Committee of the Whole - November 7, 2022

001there's a microphone here I don't need this one there's a microphone up there ready then November 7 2022 Committee of the whole board meeting will now come to order Mr loebuck will you lead us in the Pledge of Allegiance please to the flag of the United States of America and to the Republic for which it stands one nation under God indivisible with liberty and justice forever Mrs Mo roll call please miss Bernstein Miss bradfeldt Mrs buttermer here Mr Estes here here Dr Martelli here Dr Bruno here thank you very much okay we're going to turn it over to superintendent Melissa kaskowski to talk about and facilitate a presentation on the Strategic Plan update Melissa foreign to our strategic plan um this is the first of many cow meetings that will happen over the five years

002of this plan before we get started I just want to remind everybody that this is the first um first time that this group and this process has worked so when we get to some of the reports and introduce some of our subcommittee people they're going to talk about their first meeting but understand that their their meeting was really more organizational in nature but we will do some updates so bear with us as I said this is the first time that we're going through this process okay Andrew you can move it forward okay so just a reminder that in the Strategic plan um we have the formation of a three-tiered accountability system that consists of goal area teams so if you remember the goal area teams drafted the action plan steps those goal area teams then

003feed information to the four subcommittees you can see those subcommittees reflected here so they are the student services subcommittee the language programs subcommittee equity subcommittee and then the community advisory and then finally they roll information up which as I said we're doing this the first time tonight to the board committee Andrew you could go ahead all right so how does this process work again the goal area teams participated in the Strategic plan process they developed the action plan steps and they prepare a summary you'll see as we start to go through this that there's a common summary template that the goal area teams use to talk about their action plan steps any data that they're looking at in that period of time and then they roll all of those to Mrs Mulk who then sends

004them off to the subcommittees so these subcommittees were formed in response to our strategic plan they view the updates from the goal area teams and each subcommittee has a purpose that we'll talk about quickly when we get to those pieces and then the board Dei committee the board committee receives the update and the purpose is to digest the info as part of their process for monitoring the work of the district um just how this works in the bigger framework there are three times um a year there's an update done by the goal area teams and subcommittees and then I as part of my evaluation process will do a larger scale summary that's part of my evaluation that I um review and roll up to the board so why did we get here again this process

005will enable us to report out on our progress related to the action plan steps and the work of our subcommittees in a way that allows everybody to be aware of the work the needs and the priorities of the other committees think of this as a mechanism so that all of the arrows are pointed in the right direction prior to this plan and this structure most of the Committees worked in isolation from one another this is important step to make sure that we're all working in the same direction because we all share common resources and we all fall now with this plan all of our work falls under the Strategic plan so just as a refresh our strategic plan process what started out with the board's charge way back when when the board was working with

006Dr Mark Van clay and the board's charge was to create a strategic plan that reflects their commitment to diversity equity and inclusion that's just a refresh of where our process started for those of us just joining us keep in mind that we did pause our strategic plan process during the pandemic and then we picked it up again um and and that's what's led us here today and this is our first reporting period so what is our research or our anger for our Dei work we know that many Dei initiatives fail because they're well intentioned but ill-informed they're divisive and they lack Clarity so as we may hear from our community engagement subcommittee one of the conversations that came up there is the importance of defining what this means to us what will guide our work

007um under that umbrella of Dei in this District so a few weeks ago I had the privilege of attending a presentation it was sponsored by several League of Women Voters groups and they had Dr Terry Wu present on the Neuroscience of leadership but it was also on the science of the thinking around us versus them and it was he gave a wonderful presentation on how our brains perceive differences and similarities and really talked about why many diversity and Equity initiatives fail and it has to because they they don't use what we know about how our brain processes information according to Dr Wu many initiate Dei initiatives failed because they do not take into account what we know about how our brain activates in response to similarities and differences um Dr Wu what struck me most

008about his presentation was the work should emphasize the importance of fostering a sense of belonging and highlighting similarities between people rather than differences so how can we use the work of Dr Wu to bring people together and how can we Foster a sense of belonging and common commitment in District 41. so what I took away from Dr Wu's presentation was really that there are ways to work smarter and not harder how do we build our communities up instead of creating Division and separation how do we see everybody who feeds into District 41 is us and not them and how do we create a shared commitment to Dei in District 41. if the board is in agreement we have an opportunity to bring whether it's in person or virtually Dr Wu to District 41 and he

009can talk more there were so many takeaways and I know other people in this room were at his presentation but so many takeaways that apply to schools in the in their work and practices on this so that is an opportunity that we have board to bring Dr Wu here so as we move into goal area teams in this initial piece I'm going to walk through the summary forms that I mentioned earlier and then we will move into the um the subcommittee so Andrew if you want to click into growth focused learning there are some things that I'll highlight so again you'll see in this comment summary template that was used currently Dr Webster and I are the growth focused learning get in our strategic plan process this bubbled up as we needed to really differentiate

010this and and separate this out in the action plan steps and we did that in response to feedback um so you will see commonalities as we move through these forms go ahead and scroll down Andrew um so questions that we wanted the goal area teams to ask themselves as they met was what do we want people to know and be able to do these are the action plan steps and for subcommittees this will be um and what they will talk about is their purpose statement components how does this directly impact students how will we know we are making progress and what will we do if we're not making progress so I'm going to highlight some of the action plan steps for the growth focused learning one is to investigate and adopt a data dashboard this

011would be a public facing data dashboard we are currently our internal dashboard is through a system called Edge a climber um we're leaning towards this because it's something that we're already using internally with our staff members but we can build this out to have a public-facing dashboard um part of our action plan step is to weigh other options this is a strong front runner because it is something that we're already using um and we'll make that decision we're currently doing more in-depth edu climber training and doing a train the trainer model in the district it's a it's an underutilized resource that we have um the next action plan step is to invest in mtss professional development with Ellie Hearn so that we systematize our mtss process across all of our schools for academic and SEL

012Behavior we have secured Ali for this year to focus on MTS processes we're starting with functional Behavior Analysis and behavior intervention plans that bubbled up as a priority from our staff and she is starting that train has started that training already with our clinicians All Dates have been secured so we will work through that next year and make a determination does that need to go on after that have we built our capacity enough that we don't need to work with Ali anymore um establish clear professional development needs and implementation standards for mtss across the district for 23 24 we will evaluate our progress with Ali and identify our PD and training needs for the upcoming school year around December our commitment through the continuous Improvement teams which includes District administration building Administration and representatives from

013their billing leadership team is that they will CIT will evaluate our PD from this year our teachers do feedback forms and evaluation forms and we'll have input into designing and scheduling our PD and training needs for next year investigate and provide professional development on individual student goal setting within NWA map for math and reading this is a large topic we can also utilize edge of climber for this so we're currently looking at what would be the best entry point for us to get into individual student goal setting and that's not goals related to IEPs that would be individualized goal setting for all kids in the district related to reading and math investigate an algebra for all model we will be gathering the research and summarizing it later in the year this is also coming after

014conversation um that Dr Webster will have through the DuPage curriculum Council and also with our feeder districts other feeder districts into glenbard principals will participate in coaching for leaders cohort the cohort started for their first two days on 9 15 and 9 16. and this is to build their capacity to have high quality coaching conversations with staff um principal submitted a reflection to me following their initial two days and we're using that as part of their evaluation process or what are their takeaways and how will they actually use what they learn with their staff principals will Implement high impact Improvement strategies from coaching for leaders again this just started in September and so our coaches will be working through that this year establish a curriculum review process Dr Webster talked about that at a prior

015meeting but that is in process of being developed she may want to talk about that a little bit more in a bit um established summer school needs for 23. that is a TBD we will have to look at our data and make some decisions about what we need to offer the last two summers participation in the summer programs was really not um not we had about 50 percent participation in terms of people accepting the invitation to attend and then attendance was impacted by summer vacations and travel so we really have to look at um what is the best way that we can support the right kids this summer um we will also have some work being done so that that will have to be coordinated because some of our buildings will not be able to

016have programs there this summer um investigate high dosage tutoring model and make recommendations um we're looking to structure this as one possible tier three support for academics um similar to how we're utilizing Chestnut as a tier three for SEL and mental health issues develop and Implement an entry plan for our assistant superintendent of TLA Dr Webster he has an entry plan as you know our new cabinet members shared an update on their entry plan at the last board meeting they do all have entry plans so those are ongoing develop and okay I'm not going to go through that for everybody let's just say that all of our cabinet members that are new um and um Laurel because she moved into a newly configured position have entry plans that they are in the process of implementing

017um so TBD again the next item is um based on the results of the referendum but it would be planning for full day kindergarten and TBD would be expanding planning for expanding Pre-K and then a review of the current d-41 committees for alignment to this new committee structure throughout this year we're going to be looking at all of the Committees that are up and running in the district and whether there are aligned whether it's time for any of them to Sunset or whether there's any need for new committees um again on this you'll notice this in everybody's template that they um have an opportunity to list all the data that they will be looking at and sharing throughout the course of this year um Dr Webster is going to talk in a minute about um

018some data that she has that she would like to talk through but these are the pieces of data that we will be reporting on in the course of this year um this is just um some timing in terms of how this process works so we have pieced this out so that our goal area teams know when they have to meet to do their trimester One update um because then as I said the goal area teams meet and they feed their review to the subcommittees and then the subcommittees feed up to to this committee here so this Maps out um the rest of how this will work for the year again that optional four is where I will do that as part of my evaluation with the board are righty so that is a quick review

019of the action plan steps and what goal focused learning is up to um Chris do you want to talk through the fall data so for tonight I just wanted to bring out just a real quick broad overview snapshot just to kind of more or less give you an example of a type of data we'll be sharing going forward and to and this is current data so this is our fall District map data for reading I have it for reading in for Math and so actually this one chart gives us a lot of different information so those are eshar grade levels starting from the left to the right kindergarten through eighth grade each of those color bands represents where the the um the amount the percentage of kids that fall within those bands um and there's

020five different levels so red is are our students are scoring substantially Below in reading and then um the yellow is um slightly we have moderately below slightly below about average slightly above average moderately above average and substantially the line that you see going across the top is the average score so each one of those bars for each grade level shows you how many what percentage of students are in each of those ranges for each grade level and the trend line bar across the top really shows the averages across the district and with that biograph what the line shows is you whenever you have a line you want to see an upward Trend so as students are exposed to more instruction in Glen Ellen you can see their average also shows growth and continues that you

021see that their average score goes from in kindergarten in the fall starts at the slightly above and by the time they get to eighth grade they're in the substantially above so that's a good trajectory that's what you want to see um so that that part is a celebration we have large portions of our students that are in the from the slightly above to the uh substantially above the other area that I'm focusing on as well are the students that are in the areas red particularly um the students that are substantially below um and closing that so that we have um ideally um what we would like to see is have our kids in the about average and above range in a perfect world so I will be focusing on those red bands as well celebrating

022our successes but then getting as many kids as we can to follow that upward trend um the data that's our reading day this is our map our math data from the fall you'll see a similar Trend you'll see that as the students are exposed to instruction in d41 their average gets higher which is good that means that we're having an impact and again you'll see it's saying the same bands celebrating our upward Trend and our success and those very high bands that having that many students in the substantially above is really quite commendable um I mean that is a definite celebration but we want to make sure that all students are experiencing that same type of growth and so while we celebrate that and we will continue to celebrate that and continue to maintain that

023growth going forward we also want to make sure that our students that are not quite at those levels yet or are substantially below that those areas continue to shrink in our areas of green and blue continue to grow so that is where we're at currently both our celebrations and our areas for growth board any questions before we move in so Dr Webster I can't help myself the far left column here kindergarten yes we're about 50 percentile correct yeah it's showing up well it says moderately above no that's 50 of students that's the percentage of students the blue is moderately above that light blue is the 70 78th percentile I see so the vertical axis is the percentage of students at each of those right so that that's how that breaks down so that light blue

024is actually moderately above between the 70th and I I believe it says 78th either said my old eyes can't tell if it's 78 or 76. my question don't worry about it moot question all right thank you though absolutely you're very welcome I just have a comment sure I want to thank you for the detail that's in this map I love how we're getting more information it seems like uh in the in knowing the slightly below moderately below substantially below getting those flavors I feel like this is more than I've seen before and I appreciate being able to see that level of detail so thank you you're welcome and that is again that's what I said our Focus also is obviously celebrating our successes and keeping that Trend going forward but keeping all of those bands

025in mind because we want that for all of our students regardless of where they're currently falling we want to see that upward Trend yeah you created these in edu climber correct I did I created the I pulled this map data from edgeclimber correct okay yeah so later when we get IR data are you able to get more granular then I can I can I can the um the data will be I can be uploaded into Edge climber and I can I can manipulate in that minute when I say manipulate I don't mean manipulate sounds strange manipulate doesn't mean I I turn it into something I change it manipulate it means um and in statistical speak manipulating the data is the term that you use when you are um running reports doing the statistics running the

026algorithms yeah yeah results we get from IR kind of a blunt tool they don't tell it to touch so well actually the school report card does have quite a bit of information that I can we can walk through at some point too but yes Chris could you talk about where our interventions are targeted um you know for tier one two and three yes so um in the mtss model um the middle 50th percentile is pretty much considered average so typically between the 25th and 7th 75th percentile is your average range as you get to the lower end of that average range or the higher end of that average range you'll start to see some more tier one interventions to provide scaffolding and or enrichment right and then as you get to the the darker colors

027of red or the darker yellow that's when you'll see some more significant tier two and tier three interventions and that's where we focus and when you see all those kids with the bright blue um one of the things I'm working on as well is obviously we have aec that meets the needs of those kids but how do we have a full Continuum of mtss for both ends um that meat that scaffold the meet the need the needs of kids across so our current interventions for students who need scaffolding would be focusing on the red and the yellow and depending on um where they were at the level of intervention would match their need obviously our students that are performing substantially below will need more significant intervention than our students that are moderately or slightly below

028so we would tailor it to meet their needs I have another question yeah yeah so one of the things that you said was that um the more time kids spend in our district she's the more they go up and I've heard maybe anecdotally before that you know it kind of takes a person about three years in our district before you can kind of see the full impact of our effect so um I guess would it make sense and maybe it doesn't to look at the data and pulling out kids who have been here for less than three years just to sort of get like a true picture of our impact and kind of looking at those differences I don't know if it would be useful we could do that yeah and it would depend I

029mean the mobility rate is low enough that we don't have a huge amount of Mobility um yes we could compare our new students our incoming students to our kids actually a really good way to do that is to look at students at the end of Fifth and eighth grade and kind of measure their trajectory for those kids that have been in our district the entire time but I think it's also important to measure the impact we're having on kids that move in right and if they're needing additional assistance are we providing the intervention so it ideally when we're looking at this map I I'm like totally obsessed with that line that goes up I love it because like stats is my thing so but what I'm what I'm wanting to see is that exact line

030going the opposite direction at the bottom right and so um so that when we see our yellow and our students performing in the yellow and red area I would like to see a a corresponding line going the opposite direction I didn't have the ability to do that on this one but just eyeballing it you can tell that it's it's a pretty flat line right now so that's the area we'll be focusing on is continuing the upward Trend at the top continuing that upward momentum for our students um and at the same time having the at the lower end having that line go down which will also impact the line going up so yeah they're related right right right but I like how you talk about you know you want to make sure that we're serving

031kids who come into our district well but yes but I think you get a clearer picture if you look at their data a little bit separately to tell that story right and it's slightly different I mean this is sort of the average of those two types of students and it's still really really strong yes yeah yeah so yes I can do that if you're interested in that I can I can run that data do you think it would be useful yeah I'd be curious Chris are we going to look at growth also from Fall to Spring yes so that is my big my focus is um I have a dual focus when I look at our achievement data it's both achievement and growth um are we our kids a lot of our students come to

032us as high Achievers and are we kind of adding value to the learning right so are we continuing that growth a line like this shows that at least over the grade levels we are across time across the grade levels this would suggest that um but I am very interested in the growth data for um both are typically in high achieving students but even more so I'm looking at our growth data for our students who are not yet at the levels we would want them to be so to make sure that the interventions that we're doing are working to start closing those gaps when we do that we look at it from Fall to Spring yes okay stay tuned more to come we're trying to check oh sorry track our progression on this but I'm trying

033to figure out like is there a goal is there something we're trying to reach is there a percentage we're looking to reach are we going to look more closely at the students that are below and how they're achieving and the growth I was going to ask about the growth like Dr Telly just ask so those are just the things I'm thinking at like the details that you shared before shows the actions that you're going to take but we haven't really seen much about what we're going to be measuring how we're going to know if we're going to be successful so just curious about that and to be completely candid with you as I Orient myself to our data my goal actually would be to write a smart goal right so I which is what it

034sounds like you're asking this is our current level of performance this is our Target whether you know a couple year Target and then working backwards and this is how we'll know if we're successful with those benchmarks that you're looking at this day data helps ground Us in where we are so that we have a clear picture so that we can then write those those goals of where we're trying to go both honestly because I'm new to the district I wanted to take the time to really immerse myself to have a deep understanding of where we are before suggesting those types of goals for my department but in addition to that even outside of the fact that I'm I'm new to the district I wanted to make sure that regardless of how long anybody's been here

035the data is going to look different because of covid and the impact of that and then trying to determine what was our trajectory before how do we manage that so yes a smart goal is important so that you know where you're trying to go and you have a way to measure and can report out and it's also part of administrator evaluation so principals have student growth as part of their system and they are picking different intervention groups to use as part of their student growth so I've asked them this year to work with Dr Webster and Mr Suarez to hone in on the groups that we see our most um that we're most concerned about and that's what they're tracking for their student growth absolutely can you can you clarify who is involved in the

036goal setting process you mentioned um some administrative pieces but like are there other bodies involved in that coming up with those so for principles it would be me um and they've been asked to use Dr Webster and Mr Suarez as resource to help them um interpret the data correctly as a starting point and talk about some um you know if if they're one of their groups that they're picking to focus on is within a language learner program that they set something with Mr Suarez's input to know that they're not way overshooting or under shooting what what their goals are so that's part of their evaluation um have we I mean I know the data a lot and we know that there's certain groups that are underperforming we know that the groups are low income Hispanics

037and blacks which is a representation we lack in this room constantly um over and over again every time we have a board meeting uh I know that everybody's getting the same type of education yet we have groups that are unperforming I know we're trying to do more concentrated teaching but how is that keeping their conditions and their situations and their Heritage and their background affecting how they're you know able to progress and get that Trend up upward more targeted you know what I mean to right well I think first and foremost it's really about digging in to what the academic deficits are to make sure that our interventions actually match um and are intended to be used for um what the deficit is so one of the first steps that Dr Webster is looking at

038this year is really is what's the quality of the intervention and are the interventions really matched to the students needs and go from there so that we can start to get their growth and you know it's about when you layer on intense intervention you should also see accelerated growth so just the growth that everybody else is making is not the outcome of an intervention you should be seeing accelerated growth we're also layering just and also to answer that as well a little bit deeper we're also in addition to looking at the academics first and foremost that's very important we're also looking at attendance and attendance and discipline referral data for those students as well to see if we can identify Trends in attendance and in discipline referrals to see if any there's any impact of

039those also looking at male versus female do we see a difference in those types of referrals or those areas where that just gives us more information so that we can provide interventions that more closely match I think and looking at basic needs we we talk often and thank our partners that work with us but it's making sure that kids have their basic needs met um at home and so while the district can't do all of that we do have partner organizations um who can step in so looking Beyond just what the skill deficit is but what other things might we need to layer support on for a student because if your basic needs aren't met you can have all the intervention in the world and it's it's not going to be as effective so um

040when the situation calls for we need to to look bigger than just academic intervention and to add to that I know the PSAT was you know something we had talked about um a lot of students um you know had mentioned that they couldn't make it because they didn't have rides in that or those things that we're considering to like give those opportunities again because I know it's like a one-time done thing but I mean we still have the rest of the year and a lot of eighth graders that haven't you know might have not been able to take the PSATs for whatever reasons um to like offer that again you know is that something we're thinking about for things like PSATs and other opportunities well I know that we had an opportunity to speak about

041this and you spoke about with Mr Dively as well as far as um the students that were unable I'm not sure of the number I don't know that I received the number I know you said several but I'm not exactly sure how many several are um but yes um as we spoke about before we are working with I'm working with Mr Dively and I believe you had I believe I think you had an opportunity to speak with him as well about some options that we could have going forward as far as another testing date this year um that I'm not aware of that but I can also talk to Mr Dively about that as well all right well and Chris would you explain that it's not required and we have data that can be used

042for placement at glenbard so um even if somebody didn't take it um yes so the PSAT is a mandated State assessment in 9th and 10th grade with the SAT being mandated in 11th grade so 8th graders are not required to take the PSAT um some it's option and optional assessment that's taken place on Saturdays that one Saturday I believe in October um Glenn Bard West can use that data to help determine where to place students particularly in math when they go to the for their freshman year of high school however we have about currently about 86 percent of our students that take the PSAT in addition to that they also the counselors come meet with our school and with Hadley and they look at every single student individually and they look at their longitudinal data

043so that any student that demonstrates a need for a different type of placement whether it's scaffolding for to help meet standards or scaffolding to extend the PSAT is only one tool that's used and actually one of the advantages of using the map data in addition and the longitudinal data is that as many of you know those of you have taken the SAT the PSAT especially if you're not a person who tests well that can be a rough assessment and to have even if you are can perform higher if you're nervous if if you're tired if you're hungry if you don't feel good that day it may not be reflective of your true ability I always feel nervous about using a singular point of data to make decisions as large as placement and high school math

044or length or in language so I honestly actually prefer the method of looking at the longitudinal data to make those decisions so that and that does happen so it is not dependent solely on the PSAT is that what you were yeah yeah all right Andrew if you want to go into the safe and inclusive environments all right so you'll see a lot of similarities um this goal area team is facilitated by Laurel O'Brien and Mr Suarez um okay you can scroll keep scrolling down okay so um just I won't spend as much time on these but I'll give you a quick update on what's going on um so you know one of their action steps was to create an equity subcommittee under the district's Dei committee to investigate Monitor and update the district online resources

045for safe and inclusive environments um they have at their at their meetings scheduled the meeting dates of October 18th February 22nd and May 23rd you'll see a list of participants there um Laurel or Juan is there anything that you want to add about your um action steps uh yes thank you um so the safe and inclusive committee met for about an hour and a half and the meeting was really intended to help clarify the purpose of the strategic planning and how the different information is being shared between the different layers of the subcommittees um one of the things that we did in that meeting is to open the conversation with the different committee members to ask questions and to allow the teams to um gain further Clarity into what these action steps mean and how

046they could be accomplished in the future um some of the takeaway takeaways um from that meeting is really um empowering the team finding ways between Laurel and I to empower the team to figure out how we fit in as a team within the broader structure of the Strategic plan and also to serve as a checks and balance committee that can offer feedback to the other subcommittees that function under the safe and inclusive environment um Laurel I don't know if you want to add anything okay go ahead and scroll down a tiny bit Andrew um so one of their steps um in collaboration with the equity subcommittee work to Define um d41 Dei um with respect to Prior work in the area of special education and d41 inclusionary principles Beyond special education and to align to

047the attributes identified in the Danielson framework so Laurel do you want to comment a little bit on this one yes thank you so um this uh refers to the original special education strategic plan work that was done uh with regards to developing those inclusionary principles and then um again under that umbrella of the broader scope of the um current strategic plan for the whole District working with the student services subcommittee which heads up that piece from that prior work and then the equity subcommittee which Dr Webster is heading up to really look at how those um inclusionary principles are being applied and expanded for all of our different student groups um we will be reflecting on work that the board has been doing in terms of Dei and making sure that we can address needs

048across all of the different uh subgroups of students in our population okay um do you want to comment a little bit or one on the Danielson framework where this fell in your conversation sure thank you that is um thank you I appreciate you bringing that to my attention because that is something that we will be focusing on in our next subcommittee meetings where we will be looking at a crosswalk with the Danielson framework we want to make sure that we are addressing the way that our professionals operate in terms of helping to improve their own professional development and work to meet student needs as particularly in those student groups that Dr Webster was referring to in the data earlier who are below or substantially below Okay so for people who aren't familiar with Danielson it

049is a framework that we use that many districts use for Teacher evaluation purposes so aligning this with how we look at teacher practices and teacher evaluation all right keep scrolling down Laurel talked a little bit about the subcommittee and we'll get more into some committee later keep going okay so establish the purpose for the student services that was one of their action plan steps um again this has to do with the inclusionary principles multi-tiered system of supports um or as everybody else knows it our system for interventions the evaluation process for Section 504 and IEPs so again that's something that the subcommittee will be looking at um keep scrolling okay alrighty and then you just see the same times their goal area team will be meeting again prior to their information going to the subcommittee

050all right you can go back out um yes I'm sorry first I just want to see if any board members had questions or comment on this section and here in under Cena can I ask Dan uh Laurel uh and Juan the Danielson attributes that rubric um can you cite something in those um in those attributes that really do address Equity concerns right so as a district with the seven inclusionary practices um kind of describe some of our values and some of our beliefs that we want to see our um professionals to um engage in um the Danish framework is another framework that we use to evaluate our teachers and the framework provides different attributes that in a way describe different practices that teachers engage in in various areas of their instruction um so the the

051tasks that we are thinking um in terms of comparing the seven inclusionary practices and doing a crosswalk comparison of how that aligns with the Danielson framework which is a framework that our teachers are familiar that speaks to their practice and that it gives an opportunity to see how the two could be similar but different if you will because there are two different Frameworks but we wanna we want them to see the connection between the two and also the power of the Danielson framework is it spells out behaviors and attributes that would fall under a teacher that would be considered needs Improvement or a teacher that would be meeting and then a teacher that would fall into exceeds or distinguished so it gives very specific behaviors for the teachers to use for their own development but

052also for the evaluators to make it easier for them to distinguish between a teacher that falls at the different levels okay um Andrew you could go on to the next slide okay so go ahead and click into social emotional learning so you'll see um this team and the leaders of this goal area team are um David Bruno and Molly Victor um go ahead and scroll down again you'll see similarities so some of their action plan steps analyze School data to determine if interventions and programming meet the SEL needs of students using our MTS process um short summary of the data they will be looking at Molly or David do you want to talk about what a sag group is thank you a sad group is essentially like a Lunch Bunch um so those are interventions

053that are social workers sometimes are psychologists or other members of the school team will provide as an intervention for students who might be struggling to get along with each other or have some similar social social skills deficits so thank you so some of the data that they're going to be looking at is coming from the said groups student Behavior data so those office referrals Rhythm data again as Dr Webster had said attendance data or mental health days nurse visits referrals to the inclusion coach or the bcba so the behavior specialist number of students in 12 13 interventions and five essential data or T2 sorry that looks like a one I'm like T what is 12 or 13 T2 and T3 Molly um do you wanna very quickly just distinguish between a tier 2 and a

054tier three or give people an idea of what the difference is um yeah so that is definitely something that we're still trying to tease out across the buildings um that's part of the work that Ali Hearn is helping us do over the next couple of months um an example of a tier two might be a check-in and check out um where a student might have a person they connect with at the beginning of the day and then at the end of the day just as a sort of relationship building hey you're going to have a great day oh you did have a great day a tier three a tier three might be um you know a more intensive group um perhaps with the social worker and a few students um pulled out of class uh

055maybe doing some more targeted zones of Regulation or additional Second Step lessons thank you Molly um one of the next things that this group is going to work on is investigate the use of District approved tools for SEL as everybody knows our Universal curriculum the Second Step but what is a good Fidelity check to make sure that it's being implemented the way it's supposed to be again a Fidelity check for rhythm how is it being implemented check in check out this is another if anybody's familiar with PBIS this is very much a part of PBIS circles and restorative practices again this does not mean that discipline is not ever an appropriate piece of what has to happen with students but we know that there's also learning that needs to happen and the most important thing

056is to make right or do take steps actively take steps to restore the relationship that sometimes gets damaged through misbehavior think sheets and a student comprehension check investigate the additional training and supports needed to promote SEL and understanding we will do a staff needs assessment continued training and audit effectiveness of District programs already in use referred to investigate use of District approved tools so that's what this group will be looking at examine current resources for staff mental health and well-being and design the framework for future implementation so some of the things that are currently in place and starting a retooled refreshed Wellness committee to look at District how the district can promote Wellness but also how the buildings can promote Wellness for staff EBC what's offered through our insurance Cooperative our employee assistance what what

057is available David Bruno is doing a ton of research into what falls under EAP and flushing that out so that staff don't have to spend a ton of time going in Search and reading through all of it but making it easily acceptable for people easily accessible for staff and adults to find the resources and know what those resources will do for them and then also looking at staff attendance investigate the availability of new Community Partnerships to determine the alignment to District 41 family needs specifically in the area of mental health and access to therapeutic services as you know we're working with Chestnut this year to do a tier three level of virtual services for students we are working with gecrc who prioritizes this this is a focus this is a focus and a priority area

058for bpac the glenbard parent series is prioritizing this as well Glen Ellen has the infant welfare as well as the EC screener review current Community Partnerships to determine alignment to District 41 family needs again see above that's been described in many of those investigate educational opportunities for parents and caregivers to correct to address current SEL needs those are all mentioned in the boxes above part of what they will be looking at is to systematize our mtss process across all schools for academics and behavior one of the priorities for Ali Hearn is to make sure that intervention and mtss practices look the same across our buildings so how a student accesses interventions at Lincoln should be the same as how a student accesses intervention at Ben Franklin and then those decisions about when is a student

059ready to exit an intervention because they've shown growth or when does that intervention need to be intensified that needs to be consistent across our buildings so our buildings all have interventions in place but they might looks slightly different and those decision making rules are slightly different across the buildings so this year a focus will be to really align so that a student's opportunity and experience within that mtss framework is the same across the buildings continue our work with humanex to improve climate and culture across the district this group will look at survey data we've begun Dr Bruno and David Bruno and myself are working with all the building leadership teams on their humanex data how to interpret that and then how to set goals for improvement investigate social emotional cognitive growth survey through aasa we

060will at some point during the year take a look at this survey and see if it's anything that looks like it would be helpful to us we have not done that yet review current d41 committees for alignment to the new Dei commit Dei structure again I talked a lot about this we rarely if ever take anything off the plate in this district and we like to continue to add things on until the plate is too full so looking at all of the Committees that we have and are they all pointing in the same direction are they all relevant and still needed or does some of this new process a new structure allow for some of that some of those committees to Sunset again their review data dates go ahead Andrew you can keep scrolling down

061um just their monitoring cycle that all stays the same so any questions before we okay foreign I have to leave in a minute so I just had one other quick comment and kind of just to what I said before I really appreciate the detail of the action steps and I think that's important but I was still struggling with the measurables I know the Strategic Plan before this we had what we called key performance indicators something that we can look at that's tangible and I noticed uh in the last group you were talking about you talked about using the Danielson framework for the teachers to see how they're doing and that's a framework that exists with measurables but I haven't seen anything presented looking at evaluating our curriculum our methods how our practices how our students

062are performing within that because that also impacts the teachers abilities to do their jobs and I just feel like these are all great things but I feel like that's a piece that's missing um in the plan in general in my opinion so thank you thank you anyone else I actually had a question with these um Rhythm and PBIS Fidelity checks will we be or will the committee be looking at like actual data that comes out from like student responses yes so as we've started to meet with let me turn on say this as we've started to meet with building teams and building Administration one of the things we're doing is spending half days with the building teams and and I will share that Hadley did a really impressive job in our first meeting about putting

063all of their data um and some student input was discussed at that so yes absolutely when we meet when we go to the buildings and do these meetings they they're being asked to put data up for us just to kind of clarify the point of a Fidelity check is for us to look at how the staff are utilizing the tools so we won't be analyzing student responses particularly when it comes to the social emotional the Rhythm pieces it's more about how many teachers are using it and how many days each week that's the Fidelity piece of it um one and what I want to explain when we met um princess we were with principal Dively and the two assistant principals and they shared their data with us but they did give us student input on

064on what's going on when when they take it out and ask for that so um it's not what will be spot checking on those Fidelity checks but if it is a building that's collecting student input absolutely Melissa yes before you before you advance um David first of all um really appreciate the the Deep dive the exhaustive look in to um the EAP opportunities and and information and I guess a question that I have uh and you've only been here for a short period of time so maybe you haven't been able to answer this question but you but using resources is directly correlated with awareness and then ease of access right is there a default trigger for getting it is it is it multiple steps do you have a sense of the level of awareness and

065would you consider it to be high awareness you decide how you want to characterize it it's a great question and um so just with EAP if I can give you one data point uh when we analyzed it about two weeks ago we saw that we had 1.8 participation rate accessing the EAP website so when you look at our employees 1.8 percent of our employees are accessing it so going back to your question about awareness and relevance are relatively being able to access it and make it accessible we need to bring it to them so we actually met this morning as a team to make a one-page document of how to log in and what pieces are out there out there for them to use some of the things that we've heard from our staff as

066we go into the buildings is is there things on mindfulness practices is there things on anxiety what about trauma informed and there's different apps that the AP have actually either created or vetted through the federal government or other companies that said these are apps that we are sponsoring or proud to support that will help support you if you want to take that Journey on yourself of self-awareness or self-reflection of what's what's going on with yourself so we're going to spend the next few weeks here really pushing that out to our staff and then we will be able to see a data point from 1.8 to see if it grows where more participation is occurring and I would say after now we've met with all the buildings what we've heard is that um there's a misunderstanding

067um that there's a misunderstanding that people view the EAP as just drug and alcohol issues related issues um and finding out that there's so much more available under EAP for health and wellness and that you don't have to commit to assessment evaluation and ongoing face-to-face therapy there's levels of support for people within EAB EAP so um definitely a lot of awareness building and as David tried to go in and dig and find it just realized how time consuming it is to do all of the reading and find what's there and know what it's there for so they pull that out to make it easier for staff to to do kind of a a quick reference sheet of everything that's there and what it could help with all right Early Learning programs and Facilities again all

068look similar and you'll hear more when we get into the subcommittees um but one of their steps is to create a committee to identify engage Early Learning stakeholders identify ways to expand the child find program um so just to share where we're at with this needs for screening and increasing child find Beyond Reliance on ages and stages questionnaires so you may hear this referred to as the a asq clarify data needed to decide when to move forward with the transdisciplinary play-based assessment reduced number of unnecessary tpbas um opportunity for the EC team to meet children in structured environment before the first day in pre-K Implement a fair and Equitable method for placing newly enrolled students in classrooms expedite the start date and Pre-K for all students tuition at rest at risk and special education share

069information about the d41 pre-k program and other community services with our families and provide parent support training and connect with families with Community Resources want to share that we've moved to this rolling rolling screening and evaluation process so we can add students at any time of the year so it's not a one and done where if you miss that opportunity then you don't have access we will continue ongoing screening and continuing to add students throughout this year so that's already a change that's been made and implemented um some of the reasons to move to a more comprehensive identification process it provides a fair and Equitable method to place children it helps us determine when to move forward with the full PBA it's time efficient with limited amounts of people provides an opportunity for the team

070to meet each child and provides information in a timely manner again you'll see that we've added a screening approximately one per month and we have the ability to add more as necessary so these are posted with the Flyers and the dates this goes out in District digest this is on the district 41 website and this is also shared at the EC collaborative with case and as the parents as teachers scroll down a little bit more Andrew please create a list of known program areas where we need to make progress explore options to engage a return on investment consultant for program review develop consensus again you'll remember that we listed that as an action plan step that we we love to add things in the district but you know going back to say really what is

071that return on investment and return on investment is really does it impact kids does it positively impact kids um so at some point in the course of the Strategic plan that we start to look at Roi on on our programs develop consensus on what the appropriate solution and site is for adding full day kindergarten and expanded Pre-K again that has to do with referendum identify A needs assessment to non-kindergarten areas impacted by expansion of each building again that has to do with referendum um Quantified cost related to pre-k expansion I.E Staffing and Facilities needs we modeled out the specific needs that would emerge with estimated costs per each item gather data relative to Future facility design preferences for both full day kindergarten and Pre-K expansion again this is directly related to the referendum review current

072d41 committees for alignment again all of um our goal area teams and our subcommittees will be keeping a focus on that so that we can really start to again find those opportunities for things to Sunset but also to make sure that these these groups are all working in alignment with each other keep going down Andrew yes um so in regards to the screening opportunities yes section um so as a pediatrician myself I know that I know that screening um fairly well um is there an opportunity to where would we grab families and kids who don't yet have a kid in the district or is there a relationship with local like pediatricians offices and things like that how does that work right Laurel do you want to talk about how we get kids from zero to

073three and then also I know um that's something that the subcommittee has talked about is how to do that Outreach with local pediatricians and and get that information out there so we'll talk about that when we do the subcommittee review but Laurel can you answer the first part so thank you I really appreciate that question I'm really proud of our early childhood folks in really getting this rolling and in fact so far all of our dates have been full with our screeners meaning either all day full day or half days from those dates that Dr K referred to oh there are still up um Myra Rojas is our parent teacher coordinator she's the liaison who really helps directly for any parents who reach out through what they've seen in the Flyers through what they've seen

074in the collaborative for Early Childhood collaborative with early with um case and then also we have parents as teachers as a program so we actually have two employees who work directly with us in the district and help to find families who have children who have not yet turned three and offer to go in and work with them to help them learn some activities and things that they can do as parents being the first teachers for their children so then they help to bring those families to us as well we even have added one day already in addition to the days up there because we've been just so happy with how we've been able to reach more families and really reaching families all the way from some of our students who may have some socioeconomic disadvantage

075students from a variety of different races and cultures and then also students where parents have just been concerned themselves about their developmental progress or maybe a pediatric attrition has that hey reach out to your local school district and ask about this and then to your point and what Dr K said that will be further Outreach that we would like to do with our pediatricians so if there's a way that we could and I'm sure that one exists maybe parents as teachers has it or the birth to three program has it but we'd be happy to provide information to um you know if we can get a current updated list then we can put materials and you know give people screening information from our district to keep in their waiting rooms and things like that we'd

076be happy unless I was only going to note to Jen's point that and you'll get to it when you get to Community Partners that would obviously be another Community partner a possibility option that you that's great and then one more Point as to that well it's not necessarily worked with local Physicians also working with state legislators uh many of some of the early intervention practices and forums to allow parents who opt in to provide their information to the local education agencies at an earlier date than six months before they turned three so we can reach out to those families earlier but we're working with the state on that now okay all righty go ahead Andrew and Future Ready skills and innovation This falls under Andrew and is really related not only to technology but technology

077is a big part of this go ahead and scroll down Andrew um review and align academic resources to allow for appropriate technology integration through digital tools um I'm going to go over these quickly but we have added the analyze and improve module to learn our learn platform this will allow Tech and TLA to review and analyze the digital resources that are used within the district to what extent they are being used in their effectiveness additionally we discussed how curricular teams within the building can start taking the existing catalog of apps in the learn platform and begin a review on multiple levels prior to any District level curriculum review um investigate how to capture student voice to determine digital resources to incorporate into the classroom curriculum for um or explore for their learning passions you know

078what Andrew do you do you want to just quickly give the summary so I'm not reading it quickly the first one too also ties into some of the data collection we plan on doing so it sets us up to work in multiple ways um that that the second one you just hit on um we're looking for how to provide students with more ownership and we discussed in our first meeting was that part of the first step is that we need to make sure students have an understanding what's available to them so they can then can take that ownership in the process the next one was to explore training opportunities for Teacher leaders in the area of innovation and we just Steve Dively led a great conversation around that in our first goal area team medium

079how that could be possible and we just had some great conversations of where that needed to start a lot of our action items and I didn't list them all here in this first one but there was a lot of explore and investigate in our our first year so that's where we're at at this point we'll have a lot more in our next update to provide there data source we could provide this first time was the tech department is inventory to about 90 percent of devices that are here which helps us to provide that forward step um one of the things that we know is out there we put out there over 200 Promethean channels which is something to start to be used in more Innovative environments in the classroom and then we have that my

080d41 single sign-on portal that is now available to staff and students to help again start launching all of our digital resources forward and taking that ownership for staff and students thank you next one because the rest looks the same um so our last one is Community Partnerships and engagement this one always looks a little bit different but this is facilitated by Erica crabiel go ahead and scroll down um action step to create a community advisory committee so this committee has been formed based on this Dei subcommittee structure um all on the call agreed to serve on the committee as staff Representatives as a continuation um again Eric Hull talk a little bit when we get to that subcommittee piece another action plan step was to create a plan to support non-engo speaking families meetings scheduled

081with the director of language programs so Erica will be working with Mr Suarez to gather data related to the languages spoken in d41 and then they will come develop a plan for how to how to network and increase participation from our non-english speaking families Melissa I just wanted to share that I didn't include every action step that is within the community engagement and so I could read through a couple of those you have a sense I reported just on the two items that we spent a great deal of time working through because we want to start checking off things on our list and so for the first one working with Juan on our languages we did have a meeting we're starting collect to collect data and I'll be reporting back to our goal area team

082just so everyone knows I was excited to learn that the number of languages spoken in District 41 I believe has increased and so we have 51 languages spoken in District 41 households which is just wonderful our top five languages spoken in homes are English and second to Spanish Urdu polish and Vietnamese so Juan and I have talked a lot just initially and we'll be working back with the Gat team about how to support the all the languages and the families who speak the languages at home and what their needs might be and so Gabby escobara Hernandez is also on the school team and she is our Spanish Community liaison and we think that she can help us with the other languages and the families as well so that we're taking there's a lot of conversation

083around that and I'm really excited about working with Juan as he's new to the district and then just a couple others that are on our list on the action steps is to conduct a needs assessment for resources such as food shelter Winter Wear supplies need to support students and then match those needs with Community Resources thankfully we already have a lot of Community Resources but there could be more and through the needs assessment we can find out if there are needs that were missing if there are any gaps that we don't know about especially after the pandemic Erica could I just interrupt one minute sure thing Johanna I know you had mentioned like how do we help next time with kids who need support or assistance getting to the PSAT so now that that's come

084up um you know which is why it's so important for these subcommittees to be interacting because the subcommittee will be interacting with Partners but now that we know that that's an issue next year we can proactively address that so that's why we're trying to really tighten this up and align these go ahead yeah and I'll add these action stops too I'm sorry I didn't include them on the report but also to investigate Mentor programs for students in fifth fifth grade to stay with them through the transition through Middle School we would like to propose a plan for a possible long-term mentorship relationship with students we don't know exactly what this would look like but it's something that this committee the Gat committee thought would be really important for students with the highest needs but also

085we took a lot of time during our subcommittee which we'll talk about later talking about this mentorship opportunity that we could have in all the different forms it could take so again like Andrew said we're in the investigate and and see what's possible the last thing we want to do this was talked about the last thing we want to do is put a student in fifth grade with a mentor and then the mentor drop out that could be devastating for kids so how do we work through that so there's a lot of in-depth conversation around these action steps and then um also a commitment to attend Community organizations not just in Glen Ellen but all the communities that we serve we'd also like to audit and collect some data oh this is the home language

086needs within District 41 families which I've already spoke about and reported on the form increase mailings to all households in District 41 and our boundaries uh we only have been doing this once a year more now that we were in this referendum time but this is truly a challenge this is the only way that we can reach the residents in the district without students and schools and so we want to continue to work on um focusing on that challenge and doing a better job with that and then finally reviewing the current d41 committee for alignment to the new Dei committee and the subcommittees to really make sure that we're focusing on Dei also within our community engagement thank you thank you Erica just while we click out of this and move on to the next

087part I want to clarify we won't review every action plan step okay hold on one second every time when we do these updates we did this the first time in future updates what we'll have each goal area team do is just talk about any action plan steps that have been completed between this meeting and next and then share any data that that group has so we won't do of this detailed of a review every time yeah I just had an additional question does that um line up with like cultural celebrations and making sure that you know PTA in schools aren't having events that might conflict with other cultures and religious you know celebrations I just said I think those are wonderful thoughts and I think something that will continue to work on um working with

088one two and bpac and and other organizations to make sure that we do that um and I call on all community members to let us know if that ever happens so that we can learn more about all the cultures in our district as well thank you for that I think we have a process for working with our PTA executive Council um so as we build that we can certainly then share it from the subcommittee or through the language Department program but give it to our executive Council so that they could keep that in mind as they planned their activities absolutely can I jump in real quick to kind of address your question um the bpac committee that is one of the goals that they have as a group internally um because we understand the need

089to be inclusive and to make sure that we are inviting as many people from different cultures to our activities and into our events so the first event that the bpac held for this year was held not a Churchill which is normally where those events would be held and the reason for that is because we wanted to open up um the invitation to other families who may not be church or families and for them to feel comfortable attending um our first event was a big hit it was a potluck style event and we had a lot of food and um and our Reflections when I was speaking with Erica um when you look at the food that was part of that event kind of speaks for itself of the diversity that was present in the meeting

090um it was really good and the bpac group is looking into doing more of that a follow-up on that I know that um in a lot of the classes we do teach you know different like we have the Halloween costume party and stuff like that would would that be consideration of other cultures being Incorporated so that children learn about the rest of the world and learn about what's out there with their classmates and stuff like that is that also in consideration absolutely I think that something is this you know as as we make I don't want to see changes but as Mr Suarez kind of develops his longer term goals for his Department um in cooperation with Dr Webster you know as it connects to teaching and learning absolutely but as things like that come

091out of the subcommittee those are great topics to be shared well one or both will be at them so absolutely if there's an implication for what we're teaching or how we're celebrating absolutely listen before you move on and I really appreciate the back and forth this is exactly how this kind of a meeting is supposed to work so thank you for participating uh Erica and and to the to the board we have talked in the past about as we came up with a different arrangement for these Committee of the homemade but we've also talked about well how could the board go into our communities right we ask people to come here for board meetings for example that's where governance happens um but could the board go to the community and we've looked at that and

092you've been wonderful to kind of look at sites see what the dimensions see what the Dynamics would be I just want to put that back on the table um I'm not going to speak for all the board members but I think they're very supportive of the idea that these meetings could be held anywhere within our jurisdiction if it's an appropriate setting so I would encourage us to keep looking um in the subcommittee to keep looking thanks absolutely at this time I'm just going to ask our subcommittee chairs to please introduce if you have a rep here from your subcommittee and if there's anything that we haven't covered about your subcommittee um your first meeting you know now is a great opportunity to do it so um let's go let's start with our student services subcommittee

093my uh subcommittee rep here this evening is Molly Victor who's our director of student services just I can't see her but I know she's over there and she was talking before but um was happy to have her join us since she is our new director for student services and for special education in the district she is really adding a lot of information to support with our community members and our board member our parents and our staff included so thank you language programs um so the my representative uh who's here with me to represent um language program is Mr team shermack he's the assistant principal over at Churchill he's been a great addition to the district like all of us are new here and um and we are excited about the conversation that we've been having

094um both in within his role when I see him and also as part of the language subcommittee um the language subcommittee spend a lot of time um under reading literally reading out loud the purpose of the subcommittee as a group and unpacking each one of those um um sentences and what they mean um and for our next steps is to start brainstorming together as a group actions that as a sub as a subcommittee we could take to meet the purpose of that um of our subcommittee and for the board or anybody watching um you will be able to link and um dig into the purpose statements for those subcommittees um I'd like those subcommittees to have the flexibility this first year to really do what Juan and his group did um and if they feel

095they need to tweak it throughout the year because those may have been developed by by somebody else and now that they have a committee they may want to make some changes so you know we've always said this this plan has a level of flexibility built into it and as as all good plans should um so our Equity committee foreign so the rep that was supposed to be here this evening unfortunately like a lot of people right now um is out sick she is not here but um shahana is also part of our committee as is Ted Estes and I saw him I see him waving um and both Laurel and Juan are also part of the committee so we have lots of different people here from our committee um so really the purpose of the

096committee was to build relationships and dialogue exactly what's happening here um in that scale um we created some really great I think Norms where we created in my opinion um and feel free to agree or disagree but kind of the Norms that created a safe place for us to be able to have some open dialogue about equity in the district and what we can celebrate and where areas that we need to grow um and I know that um the the parent that was here earlier that had some questions we also have identified um kind of what our purpose was what we were looking for um how we're gonna know we're making progress one of their measures going to be and what we can do for if we don't those types of four questions we're going

097to be looking at the Equity Journey Continuum at our next meeting which is a data set put out by the State Board of Education as part of the Illinois school report card and it identifies different areas in the um in the foundations of both a cultured climate academics and SEL so as I spoke about earlier of course we're focused on the academics but it's about I mean obviously we're focused on the academics but how do we as Melissa spoke to Dr haskowski spoke earlier how do we build that sense of belonging so that people all of our students feel safe and welcome so that the learning can happen and how do we build that dialogue of building those bridges so that's the goal of our group we're going to meet again in February and we'll

098be looking doing a deep dive into the equity Equity Journey Continuum I will also have more information from the gaps the other gaps to bring to share with the equity committee to talk about the work that's been done between now and then as well so it was a great I think a really great first meeting I think we felt energized and excited and and ready to go right thank you Chris and Community advisory Missouri committee Committee in my Timber we met in person with the intention of moving forward meeting virtually and in person but the committee really wanted to continue on meeting in person so I thought that was a good sign we did a great first start talked a lot about the structure and our goals the committee led us through kind of what

099they would like the agenda to be in the future so this is truly a Community Driven committee I thought that was great they're committed to continuing to look at all those action steps that we talked about earlier with the Gat team I invited our entire committee to come tonight I see a few of you here so thank you but our Dei committee representative will be Sophie Kenny and so I just want to let her introduce herself hi everyone my name is Sophie Kenny I'm a Ben Franklin parent but I'm also the assistant director of the um the Youth Department at the guano public library and I'm also the liaison for the community Relations Committee for the village of Glen Ellen which is also very invested in doing this work so thank you thank you for

100saying yes um that's that's really wonderful for us to have you on our team and again we'll be meeting in January and I see that Nadia Assam is here did you want to introduce yourself as well as a part of the committee and please share any Reflections that you have as well okay hi Maddie Aslam I am a parent of three um my eldest graduated through d41 and is at West now and I have a daughter at Hadley and a daughter at Lincoln and as far as um the first committee meeting I thought it went relatively well we spent some time introducing ourselves and we discussed the meaning of diversity and equity in what that meant to individuals in the room and um I think that going forward kind of narrowing down what those terms

101mean would be really useful so that we can make sure that we're all on the same page and another point that came out of the meeting was making sure that information that was conveyed to the public was easily digestible especially in terms of finances people have mentioned not really understanding the financial aspect of things and having bullet points and Graphics would be useful for everyone to kind of understand and we appreciate Eric is coming to our next meeting so he will share the school Finance 101 with this group so we appreciate that as well is there anyone else I didn't see but just thank you very much we're on our way to do great work and having these deep conversations and I appreciated both Dr kaskowski and Dr Martelli being there in person with us

102as well thank you thank you Erica okay Andrew you could move on so a little bit about our process we've had we're not a huge organization but I think it's pretty impressive that we've had 160 people directly involved in the process the development the goal area teams and the subcommittees so um just to give you a sense of how much involvement there has been and continues to be in the process and here's a road map just to give you an idea of how this plan will work and what to expect so year one is really to activate our structure begin our action steps and adjust for year two as we talked about throughout the development of this plan it's important that there's a degree of flexibility because some things will be achieved sooner than anticipated

103and some may take a little longer so you have to be flexible year two adjust our structure based on what we learned in year one continued work on the action plan steps and I just put this in here because it is important to know that this plan was um intentionally driven to help facilitate a transition process so next year during the 23-24 school year there will be a selection process for the new superintendent and hopefully this plan gives the board some markers on what to look at for that best fit candidate and who can step into this work and it's certainly should give all applicants and candidates good content to Anchor their their conversations with the board year three you adjust based on year two and this is the year when a new superintendent starts

104again I think this gives a framework for somebody's to step in and really understand the action steps that they're going to be leading um and also um where the the following two years will go so year four is really when you assess progress towards the goal and action goals and action step completion recalibrate if needed so again this is where you might really need to ramp up um if you're lagging in a certain area to accomplish by that year five where you may need to intensify and where you've met your action plan steps and and your goals and and you can let that fall off um year five is when you'll wrap up this plan but the important thing is that during your five-year designing um and implementing the process to develop the new strategic

105plan so that there's never any Gap time for a district so this work is on ongoing but this is just a good road map of where this plan can take the district if the board so chooses so again our next update will come in March we will be able to I mean we do a weekly communication with the board there are some things that we may choose to just update as an FYI kind of informational thing again this was a bit more into the weeds in terms of action plan steps then future Committee of the home meetings will be but there will be much more data also around the action plan steps and just the data that each group said that they will be looking at and analyzing in the course of the school year

106so um you know it was a very detailed overview today a lot of organizational stuff but this should give you an idea of what to expect next time um and again then the board will also recognize that this place fits nicely with um the process that's spelled out in my evaluation so for the board to have the information that they need to complete um what's required of the board all of this is kind of synchronized and and the timelines are all very intentional okay any final I'm going to hand it right to you there you go sorry um my mom always said that one of the ways you can show love is through the stomach so food is a yeah so I was thinking is there a way to get more diversity in school lunches

107and also providing the vegetarian options which is going to struggle in halal options for the Muslim Community those are things that would be really helpful because I know a lot of children you know can't eat or you know have trouble eating and also the second note is um do we let them go over negative if they do not have enough money in their account because uh that would be really important I know I've heard that in the past in the news and other communities but I want to make sure that we allow them to go negative and let them purchase and then contact their you know we're about collecting the money later yes that's really important never to let anyone walk away so you know no we will never not feed a child so that's

108been clearly communicated from our business department to Quest To Our Food Service vendor our food service people know that we will regardless of your balance we will always feed kids um Eric I know you talked with Quest about their ability to do different food options if you want to talk about that quickly yeah hopefully you're seeing some improvements in the menu you know they are very receptive to the comments that have been coming my direction and I have regular updates with them so I do think you're going to see more and more kind of a response to that desire for more vegetarian offers the whole option is is kind of tricky it's far more expensive for them to provide that meal than it is the the meal that's scheduled for you know on a regular

109basis so I know some districts have elected to absorb that cost for instance it might cost ten dollars for that meal and lunch for everybody else costs four dollars and the district has absorbed that cost we haven't gotten to that point but we're having conversations about what we can do and what our options are going to be so I do think there'll be more to come on this in the future for sure absolutely okay Melissa thank you thank you very much and we'll look forward to and then Monday December 12th where they will have a public Hearing in a regular in the future that was a no I'm gonna okay um it must have been all right uh then we're going to uh Jordan to closed session may have a motion to adjourn to closed

110session to confidentially discuss section 2c1 the appointment employment compensation discipline performance or dismissal of specific employees section 2c5 the purchase or lease of real property for the use of the school board including meetings held for the purpose of discussing whether a particular parcel should be acquired in section 2c11 litigation when an action against affecting or on behalf of the school board has been filed and is pending before a quarter administrative tribunal or when the school board finds an inaction is probable or imminent in which case the basis for the finding shall be recorded and entered into the minutes of the closed meeting technology I need a second second there you go any discussion roll call Mission Moke Mr Rusty's yes Mrs buttermer yeah Mrs Hill yes Mrs Syed yes Mr Robot Dr Martelli yes Dr

111Bruno yes the board will not be taking any action after closed session I want to thank all of you who attended the meeting uh and made some very many important uh and meaningful remarks have a wonderful evening folks thank you