASURE THAT, BUT THERE'S SOME DEGREE OF INFLUENCE THAT WOULD MAY BE PLAYING OUT THEIR WITH PARENT INVOLVEMENT.
>> YEAH. YOU WANT TO SHARE IT?
>> [INAUDIBLE] MY ONLY ANSWER WOULD BE YES AND.
YES, THAT IS TRUE, THAT'S TRUE OF OUR NON-HISPANIC ENGLISH AS A FIRST LANGUAGE POPULATION, THE AND WOULD BE WHEN I TALKED TO PARENTS IN MY VERY POOR SPANISH AND WITH A TRANSLATOR, "WHY ARE YOU HERE TONIGHT?" BECAUSE I FEEL COMFORTABLE HERE, BECAUSE I CAN MAINTAIN MY SPANISH HERE, BECAUSE I HAD A SIBLING THAT WENT HERE AND HAD GOOD EXPERIENCE, OR BECAUSE I HAD A COUSIN OR SOMETHING ALONG THOSE LINES.
THERE'S A LOT OF THAT AS WELL. IT'S NOT JUST ENGAGEMENT FROM AN ACADEMIC SENSE, BUT JUST COMFORT, MAINTAINING THAT LANGUAGE AND LANGUAGE ACQUISITION BOTH AT HOME AND IN THE SCHOOL IN SPANISH OVER THE COURSE OF K5. THAT'S ALL.
>> TRUSTEE MEAD. I THINK YOU'RE MUTED TRUSTEE MEAD.
>> KATE, YOU MIGHT BE MUTED. I'M SORRY.
>> WITH REGARDS TO THIS CHART, IS THE DATA WITH REGARDS TO THE HISPANIC DUAL, DOES THAT CARRY OVER INTO 1ST GRADE AND 2ND GRADE?
>> [INAUDIBLE] AND TRUSTEE MEAD, THANKS FOR BRINGING THAT PIECE UP.
THAT'S WHERE I WAS GETTING AT EARLIER.
IT IS THIS IS A CELEBRATION FROM THE SENSE OF WHAT WENT ON LAST YEAR AND HOW DO WE LEARN FROM THAT AND APPLY IT.
BECAUSE WE HAVE NOT SEEN NUMBERS THAT HIGH, THAT'S 72 PERCENT PROFICIENCY RATE.
SO SOMETHING POSITIVE HAS OCCURRED THERE, THAT IS NOT PART OF OUR BIGGER QUESTION IS, WE'RE LOOKING AT THE EVALUATION OF HOW OUR TRADITIONAL STUDENTS ALL DOING COMPARED TO GOAL.
IT'S PROBABLY NOT THE BEST INFORMATION BECAUSE IT'S A ONE-YEAR PIECE.
TO MY POINT EARLIER WE CAN LOOK AT 3RD GRADE, AND LIKE I SAID, IT'S PROBABLY A COIN FLIP IS, TO WHETHER OR NOT WE SEE TRADITIONAL OR GO LOOKING UP A LITTLE BIT STRONGER OR BETTER.
>> SO DAN JUST NEEDS TO GO BACK TO HIS KINDERGARTEN TEACHER AND SAY, "WHATEVER YOU WERE DOING LAST YEAR, JUST DO THAT."
>> YOU'RE TESTING METHODOLOGY.
>> YEAH. [OVERLAPPING] [LAUGHTER].
>> THIS PARTICULAR CELEBRATION DOES ACTUALLY CARRY THROUGH ALMOST IDENTICALLY TO 2ND GRADE.
THEN IN 1ST GRADE ARE, ESSENTIALLY ALL OF OUR STUDENTS IN THE DUAL PROGRAM ARE MATCHING THE OTHER SCHOOLS THROUGHOUT TCSD AND OUTPACING THE STATE [INAUDIBLE] PERCENT ENTRANCE PROFICIENCY RATES.
DOES THIS EXACT LEVEL AND SPLIT MATCH AT ONE AND TWO, NO, BUT IT'S PRETTY CLOSE AND TWO IS ACTUALLY VERY SIMILAR AS WELL.
HUGE CELEBRATION FOR [OVERLAPPING].
>> NO, REALLY [OVERLAPPING]. THAT'S WHY I SAW IT AND THEN I DIDN'T SEE IT IN AJ'S FINAL REPORT.
I WAS LIKE, "THAT SHOULD BE IN THERE," BECAUSE ACTUALLY [OVERLAPPING] THAT WAS A FASCINATING SLIDE.
I INTERRUPTED YOUR WHOLE SLIDESHOW.
>> NO, I'M GOOD. I BET PRINCIPAL ABRAHAM IS VERY HAPPY WHEN HE GET TO [LAUGHTER] THE SLIDES.
KEEP GOING TILL WE GET THEM BACK.
>> WELL, HE'S WORKING ON THAT.
IT'S A HUGE CELEBRATION REALLY, FOR ALL OF YOUR KINDERGARTEN TEACHERS.
>> WHEN YOU LOOK AT THAT DATA POINT AND THAT WAS WHAT I WAS SPEAKING TO YOU EARLIER.
IN OUR SCHOOL DISTRICT, WE ARE OUTPACING OTHER SCHOOL DISTRICTS, THAT IS IN TERMS OF COMING OUT OF TWO VERY DIFFICULT SCHOOL YEARS.
I RECOGNIZE THAT'S KINDERGARTEN DATA BUT OTHER DISTRICTS ARE NOT SEEING DATA LIKE THAT, SO IT'S REALLY SOMETHING TO CELEBRATE.
>> THANK YOU. SO SIMILAR INTERPRETATION HERE, WE'VE GOT SLUR ENDS, SENIOR GROUP OF STUDENTS.
I WOULD SAY KAREN [INAUDIBLE] HELPED US WHEN WE FIRST STARTED PUTTING THIS DATA TOGETHER.
JUST SO YOU ALL KNOW, FOR THESE EIGHTH GRADE SLIDES, ANY STUDENT THAT MAY HAVE MOVED BETWEEN TRADITIONAL TO DUAL OR VICE VERSA, THEY'RE JUST NOT IN THIS DATA-SET, SO THERE WASN'T THAT UNFAIR INTERPRETATION THERE.
BUT THIS IS WHAT WE DID AT MATH.
PRETTY SIMILAR PICTURE THAT WE'RE PAINTING WITH MAYBE JUST SLIGHTLY MORE OBVIOUS AS FAR AS MEDIANS AND YOU'LL SEE IN THE NEXT SLIDE THE MEANS FOR SMALL INCREASE OR HIGHER SCORE FOR DUAL VERSION STUDENTS BUT VERY COMPARABLE.
[01:20:04]
>> YOU SEE THAT FLOOR AGAIN THERE ON THE NON-EXPANDED GOOGLE DOCS.
>> THAT'S INTERESTING. [INAUDIBLE], WHAT WAS YOUR EXPERIENCE? I MEAN, I KNOW YOU'VE GOT MOST OF THE DUAL KIDS ONCE THEY GET TO HIGH SCHOOL.
DID YOU SEE A DISTINCTION BETWEEN STUDENTS?
>> NO, BECAUSE BY THE TIME THEY GOT TO THE HIGH SCHOOL, THEY WEREN'T SEGREGATED IN THE SCIENCE CLASSES.
IT WAS THE HISTORY CLASS [INAUDIBLE] SO I WOULDN'T HAVE KNOWN.
>> I WOULDN'T HAVE KNOWN WHO WAS IN DUAL AND WHO WAS IN TRADITIONAL SCHOOL.
THE ONE THING I'LL SAY TO YOUR CEILING AND FLOOR COMMENT IS THAT COULD JUST BE A SITUATION OF NUMBERS.
SIMPLY THAT IF YOU'VE GOT 318 KIDS, THAT YOU HAVE A MUCH GREATER CHANCE OF HAVING SOMEBODY WHO'S GOING TO SCORE LOW TOO AND HIGH.
I MEAN, THEIR HIGHEST IS WAY ABOVE AND SO THEY COULD JUST BE [INAUDIBLE]. [LAUGHTER]
>> I DIDN'T KNOW WHAT TO INTERPRET, THEY LOOK THE SAME TO ME.
>> I THINK IT'S THE NEXT SLIDE THAT SHOWS THE BARS.
I MEAN, I KEEP COMING BACK TO THE IDEA, I GUESS BECAUSE MY DAUGHTERS GO THERE.
I KNOW THAT WE HAVE KIDS WHO COME IN AT ALL TIMES OF THE YEAR WITH VERY LITTLE ENGLISH IN ALL THE DIFFERENT GRADES DOWN THERE AND SO I AM SUPER IMPRESSED THAT OUR NUMBERS ARE SO HIGH, KNOWING THAT WE HAVE KIDS COMING IN AND WE'RE WEAVING THEM INTO OUR PROGRAM.
WE'RE SEEING SUCH GOOD NUMBERS.
BY THE TIME THOSE SAME KIDS ARE PROGRESSING THROUGH [INAUDIBLE], THEY'RE NOW DOING OKAY.
IT'S INTERESTING, ACTUALLY I HAVE SOMEBODY DOING WORK IN MY HOUSE AND THEIR SON KNEW ME BECAUSE HE WAS IN THE HIGH SCHOOL BUT HE CAME HERE SPEAKING NO ENGLISH IN NINTH GRADE AND TOTALLY FLUENT AT THIS POINT.
HE SAID, "WELL, I DIDN'T HAVE YOU.
I WAS SPENDING MOST OF MY FIRST YEAR JUST LEARNING ENGLISH.
I THINK ABOUT THAT WITH A KID IN NINTH GRADE BUT THEN YOU GO BACK AND TAKE A LITTLE KID IN, PUT THEM IN THERE AND HOW DIFFICULT THAT WOULD BE PRIOR TO US HAVING THE DUAL PROGRAM.
I MEAN, I'VE SEEN IT AT THE HIGH SCHOOL WITH KIDS WHO COME IN IN THE HIGH SCHOOL AGE AND THEY SPEAK VERY LITTLE ENGLISH BUT THEY'RE IN YOUR CLASS, YOU'RE TRYING TO HELP THEM.
I EXPERIENCED THAT THROUGH THE YEARS.
I'M VERY IMPRESSED WITH THE WAY THIS IS WORKING OUT FOR US.
>> [INAUDIBLE], HOW IS IT DECIDED? [INAUDIBLE] BRING UP A GOOD POINT ABOUT KIDS THAT COME IN MID-YEAR THAT DON'T SPEAK ANY ENGLISH.
HOW IS IT DECIDED IF THEY GO TO MONGER OR IF THEY END UP IN JACKSON ELEMENTARY OR CULTURE? DO THEY AUTOMATICALLY GO TO MONGER?
>> ALMOST. I'LL LET THESE GUYS SPEAK.
YOU CAN SPEAK TO THAT AS WELL. YEAH.
>> I ACTUALLY CAN AGREE. SO AS OF LAST YEAR, MONGER HAD 22 STUDENTS, 24 IN THE YEAR.
BUT THAT [INAUDIBLE] IS TALKING ABOUT, WHICH IS CAME WITH ZERO ENGLISH.
THAT'S OUT OF, I THINK IT WAS 50-ISH ACROSS THE WHOLE DISTRICT K-12.
IN THAT K-5 SPACE, ALL BUT A HANDFUL, TWO OR THREE STUDENTS CAME TO MONGER.
FOR LAST YEAR, WE SAID THE DEFAULT PLACE IS REGISTER WITH YOUR HOME SCHOOL.
IF SPANISH IS YOUR FIRST LANGUAGE, WE WILL DEFINITELY OPEN A SPACE FOR YOU HERE AT MONGER, FIRST GRADE AND UP BECAUSE YOU CAN IMMEDIATELY ENGAGE IN CONTENT BECAUSE YOU'RE GOING TO SPEND HALF YOUR DAY IN YOUR PRIMARY LANGUAGE.
YOU'RE NOT GOING TO HALT INSTRUCTION AND HALT LEARNING OF CONTENT SOLELY FOR ENGLISH LANGUAGE ACQUISITION.
AS OF LAST YEAR, THE DEFAULT WAS REGISTER IN YOUR HOME SCHOOL BUT WE MADE A PLACE OPEN FOR YOU.
LIKE I SAID, ALMOST ALL OF THEM CHOSE TO COME TO MONGER.
>> THE PARENT COULD SAY, NO, I'D RATHER GO TO JACKSON ELEMENTARY.
>> YEAH, WE HAVE STUDENTS THAT DID THAT.
A COUPLE OF STUDENTS, I DON'T WANT TO SPEAK FOR TRACY, BUT ONE WHO THEY LIVED IN TOWN, THEY DON'T HAVE A CAR.
THEY WERE CONCERNED ABOUT TRANSPORTATION THAT FAR AWAY AND SO THEY DECIDED TO STAY AT JES.
[01:25:01]
>> THEN ANOTHER STUDENT WHO DOESN'T SPEAK SPANISH AS THEIR FIRST LANGUAGE, THEIR FIRST LANGUAGE WAS THE ONE THAT IS NOT SPANISH.
SO TRYING TO LEARN SPANISH AND ENGLISH TOGETHER AT THE SAME TIME WOULDN'T HAVE MADE ALL THAT SENSE.
FOR THIS YEAR COMING UP, WE'LL HAVE SOME MORE DEDICATED AND INCLUSIVE NEWCOMER PROGRAMMING AT MONGER.
ALL STUDENTS THAT COME IN AS NEWCOMERS K-5, WILL SPEND FOUR TO SIX WEEKS AT MONGER, BOTH ENGAGING IN CONTENT IN ENGLISH AND THEN IF THEY CHOOSE AT THAT POINT TO GO BACK TO THEIR TOWN SCHOOL, THEY'RE WELCOME TO OR THEY CAN STAY IN MONGER.
>> WONDERFUL. THANK YOU FOR SHARING.
>> TWO SLIDES AND THE SECOND ONE ACTUALLY FOLLOWS MORE UP WITH [INAUDIBLE], THE POINT THAT HE BROUGHT UP, SO I APPRECIATE THAT.
BUT BEFORE WE GET THERE, THIS IS AP SPANISH LANGUAGE.
WE WANTED TO POINT OUT THAT I CIRCLED 2018, 2019.
TWO THOUSAND AND NINETEEN IS THE YEAR THAT THE FIRST DUAL IMMERSION COHORT REACHED TENTH GRADE.
IF WE HAVE MORE QUESTIONS, [INAUDIBLE] WILL ALSO SPEAK A LOT TO THIS TOO.
THIS IS ANOTHER AREA OF CELEBRATION RESTRAINT.
WE SEE THAT REALLY NOTICEABLE INCREASE IN AP SPANISH AS SOON AS THAT DUAL IMMERSION COHORT STARTED WORKING THEIR WAY INTO THE HIGH SCHOOL.
>> MAYBE A QUESTION FOR DR. CHRIS.
I GET THE PARTICIPATION RATE'S A BIG ONE, US NEWS AND WORLD REPORT.
THE ONE I'M MORE INTERESTED IN IS, HOW MANY GOT THREE, FOURS OR FIVES?
>> FOR THIS PARTICULAR CLASS, AP SPANISH IS ONE OF OUR HIGHEST RATED THREE-PLUS SCORES IN OUR SCHOOL AND THAT REALLY TOOK OFF WITH THE DUAL COHORT WHEN THEY MOVED IN.
SO JUST FOR CLARITY FOR EVERYBODY, HISTORICALLY, BEFORE DUAL HIT OUR SCHOOL, STUDENTS TOOK AP SPANISH GENERALLY THEIR SENIOR YEAR.
THAT'S HOW THE SEQUENCE LINED UP.
WHEN WE HAD OUR FIRST COHORT COME TO THE HIGH SCHOOL, THEY STARTED IN SPANISH FOUR AND THEY JUMPED RIGHT INTO AP SPANISH AS SOPHOMORES.
IN SOME SCHOOLS, SPECIFICALLY IN UTAH, THAT HAVE ROBUST DUAL PROGRAMS, THE STUDENTS ACTUALLY START AP SPANISH THEIR FRESHMAN YEAR.
WE START THIS OFF FOR A YEAR, WE'RE LOOKING AT MAYBE SOME FRESHMAN.
BUT THOSE SCORES ARE SOME OF OUR HIGHEST IN TERMS OF A THREE PLUS.
WE'RE GETTING CLOSE TO THE END HERE, BUT THIS IS A SLIDE REALLY FOR [INAUDIBLE].
EXCITED TO BE ABLE TO TALK ABOUT IT AND TRUSTEE BRANCH THAT OLIE STARTED TO LEAD US IN THIS DIRECTION A BIT, WHICH THESE ARE GRADUATION RATES.
WE HAVE A VERY STRONG GRADUATION RATE FOR OUR LATINO STUDENTS, BUT HERE WE'RE TALKING SPECIFICALLY ABOUT OUR EL STUDENTS.
PLEASE NOTE THAT WHEN WE SAY [INAUDIBLE] WE'RE NOT TALKING ABOUT STUDENTS WHO WERE IN AN EL STATUS AT SOME POINT PREVIOUSLY WHILE AT TCSD.
IF THEY EXITED FOURTH-GRADE, THEY'RE NOT IN THIS FORCE.
BUT THOSE STUDENTS AS THEY'RE GETTING TOWARDS THE END OF HIGH SCHOOL WHO ARE STILL NOT EL STATUS SEEING THAT GRADUATION RATE IN 94 PERCENT, YOU CAN SEE WYOMING STAYING AVERAGE.
AND THIS WAS THE BEST WE COULD DO AS FAR AS THE NATIONAL AVERAGE IS REALLY IMPRESSIVE AND SOMETHING THAT WE'RE REALLY EXCITED ABOUT.
I THINK THAT THIS SPEAKS A LOT TO THAT NEWCOMER PIECE THAT BECAUSE WE HAVE THIS DUAL IMMERSION PROGRAMMING, WHETHER IT'S A K5, 68, OR THE CLASS OR THE SPANISH CLASSES THAT ARE AVAILABLE AT THE 912 LEVEL, NEWCOMER STUDENTS NEW TO THE COUNTRY, NEW TO THE DISTRICT, NEW TO STATE, NEW TO ENGLISH ARE ABLE TO COME IN RIGHT AWAY AND ACCESS INSTRUCTION.
THEY'RE ABLE TO START ACCESSING CLASSES THAT ARE CREDIT-BEARING COURSES.
IF WE DIDN'T HAVE THAT, WE'D BE TRYING TO SOLVE A DIFFERENT PROBLEM WITH THAT POINT.
NOW AGAIN, THAT'S NOT 90 PERCENT OF OUR POPULATION, BUT WE'RE SEEING THAT INCREASE AS WE MENTIONED IN ALMOST A 50 PERCENT INCREASE FROM LAST YEAR TO THIS YEAR IN THE TOTAL NUMBER OF NEWCOMER STUDENTS THAT HAVE BEEN COMING TO OUR DISTRICT.
HUGE BENEFIT BY ADDING THOSE COURSE THAT THE STUDENTS WERE ABLE TO COME INTO.
WHEN JANINE WAS FIRST ON THE BOARD, WHEN I WAS FIRST ON THE BOARD, THE GOAL WAS 80 PERCENT.
WE JUST SAID NO, IT'S GOT TO BE A 100 PERCENT GOAL AND IT HELPED A LOT, BUT THIS GREEN BAR DOES NOT NECESSARILY SHOW KIDS WHO ARE IN DUAL IMMERSION, RIGHT, GENERALLY?
>> THAT'S RIGHT. THAT'S EXACTLY RIGHT.
[01:30:02]
>> I WILL JUST SAY IN A MORE GENERIC SENSE.
THERE'S BEEN A BIG FOCUS ON K3 LITERACY AS YOU ALL KNOW IN THE LEGISLATURE THIS PASSED INTERIM AND SO SOME DATA POINTS HAVE COME OUT.
AND THE DISTRICT I REALLY LIKE TO COMPARE US AGAINST IS SHERIDAN TO.
WHEN WE LOOKED AT THE EARLY LITERACY RATES FOR TETON COUNTY SCHOOL DISTRICT WHICH IS THIRD GRADE RATING, I THINK OUR NUMBERS WERE GOING ON ABOUT 57 PERCENT PROFICIENCY OR SOMETHING LIKE THAT?
>> SHERIDAN NUMBERS WERE ABOUT 77 PERCENT.
HUGE DIFFERENCE, RIGHT? THEN YOU FAST FORWARD AND YOU START TALKING ABOUT GRADUATION RATES AND YOU LOOK AT THIS SLIDE.
I THINK OVERALL WE'RE AT WHAT, IT'S GOT 95 PERCENT OR SOMETHING LIKE THAT.
SOME PLACE OVER THE COURSE OF THIS 12 GRADES, THERE'S A HUGE SWITCHOVER THAT WE'RE MAKING WHICH, I THINK, WE SHOULD ALL BE SO PROUD OF BECAUSE WE ARE MAKING HUGE STRIDES IN GETTING THOSE KIDS LITERATE, THEY CAN READ, AND TO GET THEM TO GRADUATE SO KUDOS TO ALL THAT ARE INVOLVED IN THAT.
>> [INAUDIBLE] LAST SLIDE. JUST I'M GOING TO SHARE PER PUPIL EXPENDITURE FOR SOME OF OUR ELEMENTARIES.
THIS WAS ONE THAT IT WAS A SURPRISE TO ME ACTUALLY.
IT'S EASY TO MAYBE NOT ASSUME, BUT AT LEAST WANT TO KNOW WHAT CASE HOW MUCH IS THIS SCORE? WHAT'S PER PUPIL EXPENDITURE LOOKING LIKE ACROSS THEIR ELEMENTARIES? PERHAPS MAYBE ADDITIONAL CURRICULAR MATERIALS OR JUST THE RECRUITMENT OF STAFFING, IS THAT LEADING TO A LARGER COST? WE WEREN'T EXACTLY SURE, BUT THEY'VE BEEN TALKING ABOUT [INAUDIBLE] WHAT WE'RE SEEING HERE JUST A BIT OF INEFFICIENCY AROUND A SLIGHTLY LARGER SCHOOL.
>> IF YOU HAVE AN OLDER TEACHER THAT MAKES A LOT MORE MONEY, WOULDN'T THAT MAKE A DIFFERENCE IF YOU HAVE YOUR MORE EXPERIENCED TEACHERS AT JACKSON ELEMENTARY?
IF THERE WAS SLIGHTNESS PROPORTIONAL REPRESENTATION OF THAT TREND.
>> ANOTHER THING TO LOOK AT, THIS IS A VERY CLEAR EXAMPLE OF RESOURCE ALLOCATION BASED ON NEED.
JACKSON ELEMENTARY HAS MORE STUDENTS THAT ARE LEARNING ENGLISH AND THEY'RE NOT IN THE DUAL IMMERSION PROGRAM, SO THEY HAVE MORE SUPPORT STAFF THERE.
THIS IS A GOOD EXAMPLE OF WHERE WE HAVE LOOKED AT, WHERE'S OUR GREATEST NEED, AND WHERE DO WE NEED TO PUT OUR RESOURCES.
BUT ALSO THE COST OF THE TEACHER IS CERTAINLY AN INDICATOR THAT WOULD DRIVE THIS AS WELL AS THE SIZE OF THE SCHOOL AS AJ MENTIONED.
>> KNOWING THE [INAUDIBLE] TRULY IS THE LAST PIECE.
THAT WE WANTED TO MENTION THAT WE ONLY HAVE NOW TWO COHORTS, AND ONE JUST GRADUATED, THAT HAVE WENT ALL THE WAY THROUGH DUAL IMMERSION PROGRAM.
KNOWING SOME CHALLENGES WITH TEACHER RETENTION, TEACHER RECRUITMENT, AND I THINK HE MENTIONED YESTERDAY, I THOUGHT IT WAS ONLY TWO, BUT AS MANY AS FIVE STAFF ARE WORKING AT MUNGER'S.
DO YOU WANT TO BRIEFLY SHARE THAT?
ULTIMATELY WE'RE PRODUCING GRADUATES AND WE WANT THEM TO BE LIFE READY TO BE AT 21ST CENTURY SKILLS, WHICH BILINGUALISM WOULD CERTAINLY FIT WITHIN THAT.
TRUSTEE MEAD MENTIONED THAT THE GREEN BAR FOR EL GRADUATES MAYBE ISN'T PERFECTLY REPRESENTATIVE OF JUST [INAUDIBLE] AND THAT IS CORRECT.
IF YOU LOOK AT OUR HISPANIC STUDENT GRADUATION RATE, OUR HISPANIC GRADUATION RATE DOES CAPTURE A SIGNIFICANT PORTION OF OUR DUAL IMMERSION STUDENTS BECAUSE OUR SCHOOL IS 45 PERCENT EL AND HISPANIC.
WE CAPTURE MOST OF THOSE STUDENTS AS THEY COME UP AND COME THROUGH.
THE HIGH SCHOOL'S HISPANIC GRADUATION RATE LAST YEAR WAS 97.6 PERCENT, SUMMIT'S WAS 85.7 PERCENT, AND WYOMING'S ACROSS THE STATE WAS 78 PERCENT, MAJORLY OUTPERFORMING THE REST OF THE STATE IN TERMS OF OVERALL GRADUATION RATES FOR HISPANIC STUDENTS, WHICH I THINK I'M REALLY PROUD OF.
I JUST WANT TO TAP INTO I AM DIRECTLY HIRING FROM THAT POOL OF STUDENTS AT MY BUILDING.
I HAVE FOUR HISPANIC STUDENTS WHO GRADUATED IN THE FIRST COHORT OF DUAL IMMERSION STUDENTS.
[01:35:03]
THEY ARE BILINGUAL.THEY ACTUALLY MIGHT NOT SHOW UP IN SOME OF THESE DATASETS BECAUSE TWO OF THEM GOT TO NINTH GRADE AND THEY WERE ALREADY FLUENT IN TWO LANGUAGES AND THEY TOOK FRENCH FOR FOUR YEARS HIGH SCHOOL INSTEAD BECAUSE THEY FIGURED THEY MIGHT AS WELL KNOW THREE LANGUAGES AT THAT POINT.
I AM HIRING THOSE, NOT STUDENTS, YOUNG ADULTS TO COME BACK AND WORK IN OUR BUILDING AS BILINGUAL PAIRS WORKING WITH ENGLISH TO SPANISH-SPEAKING STUDENTS.
THEY'RE WORKING IN SPECIAL EDUCATION POSITIONS DELIVERING SPECIALIZED INSTRUCTION IN SPANISH UNDER THE DIRECTIVE. [OVERLAPPING].
>> THEY TAKE A GAP HERE OFF A SCHOOL? WHAT ARE THEY DOING?
>> HERE'S THE AMAZING PART, THEY ARE WORKING FULL-TIME FOR ME.
THEY ARE DOING A FULL COURSE LOAD FOR CWC IN EARLY CHILDHOOD EDUCATION, AND THEY ARE WORKING AT SUMMER SCHOOL RIGHT NOW FOR [INAUDIBLE] DURING THE DAY.
THEY'RE ALL AMAZING AND THEY LIVE HERE [LAUGHTER].
THEY WANT TO COME BACK, THEY WANT TO WORK HERE.
I THINK KNOWING THAT OUR DISTRICT IS WORKING IN THAT PARTNERSHIP FOR APPRENTICESHIPS FOR IT'S TEACHING POSITION, THEY ARE AMAZING CANDIDATES FOR FUTURE DUAL IMMERSION TEACHERS OR JUST TEACHERS ANYWHERE IN OUR DISTRICT.
>> OKAY. LET'S GO THROUGH PEOPLE'S THOUGHTS.
WE SPENT A LOT OF TIME IN APRIL, WE SPENT SOME GOOD TIME ABOUT A HALF-HOUR DOWN HERE IN AUGUST.
IS THERE ANY TAKEAWAY? IS THERE ANY THOUGHTS? ANYTHING THAT WE SHOULD BE THINKING ABOUT WITH DUAL OR GIVING DIRECTION IN REGARDS TO DUAL? TRUSTEE TESKE, CAN WE START WITH YOU MAYBE?
>> I'M REALLY GLAD TO HAVE THIS INFORMATION AND THIS IS ABSOLUTELY THE FIRST TIME SINCE DUAL STARTED THAT WE'D GOTTEN ANY COMPREHENSIVE INFORMATION ON DUAL BESIDES JUST FEELING GOOD ABOUT THE PROGRAM.
I AM REALLY GLAD TO HAVE THIS.
I'M A LITTLE CONCERNED ABOUT THE FACT THAT OUR ADMINISTRATION AND THE PEOPLE WHO TALKED ABOUT THIS TODAY.
ADVOCATES FOR THE PROGRAM RATHER THAN PROVIDING US, WHAT I WOULD CONSIDER TO BE OBJECTIVE INFORMATION ABOUT THE PROGRAM.
I UNDERSTAND THAT THEY ARE ENTHUSIASTIC ABOUT IT, BUT A PRESENTATION TO THE BOARD, WE SHOULD GET OBJECTIVE INFORMATION GIVEN TO US, JUST LIKE, THE LEGISLATURE WOULD WANT, JUST LIKE A COURT OF LAW WOULD WANT.
I'M A LITTLE CONCERNED ABOUT THAT AND I WAS CONCERNED ABOUT THAT LAST SPRING.
I HOPED THAT WOULD CHANGE AFTER THE PRESENTATION LAST SPRING.
BUT IT REALLY HASN'T. SOME OF THE NUMBERS.
WHAT I SAID, I WASN'T JOKING ABOUT THE METHODOLOGY USED IN KINDERGARTEN TO COME UP WITH THESE SKY HIGH NUMBERS.
WAS THAT THE SAME METHODOLOGY USED TO LOOK AT THE KIDS AT JPS.
I'M NOT COMFORTABLE THAT I FEEL THAT IT WAS BECAUSE THE PROGRAMS ARE GREAT PROGRAM BY ALL THE DATA.
BUT IT SEEMS TO ME LIKE IT'S A LITTLE SUSPECT WHEN YOU HAVE PEOPLE PRESENTING IT THAT ARE SO GUNG-HO ABOUT IT THAT MAYBE THEY CAN'T BE OBJECTIVE.
I ORDINARILY WOULDN'T BRING THAT UP.
I JUST TALKED TO THE SCHOOL BOARD MEMBERS ABOUT THAT.
THIS IS THE SECOND TIME AND IT'S REALLY CRITICAL THAT WHEN WE HAVE PRESENTATIONS, WE CAN REALLY FEEL COMFORTABLE THAT WE'RE GETTING COMPLETELY OBJECTIVE DATA AND NOT THAT IT'S LEANING ONE WAY OR ANOTHER IN ORDER TO PROVE A POINT THAT WANTS TO BE MADE.
THAT'S MY ONLY CONCERN. I THINK THIS PROGRAM IS RICH.
I'M GLAD TO SEE THAT WE'RE NOT SPENDING A LOT MORE MONEY ON MONGER THAN WE ARE IN OTHER SCHOOLS.
I WOULDN'T HAVE GUESSED THAT WE ARE.
JUST BECAUSE IT'S HARDER TO GET PEOPLE WHO HAVE THE ABILITY TO DO THAT TEACHING.
ONE OF MY BIG CONCERNS ABOUT MONGER WAS THAT IF THESE KIDS ARE DOING SO VASTLY BETTER THAN OTHER KIDS, WHY ARE WE HAVING A TRADITIONAL PROGRAM AT ALL? WHY DO PEOPLE HAVE TO ENTER LOTTERY TO GET INTO THIS PROGRAM? IT'S SO FANTASTIC, WE BETTER OPEN IT UP OR WE'RE NOT ACTING EQUITABLY TO ALL CHILDREN IN OUR SCHOOL DISTRICT.
JOE USED TO COMPLAIN ABOUT NOT HAVING EVERYBODY ABLE TO TAKE SPANISH LANGUAGE PROGRAMS. THAT'S WHAT THIS SAYS TO ME, SOME KIDS ARE GETTING SPECIAL TREATMENT.
[01:40:03]
THEY GET TO GET INTO THIS PROGRAM WHILE OTHERS ARE DENIED THAT OPPORTUNITY.THAT'S SOMETHING THAT WE HAVE TO LOOK AT.
THIS IS A GREAT PROGRAM, BUT IT'S NOT ACCESSED BY EVERYBODY.
IF WE'RE REALLY TALKING ABOUT EQUITY.
IT SHOULD BE ACCESSIBLE TO EVERYBODY NOT ON THE BASIS OF A LOTTERY OR ANYTHING OF THAT NATURE.
IF IT'S SO GOOD, SCHOOLS SHOULD MOVE IN THAT DIRECTION MORE THAN THEY ARE NOW. THAT'S MY TOO MUCH.
JUST LOOKING AT THE EIGHTH GRADE DATA OVER IT WAS OBJECTIVE DATA IN MY MIND.
WHEN I LOOK AT THIS, I SEE THAT IT CAN BE GREAT THINGS FOR CERTAIN KIDS AND STUFF.
BUT WHAT I REALLY SEE IN THE NUMBERS AND DATA IS THAT YOU'RE NOT SEEING VAST DIFFERENCES BETWEEN THOSE KIDS IN EIGHTH GRADE THAT WERE IN THE PROGRAM AND THAT WEREN'T, WE'RE SEEING THAT THINGS ARE FAIRLY EQUIVALENT.
BUT THOSE KIDS, AS THEY GO INTO HIGH SCHOOL.
JUST THE ANECDOTAL DATA THAT WE HAD ABOUT WHAT'S HAPPENING WITH THEIR KIDS.
WELL, THAT ANECDOTAL, BUT THE API DATA AND SUCH IS SHOWING THAT IT'S HAVING A BENEFIT FOR THOSE KIDS AS THEY MOVE INTO THE HIGH SCHOOL.
BUT I DON'T THINK THAT THE DATA WE HAVE IS SHOWING THAT ONE PROGRAM IS VASTLY DIFFERENT OR BETTER THAN THE OTHER.
IT MAY BE BETTER FOR INDIVIDUAL STUDENTS.
HER BUTTOCK ONE MORE TIME TO THE KID THAT COMES INTO SCHOOL WHO IN SECOND GRADE, WITH ABSOLUTELY NO KNOWLEDGE OF ENGLISH OR WHATEVER THAT THEY CAN, OR THEY COME INTO THE HIGH SCHOOL AND CAN IMMEDIATELY ACCESS ONTO THEM.
I JUST THINK THAT IT'S REALLY JUST PROVIDING ANOTHER OPPORTUNITY FOR THE STUDENTS IN TETON COUNTY ANOTHER WAY TO LEARN.
AS I LOOK AT THE EIGHTH GRADE DATA BY THAT TIME THINGS SEEMS TO BE FAIRLY EQUIVALENT.
>> YEAH, THE DUAL IMMERSION IS A GREAT PROGRAM.
I ALSO FELT LIKE THE DATA THAT WAS PRESENTED, ESPECIALLY I LIKE THE EIGHTH GRADE, THAT WAS MANY COHORTS, NOT JUST ONE. APOLLO WAS OBJECTIVE.
I REALLY APPRECIATE THAT AND I APPRECIATE THAT PRESENTATION.
I'M CURIOUS HOW KATE WAS GOING WONDER IF WE SHOULD LOOK AT OFFERING SMALL BITS OF DUAL IN ALL THE SCHOOLS.
I DON'T KNOW. I'D BE CURIOUS TO FIND OUT HOW MANY PEOPLE WANT TO ENROLL AND AREN'T ABLE TO.
BUT I THINK IT'S A GREAT PROGRAM.
>> CAN WE BORROW YOU JUST ONE MORE TIME?
>> IT'S GREAT THAT YOU GUYS ARE ENTHUSIASTIC ABOUT IT BECAUSE I'D BE WORRIED.
[LAUGHTER] THERE ARE A LOT OF BENEFITS THAT AREN'T MEASURED BY MATH AND ENGLISH SCORES, LIKE WE TALKED ABOUT AS FAR AS ONE OF OUR GOALS IS TO BE LIFE READY AND FOR THE WORLD.
IT'S EVER-CHANGING WORLD AND THERE'S A LOT OF BENEFIT TO HAVING A BETTER UNDERSTANDING OF OUR CULTURES.
>> WHAT I ASSUME YOU'RE PUTTING YOUR SCHOOL TOGETHER RIGHT NOW.
HOW BIG OF A WAITLISTED YOU HAVE THIS YEAR?
>> YEAH, THIS YEAR I CURRENTLY HAVE 14 STUDENTS ON THE ENGLISH WAITLIST, AND I HAVE TWO MORE STUDENTS ON THE SPANISH SIDE WAITLIST, WHICH SOUNDS LOPSIDED.
BUT IF YOU LOOK AT THE OVERALL PERCENTAGE OF STUDENTS IN OUR DISTRICT AT 60-30 60-35.
IT'S NOT QUITE UNFORTUNATELY, BUT IT'S THERE.
>> DO THOSE WAITLIST NORMALLY GO AWAY? WHAT HAPPENS WITH THAT?
>> I GET LOTS OF EMAILS OVER THE SUMMER AND I GOT WAITLISTED. I MOVED OUT.
IF THE OVERALL SIZE OF THE KINDERGARTEN CLASS AND PIECES AT OTHER SCHOOLS, WE INCREASE ALONG WITH JES AND COULTER IN STEP WITH THEM.
THEN FROM THE KINDERGARTEN TIMEFRAME, STUDENTS THAT WHEN WE START SCHOOL OR ON THE WAITLIST STILL THEY REMAIN IN THAT LINKED LIST UNTIL THE FIRST DAY OF FIRST GRADE.
IF YOU DO HAVE ANY OPENINGS THROUGHOUT THE KINDERGARTEN YEAR OR OVER THE SUMMER BEFORE FIRST GRADE,
[01:45:02]
WE OPEN THOSE SPOTS UP AS WELL.WE ALLOW STUDENTS TO COME IN OFF THE WAITLIST THROUGH THE FIRST DAY OF FIRST GRADE.
AFTER THAT, WE DON'T PULL FROM THE WAIT LIST ANYMORE LARGELY BECAUSE STUDENTS SPANISH PROFICIENCY IS INCREASING THE POINT WHERE THEY MAY BE AT A DEFICIT IN TERMS OF LEARNING.
WE DON'T PULL FROM THOSE WAITING LISTS AFTER BEGINNING OF FIRST GRADE.
>> BUT NEWCOMERS COMING IN MID-YEAR DO NOT HAVE TO WAIT ON THE WAITLIST.
THEY HAVE THE OPTION OF COMING STRAIGHT TO, CORRECT?
>> YEAH. I GET REALLY EXCITED WHEN OUR DATA IS REALLY POSITIVE BECAUSE MY ARMS AROUND THAT SCHOOL AND EVERYONE WHO WORKS THERE AND A KID GOES THERE AND HER DAUGHTER WILL GO THERE SOMEDAY.
THERE'S A LOT OF ESTIMATES AND A LOT OF LIKE EXCITED ENERGY AROUND THAT.
KINDERGARTEN DATA AND SECONDARY DATA.
THOSE ARE DIRECT HOLES FROM THE STATE OF WYOMING LIE TOP RESULTS BACK.
NO CALCULATION OR MANIPULATION ON MY PART.
JUST DOWNLOADING THE PERCENTAGES GOING LIKE THIS AND THEN OPENING MY EYES TO SEE WHAT IT IS.
>> BINARY THOUGHTS ARE IT'S LIKE, WHAT WILL YOU LEARN APRIL, BUT I APPRECIATE THAT WE CAME BACK AND LOOKED AT IT IN MORE DETAIL IN AUGUST. LIKE WE SAID, WE WOULD.
I DON'T SEE A LOT OF DISTINCTION BETWEEN THE EL PROGRAM AT JES AND CDS HAS TO MONGER.
THE DUAL IS GREAT, BUT DUAL WAS SOMETIMES SOLD AT THE VERY BEGINNING.
IS TRUSTEE MEAD AND TRUSTEE [INAUDIBLE] SAY THAT IT WAS GOING TO BE THIS PANACEA THAT ALL THESE AMAZING THINGS ARE GOING TO HAPPEN.
THE DATA SHOWS THAT DOESN'T, IS THE SAME AS THE EL AT THE OTHER SCHOOLS.
THERE ARE OTHER ADVANTAGES THAT ARE NOT DATA DRIVEN TO MONGER.
THERE'S SOME NEGATIVES TO MONITOR.
I APPRECIATE THAT WE HAVE A CHOICE.
I GUESS THAT'S IF I HAD TO LIKE, HI THIS WITH A BOW AT THE END, THAT'S WHERE I'M AT, IS I APPRECIATE THAT WE DO HAVE A CHOICE.
I KNOW A LOT OF PARENTS THAT JUST ESPECIALLY SPANISH-SPEAKING PARENTS THAT DO NOT WANT TO PARTICIPATE IN DUAL FOR VERY GOOD REASONS.
THEY WANT THEIR CHILD TO BE FULLY IMMERSED IN ENGLISH.
THEY DON'T WANT TO DO THE SPANISH AND ENGLISH PART-TIME.
I JUST WANT TO BE FULLY IMMERSED.
WE HAVE SOME GREAT EL TEACHERS AND EL PROFESSIONALS AT BOTH JES AND CES THAT ARE DOING A GREAT JOB WITH THOSE STUDENTS SO MUCH OF WHAT JUST BE MADE WITH SAYING, I'VE HEARD FROM PARENTS.
SOMETIMES MONGER COMES OFF AS BEING A LITTLE BIT OF AN ELITE SCHOOL AND WE DO NEED TO TRY AND TEMPER THAT DOWN A LITTLE BIT.
BUT OUR OTHER SCHOOLS ARE REALLY GREAT TOO AND THEY'RE DOING A GREAT JOB AND PEOPLE SHOULD HAVE THAT CHOICE.
ESPECIALLY SPANISH-SPEAKING PARENTS THAT WANT THEIR CHILDREN TO BE FULLY IMMERSED IN ENGLISH.
WE HAVE EXCELLENT EL, LEARNING GOING ON AT THOSE SCHOOLS.
THOSE CHILDREN ARE DOING JUST AS WELL OR EQUAL TO WHAT'S HAPPENING AT MONGER.
THAT'S MY TAKEAWAY IS THAT I'M NOT SURE THE DATA SHOWS THAT THERE'S ANY GREAT ADVANTAGE TO MONGER, BUT THERE ARE SOME SOCIAL AND CULTURAL.
IT'S FREE TO QUOTE. IT'S THE ONLY WAY I CAN DESCRIBE IT WHERE PEOPLE LOVE TEACHING THERE.
PEOPLE WANT TO BE AT A SCHOOL, AND PARENTS WANT TO BE THERE.
THAT'S EXCITING THAT PEOPLE WANT TO BE ON A WAIT LIST AND THEN IT'S JUST DONE A GREAT JOB IN THE PAST YEAR.
ANY OTHER THOUGHTS BEFORE WE MOVE ON?
>> I GUESS MR. CHAIR, TO ME MAYBE THERE'S SOMETHING IN THE MAGIC SAUCE HERE WHICH IS PARENT INVOLVEMENT.
HOW DO WE ENCOURAGE PARENT INVOLVEMENT AT ALL THE SCHOOLS IN AN EQUAL FASHION? IT WAS SAID EARLIER THAT PARENTS ARE ENCOURAGED AT THE BEGINNING OF THE DUAL IMMERSION PROGRAM TO BE MORE INVOLVED.
HOW DO WE SET UP THINGS SO THAT PARENTS FEEL THAT SAME OPPORTUNITY OR SAME COMMITMENT TO THEIR STUDENTS AND ALL OF OUR SCHOOLS?
>> I ALMOST FEEL LIKE WE SHOULD SCHEDULE A WORKSHOP JUST ON THAT.
WHEN YOU TALK TO KINDERGARTEN TEACHERS, THEY'LL TELL YOU LITTLE TIDBITS LIKE THE KID THAT DOESN'T HAVE A SNACK, THAT'S THE KID THAT'S GOING TO STRUGGLE.
MOM AND DAD DIDN'T PACK THE SNACK.
SOMETIMES YOU GOT TO HAVE THAT ENGAGEMENT WITH THE PARENT BECAUSE THEY JUST DIDN'T KNOW THAT.
YOU REALLY DO NEED TO SEND A SNACK EVERY DAY.
[01:50:01]
WHEN I SENT HOME THAT TEACHER LETTER AND SAID, I NEED AN EXTRA CHANGE OF CLOTHES FOR WHEN THEY'RE OUT ON THE PLAYGROUND, FOR WHATEVER REASON THEY GOT TOO WET ON SNOW OR SOMETHING AND I DON'T HAVE THAT EXTRA CHANGE OF CLOTHES OR YOU DIDN'T SEND A SNACK TODAY, OR IT'S THOSE LITTLE THINGS THAT ADD UP AND YOU QUICKLY KNOW WHICH KID'S GOING TO SUCCEED AND WHICH KID'S NOT AND A LOT OF IT HAS TO DO WITH PARENT ENGAGEMENT.I THINK WE NEED TO WORK ON, I DON'T EVEN KNOW IF IT'S A CLASS OR IF IT'S A STAFF RULE THAT GOES TO CERTAIN PARENTS AND SAY, HEY [LAUGHTER], YOU GOT TO GET ENGAGED HERE A LITTLE MORE WITH YOUR CHILD'S EDUCATION.
THAT MIGHT BE SOMETHING WE COULD TALK ABOUT NEXT MEETING.
JUST THE TOPIC OF PARENT ENGAGEMENT.
SUPERINTENDENTS, THAT'S SOMETHING MAYBE WE COULD CHAT ABOUT?
>> WE WOULD LOVE TO CHAT ABOUT IT CHAIRMAN DEAN GREEK.
WE'VE HIRED TWO POSITIONS FOR THE SCHOOL DISTRICT USING RS PLANS, AND ONE IS WOULD BE CHRIS WAD AND SHE'S COORDINATING AFTER-SCHOOL ACTIVITIES FOR STUDENT ENGAGEMENT AND INVOLVING PARENTS IN THAT.
WE ALSO HAVE A PARENT ENGAGEMENT COORDINATOR, HYPER WORTHINGTON WHO'S SPANISH AND ENGLISH SPEAKING, AND WE'LL BE DOING HOME VISITS.
WE ALSO HAVE PARENT UNIVERSITY PLANNED FOR THE SCHOOL YEAR, SO WE'LL HAVE OPPORTUNITIES FOR PARENTS TO ENGAGE ON ONLINE IN OPPORTUNITIES AS WELL AS FACE-TO-FACE BECAUSE WE LEARNED THAT OUR PARENT ENGAGEMENT IS REALLY HIGH WHEN WE WERE DOING THINGS IN THE EVENING.
PARENTS COULD DO THEIR STUFF, BUT ALSO BE INVOLVED IN LEARNING ABOUT PARENTING.
WE HAVE TAKEN THIS REALLY SERIOUSLY AND WE'VE GOT TWO WONDERFUL STAFF MEMBERS THAT ARE ONBOARD AND DEDICATED TO DO THIS WORK.
BECAUSE IT IS TIME-CONSUMING AND IT'S CERTAINLY NOT SOMETHING THAT A TEACHER IN THE REGULAR COURSE OF THEIR DAY CAN ACCOMPLISH ALL THAT BECAUSE IT IS, IT'S JUST SO MUCH COMMUNICATION AND LETTING PARENTS KNOW THIS IS WHAT THE JOB OF PARENTING A KINDERGARTENER LOOKS LIKE.
>> MAYBE NOT TO TAKE AWAY AJ'S SOME FUN EDUCATIONAL MOMENT.
COULD WE REPLACE A.J FOR EDUCATIONAL MOMENT WITH HYPER AND LIBBY NEXT TIME AND HAVE BOTH OF THEM COME IN AND JUST TALK ABOUT WHAT THEY DO AND WHAT WE'RE DOING WITH PARENT ENGAGEMENT?
>> YES. THE ONLY REASON I'M HESITATING JUST TO TOUCH IS THEY WILL JUST HAVE BEEN ON DUTY FOR TWO WEEKS. [LAUGHTER].
>> THEY CAN TELL US WHAT THEY'RE GOING TO BE.
>> EXACTLY. THEY'LL OUTLINE THEIR GOALS.
>> THAT WOULD BE ONE [OVERLAPPING] SO WE CAN PUT A FACE TO A NAME AND HEAR WHAT THEY'RE PLANNING ON DOING FOR THE COMING YEAR TO INCREASE PARENT ENGAGEMENT.
>> YES. IT WOULD BE REALLY HELPFUL TO GET THE FEEDBACK FROM THE BOARD AND ANY OTHER IDEAS THAT YOU MAY HAVE THAT YOU THINK WOULD BE HELPFUL.
HEARING FROM THE KINDERGARTEN PERSPECTIVE IS A GREAT EXAMPLE OF SOMETHING THAT WE CAN DO A BETTER JOB AT.
WE ALSO WANT TO REMIND THE BOARD THAT WE HAVE [INAUDIBLE] WHO'S OVERSEEING OUR EARLY CHILDHOOD PROGRAM.
SHE'S DOING A LOT OF OUTREACH WITH OUR PRESCHOOL FAMILIES AND OUR PRACTICE KINDERGARTEN OFFERING WITH TETON LITERACY CENTER.
THOSE ARE ALSO THE EXPECTATIONS THAT SHE'S HELPING SET WITH FAMILIES THAT ARE INVOLVED IN THOSE PROGRAMS. WE DON'T ALWAYS SIT ON ALL THE FAMILIES OR NEW FAMILIES EITHER, BUT THOSE ARE THE GOALS OF THE STUDENT VOICE, SO WE WILL INVITE THEM ON THAT GREAT OPPORTUNITY.
>> THAT'LL BE GREAT. ANYTHING ELSE BOARD? WE'RE GOING TO MOVE ON? I'M SORRY WE JUST DRAGGED THAT ALL THE WHILE, I APOLOGIZE.
LET'S SEE. WHAT ELSE DID WE HAVE? WE'RE DONE WITH SUPERINTENDENT'S REPORT?
>> FISCAL MANAGEMENT COMMITTEE.
[F. Reports and Items for Discussion]
CHRISTINE. SHOULDN'T BE ANY GREAT THING TO REPORT.[LAUGHTER] [OVERLAPPING] [LAUGHTER]
>> WELL, THERE'S THAT. I AM LIMITED.
THE SUPERINTENDENT ONLY GAVE ME 25 MINUTES FOR THIS REPORT.
[LAUGHTER] I'LL BE AS QUICK AS I CAN BE.
GREAT NEWS ON THIS YEAR'S AUDIT.
WE'VE ACTUALLY BUMPED UP THE ON-SITE WORK TO BE NEXT WEEK.
WE'RE REALLY PUSHING THAT AHEAD AND TRYING TO GET THAT FINISHED SOONER THAN USUAL.
OUR STILL REPORTS ARE ALL DUE FRIDAY.
WE HAVE ONLY ONE THAT I'M JUST WAITING ON A LITTLE MORE ADDITIONAL INFORMATION SO THOSE ARE GETTING WRAPPED UP AS WELL.
AS YOU ALL KNOW, WE HAD A FOOD SERVICE AUDIT LAST FALL AND THEY SAID THEY WERE GOING TO COME BACK AND AUDIT ALL OF OUR LOCATIONS THIS FALL.
[01:55:03]
BUT WE JUST HAD US AN AUDIT OF OUR SUMMER FOOD SERVICE PROGRAM AND DANNY REEDER, OUR FOOD SERVICE MANAGER AND THE FOOD SERVICE TEAM DID SUCH AN OUTSTANDING JOB WITH GETTING READY FOR THAT AND WITH THE PROGRAM MANAGEMENT THAT THEY'VE PUT IN PLACE, THAT THE STATE HAS SAID THEY'RE NOT COMING BACK FOR A FOLLOW-UP AUDIT.THEY'RE SATISFIED WITH THE CORRECTIVE ACTIONS THAT WE'VE TAKEN AND THE NEW STRUCTURE WE'VE PUT IN PLACE.
THE ONE THING THAT WE DID TALK ABOUT IN REC DISTRICT, AND IT'S STILL OPEN-ENDED.
WE'RE NOT QUITE SURE HOW WE'RE GOING TO MOVE FORWARD.
WE'RE WORKING WITH FINN COLMAN AND THE SUPERINTENDENT.
THE APPLICATION THAT THE SCHOOL DISTRICT PUT FORWARD TO THE REC DISTRICT FOR THE BLEACHER PROJECT WAS NOT APPROVED AT THE REC DISTRICT MEETING.
WE'RE WORKING THROUGH WHAT SOME SOLUTIONS TO THAT.
MAYBE THAT WAS FOR A $1.25 MILLION TO FINISH OUT THE BLEACHER PROJECT.
WE'RE WORKING THROUGH WHAT THAT MIGHT LOOK LIKE FOR THE SCHOOL DISTRICTS.
>> WELL, ANYMORE DETAILS ON THAT? WE'LL HAVE TO CONCLUDE THE MEETING. [LAUGHTER]
>> I BELIEVE WE'LL HAVE MORE INFORMATION.
>> I DO HAVE ONE QUESTION FOR CHRISTINE ON THE SHEET THAT'S ON THE SCREEN.
IF YOU FEEL SCROLL UP, ANDREA, TO WHERE IT SAYS LEASES, WHY ARE WE AT A 138 PERCENT OF LEASES? WHY DID WE NOT BUDGET APPROPRIATELY FOR THE LEASES?
>> THAT IS THE AMOUNT OF THE TECH BUYBACK THAT WE HAVEN'T RECEIVED YET.
WHEN WE ORIGINALLY WENT INTO THE NEW APPLE LEASE, THE 539 IS ACTUALLY THE AMOUNT OF THE NEW APPLE LEASE, BUT WE SHOULD BE GETTING A SMALL PORTION OF MONEY BACK FROM THE TECH BUYBACK.
WE JUST DON'T KNOW WHAT THAT IS YET.
WE'LL SEE THAT NUMBER COME DOWN ONCE YOU RECEIVE THAT MONEY.
>> ANY OTHER QUESTIONS? THANKS PESKY. OTHER REPORTS? WAS THAT MIDDLE SCHOOL?
GOOD EVENING. I'M DIANA MAJOR.
I'M GOING TO MOVE RIGHT TO THE SCHEDULE PART OF THE REPORT FOR THE JACKSON HOLE MIDDLE SCHOOL BECAUSE I KNOW THAT'S TOP OF MIND FOR EVERYBODY, INCLUDING MYSELF.
>> CAN YOU JUST ASSURE US THAT THOSE PICTURES IN THIS REPORT ARE FROM LIKE A MONTH AGO?
>> [LAUGHTER] NO, THEY ARE FROM ABOUT A WEEK AND A HALF, ALMOST TWO WEEKS AGO.
BUT I WILL NOTE THAT BASICALLY IT'S SHOWING IN AND I'LL JUST GO TO THE SCHEDULE.
FOR THE LUNCH ROOM EXPANSION, THEY ARE 10 DAYS BEHIND SCHEDULE.
THEY WERE SCHEDULED TO BE FINISHED THE FIRST OF THIS MONTH.
THEY HAVE JUST A FEW ITEMS TO FINISH IN ORDER FOR THIS TO BE COMPLETE.
THE FLOOR, WHICH YOU CAN SEE IN THIS PHOTO, IT WAS ALL PREPPED.
IT'S NOW ABOUT 60 PERCENT INSTALLED.
THEY JUST HAVE A SMALL PORTION THEY NEED TO INSTALL, SO THAT'S FINISHED.
ALL THE ROUGHENED IS FINISHED.
REALLY WHAT YOU SEE HERE IN THIS PHOTO, IF YOU IMAGINE THE FLOOR AND NOW THEY BASICALLY HAVE TO DO THE TRIM OUT FOR THE LIGHTS AND THEN IT IS COMPLETE.
>> NOW WE'LL HAVE A LUNCH ROOM?
>> NOW WE'LL ABSOLUTELY HAVE A LUNCH ROOM.
THE FURNITURE FOR THE NEW LUNCH ROOM EXPANSION IS SHIPPING ON THE 16TH, SO WE WILL HAVE THAT SETUP AS WELL.
ABSOLUTELY YOU WILL HAVE A LUNCH ROOM.
THE OTHER SCHEDULE UPDATE I HAVE FOR YOU IS THE ADDITION PIECE, WHICH WAS SCHEDULED TO BE DONE THE BEGINNING OF JUNE.
THEY'RE TWO MONTHS BEHIND REACHING SUBSTANTIAL COMPLETION FOR THAT PART OF THE PROJECT.
BUT NOTE THERE ARE BASICALLY THREE ITEMS THAT ARE KEEPING THEM FROM REACHING SUBSTANTIAL COMPLETION.
ONE IS THE HYDRONICS, THE HOT WATER TO THE HEATING SYSTEM.
THEY STILL HAD TO CONNECT THAT BACK TO THE BUILDING, AND THAT WILL BE DONE AT THE END OF THIS WEEK.
THEY'RE OVER 90 PERCENT COMPLETE WITH THAT.
THERE'S TWO EXTERIOR DOORS THAT THEY NEED TO INSTALL.
THE DOORS ARE IN IDAHO FALLS, SO THEY'RE READY TO BE INSTALLED AND THAT SHOULD HAPPEN BY EARLY NEXT WEEK.
THEN THE THIRD PART IS AN ELECTRICAL TIE BACK.
THEY HAD TO DO SOME HOME RUNS BACK TO THE ELECTRICAL PANEL IN THE EXISTING BUILDING AND THEY'RE ABOUT 90 PERCENT DONE WITH THAT.
THREE PIECES THAT LAG BY OUR SCHEDULED TO BE COMPLETE.
WITH THAT BEING SAID, THE PROJECT SHOULD BE SUBSTANTIALLY COMPLETE EVERYWHERE,
[02:00:05]
I'M GOING TO SAY TWO WEEKS.THAT INCLUDES FURNITURE SHOWING UP, WHICH IS ON THE 21ST.
THE COMPANY THAT'S COMING TO INSTALL AND SET UP ALL THE FURNITURE WILL BE ARRIVING ON THE 21ST.
THE ONLY FINANCIAL COMPONENT THAT I'LL COMMENT ON IS BECAUSE THEY DID NOT REACH SUBSTANTIAL COMPLETION IN THE ADDITION BEFORE THEY FINISHED THE LUNCH ROOM EXPANSION, THE $35,000 CHANGE ORDER THAT WE APPROVED TO PUSH THAT SCOPE OF WORK INTO THE SUMMER, THEY HAVE NOT BILLED AGAINST IT AND THEY DO NOT PLAN ON BILLING AGAINST IT.
>> ANY QUESTIONS FOR DEANNA? THANK YOU DEANNA.
>> ARE YOU ASKING ON WHICH ONE?
>> SHE JUST EXPLAINED ON THE ROOMS JUST THE HYDRONICS, THE [INAUDIBLE]. [OVERLAPPING]
>> I HEARD WHAT SHE SAID, KEITH.
I WANT TO KNOW WHY IS IT NOT HOOKED UP? WHAT'S THE HOLDUP? IS IT PARK SHORTAGES, IS IT LABOR SHORTAGES? I HEARD WHAT SHE SAID.
THAT DOESN'T GIVE ME THE EXPLANATION OF WHY THEY'RE BEHIND.
>> MR. CHAIR TRUSTEE HYDRONICS SPECIFICALLY, THERE ARE TWO REASONS THEY'RE LATE AND ONE IS THE FAULT OF THE CONTRACTOR WHERE THEY HAD TO DO MORE TIE-IN WORK OR THEY HAD DELAYED DOING THE TIE-IN WORK THAT SHOULD HAVE BEEN COMPLETED EARLIER.
BUT THE SECOND PIECE THAT WE'RE WAITING FOR RIGHT NOW IS JUST ONE COMPONENT THAT THEY ORDERED THE WRONG SIZE AND THEY'RE WAITING FOR IT TO SHOW UP TO ACTUALLY TAP INTO THE EXISTING HYDROPONICS.
THE ELECTRICAL TIE-IN WAS FRUSTRATING.
AGAIN, THEY DISCOVERED VERY LATE IN THE GAME THAT THE HOME RUNS COMING FROM THE EXISTING BUILDING TO THE ADDITION, THEY HAD TO ABANDON.
THEY HAD TO COME UP WITH A SECOND PLAN AND TIE BACK AFTER THAT.
THE THIRD REASON THEIR EXTERIOR DOORS IS PART OF THE ONGOING DISPUTE WE'RE HAVING WITH THEM.
THEM CLAIMING THAT IT WAS COVID AND PROCUREMENT ISSUES AND AS CLAIMING AND IT'S MY BELIEF THEY DIDN'T ORDER THEM IN A TIMELY FASHION.
>> BUT THEY'RE NOT [INAUDIBLE]. [OVERLAPPING]
>> I'M SORRY, JANINE. I WAS TALKING OVER YOU.
>> HOW ABOUT THE CAFETERIA FLOOR?
IT WAS GETTING THEIR SUBCONTRACTORS TO SHOW UP AND COMPLETED IN A TIMELY MANNER WAS ONE WAS ONE ISSUE.
THE SECOND ISSUE IS WE WERE WORKING ON THE ELECTRICAL RUFFIN AND THEY HAD SUBSTITUTED A LED LIGHT FIXTURE THAT HAD A DRIVER THAT HAD TO BE PLACED ABOVE THE SEALING LID.
THEY ERRONEOUSLY INSTALLED THEM IN AN AREA THAT WAS GOING TO BE HARD LIDS SO WE WOULDN'T BE ABLE TO ACCESS IT.
THEY HAD TO BACKTRACK, REMOVE THOSE DRIVERS AND IT'S ALL DONE REMOTELY.
AGAIN, IT WAS CONTRACTOR ERROR ON THE ELECTRICAL SIDE THAT WE HAD TO WORK THROUGH.
WE'RE TALKING THIS IS THE 10TH OF AUGUST TODAY AND SCHOOL STARTS SEPTEMBER 6TH.
THERE ISN'T A LOT OF LEEWAY HERE.
THEY DON'T HIT THE HOME RUNS FOR THE CORRECTED TIMING PLAN, THOSE KIDS ARE GOING TO BE STARTING SCHOOL AGAIN WITH AN INCOMPLETE BUILDING, WHICH REALLY BREAKS MY HEART.
>> JUST REAL QUICK. ON A POSITIVE POSITIVE.
[LAUGHTER] YOU ACCOMPLISHED A LOT THIS SUMMER, BUT WHAT ARE SOME OF THE THINGS THAT GOT DONE OVER THE SUMMERTIME? THE CLEAN-UP THING I THOUGHT WAS PRETTY AMAZING WHERE YOU GUYS WENT INTO ALL THE STORAGE CLOSETS AND HVAC PLACES THAT I SHOULDN'T HAVE HAD STORAGE AND THEN CLEANED THEM OUT.
I THOUGHT THAT WAS JUST REALLY AMAZING THAT YOU TOOK ON THAT PROJECT.
>> THANK YOU, MR. CHAIR, TRUSTEES.
YEAH, THAT PROJECT, IS A HUGE SUCCESS AND WE HAVE A LOT OF THANKS TO FOLKS OVER HERE, THE ADMINISTRATORS.
IT WAS A HUGE COMBINED EFFORT WITH A LOT OF SUPPORT.
BUT YES, WE CAN REPORT NOW THAT EVERY SINGLE BOILER ROOM, AIR HANDLER ROOM, ELECTRICAL ROOM IS CLEARED OUT AND CLEANED.
WE'RE STARTING OUR FIRE INSPECTIONS AND THEY'RE VERY IMPRESSED WITH THE WORK WE'VE DONE AT THE SCHOOLS.
WE HAVE WILSON UP AND RUNNING.
WE HAVE 18 NEW HEAT PUMPS THAT ARE UP AND RUNNING IN THAT SCHOOL.
[02:05:05]
WE'RE HAPPY ABOUT THAT.WE PAINTED THREE QUARTERS OF THE MIDDLE-SCHOOL, THE HALLWAYS, WHICH LOOKS FANTASTIC.
WE'RE VERY EXCITED ABOUT THAT.
WE'RE UNDERWAY ON A REMODEL ON EMPLOYEE HOUSING UNIT THAT WILL COME ONLINE.
THEN WE ALSO DID A LOT OF SECURITY WORK, BACK A HOUSE STAFF, PREVENTATIVE MAINTENANCE, CHECKING DOORS, REMOVING DOOR STOPS, LOT OF LITTLE THINGS THAT YOU WON'T EASILY NOTICE, BUT THAT WILL ENSURE THAT OUR BUILDINGS ARE SECURE.
>> WONDERFUL. THANKS FOR THE WORK OVER THE SUMMER. [OVERLAPPING]
>> MY COMMENTS WERE NOT TARGETED AT DEANNA, MY COMMENTS AT THE CONTRACT. [OVERLAPPING]
>> I JUST WANTED TO END THE MEETING HAPPY.
ANY PUBLIC COMMENT THAT WAS NOT ON TONIGHT'S AGENDA?
[G. Communication]
ONE OF THE ROOM. ANYONE ON ZOOM> I THINK NONE.OH, THANKS FOR RESPONDING BACK ON THE CELL TOWER THING.
COMMUNICATIONS FROM THE BOARD.
ANYONE HAVE ANYTHING? I HAVE ONE ITEM. LET'S SEE.
I THINK I EMAILED MOST OF IT TO THE BOARD AND EXPLAINED IT.
DAN MAYER, WHO IS THE EXECUTIVE DIRECTOR FOR REGION 5 BOSSES, WOULD LIKE A SCHOOL DISTRICT AND I THINK HE JUST PICKED US BECAUSE WE'RE HERE FOR THE HOME DISTRICT FOR C BARBIE.
HE TRIED TO BILL LAST YEAR THAT WOULD HAVE DESIGNATED BOSSES AS POTENTIALLY AN EDUCATION SERVICE AGENCY AND ESA.
THERE ARE ALSO CALLED LOCAL SERVICE AGENCY. I GET CONFUSED.
SOMETIMES THEY SAY LSA AND THEY SAY ESA, BUT I THINK THEY'RE THE SAME.
WHAT IT DOES, IT GIVES THE BOSSES THE OPPORTUNITY TO OBTAIN GRANTS THROUGH THE DEPARTMENT OF EDUCATION.
DAN PROMISES ME, BUT I'M NOT SURE ON THIS, THAT IT'S NOT GRANTS THAT WOULD BE TAKEN FROM SCHOOL DISTRICTS.
THEIR GRANTS THAT WOULD HAVE GONE TO THE BOSSES THESE ANYWAY.
BUT FOR WHATEVER REASON, WDE DOES NOT BELIEVE THEY CAN DO THESE PATHS THROUGH GRANTS FROM THE FEDERAL GOVERNMENT TO THE BOSSES WITHOUT AUTHORIZATION FROM THE LEGISLATURE.
THEY'RE NOT ALLOWED TO GIVE THE MONEY DIRECTLY TO THE BOSSES.
I THINK I'M EXPLAINING THAT CORRECTLY.
DOESN'T REALLY MATTER BECAUSE IF WE DECIDE TO MOVE FORWARD, WE GET A LOT MORE INFORMATION.
HE WAS WONDERING IF WE WOULD BE WILLING TO SPONSOR A RESOLUTION AT THE WSBA MEETING URGING THE LEGISLATURE TO PASS A BILL SIMILAR TO SIMILAR OR EXACT ONE THAT ALBERT SUMMER SPONSORED LAST LEGISLATIVE SESSION AND IT FAILED.
IS THAT SOMETHING IF I FOUND A WAY TO PUT IT ON THE SEPTEMBER AGENDA? THAT'S RIGHT.
THEN THAT WOULD BE IN TIME TO GET TO THE OCTOBER WSBA MEETING? I THINK I EXPLAINED ON IT.
>> IT HAS TO GO TO THE SEPTEMBER MEETING IN ORDER TO MAKE THE OCTOBER DEADLINE.
>> I GOT TO TELL YOU, KEITH, IF YOU REFLECT ON ALL OF THE THINGS THAT YOU'RE PUTTING ON SEPTEMBER, YOU'RE GOING TO BE THERE TILL MIDNIGHT.
>> I WILL SHORTEN UP MR. [INAUDIBLE]. [LAUGHTER]
>> JUST FEELS LIKE EVERYTHING IS WELL, WE'LL TALK ABOUT THAT IN SEPTEMBER.
>> WELL, GOVERNANCE WILL PROBABLY STRAIGHTEN ME OUT.
>> SAYING ALL OF THAT, HERE'S THE OTHER PIECE THAT GOES ALONG WITH THAT.
SOMEBODY'S GOT TO GO TO WSBA TO DELEGATE ASSEMBLY AND REPRESENT US.
IF YOU'RE PUTTING FORWARD A RESOLUTION, SOMEBODY NEEDS TO BE THERE TO REPRESENT THE RESOLUTION.
>> OF COURSE. IS EVERYONE COMFORTABLE IF THAT WAS AT LEAST ON THE AGENDA TO DISCUSS? NOT THAT WE'RE AGREEING TO SUPPORT IT, BUT THAT WE WOULD AT LEAST DISCUSS IT.
I THINK EVERYBODY'S OKAY WITH THAT.
OTHER COMMUNICATIONS FROM THE BOARD? SEEING NONE, DISCUSSION ON FUTURE ITEMS. [OVERLAPPING] [LAUGHTER]
>> THERE'LL BE NO MORE MEETINGS AT REVIEW OF THE MEETING.
I'D ENTERTAIN A MOTION TO ADJOURN.
>> MOVED AND SECONDED TO ADJOURN.
[02:10:01]
>> THANKS, GUYS.
* This transcript was compiled from uncorrected Closed Captioning.