001fourth Committee of the whole meeting to order Mr luk would you please lead us in the pledge of allegiance to the of the United States of America and to the Republic for which it stands one nation under God indivisible with liberty and justice for all my chair Mrs Mo roll call please miss Boon here miss Carl here Mr quino Mrs buer here Mr eses here Mrs Hill here Mrs Sayad here Mr lobach here Dr Micha here Dr Bruno here all right we've got two items on our agenda we're going to get two goal area team updates and Melissa you are going to uh introduce uh our presenter so I will turn it over to you absolutely just as a a reminder or contact setting for our guests who are maybe joining us for the first
002time um last year we tried to do updates during the committee of the whole of our entire I'm sorry I'm sorry before you get started I I overlooked something I did uh need to to do yeah yeah first of all please sign in uh on the attendance sheets that are on the table take a minute to do that and the other matter is a very sad one uh and that is District 41 lost a very young alumnus uh Eric longvic known as Lonnie who was a senior at West uh and we received word uh that he passed away over the weekend uh to my knowledge there's no other information yet uh about um his situation or what plans to celebrate life of course um uh have been have been developed yet um but it certainly
003does remind us of of the virility of Our Lives um and how we need to hold precious each other in the moments that we have uh so if you wouldn't mind can we take just a brief moment of silence in honor of Lonnie's life okay thank you all my apologies Melissa no problem um and we will of course share information with people when we um I've asked Glen Bard West to keep us updated with service information and we'll do something as a district as well um so again a little context setting last year during our committee of the whole meetings we tried to update our entire strategic plan um at each of those meetings and received wonderful helpful feedback that that was just too much um it was too much to try and get through
004it was too much for the board to hear and digest and community members as well so this year we changed where we're either doing one or two goal area teams at a cow meeting um to be able to focus just on those two areas a little bit better um and so tonight we have with us our social emotional learning goal area team and our safe and inclusive environments goal area team so um I'm not sure who's going first um it is Molly and David um so um like to introduce our executive director of student services Molly Victor and our assistant superintendent for HR um Dr David Bruno and they are going to give the board an update on um the work of their goal area team sure great thank you Melissa um so welcome everybody
005uh m and I have the the pleasure to work together to do the the Gat with social emotional learning you've heard me speak a lot about theal side of our employees and the adults um Molly is on the side of the student matters and so this presentation is going to be student focused um because there's a a state mandate that we will be uh implementing next year that we're going to roll out today to share with you all and to make you aware um the committee meets regularly and we've had some great conversation we appreciate all the staff and uh parents that are on our committee um but I'm going to turn over to and she's going to uh talk to you about student social emotional thanks David um so like David said we have
006a variety of action steps tonight we're focusing on the the student focusing ones there are other action steps that obviously we won't talk through just to keep it brief um and our next update we will talk through those um Andrew can you uh one more there we go um so like David said there um is some new information coming out of is um started in about December of this year or I'm sorry of last year isby put together um a report that they're calling a landscape scan um really looking at what are districts doing right now related to student mental health screening tools training for staff um and you know referrals for identified students really the the goal of this um I don't want to call it a committee but this group that is is
007kind of bringing together is to to look at how do we align all of the outside resources all of the different paths that a child or an adult could go to get mental health support and how do we kind of streamline that so parents staff members agency you know people know how to get to that um so they opened up a feedback Forum um in June of 2023 we did provide feedback related to what we were doing at that point so our voice is included in this landscape scan um if anyone is interested in it I'm happy to send you the the full report for you to review um so that's what kind of is prompting us taking this direction uh next slide Andrew um so what we are looking to implement for next school
008year is what's called Sabers the social academic and emotional Behavior risk screener which is a part of our fastbridge uh Suite of tools as you all know we purchased fastbridge in July of 2023 we spent the first part of the school year training staff on the different components of it and right now our student services or our special ed staff are currently utilizing the progress monitoring tool tools for reading and math Sabers is um a screener tool that is within this Suite of products next slide Andrew so what is Sabers so Sabers is a a brief screening tool that will identify students who are at risk for social emotional behavior problems um it is a very quick tool and that is one of the benefits from the staff side of B um Sabers is really
009looking at um this this model that that students are successful in school not just because of their academic achievement but also that their are behavioral impacts and and the success also lies within those behavioral domains um it assesses two parts um both the absence of problem behaviors so looking at internalizing and externalizing behaviors and then also the presence of social emotional skills so really hoping to look at all the different areas of social emotional learning um and it is connected to the castle framework five Coreal compet competencies which aligns with the rest of oural curriculum so this is just a a quick visual of what Sabers looks at so your total behavior is the overall kind of everything Al together um there are items that are rated they fall into those three categories social behavior
010academic behavior and emotional behavior and then each one of those Behavior areas has those two subsets um So within the social behavior there's six items academic there's six and then emotional there's seven for a total of 19 you go to the next slide Andrew so here's how Sabers Works a teacher completes it based Bas on the students in their classroom so what we want to do is make sure that a the teacher knows the student for at least one month um teachers rate students on those 19 items using a fourpoint Liker scale zero indicating it never happens all the way up to three meaning it almost always happens it can be used for students grades K through 12 um and then like I just talked about there's the 19 items spread across the three domains
011um teachers are supposed to to consider the ratings based on how frequently the behavior has happened during the previous month in addition to the Sabers that is the teacher rating tool there's also a self- rating for students that's called the my Sabers has the same questions they're just from a student lens and we'll look at those questions in just a minute so here are the student questions like I said they're exactly the same for the teachers although the teacher one says student argues with others rather than I argue with others so here are the um seven items under the social behavior I'll just give you all a second to read those can so you can kind of get the sense and then Andrew if you want to go to the next one here are the
012six under academic behavior and then next slide and then this is the emotional Behavior again the ratings are based on the last month in time um so that it's a a pretty current uh rating can go to the next slide so how is it normed how is it scored so scores are compared to benchmarks rather than you know a a standardized set Norm um and what we were looking at is is the does the score fall in the at risk or the not at risk um what you see up there in the top right is um The Benchmark chart uh so essentially a student is not at risk with a total of 37 or more points and then Falls within the atrisk range it with you know a 0 to 36 and then as those
013different subsets uh benchmark scores so what teachers and and staff will do well they'll they'll look at the total score and whether it's not at risk or at risk and then they will go into the individual um areas and look at at risk or not at risk next slide so why did we choose Sabers so a couple of different reasons Sabers is is brief um it is it should take about 1 to three minutes per student for the teacher to rate the better a teacher knows a student probably the faster that rating will go um it's really intended to be a very brief screening to identify students who might benefit from Intervention or additional instruction in the areas of social emotional behavior um it's intended to be used as a part of our comprehensive schoolwide
014curriculum um really looking at how do we best support students at the tier one level in a minute I'll talk to you about what Our intention is to use the data and hopefully that'll make a little bit more sense um and I do want to make a point that this data should be used in conjunction with all of the other information we have with a stu about a student so we would never take just this one screening score and make decisions we would use it in conjunction with lots of other data next slide so here's our implementation plan um now as David said our plan is to roll this out for next year um and we intend to keep consistent with the district assessment calendar looking at screening three times per year the biggest difference
015is that our first screening won't happen until October which is a little bit later when we than when we start our our fall assessments because we really want to make sure that the teachers know the students before they start doing those ratings um and then we'll have those three times per year um when we're looking at data there's three different levels of reports um and this will all tie into sort of how the the district looks at all data um so there's What's called the leader report that is really what the building Administration or the building leadership team would look at for kind of that schoolwide or grade level scores then there's a classroom report for a classroom teacher to look at and then finally an individual report looking at the individual student the benefit
016of that individual report is that it looks at the Sabers and the my saers so looking at the teachers ratings compared to the students ratings and kind of doing a little comparison in that one report we do intend to Pilot this in the spring um the administrators and other team members on our Gad uh felt like it would be a great idea to have our building leadership team members try this out um so what will happen is in April Any teacher who is on a building leadership team at their building will be asked to do the Sabers for their classroom um and then they'll provide feedback to our Gat before the end of the year letting us know how easy was it to use does it really take 1 to three minutes per student is
017it longer is it shorter does it match with what else you know about this student so one of the things we talked about in doing it at the end of the year is that the teachers have the benefit of knowing that student for most of the school year at this point so they should have a a good comparison of does this rate accurately based on what we know next slide Andrew and then thinking about training right we never want to roll anything out without training staff on how to do it so um our school psychologists and social workers participated in a training in August before the school year started um so they will be sort of our boots on the ground trainers in in each of the buildings we'll do a little training for all
018of our BLT members before they do the administration in in April and then we'll ask in August for our building teams during some of those beginning of the year Institute days to train all of the classroom teachers classroom teachers will then teach the students who are going to do the mys saers rating how to do that sometime between late September M early October we'll do our first Administration in October and then our first data review in November that's all anything to add David no I'm good oh all right they let me yeah yeah okay good then let me open it up uh to board members if they have uh some questions some comments I'm looking around here I'm not seeing any hands well then grab your mic just because I I got a question it
019to myself mol and David will you just talk a little bit about parent communication before the P okay David was just saying oh I'm sorry that's all right um so before the pilot Our intention would be just to notify parents what is happening um and we have kind of a draft letter that um we when we started this this work we reached out to other districts around us who who are doing this and you know let's work smarter not harder right so we're going to take a lot of the feedback from them we'll send out a draft letter to those families who will be impacted by this pilot and then in August we'll send out a similar notification to all all parents um I also anticipate that um during curriculum nights and all of those
020beginning of the year pieces it'll be a part of the conversation from the teachers and the building administrators Jess I was just curious how the um teachers self- rating versus the student teachers rating versus the student self- rating how that comparison is going to be utilized and yeah you know so when we originally started thinking about this we thought maybe we just won't do the student rating um and the feedback that we received from Renaissance which is the company that you know has created fastbridge and then Sabers um really they have seen that when you cut one side out when you either do just the teacher or just the student um you miss sort of that connection um I don't think we will be using it really in I think it's really just about that
021comparison piece to see how in tune is the student to what what the teacher is seeing and and sort of Vice Versa um so I think until we have those ratings I can't tell you for certain what it's going to look at look like but the idea would be that we would want them to match up right um and if they don't match up really how do we respond to that student or that teacher that may adjust what our intervention plan looks like yeah and um I guess for the students at Hadley when the teacher does it is it every teacher or is there a certain one so that's part of what we still need to figure out um originally we thought oh The Advisory teacher right but then we thought ooh that is a
022really fast amount of time right they're only there for eight minutes um so we're going to continue to brainstorm the best way to do that you know is it the literacy teacher because everyone has a literacy teacher um you know we'll work with the Hadley Administration just to really figure out what is the the best teacher to do that but we would not expect that every teacher would we would it would be one teacher who's identified for it Dr Michael just real quick um the school psychologists and the social workers have gone through the training did they give you kind of any general feedback or or how do they feel about it so far yeah so there are um some social workers and psychologists that are using the rating on just a very small scale
023right so if they they might be doing an intervention and they're looking at how the teacher referral compares to what the the Sabers rating is um they've found that so far it has matched up right so those kind of anecdotal referrals seem to match what the the Sabers data is is telling us um they also have told us that it's really easy and they like how quick it is um in order to get a a read on a whole classroom full of students or a whole group of students sure looking around here okay great um Molly the and and David you said one to three minutes that's our guess per okay per student and is that the is is that including um inputting into the the system is that is that answering asking it's just
024answering so the the way that fast Bridge works is that every teacher will have a classroom already set up in there so once they log in and they see here's my 20 students right they will be able to click on a student go through the 19 questions what we're hearing is that to answer those 19 and do the fourpoint rating scale is about 1 to three minutes per student might take a little bit longer the first time right just as as people are trying to you know get used to the system um but really part of it is that we don't want teachers really overthinking like how much did this really happen in this month right you know the these quick ratings you you get a lot from just sort of that that initial here's
025what I know it might be longer that's part of why we're doing the pilot maybe they'll tell us no it's actually eight minutes per student and those students who may register at the higher at the at risk the atrisk level uh and you may have went through it do is it just implementing the various interventions that the district has for students who show it's really using that data in conjunction with other information that we have right so you know we would never take just one data point right so looking at if a student does show up at risk in the academic behaviors what other data do we have that either supports that or negates that right um and really kind of looking at it all as a whole it would be used as part of
026all of our information to determine yes interventions either in the class classroom or in addition to what's going on in the classroom okay all right and the last item uh how are and again my apologies if you had a bullet that addressed it how are parents made aware are they made aware I'm assuming they're made aware of those results of the results on each assessment yeah in full transparency we haven't gotten that far in talking about our our implementation plan um that will be the work that we do over the course of the next few months of really thinking about how do we share this information with parents in a way that is understandable to them um and you know we help the parents to know you know sort of what the response is to
027that data so my hope is is that the next time we present I will be able to answer that more eloquently beautiful okay great all right uh any other related questions for David uh or Molly on The Social social emotional learning piece and again this is an isy isy is mandating a screener that goes into effect okay wonderful Molly I do sorry I have one more quick question um colleagues around us districts around us who are using it um just for an idea of how who's using it and how long they've been doing it if you know that yeah um so we spoke with District 200 uh District 44 District 93 and district 16 and they're all in different spots of imple mentation but they all have been doing it for I believe at least
028two years thank you thank you both okay good all right we've got a second team uh Melissa again you want to introduce our presenters um thank you to Juan Suarez and Libby Jansen Libby's our um director of student services and Juan is our director of language programs good evening members of the board Dr K colleagues and community members we are excited to be here today as Ley and I would like to provide you with an update regarding the safe and inclusive gold area team our team has met twice this year as a followup from the work from last year our work has been center around the topic of Dei as we continue to unpack the key action steps I assure you that we are keeping a very close eye on the price which for our
029team includes ways to promote increased background and knowledge on what the is what does Dei mean for us as a district and the many different ways we can promote professional development and the sharing our Resources with all within our district Andrew next slide please before we dive in into the details of our presentation I'd like to provide you with an outline so that you can follow along as we explain the details in the upcoming slides we'll be sharing the What the how and the monitoring of our work work the what is based on our Desir future and our gats goals the how will give you an idea of the task we've accomplished which includes the official d41 Dei definition and finally we like to share key monitoring metrics that are part of the d41 dashboard
030although these are not the only metrics that will be impacted as a result of our work these are the big rock metrics that can help us keep polls on the impact of our efforts as we continue to implement the safe and inclusive goal area team action steps next slide please as I share with you the desired future is what drives our work as a team please keep in mind that we are in the early stages of the Strategic plan this is only year two and there are many other action steps we are still working towards completing however our team is keeping an eye on the price for our Desir future this includes continuing to build and nurture a sense of community for um in which all staff students and Community feel welcome value and safe
031as professionals this includes honoring diversity and conducting ourselves in an ethical and respectful manner for our students our hope is that they will leave the district demonstrating and promoting inclusive behaviors with that being said understanding the desired future is important and provides context for the work we are doing now and the work we will continue to do in upcoming years I'd like to turn it over to leevy which will give you a more in-depth description of our goals so there are two initiatives for the 2324 school year for the safe and inclusive Gat and the first is to establish a plan for delivering professional development to our faculty and staff in various areas of Dei and also to share resource resources and current research related to the topic the second initiative will be to implement
032said professional development plan um but I'm going to talk more about that part on the next slide um in order to meet this objective our Gap will need to determine areas of professional development that our staff can grow in and also that our staff need to grow in part of our work on this Gat has been to align our definition of Dei components to the Danielson framework which is used to valuate our certified staff by predetermining specific components on the rubric where evaluators would see evidence of Dei in the classroom the administrative staff can look at the data resulting from our evaluations to help us brainstorm potential areas of professional development in Pro potential needs for professional development as leaders of the district we will also look to build off existing professional development as well
033as find new areas of focus the next step after we've created the plan is to implement the plan so it would get our teachers to actually start participating and taking part in this professional development this could take many forms it could happen on a districtwide Institute day a building based Institute day or individuals who could participate in training and Lead Out initiatives back in their buildings this will allow us to Target teacher leaders in certain areas that they feel really passionate about and give them the opportunity to lead Dei initiatives out in their respective buildings while our district already has resources available to staff related to Dei we expect our library of resources to expand greatly that's the one benefit of about bringing in professional development it comes with a lot of resources to continue
034the work that they do in those sessions and in those trainings um we also want to make this accessible to to all teachers parents staff members um so we're currently working with the other gats and subcommittees to determine the best way to achieve this goal whether we would Implement a gat kind of web base where all the gats would have their resources in there or if we'd have a separate one for just Dei um knowing that there's going to be some overlap between the safe and inclusive gats and other areas because parts of us will touch um the student services G the seal G the curriculum G so we know that there's going to be some overlap so we're definitely in discussions on how to best make these resources available for everybody the district is
035committed to every student every family every staff member feeling a sense of belonging in their buildings and in our Greater Community this is really really important work and we know that we have a growing population of of English language Learners and a very big growing population of newcomers to our country uh Juan is going to share some more specifics related to English Lang language Learners and the data that's being tracked in the metrics found in the d41 dashboard in just a few minutes we are a district with Rich cultural and linguistic diversity we have students with diverse backgrounds and ability levels and in addition to the wonderful strengths that this brings our district um it also brings challenges to our diverse population you know that are really unique as they encounter these barriers that they
036find when they go to navigate our public school system one key action step we've been working towards is defining Dei within the local context of our district we know the EI stands for diversity equity and inclusion those words are powerful but they also could mean many different things to different people reaching a clear consensus of what Dei means for us in d41 is important as it creates a solid foundation for future projects and action steps within the Strategic plan arriving at a common definition has been work that involved many stakeholders over the last year this includes the d41 board cabinet and building administrators as well as other gats and subcommittees each one of these groups has had an opportunity to explore the concept of the eii and offer feedback around a draft definition if you
037recall this draft was presented to you last year and was centered around the concept of a sense of belonging over the last year other GS and subcommittees such as the equity subcommittee language program subcommittee and student services subcommittee have looked at this initial draft definition Collective feedback from the committee members and offer their feedback and suggestions back to the safe and inclusive go area team from there safe and inclusive has reviewed all feedback and drafted an official final d41 Dei definition which I would like to celebrate and share with you next slide please as you can see the final definition is still centered around a sense of belonging this definition has been expanded to bring key action phrases to focus such as getting students confident and excited to learn reducing barriers to access to allow
038access to Opportunities nurturing a school Community where students strengths and unique differences are celebrated in others for sake of clarity and to ensure the full definition is stated in the record I'd like to read the full definition to you I'm happy to share that with regards to Dei in District 41 we teachers administrators and staff believe that our primary mission is to empower children on their education Journey with that in mind our commitment to diversity equity and inclusion means getting students confident and excited to learn leveraging students individual strengths backgrounds and assets for learning celebrating their learning process for all students fostering a culture of community among the school staff parents and Community reducing barriers to allow access to opportunities for all students creating a sense of belonging where families feel safe respected value and
039represented respectfully acknowledge our differences and focus on our commonalities and nurturing a school Community where students strengths and unique differences are welcome and celebrated we are proud of this definition we believe the bringing Focus to key professional Behavior such as the ones listed will ensure an alignment to Future action steps and will increase the chances of Dei best practices to be visible across our district so the definition that Juan just shared with you is going to guide the two initiatives that I mentioned earlier making a plan for professional development and implementing that plan and getting our teachers trained and then also building a expansive library of resources that result from the professional development trainings and also just research in this area in general um our ultimate goal is that our faculty and staff gain a
040deeper understanding of our definition of Dei in the impact that this learning will have in the classroom and in our community during our last Gap meeting um our team began to brainstorm professional development topics um We examined each bullet points bullet point of our definition all eight of them and we looked at them individually and started to brainstorm different trainings that we could bring in or even looked at what we already do if we could expand upon that to really fulfill fully you know allow each staff member kind of a a richer understanding of everything that goes into that definitions component um we want to grow their depth of knowledge in all of those different areas we discussed professional development that like I said is already happening at the district level such as training through
041our inclusion coach our district board certified Behavior analysist and the creation of our newcomers packet and how to work with families to understand the resources that are available to them we also talked about the Kagan training that has been so um positively received at Hadley and expanding that down to our K5 um and that directly relates to our one bullet point about getting kids excited and involved in the learning process we brainstorm professional development for each part of our definition but we know that our colleagues our staff members and families that participate in other gats and subcommittees have valuable insights and suggestions for possible professional professional development as well so we're going to be sending our initial brainstorming out to those committees to get their feedback and their ideas our goal is to promote Dei
042practices with trainings and resources to support students staff and families at the building level the district level and in the Greater Community we know that we want professional development that can targeted be targeted into the classrooms for example strengthen differentiation tactics scaffolding tactics um culturally responsive classrooms a building might want to understand how to increase meaning in their plc's um and that's you know looking at that greater picture at the building level um and the district is committed to and will continue to be committed to build our capacity to help our new families navigate the complicated web of community-based or state-based resources these are just a few examples of the potential learning areas at the different levels next slide um this brings us to key metrics we're keeping an eye throughout the duration of the
043Strategic plan as noted earlier in the presentation these key metrics are part of are part of the direct data set that is impacted by our work however these are not the only areas or data sets that our work impacts this only speaks to the interconnectivity of the Strategic plan as other gats monitor other data sets in which our work and their work is also reflected as you review the d41 dashboard you notice the many areas we're all monitoring with regard to safe and inclusive we're monitoring the ones listed in this slide as liby and I share more of this in the upcoming slides you notice that for State data we are monitoring starting on the 2122 school year for local data we are monitoring starting on the 2223 school year next slide please the first
044data set we're looking at represents the English Learners progress to proficiency this is a state metric we receive annually to help us know the percentage of English Learners who met their annual language proficiency goal this is based on the access results and represents 5% of the individual school's designation score for English Learners this is also the English portion requirement to gain the SEO by literacy with that being said for the 2122 school year 54.7% of our English Learners met their progress to proficiency goal for the 2223 school year 48.3% of our English Learners met their goal this is for all English Learners enrolled in both of our programs ESL and dual language in all of our schools as the Director of language programs I'm keeping a close eye on these numbers and working directly with
045School principles and teaching staff to identify opportunities for improvement that can impact this data for example we're analyzing our local formative assessments to help us drive instruction in our ESL classrooms and to support our Mt mtss supports in our dual language classroom we're exploring options to be more intentional with our language instruction during language block and promote best practices around language learning one key consideration from this from the safe and inclusive team as an additional action step is to conduct an ESL and dual language program review with an autod District program reviewer to help us identify clear unbiased and objective opportunities that will support language instruction and improve our work in helping students achieve their goals next slide please the second data set you see here is local data this is the second half of
046the English data you saw in the previous slide this slide represent the percentage of students in the Dual language program who are on track to receive the SEO by literacy in high school based on their Spanish language proficiency please note that to receive the seal a students need to demonstrate an intermediate level in Spanish Prof as well as meeting English targets by the end of their High School career as you can see our Spanish proficiency data for dual language students is pretty healthy what this means is that our monolingual English speaking students in Duo are growing well in their Spanish for English Learners this means they continue to leverage their native language Spanish while learn learning English next slide please one key feature of our district is our fles program students not enrolled in dual
047language can still learn a second language via this model although different than dual language our fles program exposes students to Spanish language instruction every day starting in first grade this program designed allows our students to accelerate their language learning from an early age as noted earlier monolingual English speakers must demonstrate an intermediate proficiency level in a second language during their high school years in order to be on track to receive the cob by literacy the numbers you see in this slide represent the percentage of students in Flex classrooms that already have reached an intermediate level of Spanish proficiency by the end of 8th grade what this means is that our fles program has set set them up well going into their freshman year with many of them qualifying for Honor level courses at glenw West
048our goal is to continue to improve this number and increase the percentage of students meeting the intermediate proficiency targets going into the freshman year in high school so we all know how important it is that students have teachers who look like them or have similar backgrounds to them cultural practices similar language to them um so the next five slides that I'm going to review probably fairly quickly um our data that's related to our hiring filling and retaining a diverse Workforce so as you can see here District teacher demographics by ethnicity um it has stayed pretty steady over the last two years um there you know not not much of a difference um but I do know that um David Bruno showed a video at the beginning of the year this year that really highlighted um
049the efforts that were made um by the district starting probably last March up through the summer to increase those numbers so I'm really looking forward to seeing the numbers for the 2324 school year I think that we'll definitely see an increase there um I just wish I could take some of the credit for it but I can't because I wasn't here so congratulations to everybody who was here cuz um you do see it in our buildings um I see it I see um teachers I see par Educators I see related service staff and um special education teachers who look like some of their students and who speak some of our languages to some of their students and it's really exciting to see this one is just teacher demographics by gender women are still winning um
050so we got more women than men um that's fairly steady um you know that is kind of Representative and and represents the the gender demographics that are going into the programs in college um so you know maybe we can get to glenbard West and and do a big uh male-based teacher push because right now it is more women going into the profession through college and coming out so next our reten rate um the first bar is us and the second bar the yellow bar is the state so you can see that we're above the state average which is exciting and the numbers stayed relatively the same so you it shows that we are able to retain our staff that we are a district that people want to come work stay and make this their their
051long-term um employment which is very exciting and then um 99% of our positions were filled this year um which is important because following up on covid I know that that was not the case um that was a very very important number that people were looking at and working very hard to fill CU we did have a shortage in the workforce there was a just a shortage in teachers special ed teachers par Educators um and it was very hard to get people so coming back to be 99% filled is very exciting and then the last one is Staff with Advanced degrees so we dropped a little bit here um but that might also be because we hired a a a crew of younger staff um and you know the goal would be that it's very difficult
052for some kids to to come to us with with Advanced degrees the goal would be that once they're here established in their practice the data shows that we retain them so that they would then once they have some years under their belt um that they would then obtain Advanced degrees so 67% is still quite a lot that have an advanced degree so we're very excited about that and that is it thank you w and Libby all right uh board members looking around here I'm looking at you Jess well Jason's got you you look who are you looking at you can look at somebody else go ahead Jay it's a solid de just loud it's a solid Dei definition and I I think what's important when you read that that definition and you see it is
053the emphasis on all and throughout the definition all is highlighted I think that's super important um you talk about strength you talk about you know working with kids focusing on strength and I think it's a really important definition to good job okay great Ted just add on to that I I I like the emphasis on valuing everything that that people bring into the classroom right so it's not just making everybody feel Bel like they belong but also valuing what what they bring to the table thank you Ted Jess yes very good definition thank you for the presentation um I was curious about the data on the fles program um and the obviously the speaking and the writing is more challenging skill set I guess do you see that as an area of opportunity for um
054Improvement or Focus or do you feel like you know that's just like a tough nut to crack till the fles kids get at a higher level in the high schools I guess yeah perspective on that that is a really good question and um you know learning a second language is very complex and um the answer that I usually give is that everybody kind of moves at their own pace right and uh students meet um benchmarks at different times um some people have an easier time with their receptive language right where they're listening or they might be reading things and other people are better with their productive language whether they're speaking or um they may be might be writing um as we look at the data for our fles what we notice is that we have
055an opportunity to go back and look at our uh scope and sequence of um of our fles instruction to make sure that the areas in where we see our students are growing well that we continue to do and the areas where we see that there's an opportunity for growth that we are more intentional in building activities and building instruction that is going to Target that not only in the individual grades but looking at the whole scope and sequence from first grade all the way to eighth grade to make sure that we have a good balance of all four domains of language instruction so over time you would expect to see those kind of balance out yep very exciting I always gave myself as an example um I have a harder time speaking than um receiving
056a message right and that doesn't mean that I struggle with it it just means that I'm stronger in one area or the other um but language is fluid um and as our students become more proficient and they are also exposed to different settings and where their linguistic abilities have to be used um they will compensate among the four domains sure okay they could also be a part of you know when we think about middle school kids one of their least favorite things to do is get up and present or talk in front of their classes and so that just maybe a skill that they're a little less um eager to do um and you know I think one thing that speaks to the sorry want I'm just kind of going by my own experience of
057doing this all um you know reading is usually the first to come and the last to go because you don't need to access that long-term memory but you can recognize um and so I think that you know for our kids the speaking and you know is is could be a a preferential or a like you know like an intimidated thing kind of in the classroom um but the reading I you know makes sense to me that it's first and will be the strongest and it'll last the longest which is nice uh and then I I really like the dashboard and the measures that you have there um I guess I was curious you know we want the outcome to be the sense of belonging but I didn't really see that reflected in the dashboard um
058but I'm wondering if maybe that's because it might be in other dashboards or even maybe there's data from Human X or five Essentials or one of the M or even Sabers eventually um I'm just curious what your thoughts are around that if we have measures or if that's maybe something that's not measurable at this moment yeah that that is a very good question is something that we've been talking a lot during our our Gap meetings um and while yes there might be some very specific data that is related to belonging um what we discuss is that our district dashboard already has a lot of different metrics that are covered by the other gats up as well um their work could also be represented in the data set that we share today and artwork could also
059be represented in the data sets that they are that they are also monitoring because the the beauty of our strategic design is that everything kind of connects um so as we continue to it's kind of like losing weight right like um the more you exercise or you move you're going to see results in your metric our goal is to make sure that we have visibility of the Dei practices across the district in our classrooms because that is going to be impacted um in the metrics that we're seeing right now as well as any other metrics such as Savers or academic data or behavior data um as well you're welcome if I could just touch on something my question just asked and excuse me it was regarding the flats and the the the intermediate level monra
060for seal B literacy um and I'm guessing that that's focusing on kids on the Spanish language correct the fles yes and and and look at that fles or sorry Spanish isn't the only language that we offer here at at had correct it so our programming for second language it only offers uh Spanish you don't offer French anymore oh you are correct we we are also offer uh French stars in seventh grade yes I apologize for that so I guess the when looking at those numbers to does those are the kids that are taking French included in in those numbers or no because that data is uh um data from our Apple assessment which is the assessment that we we give twice once during fifth grade and once during eighth grade um and it's only for
061Spanish we currently do not give um the Apple assessment for us for our French students and the reason for that is because um they are starting their French Journey during their their seventh grade right whereas our students who started with Spanish they started with their journey in first grade um as I mentioned earlier right language learning takes up to seven years to be able to see a level of proficiency um so it will be too early to to monitor the proficiency growth for French students because all of them will unless they have some background in French all of them will still be at the novice level whereas our students who started with us in first grade and having learning Spanish since then they are going to experience a different level of growth throughout the years
062and we want to make sure that we're monitoring that very closely because it sets them up well when they go to to the high school thanks I just think it's important to recognize that you know we have these conversation regarding flesh and Spanish that that's not the only language offering here in the district and that there are different paths that that kids are on so also may be on a seal by literacy where they've been working on something for eight years you have kids exiting the district have been working on a language for just a couple of years that are run a different track so it's important to recognize that agree thank you thank you anyone else uh Lian want a question um of the eight items that made up the definition number five was
063reducing barriers to access which would seem critical on any program that's going to become more inclusive uh so I'm curious you're going to do a lot of professional development and there's we've now been doing this kind of work in lots of organizations private sector public sector for some time and there is a you know there's a body of evidence as to PD that seems to move the needle that makes a difference it's well received but then other professional development that doesn't make a difference might even aggravate um frankly the the problem so lots of people are thinking through how they do this so I guess one question is is that are you attentive to that uh are you looking at variables and factors feed in to successful PD as opposed to one and then and
064then related to that is uh to get at those barriers or to design the PD that's going to be aligned with the definition is there an intent to do any kind of for lack of a better word audit of where potential if not clear barriers already exist so that when you go into the PD you're saying you know we target this we target that um yeah yeah so at the moment the the identification of the potential PD is still the brainstorming stage um we wanted to make sure that our definition was solid and there was something that we all could get behind and make sure that um we all felt very strongly about and that um that we felt that our teachers and our staff would also um find valuable um um we have not
065identified um a specific professional development topics or um presenters if you will um that could help us deliver that um we're still at the brainstorming stage of what this could look like when we refer to reducing barriers um that phrase is more intended about being being intentional and supporting our families and our students because we know that depending on their background depending on their socio economic status their linguistic diversity um people will experience different type of barriers to access um the things that we offer in our schools simple things such as after school tutoring for example right if I'm a second language learner and I don't feel comfortable going and asking a question to a staff member that only speaks English that is a barrier right um so um being intentional and really uncovering what
066are some of the barriers that our students and our families may experience that we may or may not be aware of um is going to help us identify intentional professional development so that we can help our staff feel comfortable um addressing and supporting our families and our students when they notice that they're um experiencing some sort barrier to access the special ed Department also um is getting ready to send out A needs assessment to all of our families with IEPs um and so that is a it's a great way that we kind of get feedback from our families on what they feel the staff needs to you know learn more about or or you know experience more of so that's definitely something that we take into account and will be part of our discussions as
067we move forward um but I I know exactly what you're saying about sometimes the trainings can be um delivered a little hard and and hard for some people to hear like when you're talking about um discovering your unintentional biases and things like that so definitely not entering into PD lightly knowing you know you know having contacts who have used the people in the past who have had you know positive experiences um you know where you know staff polls and staff surveys that resulted from the professional development were very positive and and they felt they left their feeling invigorated and and inspired you know more than anything so yes knowing that we want to we'll make sure that we do our research on that thank you can I Bob I want to roll into that too
068one of the things that Juan mentioned that um I want to highlight is having an independent audit of the the language program um our programs were created quite a while ago and we know that best practices may have changed um since that time um I would anticipate that an independent audit of the language programs um and dual programming will very likely come with some recommended PD as well um because again the charge to these groups was about you know that developing that sense of belonging um but it was also about closing the achievement Gap and so um I think you know one of the priorities is to make certain that you know within the Contex of the instructional program that everything is what it needs to be done how do we accelerate learning for kids
069so that we can close an achievement Gap but I would anticipate that there will be recommendations um for PD that come out of that okay thank you yes please so I had a good question is your mic on yeah it is um so I know like Dei seems to be like a Hot Topic something you guys are passionate about um but you know you're speaking about you know wanting to diversify your teachers and all of that but you know we just had a superintendent search and you just hired a white male I mean you want to talk about diversifying I mean can you speak to that sure just I'll offer my thoughts on it and any other board member if they'd like to um you know we did a as you know a very very
070comprehensive search well above the norm in terms of the number uh of applicants and then the number of folks that we moved on uh to the first round um and then ultimately into that uh into that final round and we looked for candidates that we felt had um the strongest skills capacities um the experience to be successful here in the district and in our uh in our pool the large pool of applicants uh we did have some diverse candidates and some diverse candidates made it into that first round um um from my perspective um none were as accomplished in their careers uh as Dr McHugh was uh and we certainly don't ever intend to to sacrifice the uh you know the need to have the most skilled and competent people in critical positions uh and
071while we have certainly the intent always and our process really did Drive some diverse candidates which we were pleased when it came down to having to make a very hard choice but the most important choice that the board makes um again I don't want to speak for my colleagues but obviously we were in consensus with our choice Dr McHugh represented the most competent person um and he he did so by a pretty significant um I think deviation and for that reason we appointed Jeff what I will say before you follow can I can I just see if any board members want to offer anything and then you can follow up I do think it's so important to recognize when excuse me when looking at diversity and hiring that we can't just look at a one-off
072hire correct um a superintendent hire is just one of how many staff members here D J roughly 500 yeah 500 so it's a very low percentage that that that one Higher and I think in looking at your presentation that you just had we're looking at um of a diverse higher numbers at approximately what 133% I think is what the number showed um and then looking at a population of what about what are we looking at maybe 25 to 30% diverse is that about right one about that um I think that that that's what that's the goal that we're looking at we talking about looking for to bring staff members to this District that look like the community we can't just look at one hire and say you did a good job you did a bad
073job I think it's important to look at at the hirings across the district to see what what what those hirings represent okay and also to look at who we're bringing in for interviews who's applying because there's lots of metrics to look at in that process again before I go back to Jess for a followup did any other board members want to offer a thought that they want to add or subtract from my thoughts just please what I will say is I appreciate apprciate your answer Jason I think you heard Bob's response I think Bob I really appreciate that cander I think it always should be on skill set and I think that's where it's getting lost you know I think with the whole Dei piece you know it always should be about skill set you
074know it should not be about we want x amount of black we want x amount of Hispanic no it is about your skill set and what you bring to the table and that's that you know yeah sure I mean you know is if a child is going to learn better if you know whether or not it's you know someone that looks like them no it's about whether or not they get a good education and whether or not they connect with that teacher it does not matter on if they look like them or not you know it's about that teacher's skill set and what they bring to that classroom and that impact that they can make on that child you know could you say if a parent if a white family adopts a black child are
075they not going to be good parents because they're not black no that's ridiculous so the same you could say for any teacher that doesn't look like any one of those students it's what they bring to that classroom and so I it is it's the skill set and that should be the practice so I think this whole piece about you know like you know we need to diversify yes obviously you want to bring a mix but this whole like we need to you know bring more bring attract more the fact is Glen Island's not a diverse town it's not so I mean you can call it what you want but it is what it is I don't know whether anybody else just I I app appreciate you're raising those issues it's good conversation to have and
076I don't want to uh I don't want to jump in front of anybody who maybe wanted to respond uh to Jess uh just a couple of just a couple of quick things certainly we don't and you know the whole history of programs like affirmative action for example and now Dei never meant and and never called for um substituting right a kind of FAA diversity for for Quality it always meant competing right it always meant competing for positions um so it was never designed and it never should be um uh and frankly it is actually a kind of soft bigotry to think that you'd have to lower the quality to find people who were more diverse you have to you have to challenge people to rise to the level of whatever position that you're um that
077you're looking to feel so that you know so that's number one so there was never really a contradiction between being diverse but at the same time providing quality um second there there is frankly a lot in people like Libyan Juan can speak to it and Chris better than I but there's a lot of very solid very solid academic research educational research that does suggest that a very powerful factor in determining how students will will perform is having a qualified having a skilled passionate committed teacher in front of them that they can strongly relate to and when that research really drills down it does look at things like language and culture and race nationality so so that is relevant it's it's not irrelevant and just and just the you know the the the last piece here
078uh it it is I know it's incumbent on us to do this intentionally to be conscious of what we're doing to make sure if there are barriers that are irrelevant they're not relevant to allowing people to compete same issue that women have had for years and asked if you just you know if you base a decision based on relevant criteria as opposed to what might be irrelevant criteria then women would break through barriers into occupations so this isn't about looking for people who are less qualified this is about looking at only relevant criteria and making sure that things that aren't relevant so that you're not being dragged down because of some set of conditions that make it hard for you to be here or for a student to be successful here I think that's what
079the goal should be in this work uh and it should never I mean you and I are on the same page and that it should never lead to people right who are not qualified to do the job and I appreciate you letting me Dr respond oh yeah please want a good conversation yeah so um I appreciate your your thought about the research behind um students or anybody for that matter feeling um represented and I think that um one of the pieces that we included in our definition and it was very intentional um is in supporting our students to feel represented um with the teachers that they work with speaking from personal experience I am a brown immigrant I learn English as a 15-year-old um and I still struggle in some social settings when I am
080the only one who is brown or is a English Learner in my opinion even the most important reason to engage in this work is to help those students who whether perceive or real can find themselves to fit in um I have staff members ask me recently with um our influence on newcomers and they asked what is the best thing that we can do for them what is the best resource that we can share with them to help them be successful and my answer has always been the same we are about education we need to educate them we need to guide them in the right direction so that they themselves can feel Empower and be able to pursue a career such as teaching doctors lawyers all kinds of professional careers that have limited representation of brown
081um and black minority people when we value that and we make that a priority and we make sure that little things such as encouraging representation could change the life trajectory of people like myself who pursue a career in education um and could the more that they are the better chances we'll have in not just for us but for any school district to fulfill those positions with minority people okay anyone else I'm sorry Kurt please um the uh oh Kurt can you pull the mic over just so that you know we got you close to you anyway the um I I would agree that we should always select the most qualified people as I sat here what I was hearing and I could be wrong correct me if I am but when these two were talking
082uh my son Kent is in education studying to be a teacher like his mom and his sister and I heard he's going to be at a disant because we heard that we put an emphasis on trying to hire minority teachers so that that doesn't go along with what you just said um and I'm okay with letting all applicants come it should always be about taking the best applicant I completely disagree about I I agree with Jess it doesn't matter about the color I mean my wife teaches in the district she gets uh a cluster of BR kids every year and she absolutely relates to them every year in fact the parent group asks to have them so that's just alone you know it's insulting really um it kind of upsets me because to say that
083to act a white teacher that you can't relate to somebody or if you're a black teacher you can't um that's insulting so we shouldn't even say that kind of stuff but so that's what I heard so correct me if I'm wrong but I heard somebody saying this lady here telling Mr Bruno that boy he really tried to do a you know he tried to get as many applicants as he could because we got to get more people of color teaching our kids that's what I heard which to me then says that my son who's white is going to be excluded from that process so I think it's about the active recuit the active recruitment process let me let me finish we all have a story I could tell you a story and I'm not going
084to go into it about I was discriminated under a numbers game when I came out of college it's an absolute fact we all have stories they should all be eliminated everybody should be qualified on what they can produce and what they can what what they can do we should get rid of this color conversation it really upsets me we need rid of this stuff and start moving forward Kurt thank you really well you said uh ju liby and David I don't know whether you want to comment but why liby why don't I give you the final word on it no I was more just talking about the efforts in the recruitment process to bring in more applicants doesn't necessarily mean more hiring um I think we found wonderful candidates this year of color and of
085cultural diversity and like I said they're an all different roles special education teachers par Educators related service Personnel um teachers and I think the goal it's just it's like when you're in a high school and they go out and actively see kids that wouldn't necessarily otherwise maybe be recommended for an AP class because they don't have a a test on the a score on the the one benchmark test when we come to find out that the test is UN inen Ally biased against them so we can look at other factors and pull kids into those classes who otherwise wouldn't you know have gone there I think it's just about the recruiting process and about bringing in the best candidates okay thank you yeah I mean I'm sure okay I just make sure that you make
086that clear so it's not that's this is the kind of stuff it's nonsense we need to get rid of it stop talking about color start talking about teaching kids making sure that the best the best charts were the scores making sure that the kids are meeting what they're supposed to meet and that means good teaching and good quality uh knock dly dly noted Kurt thank you all right yes Helen please so one question had is is there because I could have missed this is there an actual do we have a position in District 41 where there is a Dei expert um that is in charge of all of this or do we just have the sub committee subcommittee I'm not sure what it's called if you're referring to having an administrator who addresses Dei such
087as other districts have we do not have that position in staff we address the EI as a team through our safe and inclusive Co areer team is that something that like it has been considered or would possibly come in the future or something like that can I Helen would you mind I I don't you know there's a lot of um unknowns with the new superintendent coming in so he's going to certainly be doing his own assessment this work is is is unfolding um larger school districts unit school districts um more often we'll have a designated person in that spot Le based on what I understand are not so common in elementary school districts uh that said that said Helen uh all of this is designed to achieve the outcome that every kid has barriers removed
088and is able to Aspire to be the best best that they can be and will in fact perform well and will be socially U happy satisfied and have that sense of belonging that's the goal if that if the gaps that we see in our district aren't getting smaller if we're not making change uh and I certainly you know can't predict what school boards going forward will necessarily want to do but I would think they would have to look at other means and and that is something that we would I would expect the board to have a conversation with with the superintendent and with the district leadership personally uh I do see some value to people who have a particular expertise in an area uh and if that proves to be an option that hasn't been
089tried it should be at least examined and looked at so I wouldn't say that anything's off the table of course I I can't obligate future boards and I don't know what Dr mchu uh's thinking will be on that when he when he's here that that does bring me to my next question or sort of because if we since we don't have a formal position I would assume that there maybe could also be an option where you just consult or contact someone who's an actual expert um and kind of what you mentioned about the achievement Gap we've kind of had it for and when I go back through like the um archives it's mentioned you know all the way back to like 2015 and some of the things mentioned that in previous you know a decade
090ago that they were doing to try and remedy that I don't think any actual person that has studied and is an expert in that field would ever have agreed to so it just seems like it would be a good opportunity since you have created this committee that at least Consulting with actual experts might um be beneficial to see if you someone that is actual experience in closing achievement gaps especially when they're specifically related to you know most of the children being on that other side being minorities um and English is second language Learners um it seems like that should have been maybe an idea someone came up with a long time ago um but it's good that maybe that could potentially be considered but second to that I was wondering for like a little bit
091more explanation on because we talked a lot about um foreign language students but I'm assuming the diversity Equity inclusion process includes special needs students uh minority children where English is their only language um Etc and I know you know you mentioned that you're still brainstorming but is it is there anything kind of more specific examples of what because that's such like all together such an expansive group how a committee would tackle you know all the things in your definition as they apply to all of those groups of children good questions please respond to Helen so a couple of things um to address your first question um yes um there's opportunities to bring outside experts in fact that is one of the areas as Dr uh K mentioned that we would like to do for our
092dual language and ESO program programming um to bring an unbias opinion of what are some of the Improvement opportunities that we could have um so we're already thinking about that the second thing um yes the data did Focus um on English Learners and language learners but if you look at our definition we made an emphasis to make sure that we include all students um because it's everybody not just those students um as we continue to unpack our action steps one of the things that we may consider is looking at other data sources that could help us um monitor our action steps um that is also inclusive of other um subgroups such as students with disabilities and such I think you know I think to answer your question also that yes I mean in looking at
093the different components of our definition when we start brainstorming those professional development ideas um you know topics like neurodiversity training um for our staff um inclusion practices the the art of differentiating and Scaffolding to meet different needs in the classroom so those types of things would definitely be a part of potential professional development trainings and then just one last thing um which because you're still in a brainstorming phase this is just like some topics that maybe you guys might want to consider but um when you're when you're identifying children that already like exist in these Pockets so like you said you were going to um there was some overlap between IEP students and we have the ESL students but there is I in my personal experience I've noticed that there are groups of children so
094this would be a barrier to entry where because of the way we currently accumulate data like children get like missed so children that should be able to have access to intervention because of certain circumstances don't have access in the way our system is currently constructed so I think it's obviously you're going to have to look at the current data we collect but also considering are there other types of Assessments you can bring in because the current assessments we use might like you said be biased towards looking for certain information that doesn't fully capture the whole picture and leaves some pockets of children without access to the services they need and then you wouldn't know about that because it's like oh we you know we're talking IEP students but what about the children that couldn't get
095the IEP that are in that like no man's land um and then in terms of another thing that could be possibly added to your brainstorming there are um you know some and I'm not saying you're doing this but there are some things you hear about when it comes to you know Dei efforts that are very surface level um you know obviously it's always good to have a diverse library and like things like that but they don't talk about looking into real like Dee rooted systemic issues so I think someone mentioned something about doing some type of audit um but I would hope that you're like looking deeper into for example the literacy curriculum we've used for the last decade is currently a civil rights issue that has caused disproportionate harm to black and brown children
096those types of things being evaluated so they don't occur again or that whatever harm has occurred is then remediated appropriate and you know fighting for those types of issues I don't think people necessarily agree with me on that but nationally people agree on that so I was just hoping that as part of your efforts it kind of goes like you know all the way to the ground floor about what have we done for a long time that we think is a good idea but it turns out is actually causing problems for at least certain groups of people thank you Helen thank you very much all right well with that then I want to first of all thank the both go area teams uh thanks for the report thanks for the uh the back and forth
097let me now turn to uh public participation um members of the public who wish to address the board should sign in with Mrs Mo the board recording secretary speakers are asked to maintain respectful deorum and please limit their comments to 3 minutes or less with about 30 seconds to go on your comments I will politely ask you to wrap up uh your comments Mrs mooch do you have anyone wishing to make public comment please Helen Baki Helen please uh and Helen is coming here to the podium right here Helen okay so I didn't want to have to talk about this tonight because I feel like at this point I'm a broken record um and you're sick of hearing about it but you know as per usual No one's responding to the questions I'm asking so
098I have to say it in public comment even though you can't respond here either um so I sent an email or I sent many emails but I sent an email back in November of last year asking very like explicit questions the response to my email was not answering those questions but to send me essentially like a non-legal version of a cease and assist letter um to say like we're basically not going to talk to you about this anymore we're terminating communication so then I sent an or I've sent email saying I don't like I need more information about what you're referring to and like what the scope of it is how long it lasts etc etc and you have still refused to answer even though like pretty basic questions so I guess I'm just going
099to ask them here so that you know it's like public record there's like a witness to it um I've asked what is the I don't even know if this is an order um what is the expert okay I don't know I can't tell that if you feel like because you said your ter in communication you also cannot answer the questions about the letter itself so I can understand what it means more clarification on it um I asked why they're you're allowed to include things in the letter that didn't happen or are not true um and who does the letter apply to since only the signat the only signatures on it are uh Dr K and Dr Bruno no one else um but other members of the board are saying that they can't reply to me
100because of that letter um even if it doesn't seem to meet the scope because it said it was only in reference to Broad literacy issues so I've asked more specific questions that are not Broad and they're unable to be answered to what is the expiration date of this letter since Dr K is retiring but Dr Bruno is not retiring is this letter in perpetuity is that even legal what policies or um procedures even allowed this creation of this email to occur I've asked if anyone else in the community has ever received one so far I've been told no one has which is you know I have I have some ideas that possibly go against diversity Equity inclusion for why I'd be the only one receiving one um how does that apply to future board members
101um only 30 seconds um and what what parameters have the other board members been given about the scope of the letter and what it covers it doesn't sound like possibly everyone agrees or you just haven't communicated that to me the specifics of it but you know it's not going to it's not going to clear up any confusion if you just refuse to answer um I also asked Dr Bruno to give me a copy of the speech he directed at me at the board the last board meeting and you so far have refused to do so even though um I'm positive that most of the things said in there were not accurate so I would like if you could send that to me since I know you have a you know written document of it I'm
102ask you to I also just want to clarify this is the last thing I'm saying but since you won't respond to my email I have no other choice but to do this um I from what I can remember from what you said you said I sent 100 plus emails and caused like thousands and thousands of man hours but when I went back and counted how many I've sent over 2 years I only got up to 50 some of them just saying like oh just follow up on this Etc I'm ask so I would like to you to issue a retraction for the basically the lies that you told in public and I would also like that initial letter amended for the lies that were included that letter two meetings in a row I'm going to
103ask you to stop please Helen stop now like I said if we could have a conversation where you actually replied and gave me the answers I asked for then I wouldn't have to go over three minutes but this is the only absolutely does you disrespected me I'm going to ask you I would call this a minor disrespect if nothing else but I just wanted to finish my sentence let's take I can only assume your everyone back the board's back in session um all right I just want to uh announce that we have the following upcoming meetings we have our regular board meeting March 18th Monday April 15th regular board meeting and then we have the board special Workshop meeting professional develop on April 25th and then uh the May 6 final Committee of the whole
104meeting and before I Look to adjourn the close session I did want to announce uh I did want to take a moment uh to uh wish and celebrate that our own Dr kasowski is celebrating a birthday today and we wanted to wish her and embarrass her just a little bit happy birthday Dr K thank you nice that you Spencer birthday with [Music] us okay all right may I have a motion to adjourn the close session to discuss section 2c1 the appointment employment compensation discipline performance or dismissal of specific employees and section 2c2 Collective negotiating matters between the school board and its employees or their representative or deliberations concerning salary schedules for one or more classes of employees second any discussion roll call Mrs Mo Mr eses yes Mrs butterer Mrs Hill yes Mrs Sayad yes
105Mr lobach yes Dr micho yes Dr Bruno yes the board will not be taking action when we come out a Clos session uh and our open session meeting is now adjourned thank you very much that