001Rock call please hi Mike Davenport here Christopher Espinoza here shirelle Fuller here Jenny hagstrom here Terry pavisich [Laughter] nearby Nancy cupka here Luca palowskus here Caitlin Vincent here thank you okay we have a horrible stand for the pledge allegiance to the flag of the United States of America and to the Republic for which it stands one nation under God indivisible with liberty and justice for all okay we start with student perspectives I'm gonna actually go hang on yeah it's cool there you go all right good evening um today for students for student perspectives at South High we are celebrating student achievement and Communications so it's actually threefold presentation but under the umbrella of achievement in Communications so you're gonna hear from our blueprint staff our yearbook staff and ihsa short film so English teachers in
002the room will appreciate three different modes of medium in which to communicate and we're super excited super proud of them um so I'm going to start by introducing Ava into Caven come on up okay [Applause] there you go all right so you two are going to introduce yourself talk about blueprint and then all right all right hi my name is Russell I am a senior and I graduate I'm serious we're just going to talk to you about our school newspaper which is called the blueprint s um so how to join Advanced journalism that's kind of just the basic term for Google Play class um most people take the prerequisite which is journalistic Expressions um and you can kind of just learn throughout the journals in the course and you also sometimes get to freelance on
003the website or in the print in some cases um or in my case I got a recommendation for my English teacher my sophomore year and um I was able to take the course by junior year and again my senior year we also have a couple other journalism related classes at South such as TV or radio and I know some people who take those as well as well as blueprint the same year um and if you get recommendations um what is blueprint and blueprint is Advanced journalism it's a four-year course um we run it like a real Newsroom so like you get the experience of if he was wanting to be a journal list of like that environment um it's student-led so we just we have our teacher who's in the room with us but we
004usually take control of everything and how it's run um we designed to create the physical newspaper we handed out this year we had five Cycles some years it is a little bit different five to six is usually where we're at and we also publish online on South blueprint we try to publish at least a couple times a week and we even do it during the summer so we have been um we're getting some and then we also have the chance to compete at ijea or ihsa which last week we placed third at ihsa state competition [Applause] we also won our sectional this year so we're really proud of everyone who was participating in that and um some of the yearbook folks also were there too so [Laughter] um a little bit about our website we
005publish in five plus categories that includes news opinions entertainment features and sports um we also do fun quizzes and listicles and every article and everything we have is an original photo which I think is really unique and I didn't know that going into blueprint but um I've really gotten good at taking photos and I think it's just something that um it's just really fun to do and we have a lot of different people specific people to keep it here as a photo and graphics editor um so he can kind of take care of all that yeah um and then we also edit the pages of the newspaper um we have a 12-page spread and each section of people takes care of a couple different pages and it really holds you responsible that's what I like
006about the class um I'm an editor-in-chief this year and I stand up in front of my whole class just like this every day and talk about what we're gonna do each day and um it's really given me a great experience of being ship and I know everyone in the class really loves to like the family environment that we have we're having a party in a couple weeks and yeah we're just really excited we also disturbing the newspaper so every time the cycle comes out we walk around to classes with carts of full of newspapers um and it's just really a fun environment and I really love how we get to um be ourself and come up with segments that is not normal for really news sources or whatever and just get to make the blueprint
007our own in our home oh we have one more time sorry um the blueprint is like she said taking responsibility and taking the experience of being in a newsroom news a real Newsroom in like yeah we call it the blueprint lab and we just really get the work done and whatever we receive before awards called um best of snow online um and that is really like a strong rewards if you guys don't know a journalists but um in ijea and ihsa so we're really proud of you all right yeah um we would like to introduce the ihsa short film which is Bradley Mason [Applause] hello everyone I'm Joshua traga and I'm a senior at Downers Grove South High School I'm Bradley padovic I'm also senior at South and I'm Mason thousand I'm also a senior
008in southern Pennsylvania so this year we uh created our School's First short film and in terms of how to join you'll have to contact Chris Blum um yeah sorry Mr Blum and you'll have to include any of your previous film or editing experience all of your creative ideas you can even submit a rough draft screenplay he's basically the guy that will run the whole Logistics of it getting it together he was a great help to us this year so so the short film is a yearly competition held by the ihsa that started just a few years ago um and any students in ihsa high schools can submit it as long as it's under five minutes and um I think it's technically a part of speech and debate oh yeah because we traveled with the GI
009team so the group into our team from South we traveled with them because the storm film was held at the same time as that competition and so the fun thing about the short film for ihsa is that the short film has to be made entirely by students so all the acting editing shooting writing directing all of that has to be made by us and our fellow students now Mr Bloom did help quite a bit in terms of budgeting transport all those things but when it comes to the final product it's basically all our creation so yeah it's really exciting because this is a very very new thing um like it says there it's only been in the ihsa competition line for about three years or so and we were happy to go this year and
010compete and we place about seventh overall out of 48 with a rating of superior so very good so our short film was titled you'll never guess and uh we submitted it for the ihsa uh drama short film competition which was directed by myself Mason Bradley and NB Bandera um and then as Bradley was saying earlier yeah our sponsor was Mr Chris Blum but then we also had a bunch of like help from different staff members along the way um we kind of talked to like um Mr Evans who helped putting props or any prop um stuff that we needed we had Mrs primals to be a chaperone she actually made take over the world next year because Chris bloom had sorry Mr Blanc has a lot going on already so uh Mrs Primos may take
011over to help him out with that which would be amazing to have her how about with that she was actually the one that got all of us together for this today we uh all met through uh our same English class making videos for that and start making videos in English class all three of us we made the rules of Wall Street other videos yeah that's how we got recommended it into the director position before I just said so what's up um and just to continue on um the film kind of for us what we filmed is about a student kind of following different rumors and um trying to figure out like what was going on but you learned later that it's kind of a story that talks about how these rumors get out of hand
012and they can kind of twist the truth and make like turn people's good images for the worst and how we shouldn't really kind of like fall for these false women were so there's a good message and it's also entertaining a little bit of core aspects in it too we got one that judges to jump back we got a little jump scare us we're proud of that but uh yeah he watched in a dark room he hated us for that um and then yeah we had a lot of students that were part of it as Bradley was mentioning some specific ones we also like to shout out who's uh Rihanna Ziegler she was like kind of our manager with keeping us on time because we always really want to make sure the scenes are right but
013we didn't want to like shoot till midnight either so she kind of kept us on top of that and making sure everyone's in the right spot so even though there may not like um even though there's us as the directors there's so many the other rules that we learned that come into this so yeah we have the people of charge for keeping us a test we had the makeup artists we had editors such as Xander sparaja who spent like 13 hours I think just going non-stop editing on our short film and it was only five minutes the amount of editing it goes into it is insane and then we had yeah makeup artists as I was saying and a bunch of other people and we're grateful of also the group are giving us some of
014their cameras and equipment to help all this come possible so it's great how we can all work as a community and kind of just work with everyone here and together to get this all done and then um yeah perfect so the benefits of short film provided a great experience if you're looking to pursue a film career so like a lot of things that I learned while I was doing this like sometimes people that go into a financial it's a fun and short film so it could be easy you know you think it's kind of like I always remember a video around fun with it but there's like a lot of things that go into the video learn that while you're doing it so if you're interested in film it's really good experience to kind of
015just like see how real film works and like all the aspects that go into it and maybe when you fit in with all those aspects another thing that goes into that is you're working with so many different students and Josh editors makeup people just people helping you stay on track and it's really awesome to be able to work collaborative collaboratively there's a bunch of different students and I knew that's actually the best part is just hanging out with all of our staff members and all of our actors and everybody who helped out and it was just awesome being there with everybody foreign competition field and that's just really cool experience within itself free time and now we'd like to introduce yearbook [Applause] film I I will have them forwarded to us thank you yeah because
016until it's only 25 minutes so watch it in the dark don't watch it in the dark I'm a senior editor on our yearbook style and I'm Mia Casa and I'm also a senior editor on the yearbook staff so just some general information about yearbook um so it is a class A lot of people don't know that but it is like a class that you can join and get credit for every year um so the class is made up of Staff members um four editors this year which is us and two other girls um and our advisor who's misso truck um there is an additional option to join yearbook Club if you like don't have the room in your schedule or you just like want to go and not have it be so like strict in
017a class um but the staff Works throughout the year to gather information to create pages about literally everything in schools that includes sports activities every club and then for editors in the beginning of the year we choose the theme of the yearbook and we design the templates with which the staffers use to put their pictures and their stories in and everything like that and we create a style guide as well as an edit edit pages in each deadline and if you see on the screen those are the four editors it's myself and Mia as well as Haley Fredricks and Julia Brown door so we weren't sure how familiar you guys were with the type of yearbooks that we create we wanted to give you an anatomy of a yearbook spread so you can get a
018little taste of what we do in class every day so first is our cover mock-up that's actually with the cover of our yearbook is going to look like so keep it secret we haven't released it to the students yet just for you guys to see pretty sure they're not watching yeah I'm pretty sure they're not watching the public yeah really it's still a secret okay so we're so proud of this covering of this book I'm really excited I submits their newspapers as well so we're excited to see how this yearbook does next year and then just a reference this is what an example page of a yearbook looks like this is actually taken from a sports template that me and I and the other editors created so you'll just see some buzzwords there's primary headlines
019where you title the page so the students can figure out what's going on in the page there's a feature story in past years we've collaborated with the blueprint and used some of the stories that they've written and credited those authors as well just to kind of get some variety in our stories in our yearbook um you can see we have options for team photos and many many photo spots those are the blue squares and rectangles that you see we try to get as much coverage of our students if possible and then you'll see little modules because this is a sports page you can see there's scoreboards there's polls we just really want to get as many students covered in our yearbook as possible because there's such a diverse population of dgs um so next some
020accomplishments and opportunities you get from being um on the yearbook staff so this year we received a Bronze award for last year's book which was New Horizons from the Northern Illinois Scholastic press Association otherwise known as nispa and this included um several honorable mentions um for coverage our theme and concept and design we also received a Golden Eagle Award which is like the best of the best you can get for our 2020-2021 book out of the blue our staff is also given the opportunity to compete at journalism sectionals and state along with blueprint this year all four editors actually made it to State and our yearbook copywriting person which is me received third individually at State and then our team placed third overall excellent very good foreign and then just to talk about some of
021the benefits of being on yearbook you get to learn about different leadership skills so being editors me and I really get to learn how to talk to people how to help them figure out their Pages how to like correct mistakes things like that and positive criticism um you get to collaborate with other staff members and make friends as you see there's a picture from prom and just some selfies that the editors and I have taken because you really get to build some um deep friendships with the people on staff because you spend so much time creating this yearbook and working together and collaborating you also get to meet different students and staff through interviews and working on pages because we do like to focus on getting as many student perspectives as possible we like to
022interview students we like to ask them questions like what's happening in this photo how are you feeling when this happened so you get to get a lot of different perspectives from the students and the staff in our community and no previous classes are needed to be eligible to join anyone can join our class anyone can join the club you can do both at the same same time it's really a flexible setting and just overall you get to create the book that students will look back on for years to come which is honestly something really special and it's amazing seeing the book at the end of the year seeing all of your hard work go into it and knowing that the students are going to appreciate it and look back at it it's just it's a
023great feeling all right [Applause] questions for any of our students well I got some I I do too yeah so all right what's a listicle a couple weeks we kind of got together because we're like okay we need stuff going up over the summer so we stay um on track and so we're staying trending um so I know I've done top 10 list singles before um and one of our most popular ones is top 10 hardest words to say with a lisp it kind of always is um yeah so just top tens lists of things that we like or things that we want to share so yeah terrific thank you yes and um uh I just want to say Mr Boom uh mizo truck and Ms long are awesome aren't they yes they're awesome so
024yes I had students that were involved and actually I think my daughter Andrea who is going to be graduating this week from college it was really you know being part of blueprint I think that that steered her into wanting to be a teacher because of that experience you know having to kind of run things a little bit and organize and and you know run the class so it's excellent you never know where this might take you so are there plans to do anything um in college oh that was terrible I'm sorry no I just want to know from each group if um this is going to be a kind of predecessor for what you want to do in life Clark Kent access I was in college okay how about the film guys because you know
025right now there could be a a writer strike so they might be amazing scholarship for Augustana excellent school good school very good very good how about the blueprint or the well your book personally I'm not going to be going into any type of related but one of our editors Julia she's going into marketing and specifically the graphic design element of it and she was first introduced into graphic design and all of those things through the yearbook um I'm gonna go into teaching in English because I've always loved to write which is why I went to state for your book copywriting um and I just also like loved like the leadership aspect and like that really ties into being a teacher okay very good very cool do they still have the journalism camp in the summer
026um they stopped it and they haven't picked that back up yet bummer okay all right well you guys are all doing a fabulous job we we look at the yearbook every year when it comes out and yep and we're we're just really proud of it and I read the blueprint when we get it so so that's always save 10 for the office and we say this specifically goes to the dishes so we really appreciate it because it kind of keeps us up to what you guys are thinking and and doing in in school so we really appreciate that and I want to see that five-minute film oh yeah right you'll get us the link yeah we'll get it too any any chance video announcements might be okay sounds good thank you thank you thank you
027thank you [Applause] [Music] [Applause] all right we have our final student board member reports who's up first go first yes I can't go first okay so it's more so like the final stretch now there's obviously only a few weeks left um everyone's trying to get everything together and just keep their confidence up and get through all these great exams that are happening this week and obviously there has been a lot of stress with students and changes going on such as the exams and just trying to get through all the activities but that's why North has come up with so many different things just to boost everyone's Spirits one of them being that we had one of our graduation concert last Thursday which was amazing and one of a film music composer named Jermaine I might
028butcher the last names stagles yeah stego came in and commissioned a piece called True North in honor of Mr T A teacher who has been at North for around 30 years so that was really nice and heartwarming to see and also to kind of recognize students who have been doing great at North we have our senior awards ceremony this Wednesday that's occurring around 7 PM which is going to be exciting to see as well and today specifically because it is decision day everyone decided to wear their apparel or shirts even just a hat or something to show off where they're going different people going to the military different people going to college or automatically going into a career which is really nice to see the community of students that we have created over the last
029four years um also because of the season and it's the final stretch a lot of the sports are also ending and it gets pretty emotional because you've been with these people for so long and you've created this home environment with everyone and there's things such as conference and state coming up it's going to be amazing to see how our teams do it in the end and just kind of pushing towards the goal of doing their best and just kind of keeping up that positive spirit that North applies every single year and with the positive spirit everyone is so excited for our prom on May 17th which is going to be really nice going to the Bolingbrook Golf Course and just Gathering everything and getting ready and prepping just seeing everybody just get together and figure
030out what they're going to do with the rest of the school year and what are you gonna do Luca when you leave I graduate um I'm going to Indiana University for accounting very good all right it's doing the right thing so at South we've had a very busy past few weeks but very exciting um last week our PE Department had a wellness week so all week long there were different activities for students to promote I'm just living a healthy lifestyle some of the top two things that I liked that week on Tuesday they brought in a lot of different vendors from the community people um representing different organizations like a counseling company different like drug awareness people who had a lot of candy on the table for students but also a lot of fun activities
031so that was fun just to interact with the different vendors and learn a bit a little bit more about certain issues related to living a healthy lifestyle and then on Friday there also was a triathlon for students to compete in I personally did not do it I helped to run it as a peer leader but my younger brother did it he said it was a lot of fun they got a lot of free stuff just for competing in it so it's just a fun thing that students can do we also had our clear leadership day for seniors last week we went to a banquet hall heard from guest speakers uh had different activities to help us like learn more about the transition into college stuff like that we had different scenarios where we worked through
032with different staff members had different conversations with other students and kind of had to learn a little bit about the transition coming up so that was really fun and very informational we also had our commitment Day celebration last week since our prom was this weekend so we had everyone wearing their college shirts or whatever their plans were for the future we got ice cream sandwiches through the College and Career Center to celebrate our decision which was really nice and then they also had a table full of free college things that you could take so if you found your college you could take like a banner or a shirt or whatever that they had and we also have our senior awards ceremony on Wednesday which would will be really exciting to just honor all the accomplishments
033that our students have made this past four years and we did have our prom on Saturday which was super fun it was really nice we had um like a Hollywood movie night type of theme so there was a red carpet there was a big Archway to walk through it was really fun the fireworks were really beautiful that they set off at the golf course and it was just a fun night to be with friends and kind of have the last hurray before graduation and then we also have AP testing coming up which is a big stressor for students but it is a reminder that we are almost done so everyone make it through you can do it and you can get good scores you worked hard so that's just what has been going on itself
034what are you gonna do I'm going to Mizzou next year and I am majoring in political science with a pre-law track very [Applause] good but I just want to say thank you guys this has been a very good year and we so appreciate your input and reports and your participation and just thank you thank you for the opportunity I appreciate it thank you make sure you come the next time because then there's cake don't miss the kids yeah yeah Monday night studying yeah with friends okay that's all the food groups right survey says all right buddy as I I missed two weeks ago I am back uh also two weeks ago I said that you know the last month and Woodridge Park District were in our Commons uh during resource looking for students who are
035looking to work over this Summer that was really successful so we're gonna broaden that Community table in the Commons um next year um for students looking for jobs um and then also the fire department the EMTs also went over really well senior exit survey just we students have been taking in their counseling um their final senior counselor meeting so I'll be back to talk about that um you know probably uh over the summer or the beginning of next year um and so yeah it's been it's while seniors are starting to wind down we're still winding up getting through the end of the year um so a survey results here we go I was actually thinking I was kind of like the the fifth letter of the yearbook right um that you know you talk to
036a lot of people you're taking a lot of information you end up with a big book right so I have all of my stuff sort of spread out here um I will try to you know go at a pretty manageable Pace um I'm not in a rush I knew that I was one of the only people on the agenda um so um you know hopefully I won't take too much of your time but it's important so I'm just gonna sort of go through this also one of the things I was thinking of as I was putting it together um when you student teach right they give you an activity right where and I'm sure um Luca and Caitlin have done this in class where you put up agree on one wall disagree on the other
037wall and you have two people split and you kind of go um that's kind of good for like primary grades when you're just trying to get them to convert you know start talking and then sometimes you put four and you know um four signs in each corner it kind of develops out those choices a little bit um with high school kids as a teacher I would go to the stairwell and I would say if you 100 agree with something you stay on this Landing if you 100 disagree go down to the floor and I choose your stare um so you're going to see in the way I sort of break out the results sometimes I'm just showing you agree disagree because the results have sort of done that that you you all have access to
038all the raw breakdown I posted it anyone at home can um check that out um and then sometimes it starts to break out a little bit between staff students and families or maybe across the four grade levels and so it's like the four corners and then other times the staff at one school versus the staff of another school versus the families of 10th graders versus the family of 12th graders versus ninth grade students so I do do the stairs and I know that that can be a little overwhelming look at all that data but I would rather talk through it um and have everyone feel comfortable about it and have any questions that you have for me so um I'm just ready to just Buckle in all right okay so um just you know this
039is again about the communication and so um as I sort of been breaking down the results um as as the yearbook does and the newspaper does newspaper interviews me a lot so um I had a couple interviews last week um and so um you know students are you know invested there's a class um for our sophomores at South that have asked a bunch of Administrators to come in um so I believe I'm going in with uh principal corny on Friday they've already said like I've given them all of the results I've given to you and they're studying those now um to offer suggestions about what they think should happen for next year um and it's a government class and this is part of their classroom kind of policy um with Ms Berg so um we're
040excited to start working with them as well um I'm starting off with the family and Student Response rate this slide looks a little bit different um than I did first semester I wanted to break down the numbers so you can see who responded what their you know overall responses were so we have 4 656 students um and so obviously the same amount of families um 40 of our student population participate in the survey and 23 percent of our families did that's about 400 fewer students mostly Juniors and seniors that did not participate in this round of the surveys that is up about 310 families so there was 600 or 760 families in the fall and we're at 1070 now of those families and of those students 231 students offered a free response um and then
0411 641 either skipped it or they may have answered the question n slash a or no thank you um or something like that not at this time um and that's the same with families so 216 families opted to give a free response as well 854 either skipped it said no said you know not at this time or thank you um and then free response overall that's of our overall student body so not of our overall respondents that's so our 231 comments represent about five percent of the student body and about four percent four point six percent of the families underneath you can see where their response is broke down there's also starts to show a difference between how families responded and students responded in some areas if you look at access and resource structure 23.4
042percent of students responses had something to do with access and resource either saying that they like their group they don't like their group I don't like the lessons um you know again please stop the videos um or uh families saying you know maybe some of this time could be moved back into the schedule or I've noticed a change from when you change the pass schedule something of that nature so while their responses from both families and students they do vary I would say you start to see some differences on student concerns that if you notice 5.2 percent of the students responded with some kind of concern either saying I could use more structure or I would prefer to see my my teachers every day whereas 23.4 percent of the comments from families or around student
043concerns so you can see that while families feel more strongly about the concerns around structure or at least from those respondents than students did prefers one scheduler or the other we did a sort of a breakdown if if a family member or student said why can't we just do all black days that fell into that category um there was actually offered quite a few different kinds of schedules um under this some kids said let's go back to eight periods and so that's sort of all of that fell down in the same same category if they didn't come out and explicitly say something about a specific type of schedule it's not tagged there but you'll also see that those percentages add up to more than a hundred percent because the longer the response the more tags
044it had right so I may have read through a comment and it said I'd like to go back to an eight period day my student needs more structure I don't know not sure about access and so I'm tagging it tagging it tagging it so one comment may appear in seven different categories I would say the trend for families had multiple tags trends for students single tag they if they were going to free response they were telling me one thing and one thing only um 10.4 percent of the responses from students 13.9 didn't necessarily have something to do specifically with a schedule all the time um talked about concerns of not having a lunch or just Assessments in general now you know now my student has a lot of tests on Tuesdays um or mentioning the
045four period four switch a couple saying like I'm looking forward to that others saying I don't know that lunch may be early so that's kind of the breakdown for families and students I did the same thing for staff we have 620 staff members that includes paraprofessionals teaching staff counseling staff Dean staff all of that 414 responded in the fall it was 342. so we have about 66.8 percent of our overall staff responding 101 staff members offered a free response 75 of the staff skipped it so the the overall percentage is about six it represents about 16.3 percent of the staff 24 of the respondents you can see that the student concerns about accountability and behavior um similar to the families right 23.4 but 43.6 um of the staff had some pretty significant concerns about cell
046phones homework time policy you know things like that um if it was about uh resource or access about um whether or not it was a positive one about I'm seeing my students more in past days or concerns about the lessons or positive or negatives about students with intervention that all fell under access and resource if it was about time feeling strapped for time not feeling like I have my feet under me that fell under instructional concerns for 25.7 percent it was pretty focused on as you can see from the data about instructional or student concerns we did have a few other concerns about um asking about the exam schedule or suggestions for professional learning and so um but it's the same with the staff for her first one schedule or the other if they specifically
047mentioned eight period day hybrid black or offered a different version of a schedule I also tagged them in that and so it was about 18.8 percent of the comments had something like that in it because you seem to respond well to breaking up by goals I've broken up by goals again all right so instead of just going through like I did last time top to bottom we broke it up into goals I also worked with the teacher committee based around goals okay so you'll see that when I have the staff the staff feedback committee uh that there's three slides that are kind of placed through here when we felt like we got to a spot where we needed to talk we did the slide I typed up the notes they read over the slide before
048we left to make sure that that accurately represented their thoughts and then we did that again we did that on Tuesday and then we did that on Thursday the first goal is about accessing teachers right how can we make sure that students have more access to teachers I would say that this the staff and the students still feel like we have ways to go on increasing that right students have said that while they appreciate and the overall agree that second semester they've had more access to their teachers than they had in the past also staff has agreed um and their families have agreed that they have had better success they'd still like that to continue that you'll see at the very bottom there's no been no change for my student in this area and I
049did get a couple of questions why did I do that second semester when I didn't do overall no change first semester in the feedback from families every time I'd click into other there was usually a comment from a family or a student saying the schedule hasn't impacted my student they turned in their homework before can you please place a no change or not applicable answer um that they didn't want to choose agree or disagree and so they were choosing other or that a family last time set at the end I skipped several because my student was already on time and prepared for school so you'll see that with the overall no change I will try to point out sort of where families sat in that and also where a staff sat in that because there
050is a very distinct difference in a couple of the areas specifically around homework and specifically around being advocates for themselves the staff no change means something very different than the families know change also we asked about experience do you have you um developed a good relationship um that 67.7 of uh the groups overall agree um 32 percent disagree that um you know it's a fairly consistent number across I didn't highlight anything um you know as yellow you'll see that in some of the slides I highlight things yellow because the percentage seems out of whack with the other numbers it's pretty consistent about the different groups um and so that is something that's positive it's not a huge jump up but it is something that progressed over the Year this year this is the slide that
051I was mentioning earlier about students and teachers feeling like yes I'm really glad that we made progress on student support with the past and that yes we do have more access but if you look at the time um the time to study right that far outweighs and student support with the past far outweighs any of the other choices for Access that that while our Juniors appreciated the Khan Academy College financial aid presentations more than our freshmen clearly um that um that was something very specific to that grade level it's not a surprise that our freshmen felt better about the relationship building and were more appreciative about the Alice training they're to a new building I want to know what I need to do in emergency same thing with severe weather drills they're 20 versus the
052seniors 12 that's not surprising and so with this this that we took a break and this is what we talked about um on the committee that we do are going to continue to increase the amount of days for students and staff to connect for help having Wednesdays be a past day um and then Thursdays be a lesson day is likely something that we're going to continue that um some of the things we talked about is how can we avoid some of the mistakes that we made and roll out for resource and for Access that we did this year that we started the year thinking let's get a bunch of lessons sort of not quote out of the way but like let's do them right off at the beginning that was a stressor for the staff
053and for the students and then also it's possible that that helped lead to some negative feelings from some students around access or resource because it was a task rather than something that they were finding value in so some of the the programming and the restructuring um was more of like you know not only just starting fresh but starting like I'm overcoming a hill of something um partially of our own creation there so um and the staff we talked about varying even the formats from the beginning do we do some shorter videos with staff-led discussions some video LED if it's like a state requirement like media literacy that we have to show to the state that we have done that um and then there was also a lot of talk about having student leaders like North
054Stars or possibly blue crew or do we develop another sort of like senior group that can help lead some of those things whether or not it's about reminding students about academic and behavior expectations sometimes that does come better from other students than it does from staff we know that our blue crew and our North Stars do something with our freshmen during orientation and so this would be also a good follow-up for them also it helps you know start that bonding throughout the year I know that Jill urzig from Downer South has offered a proposal for like a softball tournament that she wants to do with senior access to end the Year we're in discussions about how that might work we're hopeful that it will but as we're working through the year staff are volunteering maybe
055there are some ways that we can create more bonding periodically throughout the year whether or not it's competitions against other access groups and then also pbas competitions to reward some of our students for expectations about academics and behavior how can we leverage access to do that you heard from Dr DeMent about reintegrating video announcements that has been something that students have been talking about and staff the the TV program is really strong at both schools and you know we want to make sure that students have an opportunity to see those so those are the committee feedback so we're going to continue with that um and this summer I've asked for hours from Dr Thiele about to work with staff members and some also some administrators to start talking through like if if this is what
056we need to grow in how can we Implement that with all the voices around the table making sure that we're not going down a road of lessons that puts is overly cumbersome for the staff but are it's working to address academic and behavior concerns the staff have plus engaging the students because we do in the end want to continue to build on the relationships between the staff and students and also to make sure that the students feel like they're getting as much out of it as they would in a normal class or that it's enhancing their ability to perform in one of their classes so before I go on is there does anyone have any questions so far nice okay great okay so goal two um I'm sorry could you speak a little bit more
057about the um the teacher committee how many representatives are there from so um we actually had eight teachers with me on um Tuesday and about eight on Thursday um that a lot of it was conflict based right it's after school so um in the fall I think I had about 25 staff members and so that same group was invited um and so um but with coaching and spring Sports and all that kind of stuff that it was smaller than it was Arwen I'm sorry uh principal lip in principal DeMent were also there and so they they weighed in I also had a couple of chairs there so um from both schools so there were representatives from both schools as well thank you yeah so here's where we start going on the staircase okay so when
058we ask the question about currently implementing deeper Extended Learning activities due to additional class time on those black days you can start to see a pretty significant difference in grade levels okay so our ninth graders um you know sitting around 70 percent agree and our seniors sitting around 46 percent agree it comes out to an overall average of about 59.3 for our students versus 40 for our families um you know someone had asked you know I've been showing I went to exec Council DLT so I've shown um these slides to a lot of the leaders and also the teacher committee and um the question comes up why is there such a difference between the families and the students um or when we kind of look at the next Slide the teachers the students and the
059families um and I try to talk about the teachers are responding for all of the students they have in front of them so if I have 150 students and I'm asked about my classroom I'm asking I'm answering about my classroom and all of my kids so students are only responding from their experience right there if we get to a question about homework or my teacher that they're talking about their eight teachers not just the one teacher and so there's already a difference there um and then some families even in their open comments will say I asked my student before I filled this out and they said because sometimes families are only getting what the student chooses to share with them that day whether it's positive or negative and so um also the families aren't necessarily
060the same families of the students who filled it out and so there is a bit of perception that's wrapped up and all here and so I do just want to like as we're looking at the differences um I'm not under the assumption that the 70 percent is a full picture um nor am I under the assumption that the 30 is a full picture that's why I've sort of broken it out across all of those stairs I will say that the 21 percent um you know for our seniors that if you look at senior comments overall that they do feel pretty strongly about it they've had so many schedules in their High School career and they feel that and um totally legitimate feeling and so they absolutely have expressed that here the no change um that
061most of the families and students with no change fall on it feels like maybe it's an uh two periods pushed together right so that they haven't felt that change as much so um while some families that follow no change felt like yes they had that experience in the fall and they're still failing it now that I would say that that if if I were to give it you know a 50 50 it weighs more on um families saying that I haven't felt that yet as much as I thought I would at this point in the year the staff you can see for it's the second question so it's the one on the right that we asked Are you able to implement deeper in Extended Learning activities on Black Days and that is an overwhelmingly positive
062number now if if I went to every staff member and said like is that every black day like no I'm right and so that's that's also in part of it that there are feelings about the difficulty of going back and forth between the two schedules but they're also reflecting that yes I am able to make that change that it is slightly improved from the fall and I think partly the shift in the way we were doing professional development from first semester second semester helped more personalized professional learning I think that that had an impact here but on the other side I do think it's important to note that this is one of the most strongly degree that I strongly disagree questions that we asked will I have I'm confident that I'll be able to teach
063the same amount of curriculum and or skills I have in past years this one does tend to fall across Department lines I don't love to break out by departments I feel like it becomes like oddly divisive right even as I was kind of going through the the school averages I I don't want it to seem like well south or well north um it just it's just that's the way it is but if you look at this one you'll notice differences in the schools later in the survey but this one's pretty consistent and so in digging back through um that if a staff member is feeling like they're able to implement some deeper learning activities they're also more likely to answer positively on the skills question and then if I'm answering negatively or I'm disagreeing or
064strongly disagreeing with the Extended Learning I'm also falling in with the strongly disagree here so that is that is a concern that staff members have voiced that it's you know fairly consistent from first semester as well so can you go back to that yeah so this is something that I just totally perplexes me and I and maybe you've said this and I've just kind of missed it but on one hand people feel confident or they don't feel confident that they've been able to meet the to teach the same amount of curriculum but on the other hand they feel confident that they've had success in deeper learning so I I don't yeah I think Ryan would if you go back to what you talked about at our last board meeting some of the complexities no so
065so if if I am like you know right BC calc was today right am I right a BC calc was testing today I think physics C was also testing today um that I I may have I may have been able to implement a deeper Extended Learning activity and I've been trying to do that on my black days to do it but did I get to exactly the same spot that I did last year it's possible that I didn't and when I'm feeling like oh my gosh I didn't get to the same spot I did last year I I do it's you know like I said last week or two weeks ago um teaching is a calling and you take all of those scores super personally um and that when you're going through it the first
066time in a different mode it it you don't feel like you're getting to the same spot and I have you have to teach things a little bit differently and when you're in the moment you're thinking you're going to get to it and it's you don't and so you have to think how am I teaching the skill differently I don't have the same review that I was able to do before and so you do feel a little bit of a cumulative effect for it in two slides you're going to see something that I think will help break down the understanding um so um here it's pretty consistent across the way right this also ties into what we're just sort of talking about here if I feel like I'm not going to be able to get all
067of the same skills in or get all of the same curriculum in I am going to push through right because I want to make sure that I'm getting to it and you know I know that some some people say that it's oh well it's only sequential courses probably feel that way not the case um that there are I so I did I did do a breakdown um of different departments and kind of where they sat um with certain numbers I was surprised by them I again because I didn't want to like break people up my departments I would say that it's not all the sequential courses that feel negatively about that and it's not all Humanities courses that feel the opposite it is it is kind of a mix I would say that lab courses
068are finding more of a positive reaction um our PE staff you know um and so uh but this one again that because you're not seeing your teacher every day or because you feel like oh my gosh I'm hitting two topics in a day the families and students have clearly reported that they're feeling that looking at these to Nancy's Point some of it seemed like it was um yeah yeah so for this one it's saying that it's it's not you're pretty high that it was not that they sell it feels like two periods rather than deeper and Rich and then if I go back to the other side and if I feel like that so so the difference between what the staff so I'm I'm able to implement deeper and extended learning activities that yes they
069are able to do it and they are doing it they feel regularly and so is that regular practice always making it home or is the student seeing it in every class and so I think that does impact perception right if if on my Wednesday I am feeling like I'm getting deeper learning activities but in my classes on Thursday I feel like I'm not hmm it's so it's so it's hard because I'm not asking them about every individual class they're answering about their classes and so that that perception is also part of it because I'm only talking about my classes as a teacher and I'm doing it but that student is with is not with me eight periods of the day and so that is part of it as well right a student that's having deeper
070a deeper learning richer experience in six of their seven might answer this as no they're not because it's not in every class or five of their seven right they could be pulling out the one where they don't feel that way rather than the majority of the ones in which they do especially if they're not doing well in the class and though that's the class that they feel like is doing the opposite or conversely they're being really successful in the class and because of that even though the other ones may not be they're going to be responding positively so that's why I ask multiple questions all right so like so so here we go with uh benefits and challenges from staff right so um this is staff that have said that they're implementing deeper activities right
071and so if you look across the staff average it's about 57 I think it's like 57.1 um oh moderately agree agree or strongly agree and then you you come to well with the extended periods I have more time to engage my students in discussions workshops projects you start to see a pretty big difference between the schools and it's only 40 percent and so it makes you wonder why is that so different um you can see that I try to get to the question in several different ways so the first one is about activities in that block the second one is about structure in that block and then the third one is about rigor or um like kind of uh intervention within that block and so you can see that they're feeling better about the strategies
072than they are about the making sure that that structure is is under their belt and then also um with the difficult lessons and so that as a teacher I may have chosen one two or all three of these or I may have chosen none I'm like yes I'm doing that but am I choosing this as a benefit because I was able to choose as many as I wanted to um on that and so I think the main division here is that um it's talking about the specific aspects of what is that deeper enriching experience look like okay goal three was about reducing stress this actually sections a little short so and then there's a staff feedback so now that we've experienced the schedule for most of the year I feel like I've adapted well to
073the schedule at this point um again it's a pretty high number especially I think when you think about the strongly disagree here about the teaching the same amount of curriculum and or skills right that they're starting to get used to the ebb and flow of the week but you know are are they fully there yet no right but they've definitely said that they've adapted better to the schedule and it is slightly improved from the fall here's where we start to see a pretty significant difference and you'd think that there wouldn't be such a difference because it's like numerically provable right um that I could if I collected all of the students names who took the survey which we don't um and tagged it to their absences during the school year we'd be able to see
074it now students overall across the board so 55.8 percent of them overall agree that they have fewer absences and are more engaged at the beginning of the day here's the overall no change where I say it's very different between the staff and the families in the first survey when we asked families and they were saying please give us a no no Change option or a not applicable option the response that went with it is my student no matter what the schedule is my student will be present and engaged each day and so for families and for students that respond to the survey right more of our compliance students who I asked them to fill out the survey so they filled it out are going to be represented in the 1872 and so they are going
075to agree yes I come to school on time and yes I do my homework now opposite staff this is one of the first questions where we get a zero percent right so strongly agree at North zero teachers um chose it and only 1.5 percent um of the South staff and this one sitting at 68.5 percent um as overall disagree and that no change is no I was concerned about absences before I'm still concerned about absences now and so there is a fairly significant swing between perceptions of families and students on the survey than it is with staff on the survey I'm sorry are you saying for that that perception is that there are more absences and tardies that that they strongly disagree that they there's fewer absences and tardies and that they're more engaged at
076the beginning of the day they are no they disagree with that statement with that statement and that because the no change would be it's the same as it used to be same Z yeah okay it was bad in the fall and it's still bad that and and I will say that I mean since we're brought it up that teachers when when I speak with them many of them talk about that this that being a big struggle about how can I do deeper learning activities if there they're not there and if if I and they're in their phones and um so I think not doing their homework so I I do think that those three factors and you'll be able to see this on the staff feedback um here that um the first bullet so at
077this point I paused the data and I said how are we feeling now and they're like okay and this is when it came up that the homework absences and phone issues are affecting classroom instruction possibilities that we need to revisit our grading procedures our homework procedures our retake procedures to make sure that we are keeping students accountable as they navigate their additional freedoms um oh yeah go ahead so you're saying that um a student uh is gonna do the same type of work whether we start at the earlier time or at a later time is that um so I think the staff is saying that they have not noticed a change with kids being absent that it was it was a struggle last year it's still a struggle and if they miss on a block
078day it feels doubly bad now I will say that Kelly and Karen I'm sorry Dr zerner and Dr Taylor um uh did a homework or sorry a uh an absence analysis for first semester our highest absent rate date is on a Tuesday which was a surprise we thought it would be a black day or Friday um so we're gonna check that again to see if it continues to be um Tuesday now I don't also know that some families have said that it now feels like Tuesday is the day I give most of my tests and so is that no also why we're having higher absences on Tuesday I don't know that answer um but I suppose that could be something that factors in to it for some students but I think overall um one teacher
079talked to me after the meeting was over and said you know it's just that we at first we looked at grading procedures and then we started to change the space and then people started to shift the way they do business like you know students and change coming out of the pandemic and then we came back and then we're doing a new schedule and so taking the time to look at how all of five of those things work together you know new space new schedule creating homework retake to make sure that we're not creating icebergs right that if if there's something in a policy that is impacting or sorry in a procedure that's impacting instruction then let's look at that procedure and what adjustments do we need to make and so that's something that they felt
080pretty strongly about also interventions during resource with students we talked about this quite a bit and it also crossed over to the second day and so this is where I think families and teachers feel it the most student students have not reported that but I I I'm that doesn't surprise me um because again the the students that are reporting on the survey also are likely not having excessive absences or um decent two or more courses so um we have talked about do we have a specific intervention for students that structures some of their time and resource because they have excessive absences do we do it by missing assignments should we do it by the dnf report that we already run um and what is that entrance and exit criteria how how do we identify that
081if we identify it by D's and F's in a course that is a very different reporting than if we do it by missing assignments if we do it by missing assignments how do we make sure that it's for students who are missing assignments that impact our ability to say whether or not they have mastered the content that's required for this course rather than a couple of assignments like I did really well on the test that was the daily homework assignment you know like there might be one or two of those but I don't know if that student would be up for intervention for that type or is it a combination of all of them um and then you know we when we got into the second day it was like how do we staff it
082where is it going to be and so those questions are a little bit harder but again as we're looking at that's my second committee this summer and I'll be reaching out to staff to see who would like to be on that is specifically talking about investigating interventions so that we can start the year with something for students who need that structure and then also aside from interventions that some of families and some students actually said I would love if my study hall were in a smaller environment um and you know instead of having the study hall in the Commons for freshmen should it be in a smaller classroom so that they get used to using that time to study because they're in a classroom environment and that's the classroom is where they're doing most of
083their work or for our students who have said that they could use a more quiet structured space during resource that if the library is full what is our second spot for that so that students can use that time in a quiet way and so those were some of the conversations that we were having as a staff I would say that our conversations around the first two bullets were the deepest because I think that that sometimes times the interaction of the questions is tells more of a story than the individual questions do and so that's why we were stopping after every couple of slides in order to kind of dig into that a little bit yes anyone have any questions at this point before we move to the next spot all right so goal four was
084about social emotional learning also College and Career planning also about you know students being able to have the opportunity for student choice so here we're on the sort of uh two sides of the room right there was a lot of agreement in these areas if you um again look at the breakdown and I just want to mention again for readers at home that you can go and download any of them it has all of the breakdowns if you want to see how these numbers are made up um so uh if you've now that you've experienced it um for most of the year um how am I using the resource time more effectively students overwhelmingly has reported that they are using it more effectively this that was also an uptick in our seniors um typically I
085was seeing a huge difference between our freshmen and our seniors um that that Gap wasn't as strong here um and then also the no change right there were some students that felt like no I'm sitting on my phones uh and some students are like no no I've been using it so the 10 is a little bit more evenly split um the families still I think based on their comments feel a little bit more strongly that many of their students need more structure in that and so whether or not that's like the SAT prep during a resource that we're offering where parents can sign their students up for it we're also thinking about do we do a Career Cluster sign up where parents can you know may not be for every career but we're going to
086do this Career Cluster and this month and is that sign up in resource is that structure kind of meeting the needs of everyone we're making sure that the College and Career planning is happening for students who need that structure other students who are using their freedoms well can other students that we need for intervention that we can pull them from it and so it seems as if that choice layer is going to become more and more prominent rather than drop in because students have reported that sometimes I fully intend to go mm-hmm and then life happens um and so or I forget by the time the announcement happened till I got to Resource which also has happened um so the next part is about building and structure for seeking help from a teacher counselor social
087worker again very positive response this question is new I don't have Baseline data on growth from this one this is just am I do I have the opportunity to seek it out um you know I think that we've talked with C Triple S that would feel that if we can come up with a structure where we're more available during resource time and flex their professional learning time to a different period is that something that we could do I think that number would even go up from there and so you know as I meet with C triple s next week and the week after so I think next week it's South the week after it North when we're working through the access and resource schedule I know that that's going to be on the docket there
088I've broken this out with the averages again because it's vastly different between the three groups so um student advocacy on the left and missing assignments on the right and you can see that the overall grade from the staff that these are some of the lowest numbers that we see across the survey and yet overall agree about self-advocacy and time management from the students is on the higher side that we see throughout the survey as we talked with the staff um a couple of the staff members said like I don't maybe we need a lesson on what uh time management better self-advocacy is because it seems like we're working from different definitions um that um I do think part of it is you know based on like am I getting my work done and do I
089feel good about it um from a student's perspective and then um from a staff perspective if I'm thinking about all of my students how many of them would I say were functionally independent with self-advocacy and time management and I think that is a difference but nonetheless that is something that we need to work on we have to also bridge that gap between um like what's going to be the format that's going to engage the staff and the students in that discussion in Access because me producing a video on time management skills and go and do it um and so you know you know that's that's part of it and I do think that having our seniors um just I was part of the opening staff for Matia Valley in 2009 we only had sophomores and
090freshmen to start off and we quickly found out that our sophomores were far behind in their ability to do many of these things because they were 8th graders and eighth graders to the King of the Hill they went to a freshman center where they're the only class of their King of the Hill they came to Metea where they were the King of the Hill junior year they were King of the Hill so by the time they got to senior year um many of them started seeing friends not get into the school that they wanted for the first time not getting the scholarship the sophomores were becoming captains of the teams all those kinds of things um and that was a tough lesson for them we had to start really explicitly working some of those skills
091into our classes doing a Career Unit in English was something that we did to get them to understand like gpas matter I know you don't think it does this first semester sophomore but it does um and so some of those senior lessons that you kids pick up is something where I feel like if we're going to really use our senior leaders and access um that this is a great way of doing some of those things because until uh when you have an elderly gentleman like myself say it um that it doesn't hold that much weight because I graduated in 1989 from high school high school was totally different shut up I said Terry it gentleman Square happened on my graduation day June 1st 1989. um Karen that was for you a good date pull out
092um and so uh also for homework right when you start missing assignments sometimes our younger grades don't feel that as much and some of our seniors know what it's like to dig yourself into a hole and have some advice that they're going to listen to more and so I do think as we look back at I I know the staff feedback was for the first goal was much earlier in the presentation I do think that this is going to play out specifically in Access next year specifically for our younger grades well I think some of that is life skills you know if they can understand how to dig themselves out you know they can use that their whole lives so not put themselves in that position to begin with yes yeah yeah but give them
093the skills to do that and if we can do that in classroom situations I think that that would be a huge plus yes and and for students who can't pick it up there then we put in the interventions and resource and for the students who can't pick up interventions or resource how does that know it comes to like a Scott tier three um mtss structure where sorry I'm using a lot of jargon um uh multi-tiered systems of support tier three is a student who's not getting it in the classroom they're not getting a sort of overall intervention and now you need something very very specific for your needs and so but we do think that with a mixture of access and some intervention structures and resource that we should catch most of the kids yeah
094yeah targeted um so this one actually I I put this slide in specifically because um of the DraStic swings between groups okay um that between our seniors and freshmen on some of the questions there's a 20 swing some of it's only 15 um but um so for example benefits and challenges for students with the extended periods I've had more time to prepare for and complete assessments 55 percent of our freshmen chose that as a benefit of the schedule and only 30 percent of our seniors did and that's a pretty big difference I would say one significant contributor is likely AP courses the difference between the course load that you take as a student in AP courses your senior year versus the Slate that you may take as a freshman is likely going to have an
095impact on there and then I also highlighted the um the imbalance right the imbalance is you're feeling it more as a senior than you are as a freshman and also families are feeling it more than their freshman students or their senior students are so that I do think that also just to highlight I didn't highlight any of the boxes but the very last one about students socializing and using their phone during resource instead of accessing a teacher that students recognize that it's a bit of a problem for them the parents recognize it and the staff this is the highest um unanimity among the staff is the very bottom line about students socializing with their friends and using their phones instead of seeking out help from them during resource so um this is the highest number
096across any question across the survey both semesters and so I know there's been a lot of work on the phone the phone procedures and I think that other people will kind of talk about where we're at with that but I would say that this one kind of works in connection I think last time I talked about late start we didn't it wasn't we weren't watching students on their phones kind of like in their beds or like waiting for their rides or hanging with you whatever um when it was a late start but if they're not doing their homework and they're on the phones in your class and you walk through the commons and you see that they're not doing your work there that's you feel that and so I think in working interventions and looking
097at our grading procedures and homework procedures I think that that will help those numbers a little bit but again those are those are some tough conversations that students one teacher told me as I was walking through she said well I had a student uh I went up to her desk and I said so do you own that phone or does that phone own you and she said oh the phone owns me and I'm okay with it she kissed her phone she put it down on her desk um now I said did you were you able to refrain from laughing because that's a pretty hilarious comment from student but also upsetting um so um it is that students recognize that our families recognize it and so looking at that I think is something that's important right
098because I don't I think I don't think our families want us to have teachers be saying like put your phone away put your phone away put your phone away and we scramble them I don't know didn't know no no um but uh so that that is yes no that is that's a touch point though and I think um if you asked any staff member that they would agree that that's a touch point for sure um and then also if a student misses on um a block day catching them up right that if I'm already I'm like reworking my plans and you know all that to then have a student miss that day and help that student catch up that that can be overwhelming for sure so I I have a question for the record I'm
099looking at my phone because my notes are on my phone reject that because because I think that that's an assumption that people jump to Radio One do do students ever use their phones for work because you probably noticed me on my phone tonight too I've been making some notes about what we're doing I've been playing some game or something right that's all right I think I think that we do tend to we see somebody with a phone you know that they're not paying attention in fact they may be paying attention and I think that's something that we need to keep in mind in the discussion say I I have I mean I mean what's your time tonight to see if you hit them and I also keep my password it does not stop me from
100looking at other stuff when I go to it I got all kind of crap it up all the time so I it will make me for sure there's no easy answer to any of this right yeah it could be a productive tool yes it can be a distraction overall I think most people will tell you it's designed to distract to grab your attention away from what you're doing and focus it on that one thing that you can be sure of is they're not going away that our students will become adults in adult settings and we'll have to learn to manage it just as all of you have been doing during the board meeting tonight we like share responsibility with our families and helping students learn how to navigate that world that involves these devices right
101that we share a part of the responsibility in that yet at the same time like what Ryan said our teachers attentions can't be distracted 24 7 by those devices right they have work to do in class you can see there's a lot of frustration about being able to get through uh the activities and materials and things that they've been that they have planned our teachers spend a lot of time being very professional and strategic about the things that they want to do in their classroom and it frustrates you right when and sure you yourself are looking at how you are doing this but if you're a classroom teacher with yes 24 to 32 kids in your classroom it's 32 or 24 or whatever different experiences going on that you as a classroom teacher trying to
102manage on top of all of the other classroom things you're trying to manage so it's a whole it's a compounding I think variable that has been introduced into the classroom especially following the fact admittedly for two years we told kids get on your phone because that's where school is right and now you're saying get off your phone because that's not where School is right right so there's so many interwoven factors as Ryan tried to point out today that on their own a kid with a phone taking notes in classes not distracting right but it can be and um when you factor in all the other changes that have happened in society and schools and everything else it makes it a very complex situation to try to sort through and for a teacher that's trying to
103do that for you know 20 plus students in their class at the same time that they're trying to do what they planned on doing in that class it's it's very difficult what we're asking teachers to do right very very you know so yes for me it doesn't seem like that much of a distraction I'm an adult that can manage it most of the time right um but for 20 plus teenagers it is it's a lot to manage but we share responsibility in helping them learn how to do that so it's not an All or Nothing thing that we're in here it's complex it's not but isn't it also telling that the sorry the the family's rate is about 40 I think that's a problem the students are closer to 30ish percent and the teachers are
104almost at 90. I mean yeah and you know I like I for some reason on the basketball day I thought school day ended at noon so I started texting my niece Emily hey are you guys taking the bus we had a full out conversation right and then I found out later school they ended at 12 30. and I was so then I had to have a very tough conversation why why were we able to have a Fallout conversation while you were in class um that you know that just like that just happens and so on whether it's knowingly or unknowingly right that there there is contact between home and students during class um and then they're also doing other things you know so um that I do think that you know that it's it anytime
105that you start working through a new procedure specifically around something that everyone feels very strongly about there's I think everyone acknowledges across the world right now that there's a phone problem um but it's it's not easy to lock all of that down because you're right like I'm a lead adopter in technology I never have my I don't have my phone with me now I you know people text me they they all know if you need to get a hold of me they call my husband and he answers because he's always on his phone and I am not um but he also takes care of everything that we need to buy or anything and I don't do any of that and he does it all in his phone um so I'm the benefit I'm the receiver
106of the benefits right um he's the benefactor um on that so yeah I mean it's it's a it's a tough it's a tough one and so I think that as as we grapple with students and their freedoms right that not all the students are going to love like being pulled back on the phones or using interventions but I do think that the with putting structures in place and seeing that if I do that right thing or if I'm doing this thing or if I don't do this now I can do this in that is just retraining those behaviors and so how do all of those things work together well and that's my question I guess which was actually not about my phone but I was just making an excuse because the fact that I keep
107my nose on my phone I didn't mean to make I was so self-conscious about your faults I'm sorry well we're having a conversation sure oh yeah but my question was this I mean again this is what I kind of struggle with after having looked at Their audience yeah so we have students who feel they're they're better able to prepare during their day [Music] but we have both um uh staff who feels that there's there's too much downtime and then in the data elsewhere both students and staff felt they had down not productive time yeah so I guess I'm I'm just trying to figure that out sure if if they're not using that time to prepare better but they're but they're better prepared overall so so for students with that that's so in creating an intervention
108you just want to make sure that you're not just sweeping making a decision that like takes everything you know like when I were pulling back on on autonomy all the kids were like right because like what I said okay if everyone does what you need to do for third quarter I will start putting back an autonomy so there was a autonomy for juniors last week I think there's one for sophomores next week I think there's one for freshmen the week after that um and that is because like that you follow the past procedures there's less people cutting that fine I will we will put those things back in there but you don't want to do a sweeping one right so for our kids who are using it well and can manage that time we want
109to make sure that they still have that time but for students who aren't whether or not they start getting decent or after their classes they start missing multiple days right for students who are chronically truant we need to make sure that we have them in a space where we can get them caught back up and what does that look like how long will they be in that intervention so they can earn their way out and there's a connection between I have this space because I'm doing what I need to do and that it's not uh you know we're not trying to kill the love of school for students and so there really does have to be a direct because this is happening this is happening because as soon as they lose that string it's just
110you don't like me and I don't like it here um so we we are we have to balance that line of making sure that students who are all of their homework turns in they they're on time they should be able to go to the coffee bar and hang out in the Commons and use their phones if they want to because they're all caught up and if students you know are using their time really well outside of school um and they're passing their classes and great but if they're not then when they're with us what are the structures that we should put in place in order to help teach them that so they can graduate out of those interventions and then experience that space like the students who maybe didn't need an intervention to get there
111so those structures to be determined would be like the teacher would refer them for that because or they would Institute some of those or a mixture of both yeah so it's so that's working with the staff on it so if if I am running I'm not to get into the Weeds on like how we run reports or whatever but um I if I'm running one uh an intervention based on missing homework assignments that is something that's a teacher referral because it's not just about the number of assignments that are missed it is how is this showing evidence of their learning which helps me make their grade right if there's too many of those that would be a teacher referral if we're only doing it on if a student has two or more D's or F's
112that's a report we can run that I can you know so yes and so I think it depends on where that committee Falls how many different you know things that that it's definitely not going to be a Ryan sit in a room and come up with a procedure it's gonna be more people at the table than that too bad oh well yeah I also want to I just want to point out part of the reason we made this change was Queen we knew students were graduating from our schools and did not feel prepared in how they manage their time to think that we would start this this year students would have magically coming off of a pandemic know how to be effective we were hearing from our 18 year olds that were leaving us that
113this was a spot that they struggled with so to think that our 14 year olds joining us this year would be great in this time would be folly at the same time that hour and a half resource time I will point out what we pointed out last last week was the hour and a half that before was Monday morning and nobody knew what was happening at that time right so once again if that student the whole year went and saw their counselor once over all of that time over the course of the year instead of eating Captain Crunch Monday morning it was more productive over the course of the school year than what it was in the past right so we look at this through the lens of Educators and parents and like we want
114Perfection out of our students we want them continually using their time productively we don't even hold ourselves to those same standards as adults that 100 of our time is going to be productive nor should it be right there's a mental health aspect of this there's a time management there's a social aspect to this when you talk to our students about how scheduled they are over the course of the day do you have time to hang out with your friends no I don't I I leave school I go to this practice I go to this trainer I sit down I do homework I have no time to socialize if they're getting some of that interaction during that time it's a plus and we also know that as I've shared with the board multiple times this year
115we do have a segment of our students that have nowhere to be safe in this world other than in our space and if that is 78 minutes a week where they feel safe and taken care of and that's their 78 minutes a week that they get to pick what they do with it whether it's on their phone or otherwise for that kid that is time well spent for that kid so we are making over arching very broad statements about what's happening for all of our students and our teachers here we also have to acknowledge for certain numbers of our students they're getting exactly what they need maybe they're not but what Ryan's talking about is the pathways to make sure we're continually looking at this and getting better in all of those ways for all
116of our kids but we have to acknowledge that we're making pretty broad reaching statements here as we look at perception data right people are picking something on a scale of perceptions and we're we're looking at it that's why the information Ryan's about to get into to preview he's going to look at some longitudinal data here and what we learned from the first time to the next time that's going to be very telling data for us over the next several years of where are we making progress in these areas where aren't we where concerns remaining as we look at this data over time wow thanks so before I get into the longitudinal data I just have one more section so um this one is about increased time for teachers and professional learning planning with their colleagues
117so um you know positive on all of them uh agreed uh or overall agreed about having more dedicated professional learning time in the schedule right there's there's other things that we do during that time whether it's course team time or building meeting or something like that um but from the adjustments that we made we so we saw overall growth um then so through personalized professional learning this question is new for a second semester we uh first semester we put on hold personalized professional learning as we try to do building learning on getting used to the schedule and then we brought back PPL for second semester that was a huge positive in fact many teachers in the first survey talked about how they wished we had started PPL in first semester and then at this point
118of the Year we're you know we've been on our journey with um with common experience and that how confident are they that they will be able to complete their work um 77.9 agree with that and that's a slight uptick from the fall as well right yeah so this one kind of surprised me um that 29.4 percent felt that they strongly disagree overall disagreed that they have more dedicated time for professional learning in this schedule why why would somebody I mean I'm trying to and it's not that there's no change because we have overall we have so these are people who are saying that they have less time yeah how is that possible so I do think that the professional learning that we did in a late start right all of the staff is together yep
119and now their professional learning is broken into whichever Lunch Period they had on a Monday Tuesday Friday day so if I so Rob and I are on the same course team he is lunch fifth I have lunch sixth he's doing his professional learning Fifth and I'm doing my professional learning six in PPL sometimes we're on the course team we're doing the same we're choosing the same professional learning because we want to grow in the same area because we're on the same course team that having that divide and not being able to do the learning with him at the same time that is a stress factor for some teachers not everyone is is doing it that way so I'm work with an instructional coach and so they're in their professional learning isn't you know tied to
120really anyone else but others work in teams um and so I would say that um staff members that disagree with that that by not having the professional learning with everyone at the same time has they've felt an impact on that okay the other thing is we have students in the building during that time so things happen right oh sure before you do it on Monday morning there are students here now school is going on while they're professional learning and there's there's things that happen that will draw you away from that so depending on your role and your responsibilities and your the students you're responsible for you can get torn okay between those things and I would also say for um departments like C Triple S um they're participating in the building-wide professional learning and at
121times they've voiced that I don't feel like this fits my role as well as it maybe fits the teaching staff role and so earlier in the presentation I talked about you know when I meet with them that we may be talking about how do we Flex their learning a little bit different if that's possible and that I think also answers some of the professional learning like my dedicated professional learning time well for my role I feel like I have less because we're looking at a block teaching and I am not a classroom teacher but this was my professional learning time and so how do we differentiate that for groups that are not um teaching staff but our staff in the building I think we you have some we'll get to it right like some thoughts
122on how we addressed it because I I my reason for asking the question I think it's important I'd like to see 100 agree there I think it's it's absolutely essential that the that our staff feels that they've got enough um time to do their professional learning that they need to do and I think earlier when I talked about um things that I wish I could go back and do differently from the fall right or that that we as a what whatever me at all of us could have done differently about spacing things out I think as you know Rob leads um the professional learning across and talking about how are we spacing that out as well so just like I'm looking at spacing drills out spacing lessons out okay um that Rob has been developing
123a schedule with the leadership team um about like one what other priorities how are we limiting them and then also hopefully I'm not stealing a presentation from you am I I don't I'm not on this okay that's okay fine um how do we know that like okay we're spacing out Department time so there's equal time for that and also PPL and then also building learning so you know when I'm looking for El learning I'm already going to be put in a cycle so it's not building learning building learning building learning course in time oh now PPL it's it's being planned for spreading out now if it wasn't maybe more compressed this year because they didn't do it in the first time um so I think yeah so the PPL was more compressed second semester and
124building was compressed first semester and so the staff because they get to choose their topic that's most applicable for them in their classroom they want that and they want to spread out throughout the year and so that's something that we're working on it's actually a really good point that you bring up Jenny is their personalized professional learning the whole design around it is that they focus on one topic over a long period of time with multiple touch points this year because we were adjusting to this schedule we moved all of that to second semester so while the intent on the goal of learning is to spread it out over a long period of time they actually only experience that within the second semester yeah so that might be why their perception is I have less
125time because I didn't get that full experience across the entire year so you have certain topics that they can pick and then yes that they can pick and then it just spreads it out every Monday for eight weeks it used to be Mondays now it falls on their our PD period in this yeah maybe it's a Tuesday but yeah exactly it goes on okay that's good thank you there were benefits and challenges for the staff and also for families around or sorry for staff because it was goal five is all staff um and so I put them back to back with the benefits and the challenges so you can see that that there is a pretty you know there's a divide among people's experiences so I appreciate the extended planning time on block days 67.9
126percent of the north staff chose that that was one of the highest benefits the staff chose there but then I'm having difficulty adjusting my curriculum in their courses which is their planning right 33 did chose that as a challenge in the schedule it basically comes out to about a hundred percent um and so you can see that it sort of goes back and forth that you know you can break it down where um again that there does seem to be trends across departments um but um you know I I given the school averages here oh sorry before I get to that um I also want to just point out that there's I didn't think that I would be doing this until I started kind of digging through the data I do find that on the
127challenges and benefits between the two buildings that here is where you start to see a pretty discrepant you know kind of thing so um I when I talked with the committee um there were North and South teachers there at both committee and they they said like oh I would want to know like why is it so different um so I am going to go to both schools and just show them some slides although again everyone has access to all the materials it's all posted um I do want to sit down with staff members specifically on these results and say like why do you think that is that there's such a difference because you know while yes um it may be that 73 of the north staff answered this question and like you know 80 or
12882 percent of the South staff I don't think there's enough of skipped versus answered to account for that large percentage um and just so just as a side note you know over the next week or two I'll be talking with a lot of Staff members at both schools and just pulling up a slide and saying like why why do you think that is um that there's such a difference because you know our staff they do talk across buildings um and so um just hoping to get a little bit better insight into that so at this point we had finished all of the goal questions and so we talked again like so now what are you feeling and so um talking about the PD specifically um for C Triple S um and then also um one
129of the staff members asked about like is there a way that we can make sure there's more alignment between professional development like because at times there's a different topic at one school than there is for another you know obviously our apis and our principles are helping to with our instructional Specialists trying to come up with professional development that is specific to their building but um you know is there a way that we can ensure that and Rob like I had said had done an activity to try to align our our topics a little bit more for next year so that it doesn't feel like anything's new we're building on something um also the shifts and resource came up and specifically more structures we we talked about how do we do more sign up things we
130talked about the career exploration also a better utilizing peer tutoring and resource that came up how do we uh in asking the question to students I didn't put that in the slide because it didn't seem most students said that they were unaffected by um by the schedule and how they chose their courses for next year however there was a percentage about 10 across different grade levels that said I'll be signing up for something whether or not I'm going to be an aide or find some kind of service opportunity within the school day so we'd like to tap into those kids for peer tutoring during Resource as another way for students to better use that time and then also there was a lot of talk about how do we offer a more engaging activity that will
131prevent kids from thinking oh early release that they think more about how do I stay connected to my community right um someone said when we went to high school school was like Friday Night Lights like every week right that like everyone were all the you know at York we all wore the green and it was all you know I think and it seemed like homecoming Fridays every week right um and that has changed and that you know if students have an opportunity for early release that that and they're in good standing Juniors and seniors um that they have that opportunity and so what uh beyond the academic ones what other opportunities can we have much like um the competitions that we were looking to do quarterly in Access what are some things that we can
132do with our students and so that will be you know a conversation for Dr zerner um Dr Taylor and um and Miss Martinez and I as we kind of work that out and then also when we are talking interventions that that committee will also look at what are some other activities that we can offer when we look at the interventions um you know that we continued the conversation because this is now after looking at most of the data all the way through we talked about guided resource and guided study um do we look at a model that we had used before I believe South is using something of a guided resource right now if I'm correct principal lib yes um and so and then also we talked about just the structures of it right um
133is it how do we refer it through the counselors through Alpha teams do I um because we're looking at student Choice software where it's going to make it so much easier for students to choose where they want to go during certain accesses is there a way that we can use that to identify a student who has early release or not is there a way we can use that to identify a student who's been put into an intervention so that it's all kind of filtered through an app that we can easily check those things from so so it became day two and after all of the data I sort of got into the um getting into the nuts and bolts of how and so there needs to be far more people around the table for that
134tomorrow we have executive Council on where all of the APS and building leadership and District leadership are there and so I'll start I'll be starting to ask them like who would like to be on what committee before I start reaching out to the staff and ask who would like to be on those committees so I can lock down what my funding is going to be and who's going to be working on what and we'll be doing that work while I'm doing summer school what by the way sign up for summer school if you haven't signed up yet so those were comments from your small group where you said you had about eight people on from each yes I would I would say though that the interventions that that comes out in the free response from
135a lot of the staff okay so the the need for intervention from family and for staff that this is a conversation that's sort of started with the comments that rolled into committee um so there were other benefits and challenges that were on the survey that didn't fit under a goal I call them stamina focus and flexibility um so starting off with students and families um you can see about better managing the homework load the 20 difference between seniors and freshmen and then also the 20 difference in their families so the percentage you know while the students still skew higher it's interesting that it's again it's about the same if you look at the the gap between the two the bottom I put on I was trying to highlight anything that sort of skewed above um
13630 as we as we get into the summative data but here those bottom four challenges I was intrigued by the inverse like you know relationship that students if they don't see it as a concern like I students uh you know I have too much time during my day right 14 of the freshmen versus 23 percent of the seniors feel like they have too much extra time in their day versus 53 of the Freshman families and 50 of the senior families that you know the difference it's it's pretty much across the board if the families don't see it as much of a concern the students do if the students don't see it as concern the families do and that inverse relationship um is just an interesting one um but um I think that um you know
137it's always it's always good to err on the side of structure so we're still going to be looking at the structures and that students who are doing well with their free time that they don't they won't be impacted by the interventions but the students that are struggling with it um will be and um that this is again I put this up there not because um it gave me a ton of info I'm still gonna have to go um and talk with the staff um but uh the appreciating the variety right there's a 20 swing between North and South um and then also the level of exhaustion at the end of the day 61 at South and only 47 and a half percent at North and so um that that one you know I'm gonna have
138to dig into as well so I did an overall summaries um and this is um based on fall to now data I took questions that we asked in common um so if I've asked it in the fall and I asked it again um I put both of them there so first two columns are staff fall the now second two our students fall now third families fall now um I highlighted it green if there was progress on that goal I highlighted it yellow if it was neutral and I highlighted it red if it went back um and so um if you look at access and I have developed a good relationship right 69 whereas in the fall it was 52.3 percent so that's a pretty significant jump right that's expected they know each other better they've
139sort of gotten in the Rhythm um the the freshman in their access that are going to have those teachers for the other three years right they're investing in those relationships um and then our senior access teachers will have freshmen next year also about adapting well to the schedule this point it was 55 percent agree now we're at sixty percent agree so it's a five percent increase um which you know I think over the course of this year I'm pretty happy with that percentage increase um and then we start getting into the yellows and um no changes right so deeper learning activities 49 and now it's 51.5 percent I could have highlighted that green but I also thought like you know it's pretty close um it's within my margin of error um and so I sort
140of left that there also you can see with the families and the students that because of the no change there that um while uh you know the percentage may have like stayed the same or slightly dipped or something like that um until I have more no change data I didn't want my slide to unnecessarily skew positive or negative I just wanted the results to speak for themselves so I highlighted it yellow the professional learning um so the building it was building level professional learning in the fall and it was personalized professional learning in the spring you can see that huge jump so I do acknowledge that the jump is going for from building level to personalized level and so while it's the same question that is the shift I think that caused that huge jump
141in positive missing assignments right I asked do they have fewer missing assignments than in years past in the fall and I asked since first semester that it was a low percentage in the fall it is lower in the spring so homework for sure you can see the other two Reds about the curriculum which we talked about earlier and then also absences and tardies that missing assignments phones apps and tardies that is that is a huge touch point with the staff for sure you'll notice that there's another color up there it is orange it was kind of not red but it kinda not yellow and I didn't want to fudge it um so yeah it's like it's again it's a stair thing right it's see I'm the one who does the 0.25 ask Miss Hardy I
142just did interviews for her she's like it was either four or three I'm like I know it was a three seven five um so um you can see that while the percentage like for students it went from 68.9 to 60.9 um the but the no change in there I felt like oh my gosh like it's the it's it seems like it's no change and um and positive because the they disagree didn't really change and it's the same amount of students and so um we kind of put that there um and so that the trend data I would love to say that um we made progress on every single goal um we did not and so I think that when the committee talked about our procedures it comes out um both qualitatively and quantitatively and so
143then I know that that is something that we have to address and that's why it's going to go to committee this summer um and then I thought I would just you know across the bottom uh because I was spacing it out through goals sometimes you can kind of get lost through all the different goals about like what are the positives that came out of this what are the negatives so if it was 30 or higher from any of the groups choosing it I put it up there so if one third or more chose it as a positive in the schedule I placed it up there um you can see that um you know the extended planning time is something that the staff really values um also finding balance in their school day um that has
144been uh productive and then also that with the deeper learning part that part of it makes that group about the extended periods about discussions and workshops so that was the activity that people felt strongly about but again you can see the differences between the two schools on some of the questions here at the top um from students right being able to better manage their homework load um ironically when you ask about the block days and better able to focus on their classes it's a much lower percentage um and so like I think it's because I chose the word focus and they were thinking can I focus through my individual classes rather than focus on my classes for the day um and so I may change that word in that question but then I don't know
145what it'll do to my longitudinal data um for families again managing the homework load came out as their top benefit also being able to do retakes the Juniors and seniors in good standing I did end up putting n slash a some of our families have multiple students so you might even see in the Raw data it may have been like 8.3 percent of the Freshman families feel that way well it's because that freshman family also has a senior and so it kind of came out in both but because they weren't Juniors or seniors I put and slash a there since um that wasn't a question for freshmen or sophomores and then here's the top challenges um for the staff we talked about the phone one already and then also absences and then really it it
146gets down to students being able to use that time right um sometimes students when they choose my category was prefers One schedule or the other students saying like why can't we do the block day like we did two years ago um and I think sometimes the students don't fully remember that when they were in the black periods during covid they like they could be in school from their bed um that they could turn off their screen and go to the bathroom and come back um and all that kind of stuff and so um that while we've done extended periods before this is real like a real extended period um probably for the first time for them because they're actually sitting in desks um and you know uh that they we can see if they're participating
147or not or things like that um from students again that you can see that like the exhausted part um that we talked about the deeper riching experiences before um the sea Day lunch being too late during the day um I'm glad the percentage went down because that just means that the students remember that I flipped that period so they don't have to worry about that anymore um and so uh homework I think uh increased amount of difficulty of homework the families and the students actually don't have the same percentages across that and you can see that here so too much time throughout the day comes the top family challenge um and that is not the top student challenge but I would say if you look at the phone response that's also probably the top for
148the staff so adults are feeling one way and the students definitely another me so I gotta say thank you yeah thank you that's so much work I really I really enjoy really I mean you know I could really get into the weeds I you know I think partly when when Hank said like let's just put up all of the raw data online so anyone can download it I think that was partially so that I wouldn't go so into the Weeds on my slides um but I do think it's important because again uh one you know I loved teaching and I still like in my heart I'm a classroom teacher um and so I do think it's important to talk about all the different things and how they work together um and so uh while I
149know it's a lot of information I really appreciate you giving me the time I hope I didn't go too fast or too slow for you and I know you know like always following up with students is impossible because they're always amazing um and so uh if you do have any questions um I'm happy to take them now I know that we've been doing them throughout um but then also if you have additional questions later you know I'm always happy to come back especially after I talk with staff and students when I get my committees together and also try to figure out the difference between the two campuses I'm happy to come back and talk more as phone thing is is it more is it two different things being on your phone when you should be
150listening versus being on your phone like when you could be seeking help or I think they feel equally as strong about both just um that having having looking up when you've done your opening slide and you look out at the class and you see heads that's rough I mean that's just that's just a rough thing um asking a student to put their phone away I would say most students will do it on one but then when they pull it out again and then again and then put it on their desk and it flashes like it's a lot um and so um I think if students knew how hurtful it feels when they go on their phones I think our students may not go on them as much or would be less likely to but you
151also don't want to like you know like have like you know you're hurting my feelings you know but it is it's it's hard it's hard so I think it's not just they're on their phones they're not coming to me it's they're on their phones in class they're taking their phone to the bathroom they're it's that it's yes do we have any classes that use phones for like surveys and such yeah sure yeah so it's gonna be sometimes it's gonna be yeah sorry that's so much but would it be more like okay everybody take out your phone and do this you know versus and I think and I think Benny's teachers I mean everyone has their own thing but you know like everyone this is your reminder please put your phone away I do not want
152to see them I mean I think many teachers start with that phrase um others will you know like everyone put your phones at this spot in a desk face down so I can see them so that you know you're not like you know I mean gosh when when I was teaching there was still like the they would put it in their sweatshirt and they would text without even looking and you're like so you don't even uh and I still don't know how they do it but you know I mean well every class is every teacher have to make a call out on every class or does a teacher just have a rule and you know I'm in this is fit class and her rule is right now it is it's at the teacher's discretion currently
153and that's why we're talking about we've heard from our staff that they would prefer that there be at least a default Baseline across the school so that's what we're working through what Scott will talk a little bit about his work with the parent-teacher advisory committee but that's what we're working on to bring the board this summer with student handbook and some language in there that would be at least a default expectation across the board knowing that teacher it's a it is a classroom management classroom resource decision so classroom still teacher teachers still need the ability where yeah we're going to go outside and take pictures of this so you know every I remember you know trying to get enough digital cameras for a classroom was impossible now every kid has at least one in their
154pocket right so it's a balancing of when is it appropriate to use it and one isn't it um yeah I mean it's just like it was just like listening to music when you're working independently that if you ask five different English teachers we're all gonna say five different things like I didn't allow my students to listen to music because I don't think that you can really write effectively with music playing but whatever that's my thought um but then before my music teacher and I told my kids if they wanted to listen to musicals that's why yes but my but my teaching partner for years she like is like just said like the minute you were working independently you absolutely can listen to music as long as when I say let's come back everyone's earpods are
155out because that's also kind of part of it you know like you can have earbuds in and they're like super hidden now um and so you know fighting those Tech battles are a challenge for sure I mean I think the world is fighting the check challenges right now right so well pretty soon it'll be so I have just a couple of more broader yeah comments one 77 percent of families chose not to participate in the survey so when we look at you know how we wait what we're what we're looking at here I think there just there needs to be some understanding that that you know the family responses were not as strong as we would have liked them to be it's not that the information there isn't useful right but it's not as as
156detailed and as useful as it could have been otherwise and and and so certainly if you are motivated to say something you've you really you really love it or you really hate it right you might be motivated to participate whereas if you're okay with things maybe you don't bother taking the survey and I think and so um so I think there's there's something there um to consider um appreciated very much the fact that we had um 67 percent of our staff participate in the survey and and so I I give heavy weight to to that just because I know I'm getting some good good data there right and we had 40 percent of students so not as many students as we would have liked but I don't know how many could we reasonably expect too
157right I mean they're pretty busy people so um so there's that um and wanted to also remind everybody that we didn't survey last year or the year before that or the year before that right so we could have very easily um you know asked a lot of questions about how do you like the eight period day and what's good and what's bad about that right so this is an exercise in in evaluating and making what we're doing right now better and and maybe we should have been doing this before but you know we're doing this now and and and I'm glad that we're doing it but it does make things difficult because you don't have you talk you mentioned longitudinal data right we don't have anything to compare this this well many of the things
158that we're measuring weren't even an option under the Alaska right yeah right I'm I'm hoping that the increase in staff participation and increase in family participation from the fall um that I selfishly I hope that because they see that I'm presenting out the data and that I'm working with people to help help improve you know things that they're bringing up that more people are responding so I hope that that continues to go up um so encouraging was that that was an increase it was an increase from for staff and families students 310 families and about 70 staff members students a slight decrease but we heard you know from Seniors that were like I'm out of here yeah 153 fewer Juniors and then uh just lastly as we heard in a recent meeting hey we haven't
159seen a big change in the number of A's B's C's you know that um all the great distribution has remain For Better or Worse right so when we look at when we look at that like ultimately that GPA it matters right and and what we can what we can say is that thus far we haven't you know by this making this change in the schedule it hasn't negatively impacted um those grades which I think is a real Triumph as I said previously because this was a pretty big change and and the students have been through a lot of change the last few years and so um so this is I still think really promising um I there's I'll stop there yourself thank you also I'm I want to you said for our students it's been
160a lot of change it's been a lot of change for our teachers teachers too right so the fact that thank you for you know we haven't seen a dip in student performances huge kudos to our staff who have absorbed like four years of continual change and changes in society like we've been talking about tonight and have still been able to help keep students at least there where we've been in the past I would expect that we'll all get better as time goes on moving on moving past this but um our our teachers have put in a ton of work throughout the pandemic and now that whatever this is post pandemic if that's what it really is but um you know they they deserve a lot of credit for all the work they've asked a lot
161and they've delivered yeah absolutely do we have access to any of the free responses from from staff as as board members would we have access we don't publish those because when they're submitted it is with the intention that a very small group of people are going to look at those and they're sometimes very specific things about themselves or staff members that it is not collected with the intent that that will be shared okay wider than Ryan's Circle that's that's analyzing it that's why he brings you kind of the summary of those responses and the staff committee read those with me okay so it's that very small group but people are named by name people talk about their own specific circumstances in it it is definitely not intended and when we put that survey out if
162that was going to be the case we'd want to say in advance like all of this information will be made public that's never the intent we because if you do that then people will kind of may couch their responses that that might be released to the public we want that committee to have as raw of responses and honest of responses as possible so we have to protect the confidentiality of that that information in relation to the um cell phone policy from from this the responses that you got was there any suggestions from from staff as to how to go about addressing those issues um no other than like we need to do something usually in all caps um and I'm not joking yes um and so I think that um the teacher yeah I was
163gonna say like I think Scott is going to talk a little bit more about that when he comes out so I'll save that nugget for him yep okay yes preview all right any other schedule questions I just want to say thank you and you know we had incredibly helpful you put into it it was really very helpful I am a data nerd so I'm good it's a good thing surprising [Laughter] all right Scott you're up that's all right all right yeah well we met uh Wednesday April 19th eating so I thought I would try to challenge Ryan tonight and take you minute by minute through that meeting let's go oh thank you I'm probably going to step out but you keep going I promise I'll be back I'll be back but uh we were um
164so we met over at South we went through our path coordinators talking about our path program that supports students that is to support them in an in-school intervention okay excited about that and the feedback that we got about their presentation their data just the program itself was just outstanding from the parents um more through our our Google form that they provided feedback on we had a mixture um with us we'll be a mixture of staff and parents uh Jenny and Mike were with us so you can jump in at any time too um and um so that was wonderful we spent uh some time looking at the cell phone uh proposed kind of changes we did that in kind of a small table top exercise and then came together and kind of shared out I'm
165just going to read some of the notes that I took because I thought it just it was an amazing conversation when I felt bad because I did we went 10 minutes longer on it so we kind of shortchanged my array which was okay because it was our special ed data and that's totally fine but I'm just going to read through some of these and you guys can jump in um some of it was talking I'm going to read just the list kind of quickly but to look at um the definition of like how do you define reasonable time frame uh maybe looking at out of sight instead of not being seen or used uh many of the tables were in agreement that they appreciated that the district was looking at how to support the teachers
166definitely concerns like we've heard from Ryan so some of this will be a little repetitive but um definitely wanted teachers to focus on instruction so I wanted to have us keep that in mind but also there were some comments made about um you know how do they parents do appreciate that they can communicate back and forth with their student during the day I wondered how that might affect that talked about whatever we change make sure it's strong communication both to the parents and students and obviously the staff but really they were kind of focused on parents and students so they knew what are the expectations um we talked a lot about um you know focusing on also you know if there's students if the majority of the students are are falling expectations to focus on
167the students that weren't you know following those expectations um wanted to know what other schools are doing um I think too it was it was not to interrupt but it was important to not make work for the teachers like enforcing this policy taking time away you know is is going to be a challenge and it's difficult to gauge what they have to do right now in terms of like you said like sometimes they say when you come in put your phone here so I can see it you know and you know we don't want it to become like okay that's your first infraction and now that's your first infraction and and then what happens too so they get one in first period and then they go to your class and do they get another one
168and you know I mean like are we just making are we making we don't want to make it worse but we need to have at the same time I mean the intersection is the behavior in the classroom right so it is it's you don't want it to take away from it but like any other student Behavior there needs to be a consistent reinforcement of those expectations in the classroom for it to get better right so uh but we also need you know and that's why it was important to me with parents we need parents reinforcing this too when we reach out and say like this is an issue and a teacher reaches out or Dean reaches out we're going to need some helpful reinforcement from parents at home saying yeah it's also my expectation that
169the teacher doesn't have to talk to you about this again right yeah and we just I mean we don't it's disruptive now I'm sure but we don't want to make it more more it's just a challenge right because that's yeah no that's great um you know talking about obviously you know respecting the teacher or the time for instruction um blogging the interventions and how to manage all that and just be you know respectful um and then uh you know talked about you know again like other schools but also what is our elementary schools doing we talked a little bit liability of phones and you know all that um uh you know about uh you know student rights about phones and things like that and um uh and you know phones are expensive um and um
170yeah I mean that was kind of the most of the feedback that we got um from The Forum about cell phones um really focused on just appreciating that you know hearing from the surveys and just the cell phones are just on the radar right now that the district is looking at supporting teachers through a collective systematic effort with that so um that was kind of I think a lot of it with the cell phones and then we did move on to just sharing a little bit of data about special service our students that have IEPs in their suspensions that they receive and the the really goal that was me just highlighting looking at the data and saying by looking at this school Year's data we will focus on looking at that in more detail in
171the summer to try to make you know decisions so it was more of a think aloud exercise of going in my head of how do I look at data and I'm like Ryan I love data so I think it helps us and it's great um and um and then Gina presented about the Consolidated District plan um and and from there we just some other Google former got some good feedback we were small But Mighty we you know we're in person this year we did have more attendance uh last year being through Zoom but we did like the fact that we're all together and to kind of just you know there was a lot of great feedback so yeah I'm doing a lot more sure yeah you think next year it might be possible to allow
172um both to happen yeah someone you could participate through Zoom instead of being there almost have to do two separate ones but yeah it's just so different to plan yeah yeah it's hard to do both I think we need to encourage getting back into them I always say that you know and I know you said this too I mean our parent-teacher advisory whether it's bigger or small over the years the feedback that's coming up has really driven a lot of what we've yeah you know we've added you know social workers the path program you know really started by talking with our parent-teacher advisor group and introducing the concept and and now it's it's happening and now the board is supported you know Patrick and Michelle to be full-time in that role um so we're excited
173about that so I mean it doesn't matter what the sizes we still get a great feedback so that's and we could discuss how that might look next year sure we're back I just said it just reminded me of room and zoom that's what we used to call it when it was the hybrid Romance it's definitely something to considerable sure any questions thank you thank you thank you thank you thank you no comments no reception visitors okay uh you have my Clicker [Laughter] either you got to give it back or you got to drive but no no so we now need a motion for the closed session for for the purchase or lease of real property for the use of the district including meetings held for the purpose of discussing whether a particular parcel should be
174acquired student disciplinary cases and the appointment employment compensation discipline performance or dismissal of specific employees specific individuals serve as independent contractors in a park recreational educational setting or specific volunteers of the district or legal counsel for the district including hearing testimony on a complaint lodged against an employee a specific individual who serves as an independent contractor in a park recreational or educational setting or volunteer of the district or against legal counsel for the district to determines validity so moved Mike again shirelle thank you very much Mike Davenport aye shirelle Fuller aye Jenny hagstrom aye Terry pavasich aye Joanna Vazquez Drexler aye Christian Espinoza aye and Nancy kupka hi you're going into closed session there will be no motion other than adjourning I would just like to take one last opportunity to thank our student board
175members thank you very much [Applause] thanks [Laughter]