Videos

June 27, 2023 School Board Meeting

Added Jun 28, 2023 •

Copy this URL:
Embed code:	<iframe class="edlio-embed-player" type="text/html" width="640" height="360" src="//www.shorewood.k12.wi.us/apps/embed/?v=357958" frameborder="0" allowfullscreen></iframe> Change dimensions

School Board Meeting Video

Show Transcript

one more piece of paper with a sit-in desk what can I bring on to the June 27th 2023 meeting of the school board we are grateful for everyone who joined us for a short reception I get to this meeting thank you for attending our first order of business is going to be adopting our agenda motion some of the second doctor stinky like to read the overarching result for Sherwood School District for the last time I would love to because this is the secret sauce in Shorewood our leaders are our students are leaders are not going to be leaders they are leader go to challenge themselves to grow and Achieve academically pursue their passions navigate to change learn continuously and contribute to the common good I see it every day in our students it really is what we want and what they are delivering on thanks thank you I want to begin by sharing information about a podcast that's just been released featuring Sherry director of equity and dr. Deanna Latimer Hearn in a discussion about Title Nine Sports and Equity work in addition to her podcast series the culture we speak doctor earn as a distinguished researcher and has been honoured for her commitment to equity in a location the link to the podcast episode from the courts to the culture is available on the district website congratulations Sherry on this terrific project that reflects the power and impact of our equity and even more your leadership and commitment thank you I'd also like to recognize some athletes that were nominated for the Milwaukee High School all sports award they were streamed on YouTube on June 21st Will Ferrell and cross-country at least Jacobs swim and dive Aidan Strasser Thomas Thompson yatso swim and dive Nathan Cumberbatch track and field and Delia Martin's track and field like to congratulate Nathan Cumberbatch on his track and field athlete of the Year award in the entire State and I'm just share a brief video clip it's always difficult to have students come in the summer and I thought we would recognize him and you can see a little bit of him right now Nathan Cumberbatch the track scene Waukee area is never short on speedsters throwers and electric jumpers here are the nominees for the boys track and field athlete of the year and winter is Nathan Cumberbatch from Shore the University of Southern California commit won last year's boys track and field athlete of the Year award and followed that up with another Stellar season to win the award again this season Cumberbatch won back-to-back state titles in 2021 and 2022 in a 800 M ones also ran the anchor leave for Sherwood State title winning 1,600-meter relay team and set the fastest time to cross the state in division to the season in all three of us on the girls side the Milwaukee area is loaded with Talent every event Sprint's distance throwing jumpy you name it the area had here are the nominees for the girls track and field amazing that's great you know it's always nice and when we talked about our overarching mission Nathan Cumberbatch stop me all the graduation and he said thank you for sending 18 notes to me home I thought was funny anyway always nice when people recognize that as well that concludes the awards and recognitions a little bit here for posterity for Auntie everybody just to get a chance to wish you farewell and everyone knows it says Joanne's last meeting and I mean early remarks but I have something to say but we have amazing progress the last two years since the place we were when he first joined us all of the progress and success we've seen wasn't due to one magic trick that doctor stinky did or some secret it was it was her willingness to work harder than anyone expected for a job that was always temporary was incredibly demanding sometimes emotionally taxing and there was standing between her and the retirement and with grandkids Lakehouse time and travel it was hard work and also her prodigious collection of skills and talents built over decades we have her have started to take some of those for granted so I want to name them here they deserve recognition the first thing I noticed and a strong reason we chose her for the job her talent for delivering compassionate communication also her skill at assessing a problem and keeping the student or students at the sure of the solution her eagerness to learn always and her patients as a teacher in a mentor or habit of crediting others with successes and accepting accountability for anything less than great and not least for understanding and love of Shorewood and Oliver wonder and weirdness I'll just I'll just say I remember my very favorite thing about you is your habit of finding an articulating your own Joy so when it was sort of disarming when I remember when I first met you just kept saying I am still pleased to be here and you probably feel better and Joanna at all have heard her to say I'm so happy today or I really like this and that kind of habit of speaking and articulating joyous play Contagious and I think had a big impact on us as a district so I want to thank you for that and hope that you have just so many more moments of joy is sitting by the lake and enjoying your family thank you for sharing all of those talents and gifts with us thank you very much it's been a pleasure to have this opportunity to reconnect with Sherwood and see it being a great place with wonderful students doing great things each and every day and to see a team work so hard on behalf of students and to have a community that really cares about a school district to the Magnificent way this community does it's not something to take for granted this is a very special place it's been a great two years and I thank you all very much let's move on we have a student achievement and results do not okay what's the next is our first opportunity for public comment there will be three this evening so I will invite any guess we have in person not that they would like oh my God I thought Pablo Muirhead 3720 North Morris Boulevard 4259 North Larkin joining us when I walked in she said thanks for coming I said to her thanks for coming and staying for two years you ushered us through a very important time and we recognize how fortunate we were to land you and you were in a pool of Incredibles candidates and you Rose to the top and where everyone's Top Choice and I don't think for a moment you know let down anybody here also want to comment just here at your your your work ethic is incredible but you're commitment to equity and to help us maintain a strong financial standing I'm given what's happening across the state a chair with some people when I walked in that District outside of Kenosha is laying off 22 people 18 teachers got non-renewal notices they didn't pass the referendum in in April and they have a ton of Maintenance it will be too bird and it doesn't look like it will happen anytime soon given what's happening at the state we are in the other hand are in better than a better shape than a lot of that is thanks to you and Heather and the team but your energy your personality just I love you as a teacher for those of you that don't know she talked me and we kind of stayed in touch over the years I was thrilled that you were able to come and Pence Usher STD this important. So thank you Joanne thank you thank you problem and I I I I feel like we had just like this amazing relationship of thinking how to manage a school district's kind of coming in as am I sad right at like a really difficult time we are grateful and I know that you had many choices and that you chose us I think it is says something about you you also suppose point about work ethic started before your first day because you knew you know the kind of work that needed to go into this end so was fantastic working for you I am so excited for you though to do what's next and I feel like either we are in a great place because of you and and the work that your team the school or dead and so it's going to be exciting to watch what happens next year and so thank you thank you thank you for your leadership and service both of you Espetus you not going to ask Mike any public comments from Zoom if you'd like to make a public comment in your tuning in on zoo you can unmute yourself tomorrow opportunities later in our meeting our first order of business tonight is secure about our to our literacy and numeracy results report we're going to have Mike and Sherry join us I will take a motion to adopt our two and making reasonable progress with the exceptions noted so move is Mike and Sherry come to the table to present our two I just want to make a a few remarks this is an important results report or major reasons as we are committed to looking at growth this is all about are growth indicators and this year as you know we've opted to present our fall spring an end-of-the-year data at this time of year and look at that growth over the school year over the time that I've been here we've because it was the pandemic we were looking at things in different ways this was the Cadence we were doing it in before and I'm curious to see if you are feeling it's the right time the right information and I say that because we've not had our teams look intently at this yet that will be Lori's leadership in a summer retreat with Mike and Sherry and our principles so as we present this to you know the we have less of the what are we going to do about it in line yet but these are our key growth indicators and fastbridge is a useful tool for us and we have other ones as well I just really want to compliment the people sitting at the table it's one thing to look at data and just look at it and say this is what it says but it's a real art to say we know we have some work to do for me it's screams off the page that are students with IEPs and are students of color are not achieving at the rate that we find acceptable to our mission and I know that commitment is there to First talked about it but then secondly really put plans in place and it's what we're working to do with our Equity work right now is what are those systems that need to be in place that better support because it's not about caring more it's not about looking at the day tomorrow it's about really making sure that we put in systems that serve our students better we're making strides that way with phonics with a solid math program Elementary but it's going to take time but we're doing the right work to address these inequities and it's important to have that honest discussion because there are places that gloss over it and don't and it's front-and-center when you look at this data and it's really important for us to know that we're doing well in some areas and we got a lot of work to do in some areas and that's where we're at and these are the people doing great work so thank you Mike thank you Sherry all right thank you so the first part of this presentation is going to be some background then we're going to look at the data and then we're going to talk about some action steps that we have plans for next year and so in this presentation I took some slides from the Department of Public Instruction that just do a good job of explaining the different types of assessment that we use in school so we categorize our assessments into formative Roman summative assessments and so the data that were looking at today is going to be fastbridge data which would be under the interim label and then we're going to be looking at pre act an act which would be in the summit of category you don't have formative data this would be the type of stuff that teachers would collect with students at the classroom level and would inform the construction on a day-to-day basis but we've also presented in throughout the year. How we use data so you're going to cure some of those presentations in this as well and then what's not in here is the Fort exam simply because that date has not released until November but that's a key data point as well as we're planning ahead for next year the main thing when we talk about fast Red Bridge that's really good at measuring progress during the year and inform him instruction and when we talked about pre SAT and ACT the main question we're asking our all of our students median expectations we have and so that's kind of the most useful piece for each of these assessments this goes more in-depth and I'm not going to read through all of it nor may you be able to from where you're sitting but it just goes through and further defines what the purpose of this data is and so again with something like fastbridge this can inform instructional plans pacing in Richmond and interventions so we can use it for differentiation well and we can also use it to look at Trends across whether it's time of year or grade levels and then when we're looking at the pre SAT and ACT data remember that these are snapshots in and we don't take these more than once so this is how kids perform at a certain day during the year in the spring but we do use it as kind of a big picture that tells us about classes to tells us about it tells us about our district and we use it in our continuous Improvement plans we use it to make regular changes and we use it to Define our PD needs moving forward I'll be the last one and so in here this justify until students parents Educators principal unities districts and States would be using the data to describe decisions and so we want to live in this District category while we're looking at the data today and we want to ask ourselves the questions that are in this table what are the trends are patterns within the student data are programs working or they are supports work in are all students in all his Bowl this year and that is at the heart of our Equity work on so not just over all students but looking at those students subgroups median are academic expectations and what does it tell us about the subgroups that we look at in the state of so the light just goes through the timeline of again why would why we would be looking in the pre act nact data so this is just the pre act data is shared with us in the act that is shared with us in June and the forward data we have individual data by the public releases in November so that's the you'll remember this November we did a separate Report with the forward exam data the time that we can kind of later that pizza on and it does make a challenge it does make it a challenge to use forward exam data plan ahead because that data is being released well you're kind of in the first quarter working with students and I'm just the fastbridge assessment as a reminder is not a state exam schools will use different measurements for their interim assessment map testing Pass Bridge Tustin STAAR testing all things you might hear from other school districts Bridge assessment we give it in the fall winter and spring to all students in kindergarten through 8th grade individual scores are shared with families 3 campus and then we have what's called Data team meetings after each round where the classroom teacher is made with building principals the school psychologists are math and reading specialist we look at overall Trends within the classroom and then individual data figure out what supports students may need and as a reminder students that are testing underneath the 25th percentile we would look at more intensive interventions to support them through what we call our mlss system are equitable multi-level systems of support so this way I just kind of defines what we call boardroom to classroom so we present this data the boardroom but really this has an impact on students is when it gets down to the classroom level we can make all the plans we want this room but the reality is none of us are face-to-face with students on a day-to-day basis so what's important is that this data on drives down the classroom level and so the way that happens is at the beginning of the year principles work with their leadership teams and they create School growth goals using test data along with the school perception data so that we're setting goals around academic growth student unless student culture and then at the teacher level part of Wisconsin and such get our Effectiveness system is that teachers are studying student learning objectives and professional practice goals go to be aligned with the school growth goals and then again as part of our mlss process we have data to a meeting throughout the year where principals and teachers are working with our support Personnel to use the progress monitoring data to make sure that we're supporting individual informing instruction along the way so last time I was here we talked about our collaborative commitments for Equity so once again I just want to thank everyone for committing to them but I also understand that when you commit to something it's like I always say here in Sherwood inequities don't take a day off so you have to revisit them you have to continue to work there oh and something that doctors turkey is done an amazing job with her time here is that she has allowed us and forced us in a row good way and supported way to have these clever Commandments for Equity across the district so when we meet as a district-level we talked about where we can see them building-level our staff when they come back in the fall will start to talk about where we see them because we want to support our staff we don't want it to be an add-on right like oh my God something else we have to do now is our staff is already overwhelmed then we respect that and understand that but if we're going to say we're committed to equity we have to put something in place where we say we're committed to trying to dismantle these systems and if any of you remember three years ago when I started I said we can't. cancel anything until we get part of the rad system which is one we have to recognize that there's an issue then we have to acknowledge it and then we have to dismantle it and I really think in year 3 this is where we kind of are with our work as we are really understanding how we dismantle it so some of our commitment equity and we start to think about our data is looking at these data points through some of these lenses with our collaborative Commandos for Equity so obviously you all can read that I won't insult your intelligence but really we talked about self-reflection right like it starts with us are we responsible for the system because we all have been complicit in them and sometimes we can continue to perpetuate the system and also understanding that everybody in the system is responsible for it so it's not just doctor Spanky's responsibility is not Laurie's responsibility when she comes and I can tell you I said is we get in pardon my body but definitely ain't just my responsibility it is everyone's responsibility in this system and so how are we creating the successful outcomes for all Learners as Mike mentioned before this year were really going to be working intensely all staff creating RC three teams working together to create successful outcomes for our students so how are we having all the expertise sitting at one table to have these conversations about our students to make these outcomes successful and also talking identity relevant teaching and learning which I'm so grateful here in Florida that we can actually say that out loud because I have doctor start you said before there many districts that you can't say that and we can say we're going to say it loud and proud because we have to have identity relevant teaching and learning to our students like they're part of the curriculum and they keep themselves in it and then last but not least our district policies are policies or procedures and are hiring practices I think one thing that we can all celebrate our hiring practices have been top-notch these last year's I'm so proud of who we've been made bring on and how they have pushed us to think differently so when we start talking about looking at data thinking about these commitments for equity and understanding we just adopt them adopted them so it's not going to be perfect we've already had staff push back on a lot on Twitch great that's what we say we're here for us pushing back on some of this work but really we just to support you all have given with adopting these commitment and what our staff is said that they're committed to him will continue to be committed to as we move forward with this all right so we're going to go through the data supplied by slide and as I go through this I'm going to try and go through it with a glow a grow and a goal on this first slide it goes through our proficiency data and reading and so the data we look out for this is when we look at the fastbridge data there's two separate tests that we use for our younger kids that are older kids so it can Garden in first grade we use early getting an early math because we're not putting kids on computers to give them the test the teacher is our kind of entering the data into the computer and the skills that you work on with kindergartners and first-graders I like it changes between tasks it becomes more consistent and 2nd through 8th grade where you start to track some similar data between grade levels so you're going to find a reading the name f a r a s through 8th graders and then what you're going to notice with all these assessments is they all have different benchmarks so if that's part of the joy of trying to look look at all of these different Assessments in early reading when we look at categories were using low-risk some risk in high-risk when we look at a reading we throw an advanced category in there I think in previous reports it was called the college pathway but it seems silly to be talking about a college pathway for kindergarteners what we look for here is that 80% Mark where why 80% of our students to be left alone risk category or above so you can see that dash line at 80% so when we look at our reading a cheap mint scores we can see that we met the 80% Benchmark for all of our students that would be our are glow in this category but we also see sorry it's some risks are above that we're looking for in this category but then I could easily see here are for our students who are black and our students with disability labels where we see it early reading test that 57% of our black students are reaching our proficiency a category and then only 46 by the time it gets the third through eighth grade and you're going to notice that as a team as we look at that as usual only seeing an equity in the early grades that just gets bigger as the kids got older so on Samsung we see what the students with disability labels or 52% of the students from The Benchmark in kindergarten through first red and then 49% and 300 through 8th grade so that's why when we talked about related to this in the early grades is the magic to this is that if you can help to address those as early as possible on it just becomes more of an uphill battle the later you wait to to meet kids needs so then we move on to our growth and reading so our growth rate what we're looking for is at least 60% of our students to be making typical or aggressive growth and so we met that with our early reading data and we're close to meeting that with r are eating data we don't see the same inequities in the growth that as we see an achievement data and so that's a good thing so you noticed that when you look at the growth data in the a reading scores and 2nd I strayed they're all somewhere between the 52 60th percentile so we don't see the same inequities in that growth data that we saw on the achievement data growth is measured year by year though so we just need to continue focusing on girl sometimes we can get stuck just looking at a cheap mint and I can also help our learner is that might need enrichment activities that in those data team meetings if we notice that students are required cheating at high levels are making us higher girls scores that that that tells us that we need to do more enrichment activities in the classroom so this will just be data that we continue to monitor growth in our data team meeting so then we move on to the 9 through 11th graders and again the assessments that we're using here are the pre act for a 9th and 10th graders and then the act for 11th graders the pre Act is a new assessment for a 9th and 10th graders so previous to this we use the and so we we don't have historical data to compare for the pre act at this time is that when we look at benchmarks for this data with the Prius on the ACT are tests that are intended to measure college readiness and so that Benchmark for me meeting a benchmark on the previous speak to you or the ACT is much more much more difficult I'm meeting a benchmark on the Pass Bridge assessment so it one thing I would say in your analysis of this is we've never met the 80% Benchmark for the Prius c t r a c t and I would guess that that would be a very difficult gold head so if you'd likely never hit that goal at looking historically at the data and looking at how pre act nacp Benchmark I'm having an expectation summer between 50 and 60% would be kind of in the same area of where you have the fastbridge mark met right now so on I just put that Mark there but we can still look at inequities here we can see that all students are performed about same level and reading on a breather act and act and our biggest inequity is with our students who are black and in both of these tests with this data at this time it hasn't transferred over to our data system so we don't create CT and act don't report out on disability data or what's other data point that I'm missing here are multilingual learners do that. It would be available want to upload star system so again in the fall would be a time when we could report out on that but they do they look at the categories by ethnicity I appreciate that he also gives students the option when they're when they're entering their ethnicity they can respond prefer not to I forget what the last word is here that sounds good so there is another category in the pre act so we see the same in equities here and you're going to notice this again as a pattern as we go through this we just need to do a better job Freddie and I are black students whether it's in reading or math and again you see the results of our inequities continuing to grow as students get older when we look at growth and reading there isn't a girl data point when we look at pre sat or act on again this is because this is a summative assessment we don't give it three times a year so far kids that are taking the ACT they've never taken the act before so we don't have growth data so the best we can do is we can look at his store all data and again we don't have that for the pre act because the pre Act use is an average score of the Spire use the skills or so the numbers won't even be the same. Try and compare them but then I go these would look the same as they I looked in past years when we look at the ACT you can see that for the past three years the scars have been consistent we see a dip for Asian students we see growth for Black and Hispanic students we see you for Sudan to have multiple ethnicities and four white students is pretty consistent all right so then we move on to math and again we're back to kindergarten through eighth-grade looking at the early mass and the a mass data celebration it is we met District expectation for all students in our K1 2nd through 8th grade data and math we see the same inequities that we saw in reading for our black students and our students with disabilities and we see those gaps growing as we go from the early Mass assessment to the a math assessment we look at our growth data this would be our celebration here when I look at the 2nd through 8th grade growth data these are our highest growth scores so we see Strong Girl stores and we don't see enough send this either so again we see from from year to year that at least in the 22 23 year that we saw consistent growth among our student groups and again this is something that we need to monitor especially as we Implement a new math curriculum in kindergarten through fifth-grade we want to see not only those strong growth stories but then we would hope that when we go back to the proficiency data that it helps with some of the gaps that we see growing in that area when we go to 9 through 11. Again you see that 80% Benchmark and this would be to me is the big Equity that just we can't tolerate when I look at the ACT data and I see that 0% of our black students met the math Readiness Benchmark that can't happen so that one just screams out at me when we look at our system is what I asked myself with this as we know that math is one of there yet is that we tracked most cuddly so we're tracking students beginning in sixth grade into an advanced track and a regular track and we talked about the fact that can have on students both us and identity lift in an identity threat and we can see the negative impact that that has math is going to be up for adoption in 2 years and that would be the time that we need to look at how we attract students and the fact that that has especially as her students get older and then our last piece of data is the 9th through 11th grade data I don't have this broken down by class by the girls score what we can see from here is that there has been growth from last year's act data small growth from overall we see a decline in Asian stores as we see a decline for black students we see a slight increase purse Panic students but largely again these are the same inequities that we be in the reading data which kind of makes the I think as well that this might not be a type of thing but again this is this is more so about thinking about our students and when we talked about that we work like Sherry talked about is making sure that they see themselves not just in the creek but also as Susan's that can be successful in the areas of math and reading so instructional programs that we have plans for 2324 that we know of right now so again what we don't know is having created the school growth goals we haven't shared this data with teachers they haven't developed their student learning objectives or their professional practice goals but we do know that we're going to be implementing a bottle spray cologne in kindergarten through 3rd grade we're going to be at adopting math curriculum in kindergarten through fifth grade something that we haven't talked about these board meetings is going to be restructuring our math and reading interventionist and so we're going to be using the word specialist which we've used in some areas this year the change in title on is just better defines what their positions are so an interventionist is someone who pulls kids out class and works with them because they're cheating at low levels The Specialist is someone who not only works with students on some of those intervention strategies but also works with teachers Implement coaching strategies so that'll be especially in as we Implement new curriculum is the people that are experts in those areas will be working with classroom teachers on to make sure that we got high quality Universal instruction for all students and then build able to take some of what they've learned through those interventions and be able to implement them in the classrooms or not pulling kids out of the classroom we're also going to be shifting are instructional coach I many of you know Sean Lucas you worked at the elementary school she's going to be a full-time instructional coach up at sis and part of the reason for that is just part of our staffing has has been cutting down some of the interventionist position that sis and so they don't have the same availability that our interaction has had at the elementary school so we wanted to provide the coaching opportunity not just for a teacher's but then ultimately store students can benefit from that as well as LaShawn I'll be working with teachers up their support our data teams and I district-wide will continue our focus on standards alignment across all departments and then continuing to use the fastbridge assessment as a progress monitoring tool now we've got that Kris lied to me there I go so it's Mike said what are we focusing on for next year and what doctors aren't you said to is we haven't had an opportunity to look at all that they didn't have all our stakeholders look at it but here are some ideas around what we think we're going to do next year to try and support some of our systems and change some of our systems as well so one is creating collaboration opportunities between classroom teachers as you could see what we always talk about two is you know two lines are always better than one and said The more expert you can have sitting at the I'm really thinking about is Mike said using the word specialist to have a specialist sitting at the table and talking about how we can keep kids in classrooms with our tier-1 instruction and really beefing that up and where teachers can have more more time with students to really engage the time is so that's something we're talking about that way specialist special education teachers multilingual staff or sitting here designing lessons for kids with that Focus around identify identity relevant teaching and learning and so that's why I went into the next thing we are going to focus on identity relevant to I will do some PD I'm in the fall Mike and I actually met yesterday trying to figure out how we can provide some professional development for teachers doctors capital for Sierra will tell you you cannot lead identity work until you do your own identity work and we are still working on our own identity so we still there still things we have to do around that ICS will tell you that identity is not just about race is about gender it's about  or sexual orientation religion all these different things but what I will also tell you is that I was going to say this boldly many people asked me how come we keep talking about race how come we keep talking about race you tell me why we stopped talking about rest we just looked at the data we just looked at the data we have to continue to talk about race are black students are not performing where any of so that's why we continue to talk about race we're not going to run from it we're not going to hide from it we're not going to shy away from it so that identity relevant teaching and learning is important but we have to continue to talk about race and then laughing at least proportional representation Mike said with our math curriculum is really where students and see themselves in the curriculum and that starts with the belief that we have that you belong here you belong in this District you belong in this classroom you belong here and you have every right to take this rigorous course that I one else has taken so how can we do that were students have the supports in a proactive Way for their behavior for their social emotional needs and their cultural responsive means we're not reacting to things but we're being proactive in meeting students where they are and that's really what are at work is focused on for next year and I'm sure nobody has any questions so Mike and I think totally facetious questions we will take shared agreements to not talk over each other and do not repeat what's our demons or ask cuz I start cuz I don't have it thank you it was very clear very easy to understand I'm particularly like the slides the talked about whatever the middle thing was in somebody really making a distinction for us telling us very clearly what the data cannot tell us and telling us very clearly what it does tell us and I appreciate it you just saw to cut through an awful lot of stuff so thank you thank you for that's why I have no question thanks I have a question 7 a of comments are not sure what or do I put them in for fastbridge how quickly do the teachers get that data and then can they implemented in the classroom it takes we set aside a week for initial testing and so you can get most of your kids tested in that it really takes like a day like it's not a week of testing at the week of testing within the building so like 20 minutes 30 minutes or the the complete and then instantaneously the teachers can see what the kids scores are the reason we've got like a three-week window is done to do all the makeup to make sure that all of your kids got tested it usually takes about three weeks to make sure everybody got tested but yeah that data is like instantly the teachers have access to the data it seems like it really is a formative assessment done I want to comment too when we talked about looking at systems and shout out to Jack and his team because an equity issue was around our testing right because we had an equities with people who would our students who had access to devices and how are those devices being used and how are they working during the testing window one thing that the board committed to that's one thing is community committed to and that's one thing that Jack Warner and his team did an amazing job up because now students are used to that device they use it on a regular basis that's their device right so they feel a sense of you know like this is mine and so that also helps with creating a testing environment that closes some barriers that we had before around our system I really appreciate your presentation and I'll have a critique but it's more of than the four corners of the document about the indicators I think we're missing something. one question I have cuz this seems like this might be our most important results policy right out of and that's where I think you know it's important to set big goals an understandable goals like what are indicators in so that's as a school district we need to make sure whatever indicators we have to the the superintendent know it do you know what do the teachers know it that's why I see here like butt numerous Eagles two big ones are that 80% or more of students have scores of low-risk and 60% or more of students have typical or aggressive academic growth is this one teachers are like yeah that's my goal I want 80% of my students to have aggressive or academic typical are aggressive growth and are they are they thinking 80% 60% or is that more something that just a level that are bored set don't show up in the school girls so when we look the principles will look at that classroom by classroom to be honest when I'm in those data team meetings and the teachers are looking at it gets it gets to such a level that is not about the percent anymore like we talked about the percent as a principal cuz you're talking about like 500 kids when you got down to the classroom level like the teachers are talking about it kid by kids so in those data team meetings still look at the kids that are testing below the 25th percentile and we'll talk about it like individually it would be rare for a t-shirt to say I want 80% of my kids to be at this achievement level and 60% show growth are talking more about I want all my students to be at this level and will we really encourage what to do when the writing asolos in PPT is is like we talked about setting realistic goals but also that we're not going to knock them for society and rigorous School likes and I want all of my students to to be able to achieve a high level on this assessment and I guess I'm kind of getting into the weeds but yeah we're talking more about at the individual level then like at a mathematical level maybe get to know that I think I can tell the board now where I think the are monitoring document could be improved and I think so they're certainly it's like you know what should we as a board do they're really high-level what are our overall goals and then what tools you know is that clear that we're setting put a superintendent to them Pat you know the past down to the teachers understand that and when I see here again one of the very very top levels and I go with her in Decatur for this is how are we doing on state standards and so I ask a question what's our indicator for that and then I look at this document it's not a critique of you at all I think it's more critique of this document and it doesn't mention State Standards except to State it says keep in the fridge CT and act don't measure state standards and I think that's where I I looked at our two reports for other schools that have are coherent governance model and six out of the seven used to forward exam because I think there's we need to think about some of this stuff that's as a board we really need to know how are we doing on state standards and a Ford exam Stafford examine wonderful great you'll love they were using it but for we as a board do we need to take a look at other data like a parents go okay house indicator on you know for a forest a standard Taco well we get the data but we don't incorporated into you know our monitoring document I think I think we're missing something there is that is that right now because we have to wait until November to get the food and then we come back and look at this document again with the phone what happened but the forward that is not in this weekend you know it isn't like we don't look at the state before data and this is not the case that we don't live there and that we don't consider it in terms of these into kids last year if I remember my correct me if I'm wrong you came back and give us like an informational update on Verizon so wet I think I hear you saying is can we make it a formal part of our monitoring we need to like what I'm information all this information is great but if we're not specifically doing this is our our our indicator for whether we are you know on track to at like 4 for the state standards or not I think we are we're missing something like I can't biscuits that makes sense now it doesn't because there's a lot of questions about state standards and what they really show and so I'm really going to look at forward and I really need to see whether the fort exam Meats what we want from the fort exam this estate test if we're all not doing very well then we need to know that but I don't think we need to you know the States and its keep changing so if you're really worried about it and it is it going to be new ones and they're not going to have accepted in social studies and they're not going to be accepted in science so it isn't one it's not like the state has got his standards all nice and clean and like we're directly about how it's sort of important document and how we how do we make it and we do a split off parts of the results policies into like smaller pieces and in other ways so like we might come back maybe other polka.two and talked about the passages or what actually part of our two but it was like split off into this little Splinter so we could have like a splinter report on board exam because then their timing issue could be resolved and we could you know Carla indicators for we would take that I guess I would want to hear from before we consider doing that I guess I want to hear from Mike and Sherry about probably a hundred things I already forgot about why we may be having you know in the grated boarding results I think you're just looking at timing I'm coming yet I don't I think we look at this data and I think it's clear like our action items are clear it you can look at three different pieces of dad are four different pieces that one piece of data and it's going to show the same inequities that we need to better serve our students with disabilities in our black students honestly to me you could we give this report now and you got a good sense of status of the data that we have up until now for the school year that just ended if you we will still use that data to set goals if we give this report later in the fall when we had the forward data would we be able to do in the fall guy knows we'd be able to communicate at the school growth goals you just by moving that back you won't ever report at the end of the school year again it's not going to change how I play on as a district so this is more dust. Ward your preference for how you want the data reported we had multiple results reports like when he came back for 3 months for a while so we can do that too so what I would ask though is like it makes me so whenever you want the report let me know what day do you want in and I'll put the report together I don't want to do three different reports whatever the report has is it is a great forward report this year and so and this is really like a really good rapport as well and so what you're already doing I think it is sufficient as far as giving us information I think it's a matter of just incorporating it on our end in the monitoring and I take some light work as we know we overthink so monitoring is a language I mean I could do that but I will I wanted to add thing that kind of Danny backs office is one I want to back up and just say that I feel like I'm a really good company with these comments and so I don't want this to be targeted at anybody but when I run I was really disappointed and inflated if you look and take away all the demographic breakdowns it looks pretty good and then when you released yes yes what is it related to cultural lady identity relevant pedagogy is this related to the economic differences of it and so much of my interest in research is looking at the intersections Kris Jenner in class and there's no classic significant it's like she was I do think we need that 42 cuz we need that class component and it's not in here and I think it's a part of the story that we need to consider like I think about when people have access to technology access to books culturally relevant books from the classroom is every teacher an array of books that we're working on it I just I don't know it's like I feel like we have a lot of work to do and I feel like this is something that we talked about it two weeks ago and our other results monitoring about adding the breakdown for sense of belonging and I think what we need to do is add all of our results in our indicators making sure that we are having that we're investing in equities to everything so that we can start whittling away at this because even when I look at our achievement outcomes for black students from this year compared to last year so I went and I drove down and it's worse this year 4 percentage points and so the grab the girls was higher so what the teachers are doing in the classrooms there's some impact but we're not closing the Gap and so it has me really concerned in this is probably the most indicator most passionate about and I know I'm a good company here and I don't want to add to any work because I'm not even sure we don't break it down by gender and finistere adjusting forward or is it not all of it yeah so look at these three pieces of data the forward exam the free SAT and ACT by the time you got to November that use like they will break down growth scores that's what's in the school report card so in some ways it does make it easier to look at that. Whitman these three assessment pieces what went think up then is the fastbridge so if you were going to do a November report I would use these three assessment tools to trust you would have is that the pass parade something that we use with classroom teachers than it is the most important data for classroom teachers the reality is for classroom teachers these three are not the most important but again if you look at the how we use the status of these three assessments a good big picture of where we're at as a district and so you if you were to move the report back I would encourage you to use these three assessments and then use the measurements that are on the state report card don't it would be impossible to get us 60% growth rate because again these assessments don't measure growth ran a snapshot report that was probably back right straight and when one would make sense to do that like I could do just the fast better we would have further back down on the ACT data so we could really and then we would also forward so we could really dig in for every category except under a logical try not to repeat anything one thing about timing so many people are gone now in the village and if we going to have this presentation in November or December and I get to allow for more participation they're coming about about the data here is when we lump k through eight together I think we know looking at the state report card as you mention you know we had three of our our schools have received exceeds expectations and once will receive a meets expectations and you know sis has been a focus and so we know here that's the you know if there's a focus to hopefully you know that focus on improved academics you know hopefully we can do that with sis and when we lump k through eight it might look like that date is okay but I think we could benefit from pulling pulling out 7th and 8th grade summative in the interim assessment I think is a word so reporting on the tan you know of formative data and Plex they can take and run you know on the ground that's what they are experts at looking at that data using it to her we improve our overall summative results and we as a board it's our mission to focus I'd love it if we had as a goal I was looking at sisa over and see someone and I think there's I forget how many schools are there are there five school districts in Cecil 114 received a significantly exceeds expectations and I'm like that should be us to like that's our goal that we should set that we have every school or a district is a whole you know receive that and that's when I can hopefully that we could get around I don't know how we go about setting that goal that we had all these other districts in our area do that so it's just it's a goal that I have and I don't know if we could set that as a bit of an aside but it is type two academics I want to just have to straighten you out in the fort exam is given to the greatest not kindergarten given to K5 an okay one so that that was a very distinctive from the forward exam is not given to kindergarten and 2nd grade through eighth breakdown this is written so let's say we I wrote on a bookmark a bunch of things let's say we we know we're going to want to sit down with I think doctor Burgos someplace and I think your point it would probably results policies with pretty and pretty good one like. She just talked to her with her and see if they have time I have a question about like this year is actual report still have reservations on this year's before we think about how we change it so we're also going to hear tonight about school perceptions data and I think Sherry you mentioned to like this into blind being a future driver I don't know if you had an opportunity to like cross-reference those things but I'm just wondering you have a sense of like overlap in terms of breakdown I don't know if we got demographic breakdown of sense of belonging and if you had a chance to look at that but I'm just wondering like I would anticipate that drives achievement in highlights would like demographics the inequities we see but I can just tell you from looking at previous data so no it was Parts together at the same time with put them side-by-side but I think they're Loosely correlated which doesn't mean that they're not important but if you just focusing on one that isn't going to affect the other so it's like Samsung that's when we go through I got the last one so it's not just I'm so blonde but it's high academic expectations and it's being able to support students socially and emotionally like those those three like one won't drive the other but I'll we are important and I think I saw this as that's is principle is that we focused heavily on student blindness and saw some like positive increases in some of our in aqua data that we were noticing around that but we didn't necessarily see that have like a direct correlation to academic success so not to say that it's not important but I don't think it's as closely tied as one might hope all three are important in inner woven but when does effectively I feel like if you feel like you belong you can ask for help if you jealous yes taking care of people social and emotional needs is necessary before you can even start to talk about academics but just focusing on one isn't going to like lift up your crabs questions so this is the first here in a couple that we've lost the free and reduced lunch across the board of the free meals have we I just wonder if that's had an impact on students usage of our current program where you have to sign up and it's like for breakfast and for lunch and I'm just curious to know if that's had a big effect I think it was a positive thing for all of our schools Across the Nation and it's unfortunate that one away I don't know I don't think it shows up that much in the data but it doesn't change that affects students ability to learn and I also think about the mass we are doing so it seems like some really great curriculum work with the early grades and I know that you said that there's going to be some changes in about 2 years is there any I've heard Whispers of like 8th grade Ross for all students are we moving forward on that or is there like are there any changes that we can make right now to redo some of the tracking I was my question to you is like what could we do now do we have to wait two years some Ingram stops. We've taken this year is there used to be this a loser process or accelerating students in the fourth grade or fifth grade so we talked about single accelerated kids and double XL Reddit student students I'd get accelerated Fort Worth or fifth grade end up being in this double accelerated group and the way the process worked prior to this is that it would have to be by parent request which is a pretty inequitable practice so the assessment that we use for that is the cogat which is kind of like a IQ test we're getting off at the altar Raiders at this point and I'm setting a standardization for I want to say they need to be scoring in the 97th percentile to be grade level accelerated and so we apply that to all students that's a small step on but we really just need to be careful about is that we do a whole separate curriculum in 6 through 8th grade for advanced math students all this came up in we call it leveling up when we're doing our Equity work is that we have to be thoughtful about building this down from the high school to the middle school on and it will it needs come with curriculum just snap your fingers and make the change to it so districts have taken two different approaches to this either it's algebra for all as freshman or else for all as eighth grade end so that is going to be very important that when we make this decision that it involves Community voice teacher voice on to make that and then we support it with curricular changes so yeah just a finger is the same bank that change right now we probably have more negative effects than positive effects by the fact that we're implementing a stronger math curriculum in kindergarten through fifth grade will set those kids up for Success when we make that particular change last question you know what I spent a lot of time like speculating and then it occurred to me I wonder what the students think I wonder what the parents think have we Doug and intentionally see where they think they can use more resources assistants or what is impacting their kids learning in school or I'm just curious to know what it looks like from their perspective yeah we've we've done some Community sessions for the past three years and the thought there was maybe if we can help people navigate our system that that will have a positive effect on students I'm so beyond that no on my what I can tell you is from talking with kids like just that tracking like kids will call it the smart math track in the sky math track so you don't need to get a focus group to figure out that having those tracks as having negative effect on kids on I feel like it affects their efforts but I do think as part of whether we're talking about math or reading so just with our curriculum adoption process what we do have coming up text area is our human growth and development curriculum which is also really important not necessary to have part of our stop with correcting adoptions to make sure that we are talking to families talking to students before just jumping in and part of the system that we currently go through is looking at standards-aligned into standards and then reviewing curriculum we could be more intentional about the invoice and on your invoice as make those decisions really compelling like would like to ask a couple questions about like like why'd you get lower scores but just what are your best places to learn what what are the challenges with learning and if he really curious to see what they thought maybe you were missing the mark maybe there's something really easy that we're just not hitting I don't know spell is there a magic trick to tell us now ask a question related to what you're talkin about do with the advanced math program in like the elementary schools when you're starting in 4th grade 4th 5th and 6th is it still one teacher teaching both groups so I mean when I was in elementary school we had two groups and one good one teacher I mean an hour teachers but it was one teacher teaching Advanced kids and one teacher teaching the like regular face and it was just like I think it was difficult for Teacher cuz they're having a huge two different curriculum at the same time and then also I think it's harder for kids to get the same kind of support from their teachers when I mean cuz we were like half of us were like learning off of iPad so that our teacher could help the other half of the class and I think there wasn't as much support with that and I mean with Elementary School I mean you're spending all day with your teachers do if you have to ask me a math question later in the day that's fine but I don't know if that's the best way to do that but I don't really have an idea of how that could change. I think that's a valid point and one thing we've talked about 2 is Our intention out here and what we're going to call her see three teams because really what that does is it puts more experts at the table so those strategies can be taught no matter who's in the room right till I guess if I'm a general ed teacher and I have a Mac expert who's now teaching me how to do that that builds the capacity in the bills efficacy for me as a teacher now reach more students and I think that's what we're trying to do is to eliminate those segregated spaces when we're not lining kids up and you know you go with this teacher so that tells you that you're this kind of learner and you don't go in that tells you that you're this kind of learner how can we have the please bring it to and meet the students where they are and everybody is a brilliant learner and so trying to get more expert sitting at the table to help everyone learn and grow so our teachers are learning we're learning and growing and our students are learning to look at some of the things that we're trying to do more intentionally where we can meet students in the classroom or not getting pulled out with the stereotype left lift and stereotyped the Run I remember like being impressed when we watch this video of like the see-through teams and I think actually that specifically like heterogeneous student groups kind of learning together that another great thing that happened or happens in that kind of framework that wasn't having a valid describe is kids allowed to help each other and then talk kind of seemed like the opposite you know like when you separate kids out and you know I put them on an iPad or whatever so mean is that what kind of where we're headed is Jamar scenarios where everybody's doing the same but maybe when we're moving in this grouping and I think any of us have been an education right we all have been that teacher who stands up in front of class and we say something and we think all that landed great and the kids are like what are you talkin about this literally says verbatim What We Do so we pick ran from an adult perspective an adult Len and it doesn't land until heterogeneous grouping allows students to work with other peers and to get at that level and similar to what you said when we talked about a sense of belonging our kids have a sense of belonging they're pierced so how can we create an environment where there sense of belonging is now I can communicate with my peers and I feel equal to everyone that's in this group until that sense of belonging is where that really start because it's it's it's the more sense of belonging. Appear and to have an adult like you were saying we can give us a survey but if that's a teacher that I don't have a connection with and now that's the person who's giving me the survey and there's still this power Dynamic am I going to answer this honestly and truthfully because I don't know who's looking at that as well so that head injury is grouping take that have it and now you have students who were working together in a peer-to-peer model and learning for one another and so trust me they're much better at it than we are at so don't feel the place where that segregation is remains at most entrenched here and maybe other places is in terms of Lake Ozark disability right like where there's still so much separation so it makes sense then we see the results of that I'm continuing so maybe it's a Segway it to school perceptions that pretty soon too I get very excited about those three points and I think our job as a board is to figure out what indicators do we want to look at the test scores are the trailing indicator and is it school perception in or do teachers have you know the collaborative opportunities to students feel that sense of belonging and how are we incorporated yes are monitoring reports but what are the key end Gators and hopefully will you know what sport focus on that are we missing anything on the inputs and focusing you know too much on the out how can I have like a little maker if I shouldn't I just went through one other component and you talked about lunch and free lunch and how that's working but do we how do we look at attendance and currency is it really yeah that would be another thing that when you look at the state report card attendance is one of those categories that is included in that data it's not side-by-side in this report so okay thanks, that one would imagine that more time in class is going to lead to more success but yeah I don't know that we've done it an attempted to report in the past I don't think we can with fast Ridge and we don't have a data tool where that wouldn't be a manual piece but I agree with what Mike said I mean clearly you can extrapolate and think that there is something there really good point I just curious when you talked about the school girl plans so just knowing that we have a new principal coming at sis and I know you like me probably just don't want to see perhaps it's time to start also can you just want me to plan for like you know looking at not just a. But also things like our security now I'm forgetting our yes but just kind of you know like helping her hit the ground running this is Rodger this is probably met with me about 45 times shirt page document of questions she has Stephanie had to just that data so it's actually been been good the back and forth between us has she asked the question and then I linked the document over the folder of where we've I thought so. That is not even near to a concern of mine back to miss work in her current position and so using data to create School growth plan this is right in her wheelhouse we talked about sense of belonging that's something that the string covers she also was an equity director of so I also think that's a huge task that and if so when we start to talk about like I mentioned before these amazing like hires is that we're in year four of ICS and she's done Equity work and so people are lucky some people are like what's coming from Waukesha yeah she hasn't she believes in this work and rice things that always impressed me but she said in her interview is I may not have been allowed to do the work but I still believe in it so I think her data is exceptional I think her ability to connect with kids is exceptional when she did her walkthrough I think her ability to look at it through an equity lens is also you know amazing and so I think that some of the things that we've done over the last couple years to and especially we talked about it's no secret that you know staff members of color haven't always felt a sense of belonging here in this District so that's something that we worked really hard on to is trying to ensure that when she gets here she can feel that she belongs here and that she's on a team where her expertise is going to push us to brilliant and she knows so much and she's going to allow us to grow as well and I just sat in there too for a new superintendent we've had meetings as well talking about kind of this whole system to school growth goals as well so we actually will be kicking off that conversation with principles on Thursday may be bringing this conversation. Bring I also really like I know some people don't like 4 but I really like looking at that too and I mean as far as I'm concerned some of the result indicators they make sense to me and I do think they probably work for both assessments I like seeing the story over the summer I also could see just uplifting it and putting it into the end of the report for November and we vote on it then and I do might be worth our time to develop some goals based on where we see in equities so that we can really laser in on that in the future if there's changes to boards and administrators that it's a solid thing that takes a little bit I work to get rid of it now that we would do that but you know I think to voice it and put it in front and center might be helpful so I'm in a lot of pain with Lori and a long list of cities I know we would sit down to talk about a working man anyway but I think we can focus on the narf you like what Cadence makes sense so on my list for after July okay I just have this is really not today. But I just am not in the classrooms so can you start a give me an idea what the specialist does when they come into the classroom but that looks like it's going it's going to be a new model to say this is what we currently do would be an accurate what is that position has current he looked like is that it's a lot of work with students doing the interventions the movements we've made over the past couple years as we've been trying to push that to happen in the classroom more than out of the classroom but the reality is is that a lot of the work still happens outside the classroom so we're going to be using a coaching model and darn it I did not write down the author that any save no anyway we're going to use the coaching model that I will work with both our math specialist and a reading specialist to come up with coaching cycle so it's not just kind of lose its likes Angelina time when we're going to be able to get into all the math classrooms are all language arts classrooms X number of times whether it's per month or more per week we got to First figure out what our intervention needs our schedule around that and then to the second part of it is then to conference with teachers around what it was that we call him look for is in the classroom so it in some systems it someone sitting with a clipboard barking down. I've seen how many kids participated and you might look for an equities in that data to that I had I noticed that these kids participated a lot these kids to not participate when we talked about implementing a new instructional program we're going to learn from the Publishers we talked we didn't talk about it as like Fidelity checks that we're implementing the program the way it was supposed to be implemented and so for teachers that are implementing the new curriculum oftentimes it's like I'm in how do I get from the direct instruction part to the small group part so that we do have peer to peer interaction and so getting some tips on just how we can deliver that in so that we're accomplishing the goals of the curriculum and then the other secret that they bring to this all is that they got to see all the teachers teaching so that they got some kind of borrow like I I saw how this teacher did it and they can bring it into other classrooms teachers really don't get that opportunity gate to get into other class being able to have a specialist that can just really ultimately for students develop a consistent program for a math and reading is going to have a positive impact on students so I was also thinking back to what you said when you talked about standard so Mike he's super humble he won't say this but did an amazing job this year with both elementary schools of aligning curriculum to our standards and to Ellen's point they change all the time but really it's a line our curriculums I want the specialist and then do to his deliver professional development around those standards alignment so that way you are getting the biggest bang for your buck when you're bringing staff together on those early release Wednesday is which is another opportunity for staff to build their capacity in their advocacy around all the things are it goes back to your point we talked about standards alignment but also goes back to the house special has done has now seen all these different ways of teaching and learning and then showing that sharing that expertise with her staff as well okay and then is not a ticket to Japan how how are you going to hurt their success in Student Success what I can do in my role is just ensuring that we are hitting those cycles and making sure that we're getting into classrooms and we're providing feedback to teachers and then we're looking at it and it's not the same type of data that we're looking at here where it's hard numbers. in talking to teachers what are they talking about is their needs when you're on your data teams these Specialists sorry and data teams from kindergarten through sixth grade at the elementary level what are you noticing the biggest need for your students in your interventions was specific skills are you targeting and then again how can we relate that back to standards and bring it back and our curriculum so it's it's more about me managing those cycles and feedback to teachers and then the results were looking for our would be measured through the past fridge because we can collect that throughout the year to add to that also remembering as you just said earlier it just takes time so that just if it is your beginning next year the faster is not going to show that in the fall that may show something in the winter and may not have something until the next DNR me lately you know I have some gray somehow you know what kind of engine do you have to take me of an ocean on Russell are we done with the session I think you're calling again on the course to accept the report as making reasonable options so grateful for your expertise and your thoughtful answers to our questions and your time this evening not that you really want to be frolicking outside it is a house game what's our next order our next agenda item is discussing our 2823 School perception survey results so as we begin this send this to me and we can begin I'm the presenter sent just to give you context this is very much like I suppose you could make an analogy to the Wisconsin forward data coming in the fall I'm not giving you a results reporter and a wee wee in bed and many of these indicators from school perceptions into our Bowie's and are so this is an overview of really those summative results and I always like to say is I begin that there is great benefit doing having a third party host of survey so that it is truly Anonymous and that they are also able to Tumble some of those numbers but amidst that with a third-party I also like anyone to know who's listening as well as the that we use the data it doesn't mean that it's their data it's our data and we use it and that's one of the reasons I know while I've been here I've not had Bill Foster come in prison because I think it's important for you to see how are we using the data and just like I think you're seeing that with Mike and Sherry this year and I love to help Mike and Sherry said there was a goal of grow and a goal you're going to see some Louis and grows but no goals because I want Lori to do that at her Retreat so what you are seeing is some of the data trends that we talked about with this data and I'm eager to share that and just to give context it was last week Lori Burgos came and Mike Sherry Kate harder and our principles we really dug into this data together and just started to take a look at it sold some of it I think will be very familiar to you so just to give context I don't need to read it but since 2017 we've done this survey these two surveys of our staff are family and caregivers as well as the community and our student surveys and stew have the opportunity to take this in grades 4 through 12 I just always like to start with gratitude and that is important because this year more than ever I realized how important and Bella I just want to tell you how right you were when I get there about just how important it is for people to take the feedback take the survey so that we have better feedback but I also think it's important rely on us we will do a better job getting participation up but don't start to think that these surveys don't have value first and foremost they have value because we need to demonstrate that commitment to two way medication we out put a lot of information as does any organization having that conduit for people to be able to talk with us directly is important and yet also I think it's important that we allow that in a way that is very Democrat can I use that term that everyone has the same volume of voice and everyone has the same opportunity is also something a survey does that's really important and we use it not only for our own beliefs and our results but also just to really identify I'm some areas for improvement and the light and so it does give us a pulse but we use these in a lot of different ways you know that because you see this data in Wellness you see it and I results indicators in our in our strategic priorities that we work on and it's helped us Identify some areas to work on programmatically as well sofra one listening I think the biggest thing that I want you to hear is we use these results we share them we use them so as we talked about the student results I always think it's important to say that one of the biggest since we do this is to get an ear from our students so that we can listen and then we can adjust programmatically to areas where we need to do so so in each of these presentations tonight and I will keep them as brief as possible to try to give you some good Glimpse I'll look at participation and then add some of the feedback from a district-level and then very very briefly at a school level participation and actually is up slightly and I want Orient you you will see a lot of green or red or yellow arrow is just to give you a good visual of where we're at our participation is up its back up to where it was over four years ago which is good however when you decide get it and you look by level on this is alarming to me and I want to be very give you a sense of caution about this it to me is very hard to say that this is representative of our entire student body we have roughly 30% of the participants coming from sis very few at the 9th 10th 11th and 12th grade level and then again the strong representation at four to six levels so the best thing that I want to tell you is this data is I would never say that this is representative of the whole District right it's a very skewed in terms of participation and just so you know because I think you are maybe going the same way we had lots of discussions about how to increase participation and I asked Mr Kenny to talk to you another students about that we talked about incentivizing it we talked about do we do it in 9th and 11th grade and the next year with 10th and 12th grade I mean so well that we've started to think about what do we need to do to get participation particularly at the high school level more representative of our student body so we're starting to have those conversations because that's the areas that like I say you want to be able to trust the data and make programmatic decisions and while we have started to desegregate some and look at yours hear me talk a little bit about that I want to make any universal trans about all of our students on our student data is the Red Bar supposed to correlate with the percent number as much as it should 17 long story on that it's not a good story but it's all good I just I thought I was like nope but as we look at this and this is representative you know there are fewer students taking us who have been here the whole time because we have fewer High School taking this I'm so that so I want to again I've been really sensitive and Nathan you are so good at just thinking big picture so this is really big picture right I mean you know we look at this Every Witch Way with Quest and the like in there are I think close to 80 questions that create these survey categories but I wanted to show you an overall picture that again when you look at it overall is quite good right you see all green arrows top over last year in the three-year trend is up across the board so as you look at that the overall trend is quite positive again from those who took. as I look at it I wanted to talk a little bit about the first one on connectedness because I know that that's been an interest to see again asked for go from 3 to 3.12 in a year is is good on connectedness specific to belonging when we desegregate that the belonging question by race and ethnicity I didn't put it on the slide but just to give you a perspective anywhere from 63 72% of our students would say they feel a sense of belonging and it does not break down there is not it's a tight black students 63% white 72 Hispanic 63 Asian 77 I raised 69.3 it's a pretty tight types Q on that sense of connectedness I would say a glow would be people really believe the teachers work hard to create a safe and welcoming environment 3% of those people responding 700 and some you look at Drive and you see again it going up slightly 95% of the people that took the survey I just like to read slides to so I'm giving you a little bit more data 95% of the students indicated that their Drive comes because their parent or caregiver holds high expectations for the 95% which is fascinating, and I want to point this out because it's been one as we look at drive and I think it also just has to do with the school environment we have been working on the one about connecting to real world real world you'll see a huge gain at Lake Bluff that was their goal this year but overall it's still flat we have to get kind of to your point and Becky appreciated what you said we have to ask more questions of our families of what's the real world you want to connect to when you're in 4th 5th 6th grade what do we need to do differently there we ask a question around citizenship about do you know how to read harassment or racial abuse 93% would say yes again of those that took the survey which is fascinating for me and I think a very good indicator of just citizenship look at our SEL that's one we've watched really closely because of covid and it is interesting Lee and one of the things that I find interesting about doing this is our students are indicating they feel more resilient and our staff feels they need more services so there's a it's not a disconnect because I do believe there are needs that our staff want to respond to but the data wouldn't say that our students are expressing more social animals needs than they did two years ago which is just an interesting again I'm not I'm not saying one's right ones wrong I'm just saying it's an interesting connection and that we need to be thinking about when you're looking at going from 3.02 to 3.08 are not talking about significant. So that's why they're not seeing it I mean it's not a huge change. It's nice out in that direction but it's obvious you this is one I really took a lot of time and desegregated around Wellness because of I think we hear a lot at the high school regarding coping skills and dealing with stress and is one where it really paid to look at it because our survey indicators would say oh that's pretty pronounced that our students of 3.04 to a 3.14 is a significant increase it's not a significant increase with those that took it the high school level and so that's where we're looking at it with a.m. or find a finite lens really helps and again when I think about our commitment to equity it it still is interest me that out of a Ford that's one of our lower-scoring items 94% of our students feel they have the opportunity to interact with students of different races that are different than them but one in four in the area of Tolerance report teasing or ridicule on a daily or once a week basis which is hi to me but again I wanted I don't know how a 4th grader defines teasing vs 1/10 G bear versus a 12th grader you know that's a hard one to I think it's one that you always say a survey and gives you a good starting point for more question but it's interesting to me because our students feel that they themselves are treated respectfully by enlarge but they see other students not being treated respectfully and that's an area that I think in the area of equity and something that we could be responding to see how can I just am I remember correctly that the bulk came out of 7th and 8th grade so I think that that's an interesting thing to keep in the back of it cuz that is where a lot of that stuff goes down I agree and now I want to I want to tell you that as we look at it our principles and our team Kate was very helpful as was Sherry and Mike as we looked at this data and so we did some school specific feedback but I want to tell you something and in just first of all Tiara was not there we just looked at her data so what you are seeing is not from her lens from sis secondly and this will become very apparent to you I didn't ask them as they picked glows or grows to look at a highest-scoring item or a lower scoring item or a low average I just said what jumps out at you. you are pleased about or the latics so you will see things that you'll say why would you say that out of all those questions is a strength it's might be something they've been working on you know it's something that that tells a story that way last year I had the principal if you're doing this but I want Lori to be able to do that with their goals so I didn't want to use up my summer asked to ask them to come now I really want her to be able to work with them and then have them do more with this data so at at water Janice Carter talked about a significant increase in the percent of students that agree or strongly agree regarding classes challenging but again is it where we wanted to be no but you know again I wasn't critiquing why they picked what they picked these are the things they let they looked at the data stuck out to them is something to celebrate and again I'm not going to read it to them read to you but I just think it's interesting that across-the-board one of the things that I'm most pleased about it is in this is one of them teachers hold all students accountable for their actions and behavior that's one that she said as a goal and again when I pronounce Italy data is very high at at water so anything finding girls is is a Talon she had some downs and worked on the mat Way Lake Bluff across the board on every and every read the survey group went up rather pronounce Italy but the one that I wanted to point out and because it was the goal she worked on and I always say what you measure your treasure and what you treasure gets measured and her goal for the year was number one I believe what I'm learning in school connects to the real world wow I mean it just it's what I want to just remind everyone that when you said one really powerful goal and you worked or it you make better games versus just saying we're going to try and increase every thing I'm not powerful when you look that but that idea of respect is going to be an overall theme we need to really work on that more and you see it at all levels again I want to caution you this is data we pulled together looking at some glows across the board student data staff data family caregiver data was up at sis brother pronounce Italy as well but again just some areas that we picked across the board one of the indicators from that is just a sign of a high-quality district and a sense of belonging is that there is an adult that a student feels comfortable going to its high in every school quite frankly I would challenge any other school to have data at that level that we do kids really students really feel there is someone they can go to and this was called out here but it's strong everywhere but again do you see the theme I'm satisfied and again I always say I'm not as I am kind of a survey designer I'm not sure I would put I'm satisfied because I think it's hard to say you're satisfied with it I don't know if I would say that's the best indicator right but bullying that sense of respect bullying a theme that we just need to keep keep working on and then when we look at the high school again the strong performance and strong views from the students and again smaller percentage smaller number but again very strong I mean the the results are high across the board by those people that took the survey but again and this is why I called out desegregated that when I feel when I feel stress I know how to cope is it is much lower at the high school then it is as a district indicator so either our fourth graders aren't feeling as much stress or they have better coping skills you don't know the answer to that so that's a little bit about the student survey would you like me to keep going I'll keep going thanks as we look at the staff survey this is one that we're seeing an opposite with the students we saw increasing participation granted its eight participants less than the last time but if you look 180 5150 91606 158th it would be this is about roughly 300 so it's about half so it's statistically significant but again anything we could do to get more and more people taking it from a staff perspective would be helpful as we look at the staff I just want to point out a couple things that I think are important last year 20% of the took navigate from Lake Bluff this year 28% so we were down slightly at the high school but we were up at the to Elementary's and we were up at sis and there was no change in District office so but I thought much more participation and I think it speaks to a stronger and you'll see it a stronger sense of Engagement I just sent this is speaking to the age of our staff our staff is getting younger so as you look at it. down from the people that responded who were here more than 10 years but it's up in the percentage of people that were here one or two years and I think that that's speaking to our staff you know in terms of what our staff demographic looks like not just the participation rate and again I just like to put this on here this is a little bit hard to read but roughly half the survey takers are teachers 46% and that would fit I mean this is a very representative demographic of our of our groups so this is really interesting to me okay and again I really want to focus on this overall satisfaction is up incredibly from last year to this year and again that's a three that's not just a two-year Trend that's a three-year Tran so I think sometimes it's especially at the end of the so easy to do it's been such a tough year is the overall satisfaction across the board you know look at not satisfied 39% last year 23% this year going from 4257 bees are big and you know the amount very unsatisfied I mean it is a good news story all the way across the board in terms of overall satisfaction from our staff when we did segregated it it's across the board not just one group now again I don't want to take too much time but again look at the big picture of this in the staff survey There are 16 different areas where over 100 questions pocket it's a long survey right I mean and I tried to show you that so there's four questions on change Readiness 7857 pain I tried to show you in each of the areas that in order to get that what I would call a topic score there are multiple questions that are then averaged so look at it it's kind of amazing as you guys you look at it teen of the areas are up health and wellness is stayed the same compensation and benefits and District administration went down and I really have talked very honestly and openly with Lori about this it's about trust and it's about compensation and benefits and it's about communication I think those are the areas from that but there are some things in here that I really would like to talk about it again if you just look at the big picture and I'm not it goes to every area but I wanted to just highlight some areas of concern but also areas where we see some girls just in some of the topic areas so one of the questions is around and change Readiness the first one on the left is about do we have a process for evaluating the effectiveness of new curriculum or are we making needed improvements and I'm just going to stay a credit to Mike and team because I think that's where a lot of it lives there up and die digits those are the indicators that really went up close to 12% but all when I say there are four questions all went up but someone's up 11% and they went up Rather markedly in in again this one is interesting to me attracting and retaining high-quality stat up 15.95% over last year close to 16% of our staff feel we are doing a better job that which is fascinating to me because that's not at times what I hear and so again it's the idea of listening to the whole group not just a few but again that would be in achieving excellence when we look at student achievement again a student discipline is handled in a consistent manner up 16% again in the percent that give agree or strongly agreed but now when we get to expose student it's under student achievement set a timer in Decatur's eight indicators only one went down in our staff perception and its student have access students have access National support when needed and what that tells me is that we need to keep explaining the model of how were offering support better because it's not about needing more people to do that work in many ways we have to really message around that work better and then the other one that I think is in relation to where I think we've got two big buckets to work on one being respect and tolerance and the other hear our students when I said our students social emotional needs and wellness wasn't as big a concern our staff felt this one went down 6.6% 6% of people responding positively about the social and emotional needs of across-the-board and gay I meant only one went down and it was the amount of work I'm asked to do is reasonable every other indicator an engagement was up some double-digit I'm proud of our district 11 points 62% gain so again a lot of positivity and yet concern for students and concern and you'll hear it again around their own well-being really pleased with communication while I I feel that there are areas in communication that need to be worked on I feel comfortable sharing my ideas and opinion 14% game I'm kept informed matters of importance to my work 8% gain good gains there but again a strong feeling of strong communication from the principal up 20% custodians and maintenance good District 9 and it's something I've talked with Lori about we need a better system of District communication to our staff we don't have a good reliable systematic way that we do that we do a lot of emails separately and we can do a better job of that I'm not going to spend a ton of time culture all up everyone every indicator all six questions all 6 up work environment interesting again ball up with reception of I have enough time to do my job effectively and I have the materials and supplies I need to do my job effectively so again just some questions in the data but overall a good picture health and wellness not as good thought of you a lot as I looked at the state at cuz I don't think it's necessarily an R4 but if there's something there we have to dig into because you know I engage in healthy nutritional practices down I guess enough sleep down I am able to sustain a healthy work-life balance down I engage in 30 minutes of exercise down so there's just something there that we need to probe and really work on from that lines and that we can do I mean wiener be thinking about that really proud to see and again I just I'm looking at people in the room the district's professional learning days are organized and well-planned 19% change I received meaningful And Timely feedback and I just want to say coming out of covid-19 good feedback and this year that was a big commitment and again percent change 14.91% real nice to see in terms of the that being said every indicator there are five I believe on compensation and benefit all our down all our down and I understand it and respect I understand it building leadership up incredibly the principal is an effective leader 23% increase and again percent change I shouldn't say increased percent change I trust the leadership in my building 18 percent change when leadership building leadership is consistent when administrating policies 17% increase really strong increases at the building level District administration all three down in terms of consistency doing what it takes and responsive to Major concerns I take that personally it's hard to see but I understand it and I I really do understand it but I will say again and I'm not making excuses I really think it's important for our staff to have the best Touchstone they have at the building and to see the gains were seeing there is really really important alone those tough decisions out of my office as long as they feel more trust in the building well and I'm proud of that but we can do better at the district level and I just Lori was there she saw The Good the Bad and the Ugly of it so she knows I told her jokingly you have nowhere to go but up in the area of equity it's fascinating to me and again there's just some real conflicting data I look at this and it's just one of those I look at in question are all students in our school are treated fairly when disciplined up 10% and yet all students in our school are treated with respect down 1% in point there's just the way we ask question sometimes it's hard for me to understand what that's telling us also lastly in the area tolerance all up in terms of students feeling comfortable to report harassment I would feel comfortable doing it our school is safe we're seeing that increase so biggest thing that I want to tell you for staff the data would say it's a very much more favorable picture that way even though which I think is just a good thing this has been fascinating we ask this question and we related between families and caregivers and staff and it's been interesting to see some things that I think are important to look at there's a huge increase in number one which has always been number one by the way that way has been number one from staff for the three years that I've analyzed this data but seems to be even more important now and the other one that I would say that I just want to show you is number to provide additional counseling psychologists and social Services went from 3 to 2 so it went up even more than additional intervention or support and I think that fits with what we hear as well so that's just a little bit of a trend that you're seeing there and again I don't want to belabor this because we've not set goals with it but just want to share some things with you and again when Janice Carter looked at this against some great data around some glows feeling listen to feeling valued by our community and we're seeing we're seeing great gains district-wide of getting a lot to again that's a poorly-written question in my mind right I mean it's superlative it would take a lot when I don't know how you define that to get me to leave this District but again and she picked this one because I think it's just one that she's thinking of working on next year how do we honor and celebrate the culture and background of our is one that she will work on I want to talk briefly about Lake Bluff they saw huge gains and I thought this was interesting in it I'm not ever I want to give this as a shout-out but I want to be very clear I'm not doing it about comparison or competitiveness every survey taker at Lake Bluff indicated their principal it was an effective leader and they trusted her a hundred percent and when you have a new principal that's just really nice to see the trust and that part being there if not something that any of us that's we jokingly said it's hard to stay there I mean and that's probably not a realistic expectation but I want you to hear that because I just think it's so important that a principal coming in in in first-year really has that respect from their building staff and she was too I would have put that right out there as one of the she would not but again feeling the technology is available would get me take a lot you see it's not quite as high as as at Waters and then a little bit down on the school offers a high quality academic program and so I think there is she wants to question a little bit on that I question looking at sis has again because it's not coming from Tiaras pain but across the board what I want to show you there is even an item to work on everything was going up at sis in terms of Staff perceptions so but again look at where the percent is on the grow students know how to resolve conflict in a in a healthy way almost one in four are saying that remaining three and four are not so that's an area that we need to keep working on and at the high school lots of positives but again I mean this is fascinating to me that the sis students know how to resolve conflict in a Seaway 27% at the high school 69% same question again when you do segregate it it's fascinating when you what you see from building around that but lots of good things there but if and I'm sure that this I can I can understand at the high school I feel my ideas opinions and concerns are listened to by my colleagues was interesting I don't know if if district offices in that if that staff we have to probe and find out more Nation about that so that's just a little bit about staff but the biggest thing I would tell you is over all staff I would say is really a very positive story given that it is fairly consistent from last year to this year, similarly as we look at fam and caregiver results and citizen results participation we're up barely I mean it's a good representative and we were up about 2% of residents without children in our schools which is great so participation higher we can do better but it's getting higher and again as we look at this the age of respondents not too much different but a little bit pretty comfy when you think about it the last year but again the percentage without school-age children or Anakin I'm always like to tell you this cuz poor Carrie heard me yell today out of my office I can't get this to match up to 100 it doesn't because you may have a representation with affiliation with more than one school that's when I knew I was in the data too much I'm yelling from doesn't add up to 100 a couple things here that I just like to point out very unlike our student participation if you look at the left very representative of those of those people that are taking the test that are family and caregivers highly representative of Allah grade levels and also right on the money with students receiving special education services I don't know I'm not saying that that is the 13% but that's representative of that 5% bll might be a little low but it Advanced learner again pretty representative of of those that affiliate with that slightly skewed higher on race 66% is more the norm of what we would say is our demographic for those who are white so skewed higher there terms of that and again some feedback attracting engaging and retaining high-quality staff wasn't as strong an issue this year again still a concern for our staff for our citizens the number one concern and for our families and caregivers but again better preparing students high and it has always been high and Innovative programs the one thing that I would say that Rose this year and I saw it in a few ways as I looked at this as increasing co-curricular and extracurricular programming across the board no matter the building seemed to be an interest of families and caregivers don't really want to point it out much on this other than to show you this has been very very stable over time where these things fall for families and took the top three have been by and large by and large the top three very close the trend data and again when we look at this data with that lens of the main areas of how we're doing quite strong right I mean across the board up over the previous year but again nothing is pronounced as what our staff data went up right this is single digits we're not talking percent change in double-digits to that same I agree I don't know why maintaining in modernizing facilities was flat might not just be hard to extrapolate strong concern around and again I did think it's just when we think about when this was going I think explaining the referenda explaining State Finance I don't think this is about how we're managing funds I think it's really representative of we told the story around how physical challenges exist for us and that's right when the survey was going out I don't want to make that be viewed as something of a Apartments you are or anything that way when I read the comments it was very much about what's going on in our state what's going on in terms of why are we needing this referenda again headed in the right direction I'm satisfied with communication incredibly high and then I always like to just always use one big indicator across the board and when I think about just like overall satisfaction for staff is important but this one How likely are you to recommend the disc to a family to a friend or family member our average is 7.5 the national average of calling net promoter is 5.4 I mean that's a really high net promoter score with me know when you look at the top three bars that's High I mean that's a very high statements from our residents and families and caregivers around recommending the district and again I'm just really going to give a big picture from Atwater again there's strong data there so it's but where can we look at some areas to work on I'm not sure if I would pick going down one percent does the area it's pretty darn high it's hard to stomach that's probably one or two respondents right but again I gave no coaching on what I really wanted them to just get familiar with the data Lake Bluff Lake Bluff again my child has a positive relationship with with at least one adult 100% I'd recommend up 10% and there's just a lot of strong data there and again not things going down that we would say isn't a trend over time to act strong data at sis as we look at it there as well from families and caregivers in particular just much more. faction with communication but again this idea of personalizing instruction to meet my child's needs a thread that I think we need to talk about how we do that more I'm not sure the people understand what we do and we've not told that story well I mean that that's our our need to do and then lastly whoops I think I said oh yeah at the high school strong sense of having a positive relationship participation in a culture of high expectations so overall as you see in the executive summary I think the data is quite good I want anyone who's listening online to know that we will post the slide decks with the individual questions that are provided I gave them to the board but we've had the tradition of posting those as well so I'm will post the slide deck as well as those three on the district website which is been a pattern of certainly people to look at the data Lori is committed to sharing the data at the school level and Department level next year as well so I'm very confident that the data will be used can I answer any questions it's good stuff I just thought it was well put together a presentation but it was great to see the staff members and the ones that were they went down made sense to me considering the challenges we face this past year anybody else even understand thank you looking at our birth and I think we probably have like 30 more ish more minutes unless we have a very lengthy public, which I doubt would anyone be opposed to a 325 minute stretch thanks they told him the only legislative update that we have is for me and dates and I think Joanna I just very short at the last meeting we presented what we presumed would be the state budget it was the state budget and just know but it has not changed from what we present I didn't mean it that it's a done deal but it still has not changed and we're starting to get a little bit more information about the literacy initiative that is being put forth I'm sure people I think with what we're doing with our phonics we will be in good stead but more to follow on what that all is going to look like so it's still no more clarity but no more big changes I guess is what I would say and I will just say I don't know about contacting legislators right now I'm not sure if I and I guess I would take any direction from the board I'm not sure what I feel it will do at this point in time but we do have information on our story that we could share with them so I trust I would take any direction that the board has been contacting the governor's office isn't there some question list what is the group Governors and their and still reinforce it will do something tomorrow thanks thanks holding back 3rd graders or something or sentences or something so I think there could be some woman something really get that off and I have to ask your forgiveness here cuz the next item is so I think was my to do and I was out of town for a week or so and then I will take a motion for the port somos 2nd NE if you're calling in on zoom and you'd like to make a public comment please unmute yourself any public comments thank you for sending that one from Ellen on the border at a stadium is it half an hour meeting where the different entities that agree to the tax incremental districts and the greed of what what they're going to do in terms of their texting for the duration of the strict misses reporter where we stand remaining to District 34 and 51 and to have closed and someone came for so I wanted you to see what they sent us because a lot of money right now I am turning back to you. This junky Unity music for your last superintendent report I feel like I've started a lot of the superintendent's Report with transition and I'm really pleased that we've had significant a to before transition with Lori Burgos she's been really coming in and doing a great job getting to meet people and she'll be here at July 1st for our alumni and Community reception and that's my way of saying that's going to be a really wonderful Eve and lots of people are working very hard at it and I'm pleased she'll be there she said today I'll serve ice cream I will kiss babies I will do whatever needs to be done move tables whatever needs to be done and that Glenn and similarly mrs. Rogers has been really very very very present and working hard to get to know sis staff and the like we are in the I rang our communication specialist as well as RIT computer technician since both Caitlin Watson and James Norris have moved on to other challenges I'm very pleased you'll see somehow today we don't have not gotten what I always feel very nervous about saying it but at this point in time we are quite fully staffed by we don't have a large number of outstanding high chairs but I will ask Lori to keep monitoring that and let you know so that you are abreast of are hiring but I know at least two of our schools are fully hired as we sit right now so I think we are we've had fewer hires and we got on them early which is good Miss Brickhouse and I worked on the annual report today and we're trying to get that mopped up and off to the printer that's a beast and I need to work a little bit more Caitlin Watson and get that done so we're working hard on that I'm kind of to the point exactly what we were it's funny that I say this but exactly what you were talking about is exactly the issues that we're having with the annual report do you put in state that are really from the previous year. It feels like it's bridging so much space and time it's a difficult it's just difficult to really pick what you think tells the story best for our average Shorewood resident around our schools were working hard at it it is appearing that Lori will need to work with the sca tried to get dates for the sca to come in with me and Heather in May and June and that has been delayed on their part and so they talked about forming a new team but I've not seen any dates come forward and I hope that they were negotiations go well with Doctor Burgos I'll certainly work with her to that end to get that process going to the best that I can not too much on board member follow-up I did want to say just in clothes that we really have tightened up at that tighten up I don't think it was ever loose but I think we've really looked at tuition waivers I didn't understand why a family came last time current situation waiver and I think we've got it by the way they were accepted but we need to make sure that our communication on that that should never have created that level of worried in my estimation so we we've tightened that up on on our end regarding that we're in the process of putting up our our notes the notices on school entrances regarding no weapons no you know that video surveillance today I showed that to you but those will be something you'll start to see on doors we also have made some revisions to our code of conduct regarding vaping I'm in are really working hard on that shout out to principal at the high school Tim Kenny wrote a $4,000 Grant and was successful at really doing some vaping work with are you doing just some work on vaping education with our students and really working that I'm with the Heart Association American Heart Association so I'm pleased to see that that will be something that he will work on with Amanda Jamerson and I hope some ramifications and some positive input impact on that lots of landscaping going on right now both hard and soft landscaping and I saw the trees Big Trees going in and it's just nice to see in some of the detailer that's coming around campus campus is going to look really beautiful it's nice to see that and a shout out to our both our summer school principal Amanda Jamerson as well as our rec it's just so fun when you see so much life on campus and there's lots going on summer school is going well we have 97 students and I can't even count how many students we have in our rec programming but I'm sure they'll give a report and let you know that and just get a shout-out just in Calvert will be our Grand Marshal at the July 4th parade he's one of our wonderful Touchstone people in our rec department that many people knowing that certainly an honor that is well deserved good to see the campus alive I guess in light of all of the air quality issues with this today we opted to bring as much as we could inside and that is a process that we will continue to do and monitor the air quality and make decisions around that there are some things that exist in Rec programming that we can't and so we're really trying to look at the level of strenuousness of what that activity is out I didn't and then make decisions around that based on what is the activity and are we able to bring it inside and if not how strenuous is it do we need to look at canceling it or what does that look like but for now we certainly are not in that mode and as a close I just want to again let you as a board know what an honor and privilege is has been to work with and for you you are a board of amazing inside and dedication what you are giving to your community is profound thank you for how much you care for this district and the entire show at Community they are lucky to have you at the stable I have also greatly enjoyed and appreciated did the trust that you have had in me incoherent governance that you allow me to make operational decisions I think it serves the district well and I'm very very proud to have function in an environment with that level of trust so I thank you for that as well. Too many people to thank but I just want you to know it's been an honor to serve and I am greatly greatly appreciative of everything that is done on behalf of giving our students commitment to that mission of equity growth and Excellence for all its real here and it's really wonderful so thank you for that opportunity moving on to the superintendent's consent agenda there are five fires in the I'm superintendent's consent agenda we have to social studies teachers that are Replacements we have an elementary physical education teacher that is a replacement we have a reading specialist that is a replacement and we have an English teacher that is coming back because of a resignation of a another teacher which is terrific there so we've got five people joining us one we know and for others and then we also have two resignations in the consent agenda a Miriam stefanowicz and Mariah fairy who is our school psychology add I got to remember sis and Atwater wanted to get that right and so we thank them for their service and we will our new hires I think I motion for the superintendent's consent agenda so moved second and you must really necessary are we moving to Publix number 3 our final opportunity will open that up if you're calling in on zoom and you'd like to make a public comment please unmute yourself any public comments thank you everyone all right that brings us to to do I don't know we'll find them other than making friends with the convertible owner I need to get on our work plan and then I will also set up 10 to have a lot of time with her but in particular. and and actually maybe that'll work out since we didn't cover at this meeting like better than that will be really focused on our two and maybe set time to sit down with my joint and talk about that other two deuce Joanne you don't have anything to do after Saturday but anything for us well I will take care of contacting the governor's office before I leave about those about our our story and and concerns from a state finance perspective there were a couple questions that came up I'll either leave Lori a note around school lunch party patient and just try to get a little I don't have much information on that and then just a few questions regarding the date of both ways and I'll make sure that Mike has some of those as well as leaving the I need it was just more of wandering and so I don't want her to the Future agenda item anything we need to make sure is my next meeting agenda I think we have a couple of required things well you can always request message on items and work on making sure I got it right you do you got it okay okay that's your cue back gate for our debrief oh I'm sorry everybody and what could we do better I think we dug into the R2 in a deep and thorough conversation and I think we had a really great presentation VRBO Topix perceptions as well as our two and so I think I think we did pretty good I wanted to be more systematic about when we have our monitoring and this is I mean that kind of just organizing conversation better so that were a brain like what is in this report and then not working about this report but any questions about the data itself versus crashing about what the indicators should be that I don't want to repeat restrictive but actually made a reference to it a couple of times and he shows us so we can never get to that number yeah that was such a stud in Decatur and then how do we move the needle on equities and student achievement I think we should Peppers been around Gap issue and I'm just Sherry and Mike talked about the the things that they're going to be working on this community The Faculty yeah it's there I guess I always kind of leave feeling like I still don't know what we're going to do and maybe I'm not asking the right questions or I don't know but I just I don't have a very good sense of you know we say this is an area that we need to look at and I just don't feel like I know what we we're going to do about it and I don't know how to I guess I don't know how to ask what are we going to do about yeah yeah yeah I think discussions grade the temp take an actual action steps and implementing stuff throughout our schools to change this cuz this is been a problem I mean explaining the 3C and the and that and then and then your follow-up question to that is some specifics The Specialist specialist working and these are the responses that we won't know if he's were I don't even understand I don't even know if we understand why the inequity I think we've got a lot of things but that's why I asked have we asked the students in the family is like what their experience that we have a lot of grapefruit but do we have similar information about about them thinking about their academic experiences I don't know I just feel like talking a lot about how to classroom makeup is coaching teachers curriculum sense of belonging there's so many different things and I'm sure they all add up to a holistic experience about income challenges a whole lot so that's always the top of my brain of like access to resources and materials I think we've done some good things but part of me also thinks like we have a new superintendent coming in in who was church with us in the interviews passions about equity and sell I also respected recognized like that that discussion hasn't happened with teachers and principals about this particular day is that this year is to wear maybe it just get Natalie a solid plan we need another a little bit more time we can ask you for more detail when we're close we be doing like the PD and School Brooklyn NY Giants fans at yeah so we should hear more specifics with a schoolgirl plan I hear you I think like they do trying to answer that but your plant is really high-level us like okay and I think the other thing like I was going to no you can't you can't ask that question because that's not but you know what I'm trying to feel is how do you balance the urgency with cyst change it right I mean I think that's the piece that's so frustrating with it because it does I think you heard me say this is totally unacceptable that leaps off the page if you talked about it being a Death Punch and there's that sense of urgency around it and yet the whole model that were working on it systems change which is by nature so I don't want to say slow but it's just more laborious talking about it for a very long time I hear you there's an item like I want to know I just I want to know when we're going to do it I think so Trevor's going to have your throat and it's complicated but I'd like to know what we're going to do you know you know

Videos

June 27, 2023 School Board Meeting

More videos in Board of Education