001you join me in the pledge of aliance the United States of America stand na 2024 har could you please call oh Frost not here no here Ben ysf here CH here gorson here here Tire here oh we're six tonight okay do we have any correspondence none that I see report not happening tonight so do we have any visitor statements a lot of visitors okay ofit so cricc all right well uh welcome to 2024 and beginning tonight with our curriculum team presentation uh and I'll give Justin an opportunity to introduce his team here in one minute uh while they cue themselves up um but uh as you know each month we do uh curriculum team presentations around our social emotional learning goal um and this evening we have representatives from our multilingual learning division here and
002so Justin I'll let you introduce your team all right thank you Happy New Year everyone great to see everyone tonight is it the wrong so we're actually doing Spanish this from last year it was wonderful I got so excited M Nancy was here last year so I'll introduce everyone that's Nancy is the team leader Nancy Al to ny's left is Christina Mueller and then we have Mia Caris who is new to Stevenson here very excited to have Mia sort of and Mia yes Mia actually I I I met Mia for the first time on a trip to Spain when she was a junior I think between Junior and Senior year joining us Sam and I were shepher oning on the trip so we're excited to having you back as a teacher uh I haven't Gott
003used to calling him Sam yet by the way it's still Mr yeah it's sort of like hey and then Mr fist yeah I keep trying uh we have Chris and then s wonderful and there they are in that picture there along with their entire division wonderful group this was taken at the beginning of this year so they actually tasked me with this slide uh they put my name on the bottom right so just to situate where this course is in our sequence this is Spanish 34 it's an IT receives accelerated credit um it's situated just before Spanish 5 which is AP Spanish language and culture students can alternatively take Advanced Spanish conversation and culture this course if you go back a few years would primarily been a sophomore course but as our K8 Center Schools
004have Diversified their offerings we actually have a lot of freshmen who come to this course as well so it's probably a full section full of freshmen in this course each and every year and those students will often continue right on to apa sophomores and we have uh every grade level represented freshman sophomore juniors thank you okay so um just thinking about where we were now looking at our most uh recent student voice survey data um we can see that value of subject in classroom belonging our least percent favorable um scores but we've actually done a lot of work over recent years to increase these scores um we focus a lot on student connection acceptance empathy um for example they're constantly consistently looking at um the target culture um looking at similarities and differences comparing to
005their own culture talk engaging conversations with peers um learning about their culture so we've seen these scores grow a lot I actually just looked it up our value of subject score in 2017 was 49% and our classroom belonging was 58 so um we've grown so much in that area already so we wanted to push ourselves and see what else we could look at um so we saw that our third uh least favorable score is classroom learning strategies and we saw it's kind of um stagnant and these are around how students use strategies to manage their own learning in class or processes um so for example before you started a challenging project how often do you think about the best way to approach it and our lowest percent score there is how confident are you that
006you can choose an effective strategy to get your work for this class done well um so anecdotally we said that our students are really stressed they're accelerated kids um they want to get that a um and sometimes they get defeated when they don't and so we saw a lot of times um you know absenteeism on assessment days or students level change even though they're placed appropriately um so we wanted to decrease student Stress and Anxiety when taking performance- based assessments decrease student absenteeism on assessment days and increase student uh agency and involvement in their learning and growth um so we thought of the best way to do that was in one area of our rubric or um in our grade book uh for the interpersonal mode we made a portfolio so uh collection of student
007work um the of different conversations over the unit um reflecting on their areas of strength and growth developing strategies to improve before they go on to the next opportunity so they can have that chance to show growth all right and then Chris will explain a little bit more about what that looks like I've got a bit of kind of the then and now of kind of the evolution of how we assess students in the interpersonal mode historically students would have one opportunity sometimes two depending on the length of a unit to demonstrate their skills in the standard and it' be a culminating event typically at the midpoint or towards the end of the the unit depend if you had one or two assessments um and it was kind of like a standard process was a
0083 to five minute long conversation usually depending on the student level at our level by the end of the year they're typically speaking for around five minutes after the assessments the students did a self-reflection they got feedback from their teachers a score uh was uh associated with that usually conversation with the student then students would typically have an opportunity to reperform Second opportunity uh the second assessment event to try to improve their score what what ended up happening though was the emphasis at least in the from a student's perspective was on the score at the end and not necessarily the language that they were producing and then the growth they were going through over the course of the unit or their whole trajectory as a student of Spanish so this is kind of like the
009before calendar just focusing on their personal modes there' be other assessments throughout the unit but this was your event this is kind of game day at the end of the unit in a traditional sense not really out of the ordinary but let's say you're in a food unit and you were tasked with a prop to debate your partner what is better a potato chip or a french fry you better be ready to go probably January or February 12th like that's the day and if you can't do it by that day you're you're kind of behind the a ball kind of playing catch up to try to reperform improve your score and again we saw absenteeism from a lot of students stess levels were high and then the process of rep performing really never got at
010the true nature of the spirit of learning a language and growing and improving over time and so as a team like ncy had outlined what we looked at was what if we kind of spread the opportunities throughout the unit why do we have to decide which one count as their score students should have some kind of agency in terms of deciding like hey this is my for the most part second language for some students third language um sometimes you have bad days and certain topics are easier to talk about than others so what's the big deal if we offer them a variety of opportunities with prompts that are associated with our curriculum at the end of the unit they choose still maintaining the spirit of the assessment um it's not the prompts were shared ahead
011of time still expecting 3 to 5 minutes conversation from the students the self reflection process was relatively similar however now it extended to a degree because students had far more time to consider their work um anecdotally from our perspective the way that they go about assessing their own work and reflecting on it and just like informally conversing about it has changed quite significantly um in in favor of this system um so before I pass off to Christina this is kind of the evolution of what a unit calendar would look like looks like they have far more assessments but in all reality they're they're opportunities and the students have become very accustomed to this so if on the 18th of January you're having a rough day or you're absent or you're out for for some reason
012it's not going to negatively affect you in the interpersonal standard one thing that we then as teachers kind of evolved with was how are we actually building our units if we're going to have four different opportunities for students how does this cause us to rethink the our curriculum as a whole the resources we're using to stimulate the students in their conversations and can we boil things down uh to unit sub themes to help them be successful and also to make it more actually stimulating for the students for for our student population all right thanks Chris so as you see here like Chris mentioned we divided up our curriculum into subunits which was really great because students were able to dive into our units at a deeper level by talking about different subtopics because we were
013giving students the responsibility of choosing their best performance we wanted to make sure that they were receiving quality feedback throughout this process so we kind of have a three- layer cake here we have the self-reflection we have pure feedback and then we have teacher feedback that was provided for simulated speaking conversation assessment and that mimicked the AP exam for the simulated conversations they were still able to to get that experience and that exposure we do this so that students can get feedback along that learning process but also by the time it gets to the day where they have to choose their best performance they have been given feedback multiple times by multiple people on different conversations and hopefully that gives them a clear picture of which conversation demonstrates their highest proficiency so with that the
014big tool that we use for students or to help students choose what their best recording is is this uh reflection tool right here so students get a copy of this it's just a double sheeted paper and so I'm going to kind of zoom in and explain the three big parts of this document so the first thing that we have students do is students first choose what their best recording is and they Circle The Prompt and then just State why did I choose This Record why is it my best one the second thing they do is they actually transcribe and correct their language now one of my favorite things to do is to actually watch students while they're transcribing because you'll see them so intently with their headphones on and they're writing writing writing and then
015sometimes they'll be like oh yeah like I use that so well or sometimes you'll see students being like Oh my gosh oh my gosh I can't believe I made that error and then sometimes you'll even have students get up and be like Sora I need another one I'm not doing this one anymore I'm going to do my other one because then I realized I did that on the other one so they're really involved in analyzing the work that they did in this these conversations and their proficiency and the third step of the reflection process is this part right here so you see four categories of our rubric language function text type communication strategies and language control and to us as a team this is our most empowering step for students in a traditional assessment model
016normally this is the teachers's job however in this step students are able to not only self assess but they can self-evaluate using this rubric therefore making it such an empowering step in their learning process and their assessment process which gives them more ownership in our classroom all right so the portfolio process is not simply just to teacher designed calendar with our pacing and our sub themes and our rubrics that we print out for them all nice and awesome that they engage with we also do um seek student feedback within the process so this um data right here is pulled from a Google form survey that we gave students at the end of semester one just to assess you know where they feel um they are at in the portfolio model and if they truly understand
017how that model you know is working and functioning in the classroom and how that compares to their previous experiences with the personal standard in their other courses that may have taken so this exact question that we asked them part of the survey was overall what is your perception of the portfolio process for this mode um which was you know the four conversations versus the one um and 79.5 students you know stated that they feel positively about the portfolio model they like it better than the previous model of just the one assessment date um so that data showed us that the St the students are you know not only understanding the process and all that we aim for it to offer them but also gives them the opportunity to truly engage in a more reflective learning
018process where assessment is integrated well into instruction um lessening their anxiety about arguably the most high anxiety standard that we you know assess students on um so here are some quotes from students right so we're not making this up got all these students we all divided and ConEd all six of us we all wrote one of them um so we have the bold and underlined Words which are really notable I won't read every everything um but you know I like the first one especially some days are just bad days it gives me options because my outside extracurriculars have a tendency you know they can interfere with the academic process and if we want students to be balanced um you know it's important to note that they are human beings outside the classroom they can build
019multiple ideas to improve outside of class um we can be part of our grade and basically choose what will help us um very teenage use the word basically there I love it um reflecting improving your Spanish communication and speaking skills which that bottom middle is important too because it you know it's not like going for a grade always it's truthfully at the essence improving our communication skills which is you know the backbone of why we are language teachers and they're language students in the first place um and we can see ourselves grow we have student choice we have growth we have agency and we have true you know Improvement of the skills not just oh man I'm going to reperform because I'm so how has this impacted us as teachers and how we're developing curriculum
020um as was mentioned before with the calendar it used to be that we had just one time at the end of a unit in which kids had to really kind to demonstrate their ability and oftentimes we would rack our brains in terms of what does that assessment look like to make sure that it's encompassing the breath of everything we've learned and having switched to a portfolio model being able to develop sub themes we've realized that hey we can break this down in a very manageable way for students and as mentioned before students can really dive in more curiously more intently into an area that they feel passionate about um another thing that's happened as a result of that is they're paying more attention to what's actually happening with the resources so in the past it
021could be kids might have dialed it down at the beginning of the unit and then dialed it back up towards the end realizing I've got an assessment coming I really need to pay attention here it's something where students every time we have a resource they realize this is going to be a factor within the next conversation that we're going to have so um in terms of of what it means for us in developing the resources in lesson planning in uh building up what it means to have those interpersonal communication strategies and skills and opportunities it's been really beneficial um throughout in regards to the portrait of a patriot and what we hope from students this portfolio model has helped us in regards to having them understand what it means to self-reflect so when it's in
022terms of pacing for us and how we are doing this our students have always had conversations what we really switched here is the idea of when are we recording and when it's not as though when you see that calendar with one assessment that they weren't speaking other days they were always speaking and it was just us kind of switching things a little bit so that way we realize let's capture them at these different moments um and as a result all these different points here have been something that we've been able to leverage with them um that self-reflection in terms of them being more cognizant of uh where they're currently at and what they need to do uh the idea of how it is they're working with peers and uh communicating with one another how they
023can gracefully say Mia this is your not best work and here's the reason why and having to use language from uh you the class to to really explain that um and then justifying it to us right so the idea of evidence-based learning the conversations have really switched to students uh saying to us instead of what's my gr here is what do I need to show in the next one or uh you know um what can I do to make up this this particular part because they've self-identified on the rubric or they've worked with their peers or they've internalized it so much that they realized what needs to happen in that next step moving forward though I think as a team we're set up beautifully in terms of uh the willingness to want to iterate so
024we've naturally been tweaking things so what we've done one unit we've talked with one another thought about what's worked what hasn't worked and we've been adjusting so it's continuing to work on that realizing that Perfection doesn't exist um but that Pursuit should always be there right us tweaking things so we're improving the next is expanding it so we've talked about interpersonal and that's something that as Mia stated is probably the most stressful things for for students because they're having to put themselves out there but we have other modes of communication that we assess kids on and the idea of building a vertically articulated portfolio uh where students are going from one class to another having similar experiences where maybe they start off with interpersonal in uh Spanish 3 let's say or sorry 23x and then
025the next year they roll in interpersonal with presentational so that they're having a sense that they're not going from one portfolio to a different portfolio model in different skills but they're able to then see longitud over years how they' progressed throughout so being that our teams are highly collaborative we haven't gotten there yet but we're in the right step to go towards that um and the ultimate goal would be to have just a portfolio for all the skills right so at this moment we've LED down to interpersonal I believe other teams are doing presentational the beautiful thing about our programming here is that because we're highly collaborative and we have people on different teams you don't have to mandate that one team does one thing people naturally are on different teams and they want to
026do what's successful other places and so we end up getting to the right place faster as a result but that's the ultimate goal so thank you I know there's a lot that we stated and I'm sure there's plenty of questions yes a question you were talking about the the part of the process where the students kind of do their own analysis of their work and provide input as to how they feel they've done what they've accomplished and where they are in the in the process how do you all or how do how do teachers evaluate that and validate what it is stud prod so their own personal self-reflection well what if you go back to you know like the old school days the teacher would just grade the student more directly either in a conversation
027or um a written piece of work or something like that well that's not happening so how do the teachers get involved in validating the that evaluation process with the student so think a lot of it comes from modeling beforehand what the expectations are for the assessment sh kids exemplars of like this is what it meanss to be sucessful successful in this assessment but as Christina mentioned the transcription is really powerful because in the end we're asking students to show to show us the evidence So within that conversation they've or in that transcription they've stated everything they've written down so if a student misidentifies their strength and we come back to them we say well you know you believe that you were strong in this area here but I'm not finding that within your transcript like
028where are you seeing that you're successful in this area and I think it's teaching kids to be a little more forthright and honest with themselves but having that is the evidence something else that we do as well sorry to so something else we do as well is once we as teachers have graded all of their interpersonal speakings it is an in-class activity to go over the feedback so we pass back the transcriptions and something really powerful that we do is we actually do not post the score in IRC right away because we really want the students to internalize that feedback we know our students love that a and so we know that if they just see the score they're just going to just shut down or they're not really going to pay attention to the
029areas of strength or areas growth so what a lot of us do is we'll have them analyze their any comments that the teacher has made and then we ask them you know based on this feedback where do you think you have scored after your teacher has like marked it up and um it's really interesting because 90 95% of the time students are very accurate like they're like oh man I thought this one was really good but I didn't even realize that I was doing this wrong or I didn't even realize I didn't have strings of sentences so that's where kind of that interaction piece comes in sure to that to that exact point do you find that kids are still or some of them at least are still a little bit uncomfortable not being able
030to say well you're doing kind of B work now or you're doing a work now that they want that that um more definite grade is that or are they really kind of Chang they do I have they Chang their mindset to really accomplishing Mastery and not driving for the gr I think we've heard like anecdotally like their language change before it would just be like all right well I think that that one was like that one wasn't it or whatever but I remember the first time we did this like last year a girl was leaving she's like I don't know because recording was really two because I had a lot of strings of sentences but my text type was better in this one and my question my communication I was like I didn't even know
031that you knew the language of the rubric and then they walk out and they're really reflecting on like the areas of the rubric and not the I think this is a a three or I think this is a two 72% yeah right yeah 72 exactly yeah so I think their their language has their mind set has shifted but I mean they're always just going to want that I you know I'm sorry I do have one more question in terms of the entire group are you seeing consistency from one teacher in one section to the next do you have you looked at that data you should take a look at our group chats we should have done a screenshot of that I'm very fortunate to you know work with such wonderful people who are willing to
032put themselves out there but then also respond to other people's questions so our Spanish 3x team chat like people will upload videos and say like hey can somebody help me with this one and so we calibrate that way in terms of interpersonal or interpretive or writings or whatever it is um and it's you know it's the combination of personalities and willingness to work and kind of be out there but uh I think as a result of the calibration beforehand the calibration once we get the assessments together uh I think the great distribution would probably prove out that like we're very well calibrated thank you question about um did you break out the data in terms of sort of stress levels around assessments with regard to your sophmores or your upper classmen and your freshman because
033I'm just you talked about how in 23 you're sort of moving towards this so that's a softer transition I'm just thinking about kids who are coming from our different Center districts different classroom cultures and they you know the young in the classroom and how that might be compounded also just adjusting to a totally different way of participating and self assessing and being assessed so what is does it look different with that sections worth of freshman that you have in three four think we've broken it down that way but I mean that's really because I mean I know the freshmen in their comments or in the surveys have been like I don't really know anything anything else so I'm pretty okay with it I guess so I mean yeah I don't know but that would be
034really interesting dat though so the way we collect the data I don't think we can unless we ask them to indicate indicate their so future yeah my other thought is just that hopefully by the time they've been here for a year plus they've been more informed and more intentional around class selection I feel like sometimes that first year it all feels hard or maybe they've gone the most aggressive placements you know not like I have twin eth graders at home and have selection on the brain sorry but um just asking for a friend a twin study so so you talked about uh portfolios that you collect all this work into a portfolio and then they go over does that portfolio stay with the child as they move to to the next level the next class
035um so that they can then continue to build on it or is it just stay within Spanish 34 it's next level is themselves live like digitally yeah so I think we're at the experimental stage right now so we're really piloting this um the way in which we're doing it and other teams are starting to uh you know decide if they want to do a portfolio model within your personal present ational and it was important that everybody all the teams decide how they want to do it so that we can see what works in like a really expedited way um so at the moment nothing is ver articulate that way but the hope would be that in future years we're aligned in such a way where a kid could go from you know their first experience
036to their last experience and have their full body work but if we were to try to do something like that now because we're still tinkering and messing with the dials it it could get really kind of Haywire so until it's something where it's programmatically Sol five like this is based on our experience the best way to do an in pris portfolio like I don't think that's going to happen so until we get so it stays there I mean IDE so it is digitally like they at the end of the year um we do it on an app called class kick they could download it as a PDF and keep it and have all the files and their feedback and Reflections um but what they do with that in the future wouldn't necessarily be what we
037do in 34 wouldn't necessarily translate to AP but they could have it for themselves ideally what I heard you say earlier I think in answer to Gary's question is yes kids are chasing grve we haven't we're not changing that but in doing so they're doing it based on very specific skills and they're understanding the skills and where they need to go to get there to get to the grade that they want is that any different in the last few is that a bit of a shift also in in terms of that type of thinking with the new ways of grading and all these other factors that have kind of played into this is that different I think you see them celebrate like their performances differently so you get like more Snippets of students like experiencing
038success and being happy because of the different experiences like celebrating their language so we historically since I've been here since my fifth year the kind of the framework has existed in terms of self-reflection teacher feedback peer feedback but then the way that the students go about like analyzing their own work um and then trying to improve upon it is like this has kind of been the big evolution so you'll see after uh a recording one day like the kids are like like they're like really excited for one they're like oh would you mind if I use that one like or like one part might be kind of bummed and the other like you it wasn't my best one the other be like hey I I think I'm going to use that because I really like
039this piece and so there's a little more there's a lot more like celebration of kind of like the the interaction that they have with each other like right immediately after a conversation versus just we're going to talk we're going to upload it and do my reflection and move on um that at least is something I see consistently across the board something that add to that which I think is really important too in the original model whoever your partner was for that particular conversation that was it that was it um so sometimes you get the kid who doesn't talk at all and sometimes you get the kid who doesn't stop talking and you got to but in this particular model right they've got four opportunities so as Chris was saying like some kids are super pumped
040about that conversation because they the Synergy was there and everything lined up whereas that's not always the case for everybody so in terms of agency in terms of different metrics of student report like this assessment is alleviating a lot of stress this process alleviating a lot of stress for students and it's creating a better environment for ourselves and I'd say like Chris has brought this up like a lot is because since they do four different conversations you know one kid could you know upload this conversation but another kid uploads a conversation with that other kid and you can hear you're like oh you picked the right one like that one that you did awful that yeah like that one wasn't your best it's cool to be like you didn't you know like you have the
041they have the awareness of being like this is the better one and they're only to get better at it as well so I know from having gone um and done EBR a couple years ago when we first started doing that the students learn the process so I think as kids go from two 3x doing this to us the that hurdle you get over is a lot faster because they understand the mechanics of the language um feeling with it all do you think that that's reflected in the increase in your belonging metrics next data set bring out maybe two soon next right thank you oh sorry let just ask one more question so if you found that this is a a good thing for students that that uh it improves whatever they're supposed to be improving
042are you sharing this with the other language groups in your division it's actually people in French doing this or yes Chinese this has been a thread of our staff our quarterly staff development for the past two three was last spring yeah last spring this team actually presented uh to the division we have uh our our German teacher Bina has been doing content based portfolio for quite a while and it's been fantastic she has a portfolio presentation at the end of each semester uh this team thought a little bit differently about it and thought of it through the realm of choice around assessment and we really glommed on to that and we're expanding it right now as they mentioned we're innovating so uh we're working there isn't really a model out there uh at the high
043school level for how this could work there's research that says this is very powerful but in practice there isn't much so we're in the act right now of of making that model for others and yes it's something we're committed to collectively for sure Justin are you saying there there are no there are no other high schools that are that are doing this to your knowledge that this kind of the portfolio that's astonishing to me is that true yeah and there are very few that use our grading system in general and then beyond that to give choice and assessment you'll see it a little bit more at the University level where there's a portfolio you'll have a number of things you might turn in and then you pick the one you want um and it's originally
044in the research going back to 90s in the world of English language development elll it was a big thing to presentent portfolios so that it started many years ago it's not a new idea per se but to use it on world languages in practice is really novel surprisingly interesting their portfolios say fine arts for inst English depart generally speaking I think a lot of language programs are still kind of stuck in the grammar kind of focus whereas Market having a birthday party exactly whereas people do right this group has really been focused on want kids to be able to like actually speak the language so you know it's it's a different model Al together well thank you guys so much we appreciate you great job very nice thank a thank you thank you you of
045course are welcome to stay um but this was the best part of the meeting so um we'll give you a minute to find your way thank you so much thank you got married the office the B that was awesome thanks happy about that yes very happy about that all right here we go uh next item is our for policy updates uh we did a first reading in December yes did um and so we're bringing this to you as for your approval tonight um and it's a press issue one 113 okay sorry um can I get a motion to approve so much who was it that was second second thank you okay any questions for Eric on this uh and just to remind you you know I know you've probably taken a look at this but
046you know we've kind of categorized these um where you know A and B are the ones that um you know p and I felt like um you know we really wanted to get some more information and dive in we for a we've reached out to lawyers to make sure that we're on the right page and for B uh level B those are things we also wanted you just to pay attention to everything else um you can either skim or ignore um but Level A and B are the ones that we wanted you to be sure that you were comfortable with and I would say that um all of these are essentially this term required by law yes so feel free to disagree but you got to do it anyway I don't have a disagreement but
047I have a question about one you categorized as C I'm just curious um because I like had to reread it several times to make sure that I I think I understood it how does a commemorative holiday get reflected in the school year is that something that happens in the classroom or like this is the footnote to the school year and calendar day about adding Constitution Day as a commemorative holiday what is I I just want to understand what it means yes all right yes yes it's put in there as a footnote and I think it's one of those things where it's just duly noted gotcha yeah yeah I just feel like with anything with regards to the calendar and obviously next year we're going to have the election day cor as oh no no no
048this oh sorry now I understand your question this is not reflected in our official school calendar the commemorative holiday correct not correct sorry I misunderstood your question that's what I wanted to understand no no no no no no there are many of those um I know yeah yeah yeah those are not reflected in our official school calendar I'm sorry I misunderstood no because I was also like does that have to be like refed in curriculum okay good like I said it was a sealess question most most of those things um fall upon our friends in the social studies Department to make note of and highlight and great things to talk but it's not part of I'm sorry I misunderstood it's not part of the official school calendar gotcha yeah thank you sorry yeah no no
049no good question I had another question about a C1 this um deny future admission to athletic or extracurricular we talking students or are you talking about unruly visitors what poliy uh 8:30 visitors just generalized visitors so if somebody is anybody known to be un ruing they can be correct yes behave yourselves behave yourselves Troy will trade the bouncer yep I've seen it if I behave myself and the dog walker and one other question about the um number 750 on the SE um transfer to a regional safe school does that mean that we have expelled a student if there transfer there or is that sometimes a temporary move could be a temporary issue not an exposion okay any other questions okay ter could you please pull the board it's a Voice vote oh it's a Voice
050vote sorry it's okay all right so all in favor to adopt the policies I oppos carries okay um you'll see our uh Personnel report includes our normal um kind of selection of transfers and reassignments and resignations uh and hirings so you can take a look at that uh we will not need an execu and that'll be approved in consent we will not need an executive session following the meeting and for the first time in 17 years I can't remember a night where Sean has nothing to say so let's Revel in that for just a hot minute and uh note that um the remaining items are for consent including destruction of close session audio video recordings release of executive session audio recordings and uh the need for confidentiality for executive session minutes all of those will
051be taken up uh under consent you'll see our um foyer requests for this month and that brings us to the consent agenda all right and just to clarify the recordings because it says voiceful next to all of those but it's still okay it could be part of consent part consent okay can I get a motion to approve the consent agenda so moved second I have no idea who did this uh that was Ronnie and Ronnie thank you um so could you please P more certainly Ben ysf yes s you hi course hi good Moon I Tire hi no hi it carries six to nothing okay just some uh interesting uh notes Here we had a really great midyear celebration honoring a whole schoras Borg of teachers and faculty and uh Troy and Mark uh honored
052folks with super Pats and so you can see that nice list of folks that we were able to recognize there um including Matt who happens including our very own Matt super super super P that's right the two-time winner um absolutely amazing work to get the PAC ready yeah no kidding uh just thought you might be interested in the article you may have seen it the misguided war on the SAT I thought that presented a a great Artic a little bit different take on the whole um do away with college admissions testing I thought that was interesting uh I just thought you would also be interested in our uh we have so many athletic programs I think I've shared with you before that there there's only a handful of division one colleges who have athletic programs
053bigger than ours we have well over 2500 athletes Troy I forget the exact number um 40 something Sports all these different levels over 200 coaches over 200 coaches um and now over the past couple of years um we have a girls wrestling program that is one of our fastest growing um Sports they're doing an amazing job I sent you a picture earlier today the girls wrestling in the Fieldhouse um absolutely fantastic so kudos to Trish and our coaches uh for creating that opportunity um and so you can see an article I included there as well around girls wrestling in the United States and kind of the equity challenges and opportunities that it provides um I hope that we're um fulfilling our expectation and commitment to equity um so that's just a note of interest uh
054I also shared with you um a list of important dates uh p and I put this together over the past few days this is uh Beyond a draft maybe not totally final things of course change uh but it's here linked but I also we also gave you a hard copy I know that some of you like to have it in your hands um all of these dates will be put on our Google Calendar um but we also wanted you to have a hard copy you know I usually provide this for you right around this time so you know what's coming up in the spring and summer I just want you to and I part of the reason in pointing this out is I would love for you to go to the back page and I
055just want you to note um that our very own version of um of I can't say that L public meeting but um he week is May 20th to May 24th right so we have this is usual right we usually do this past 16 years we have our board meeting on Monday we have admin reviews on Tuesday then we have graduation on Friday so it's a big week but we' like to get it all done get it over with um so out the and accordingly we will have good food uh and the opportunity to be together that's it that's all we have we're hoping it Troy's gonna make sure it doesn't rain and snow tonight so yeah thank you Troy we appreciate it I got a cover enough um okay can I have a motion to
056adjourn so moved all right all in favor