001good evening everyone I call the November 13 2023 Schoolboard meeting to order it is 6:03 PM we in room conference from SE of the Fisher Administration Building at 12121 West North Avenue Miss Summers please call the rooll Mr Morris Dr Hoy yes Miss Willis here Dr rley here here absent Dr J here uh we do have Quorum this evening uh and Mr Morris and Mr Meer are not able to join uh we will begin uh with a lotted 30 minutes for public comment members of the Wawa Tulsa School Board value the input of students parents staff members and community members the boards regularly schedule meetings provide an opportunity for opinions and concerns to be expressed publicly the board values all comments and will respectfully consider the put in decision- making the board requests that individuals
002limit their comment on each item to three minutes following any comment an individual board member May respond on the issues raised however it is not the intent to public comment portion of the agenda for the board to enter into a debate with a member or members of the community because non-agenda items are not publicly posted in advance no action will be taken on public comment regarding non-agenda items this evening Dr Bo can you um I'm the 30 minutes and I will Time Each three minute increment yes thank you is there any public comment in the room this evening please here yes hello you can hear me okay I'm Janine Cameron I live in Waba in fact just a few blocks away and um I'm petitioning tonight for some EXT some handicapped spots put by Bret
003L field where the two baseball diamonds come together it would be right off of Gilbert uh past 119 and I think both wosa East and West use those and um I was at my grandson's games throughout the spring season and the last one was July and of course I got a ticket but it was for was for parking in the street and I did not I have pictures um I parked on the slab to the on the park itself and um so I decided to contest and I contacted some Alderman and Joe Phillips said that this has been an ongoing problem and that his own parents could not come to their grandchildren's games because there were no handicap spots available so um I went to court and the judge read it everything and looked I
004have pictures also as to where I parked and then how far away the Fisher Building parking lots are and she said okay this is ridiculous this is a waste of taxpayers money my time your time and this is going to get thrown out in fact I'm shredding this you don't owe us a penny because you did not park on the street I said I know and so she said um that that she just hoped that I could pursue this and come here and talk to you and so I quote her correctly she said we in wossa would like to be welcoming to all so I am here and petitioning I know that if it even gets looked at that um quotes would have to be brought in and it would have to go on to
005some budget and last month's budget I didn't want to you had so many important things to do so I waited so I don't know if this is going to be too late or not but um I sure would like to see my grandson's games so that's it I know I'm under three minutes yay any questions or I have like I said I have pictures I'll take I'll take your information okay she took some information but yes thank you very much uh Alderman pH and I have spoken before and I know I've uh spoken with Dr means about this item and uh for the board I know this is something that uh the district team has been looking at uh what this is referencing is there are uh handicap spots in the parking lot they are
006not anywhere close to where the actual fields are where you'd be trying to get to so um I think it's a really I appreciate uh the commenter bringing this up um and would ask that the district take a look at this and explore what might be possible any additional public comment in the room this evening seeing no uh public comment in the room uh anything else online tonight Jeremy I see no hands raised okay uh thank you very much uh we will move on to our consent agenda are there any any items on the consent agenda which board members would like to remove for separate discussion and action seeing none uh Jenny can you read this one up it is recommended that the school board approve the consent agenda and ISO move we have a
007second second thank you Miss Wills any board discussion on this item seeing none please call the roll moris Dr Ho yes Miss Willis yes Dr Worley yes Miss himer Rolland yes Mr Dr Jess anger yes the consent agenda passes we are next up to strategic goal one academic performance uh the first is a state report card overview and how it fits into the overall academic picture um I know the board had um a flipped presentation on this uh and it looks like we have some of our team here to share a bit more this evening thank you both for being here if you can start out with introductions for the community absolutely good evening Nicole marble Chief academic officer and I have um Miss Lindsay white here our director of data quality and analytics so
008um as you alluded to Dr J Banger there was a flip presentation um shared with Schoolboard and the community around just an overview of the school report cards which will be be deployed um tomorrow they are currently embargoed um by the Department of Public Instruction and each school is prepared to share out um some highlights and some areas for continued growth um and work at each individual school we also have a districtwide communication that'll be going out from a more holistic perspective um both in terms of uh areas of successes and areas that we want to continue to strive for improvements as a whole entire District um I will turn it over to miss white here momentarily but just wanted to reiterate with um our school board and our community that um the what comes
009out with the school report card is another way of the state just rebranding um information that we are already looking at and have been made aware and have been aware of um kind of going in and out I apologize um the the data that was um that is on your desktops uh this evening community members can have access to it in the room here as well is all information that you have already received we presented to the school board back in March just in terms of overall where we have landed with our um uh the state's accountability assessment with uh forward exam prea act back in August that's not new information uh we also had um in front of you we have some uh star star data which is our early um which is one
010of our screeners that we have for reading and math in the district uh that information was presented back um at the board retreat that you had in October um and then the other piece is the oh the forward the forward information so two different piece two different forward data points um and then the other document that you have in front of you are just some of the key takeaways for our community members that are viewing this the there was something similar sent out um to the community as well uh I believe in October um just in terms of our some of our theories of our potential theories as they relate to why we saw um different patterns and Trends in terms of uh growth in our forward exam results from this past year um I'll
011turn it over to miss we to just give a quick little highle overview of the state report card and then we'll take um any questions that you might have good evening um as you guys saw maybe in the flip presentation there's kind of three main points as Dr marel said this is information that we're monitoring on a regular basis already within the school district um it is representative of three years of data um so it's looking at forward from the past three years um which is new this year because of coid this is the first year we have three consecutive years of information and then to be noted is the attendance information comes back from the 2122 school year so when we're looking at attendance rates on there it's not referencing last school year it's
012actually two years before because DPI is still collecting our last what they call a snapshot of information this December so um as we put a lot of efforts in place around attendance and different proc processes and practices those won't show up um for a year or two after we um have fully implemented it based off that legging data um the priority weights as I mentioned um in the presentation are based off the social economic status of each building or the district as a whole so something just to note um majority of our buildings all but one have a higher percent of achievement in the report card than the area of growth so when we're looking at um growth and achievement they start as equal at 25% and then if you hit a certain percent of
013social economic your percent of growth is higher than your achievement and you're waiting we only have one school representing um that has a higher growth percent than achievement so overall we should be looking at our district of what achievement we're seeing in all of our buildings for the most um the biggest area of of support um in the progress around the achievement area um as Dr marble said they're tied back to our mileston so as we reported out the um August board meeting where we were on our milestones we linked in um the data that we updated from from August and then um last but not least um this are also included on the governance board that we created um for the school um School Board um that is being updated currently with quarter one
014information and should be U made to the public by the beginning of December on the website as well so um we're finalizing that update with quarter one of this year year compared to quarter one of last year for any data that we have access to um so our goal is to get that um uh cleaned up and then have it ready for the board to review and then have it on the public website by the beginning of December for the whole Community to see um and then last but not least just um bringing us back to some of our um strategic plan goals the monitoring and metrics of our different strategic plans and creating of an external dashboard is how we can really tune into what a what's captured in the state report card so
015not just waiting for the state to report it to to us but how are we monitoring on a regular basis um such as attendance rates on a daily basis which we're doing right now forward dives into Data of disproportionality and then also looking at our star data um and some other data points um across the buildings to really monitor how we're doing and not just wait for that that one Snapshot from from DPI um coming tomorrow November 14th all this just to reiterate the fact that um what will be deployed tomorrow is not of um shock to any of us it is something that we were able to more or less predict based on the data that we've been monitoring along the way and um that you all have been had had access to along
016the way so nothing should come out of left field so to speak in terms of how our how our schools are performing on the school report card um and then just want to reiterate the fact that the the school report card is three years so it's not just incumbent on last year's performance it is three years very similar to our financing budgets that those are on a three-year rolling average so just want to highlight highlight that and with that we will take any questions that you might have Dr Hy um I'm just gonna start with a really basic question and I'll have some other ones perhaps as we go along but if it's I don't think if it's a threeyear um if it's representative of three years then how much growth how much how much
017change in our report card would one really be able to expect given that it's not going to be reflective of it's not just a year by year which I think is means the shifting of scores over time is going to be slower so I think it's hard to name an exact number um one of the things DPI does not provide us with is what percent each year represents so they don't say that they're equ equivalent across all three years so it's 33 33 33 um they're saying that it is um the three years um with more weight given to the last year but they don't say specifically whether that's a high weight so um the main thing is it's represented of three years of data um and DP doesn't give us the exact percent so
018I can't tell you whether it's we jump next year and we we make movement or if it's just over year over year around it one of the things we have done into is just looking at different demographic groups of specific moving from below basic to basic and then how many move from basic to profession so kind of keeping an eye on those numbers the next couple years will be helpful for us in figuring out what that movement or what we can expect um or what we' want to see I also think as our buildings continue their school growth plan journey and the next iteration really looking at what growth they've made in the last two years and then setting those goals based off what they've learned about their own individual buildings um and areas of
019focus um will be kind of The Guiding guiding number as far as how much growth we can see so as a result of that guesswork that the um the state department has kind of put us in That's Why Us looking more at the internal data that we have whether it be with star data the forward data is much more comprehensive and meaningful to us than waiting for the school report card to come out um because we can't we can't make as many predictions as we can with some of the internal data that we're monitoring you had a Community member ask you what should they specifically be looking at if we have all we have a lot of data where would you direct a Community member to look is it at their specific School growth plan
020is it at forward data at their school what would you suggest they they do absolutely have that direct them to their individual schools growth plan at the local level is where we will see the the most change the quickest um so they will also be able to connect with classroom teachers to find out how classroom teachers are working in service of that school um the school's goals the building principal they will all be able to um be able to give tangible examples of how the work is being carried out in their specific building on a day-to-day basis yeah that so it's your point Dr marble those are also um the sun um the work that that schools are doing in their school growth plan are directly correlated to what's in the school growth plan so
021they should be able to speak direct ly to what they're monitoring an effort to to see um how they're doing and how they're progressing throughout the year question just to pay you back off that will parents have access eventually to this dashboard to see those School growth plans as well like the same information that we have is that in December that they'll get that information yeah the goal is to get the um live website on the DPI or the district website by the beginning of December so we our goal was just to get it updated with new information then I have a meeting with Sarah Ellis to get it linked to our our um School website or District website so that the community can see it I I'll just add to that that each individual
022school should have sent out a um a quarterly update to their school community of where they are at with their school growth plan so um if if there's if the Community member is Tethered to a school they will be able to see it that way and then come December a Community member who's not Tethered to a school be able to see it publicly as well can you kind of like just to like bring this all in and how are the pace Wednesdays how are the school growth plans how is this data like all being used to you know because if you look at some of the areas I mean there's a big discrepancy like in social studies among um you know among some of our elementary schools can you just talk about how like certain
023items are being targeted with all of those areas card if that's what we're talking about um the school report card only takes into consideration Ela and math and then when we looking at Ela and math it's really at specific grade levels so third grade ELA and eighth grade math are really the areas in which those data pieces are extracted into the school report card um as for the As for social studies we are currently in a social studies audit um process as we know that we um are being assessed on standards that we are not necessarily teaching quite yet and so we know that that's an area for us to dig into um I guess I was more talking about like the data on the dashboard that parents are going to be able to see
024in December right some of it seems a little alarming like when I look at Jefferson for instance and see that they went down you know 10% or 14% respectively in in social studies and science like how can parents know that we're that you know that school's addressing it like not just in their school growth plan but the pace Wednesdays that it's all being taken into consideration so that's all tied into the school growth plan um and that would be the conversation with the teachers um building principles on how they are leveraging uh early release time how they are leveraging the common planning time or the pace time during the school day so that uh teachers are utilizing data at the local level um because that's really again what is going to make the quickest change
025um for Learners it also takes into account whether or not um our teachers are heating feedback from building principles and from instructional coach as they are giving feedback on practice to continue to move the work forward and just to highlight one more point that you made that you know in these areas especially of social studies and science which we don't see on the state report card but we do see on in our own data that we didn't have a curriculum that aligned with standards right so we were I mean everybody kind of was doing their own thing in elementary schools right that's why some elementary schools were performing better than others um absolutely that we're working towards that consistency through our Audits and through cor the recommendations that we make from those audits yes yep
026thank you um so last year I think a lot of the focus Bo dist I think that we've grown a lot in that area based on some of the data we've seen this year so I think what that tells me or shows me and should show the community is when the board and the district are sort of really honed in on um making improvements in a specific area um that we really can do great things so my hope is that and I think my fellow board members would agree is that we really see huge growth in the academic areas this year so to that end is there anything that your department is or division needs from the board or from the district that you think you don't have um and that you don't have to
027answer that now but if you think of anything um I think that would be really important to communicate to us because I mean academics is like why we are here right so our expectation my expectation is that we see huge growth in academics this year I think we've prepared the buildings I think we have great people at the district level um so my expectation is we see huge growth just like we did in Behavior last year in disciplinary things um so that's my first point second point is um our we talk a lot about our traditional schools the monory school really had a lot of pretty significant drops in growth um I know that they kind of had leadership change last year um what is being done at the district level to help them and
028do they need additional resources sure so monor is a unique um entity in that we have a highly qualified leader in that building who is monor certified um is a nationally board recognized educator in the Monas world and does train um monu teachers um as a result of of her work and so being able to bring somebody of that caliber into the space who knows and speaks montauri is going to help that building move mountains um they have not they have not grabbed on to the traditional District level resources for a reason um it's because they believe in the monor values and virtues and the curriculum that monor um has in place and there are very beautifully aligned lessons at to standards that monu has and so we have empowered Miss palen um to work
029with her Educators um around the work that monu has put out along aligned to standards and I will say that that is a bright spot in our district that is really leveraging what we would call um continuous like actual continuous Improvement efforts so we talk about utilizing the um common planning time and and utilizing early release Wednesdays profession for professional learning they that that building is doing an exceptional job of really doing um pdsa Cycles so plan do study act adjust based on the data that they are gathering so um they are headed in a great trajectory is there a monory coach um there's not there's not a specific monory coach Miss palen is the monor serves as the monory coach um we do have math coaches and Ela coaches on consult um so that
030they can either come in and work with a particular teacher or work with Miss palen to be able to move things forward uh we simply do not have enough instructional coaches to be able to assign somebody over there full-time given the needs at our other buildings nor does monor follow the same curriculum and so we've had to make some tough decisions in that Arena so back to the data um in terms I know wor I'll just talk loudly in terms of visualization I liked how you had a little bit of growth one color and a lot of growth another color I kind of wonder about doing that like is is there a percentage of loss that is like more important and less important I mean because there must be some fluctuations year to year and
031when only looking at two years of data it's hard for one to think about is this just typical fluctuation in a school or is this fluctuation where we need to apply resources and and really looks that might be something to help also you know a lot of red might make someone panic but a point 0.4 red feels very different from a 9.3 red or something like that so I would just suggest you know if it's not too complicated um I guess the other thing that I wonder eventually or maybe I'm just not maybe I'm just not reading it to see it is that some of the schools um um and this is contextual not thinking about like an excuse or a reason but some of the schools are carrying uh somewhat heavier load of students
032with um uh supports and special needs um and that I don't know that how much that is something that we can see in the data as well just so we kind of understand that when a school with that grows um or changes or gets closer to um achievement that that is a huge jump forward if they've got they're carrying a large I don't know if that makes sense or not but to me it sort of feels like that should be something that you know we're we're paying attention to because then that's reflecting that our district is doing a good job at providing the supports to to students who may not show up as well on standardized testing because that's often a place that for some some kids who um have various different learning challenges that
033that's where standardized testing doesn't serve them as well as some of the other ways of of measuring their knowledge base that's why we so thank you for elevating that and for the recommendation and that's why we we do look at data disaggregated internally um and we look at all sorts of different data whether it be common common assessments um at the at the school level or uh the star data that's disaggregated so um just want all of you to know and the community to know that this is not the only data that we look at this is very highlevel um high level information for for all of all of you as you're you're governing the the work yeah and I bring that up because sometimes people a lot of people are looking at data like
034this to try to decide which part of wossa do I want to buy a house in right and I want people to realize that there are some schools that might have really strong in one area or another area and that you know that we aren't just looking at um the the I mean academics absolutely important but academics is pushed ahead also by having um good staff supports and strong curriculum and teachers having that those supports that they need and those figuring out how to reach children so if you want to choose a school because your child needs a particular kind of of support or curriculum that feels like that should also be in um in somewhere that people can find it and and understand what that means so no thanks for eliciting that that's really
035helpful to know that you all are looking at that we just have to figure out how to help people understand that when they just look at a number like what comes out tomorrow it might say well this school is you know at this rating but what we know as a district is that that school has high levels of this or high levels of that you know or has really progressed in this particular way and um that it's not just about the numbers that come out I think that's how what we can grow into as we continue to help our schools tell their stories I wanted to ask about pulling out the data for the stem programs within the Middle School and evenwood right I mean I would like to start I would like to start
036to begin that conversation too I think it's important you know as a district that we have you know unique and dynamic offerings but I also want to make sure that they're appropriate and successful programs right and and when I see a dip in certain things like Monas stur I understand you know there hasn't been a strong monory leader and it wasn't necessarily traditional monu so we're moving there but I also see a dip and W stem and you know so I want to make sure that we're not only looking at the school SCH but the programming off the programs that are offered within the schools to make sure that they're achieving the same way that we expect all of our students to achieve and I just want to remind the board that we are currently
037um doing a stem audit so um we do we are partnering with an individual who is um doing a comprehensive look at our programming so um we will have uh some of that information for you in the springtime I mean but if you in it too if you think it's important to pull that data out I mean I know as a board member I would certainly like to see how some of those students are comparing you know to the the students in the traditional schools y um I think Miss Willis asked about pce Wednesdays how we're utilizing those um the school growth plans we've talked about um I think the one thing we didn't mention that I wanted to ask about are those walkthroughs by the principles and those instructional look fors can you tell
038us a little bit about how that's going so far this year yeah we started out really strong um really focusing in on the classroom environment that we that I presented on um a couple of weeks ago uh giving really targeted feedback as to what was going well and areas in which our Educators could continue to support Learners in the classroom that continues we've folded in the other instructional levers and as we would expect we have seen a slight well not a slight we have seen a decline in our building principles being able to conduct those classroom walkthroughs because of other things that start to happen during the school year whether it be um needing to attend additional IEP meetings or needing to have different behavioral supports so it is still it is still happening just
039not with the greatest amount of as we would um like to see uh that is also coupled however with our principles now doing um formal and informal observations and so we are back a daily or excuse me on a weekly basis as well as to what percentage of um formal and informal observations our building principles are engaging in and as we see that go up do we see walkthroughs go down um or if we see a decline are we seeing behaviors um in the schools go up so we are triangulating that data to create a story uh from a systems perspective as to what's going on but then also having um regular conversations with our building principles about what are the barriers for you being able to into spaces and how do we work to
040help um remove some of those barriers so um overall are they're able they are working diligently to um Elevate strong practices with our teachers and then also provide reflective questions or area pointed areas for improvements as they're getting into spaces yeah be you know on an ongoing basis would really like to know how that's going I you know we have particularly at the secondary school level given um additional resources like beans of students we're seeing behavioral um interventions not interventions behavioral issues decline um and so if I to me it seems like we've given resources they're working and then the question becomes like why are why our principles not getting into the classrooms and doing the instructional look fors that we've kind of like given all these resources to have happen and they you know
041when we've talked about this in the past I think it was Miss fotch who came and was talking a lot about it but it seems like it's like this these instructional look fors are the Lynch pin to make sure that things are happening you know that start here in the boardroom and move all the way through to the student level and so if that's not happening if we're missing something we're not seeing that chain through to the end and therefore you know is that part of why we aren't seeing changes in our academic achievement that we want to see see or as rapidly as we want to see them I think that there are also a lot of um practices that are being um that are being challenged that have maybe become cemented in an
042individual or a group of individuals practices and so just trying to untangle some of those pieces are it's you pull one thread and then 900 other threads come down and so it's it's really trying to find the bite-size pieces of getting um individuals to take one small step forward in terms of um shifting practice that we know is what we are looking for in our classrooms with our students so it's um there wh siiz improvements are what we need to see in order to see big giant shifts so um I keep reiterating the the need to be in classrooms as I know my fellow District leaders are and our building principles know that they need to be in classrooms giving feedback to teachers and um I I will say I they the first thing that
043they'll say is I know I need to do more I know I need to do more and I want to do more it's not for lack of lack of will it's uh it is them needing to make sure that they're prioritizing that work I as to follow up on that you have a principal or two that are doing that who then finding out how they're making that work absolutely be shared with all the principles and part of that is um some work that we will be doing this we have a principles at in a meeting on Thursday this week and so part of that is showing some different highlights of how some of our building principles have been able to couple um the walkthroughs along with um observations and being able to highlight that for
044our for the rest of their colleagues um some individuals have um talked about how the walkthroughs have been a little bit cumbersome because they're also trying to incorporate that with some something else and so I had a kind of a breakthrough with a colleague today in terms of this is really what monitoring from a District's perspective whatever else you want to do have ated make it work for you and so we talk about the change Continuum we're really in we're really in an exploring phase of what can we do to then move ourselves so this is just what's expected um in our like three to five year plan of things so it's really kind of doing some of our own pdsa Cycles or plan doe study act adjust Cycles from a systems perspective so that
045we can make some more solid this is what needs to be done um moving forward got a controversial question do we monitor this at the at the classroom level say that go what you do we know our data at the classroom level of which teachers are showing success and which teachers are not showing success and I know there's variables but we know teachers great teachers have great outcomes parents want great teachers in every classroom we want great teachers in every classroom and every teacher presumably wants to be great do we have data and are we deploying resources to teachers that we see are struggling to make sure that they have the resources they need and in places where they may not be able to be successful they're pursuing other opportunities the short answer is yes
046we we can get we we can and we do get down to the classroom level um in terms of data and we have shifted we have shifted resources in particular buildings to better support Educators that are um not demonstrating the most basic level of expectations in the CL instructional expectations in the classroom also where we are not uh the desire that we would want to see in in our students and so we've I've been working our our um director of instruction we've been working with building principles to problem solve um how different supports could look a little bit different um and not just what we've said this is going to be because we're seeing a higher percentage of of failures in a particular class with particular teacher where we are seeing um we are seeing
047that the very needs of is so diverse that them work with um their team for example is not going to be as impactful as that particular teacher justs with an instructional coach one onone to make sure that they're the the different needs and ples so to speak so short answer and and our look the at the okay classroom level and I I think the thing I I wonder about is I want to make sure our teachers are really supported and I want to make sure every kid has a great teacher and is work that every teacher is working on being the very best version of the educator they can be and that I I think one of the things I worry about is that when we get stuck in habits that may not be good
048that we aren't changing in ways that will make our teaching and learning more effective because ultimately we want to be a place where great teachers are here and we want to be a place where great teachers have the support to do excellent work from parents that the kids are working diligently and uh really hard um but we also only have so much of an a time to have an impact on a kid and I don't want any kid to be in a classroom with a teacher who's not delivering excellent teaching um and so I want to make sure that they have the energy the capacity and the supports they need and also their own internal drive to make sure that they are taking that feedback seeking it out and Desiring to be the very best
049educator in every classroom we can for kids um I'm fascinated by this data we are highly variable and this is not something as a board member I'm surprised by um I think in tosa what we have seen is we've had uh variability in and I one of my colleagues that shared this already um different we haven't had a continuous curriculum across all schools that was being taught exactly the same our pedagogies have been uh disperate um and so I know we are tightening those things up none of that would Shen the data yet that was work that was ground work that was laid last year is being laid this year and next year and so well I this around I'm not expecting massive increases in all places immediately I am expecting to kind of see
050continuous ongoing growth I know we've also have a couple classrooms have like 11 to1 teacher to student ratio and I said to Dr means um I'm really like 11 to1 I'm expecting those classrooms to and honestly I would I would love to see that data because I think I would love to know what our sweet spot is we're not I would say as a board we will probably not give the green light to go 11 to one in any classroom next year that would surprise me but we know that there's this Balancing Act between budget and between small class sizes what is that level of is it 22 to1 26 1 28 to1 um where we can maximize the impacts that we have some classrooms will have different unique challenges uh some students and their
051learning needs um and and making sure that the teachers both have the resources but if if we were to figure out what our sweet spot is that would be helpful to know with the student not we've got National Data that we can look at for research what is our local data tell us too and how do you kind of parse that out of what's what's what is that sweet spot and for schools that have greater needs maybe a lower teacher to student ratio than schools that are already performing really well and that's okay um let's give the students what they need and hold the expectation of let's all let's all really do it I'm also curious like as a parent um I often think about I have two kids different types of learning different areas
052of focus um different ages and I'm always trying to balance wanting them to do really well probably in an annoying dad too much and also not creating a pressure cooker for them so that they are burned out that they're feeling overwhelmed uh we know students uh increasingly Across the Nation struggling with mental health issues and anxiety and I would love for one of the things that we can do for parents for how can we make sure that parents are being prepared you talk about monu and the questions we had mon about Monas I was a Monas parent um through um young ages with my kids and I had no idea how to be a monor parent because it is a different style of learning um and I had to figure out what that was how
053to support the learning at home but I know there's a lot of work being done around how do we help parents and families be really good supports be really engaged making sure they're going to parent teacher conferences uh making sure that they're really engaging with the schools to be good partners and I don't know if all parents know how to do that uh and so how do we do that how do we invite people in how do we make sure our schools um are open my general sense in tosa that's done much better at the elementary level than it is at the middle school level where your kid wants nothing to do with you anyway uh and at the high school level um and so I think anything that we can do to balance those
054two things of that those were some initial thoughts that I had is I'm not surprised to see the dramatic variation some of the schools that we had challenged with last year did not perform as well as we'd like to see I suspect as things have calmed um and we've got leadership in different places um that we'll see my my goal for this is that we both see growth across all schools but we'd see more we'd see less variability from school to school um and I think that that that would be a really cool thing to see um I'm also fascinated what is Wilson doing in science I I I'd heard something that there was a little maybe a little bit more collaboration with W stem I'm not sure but that is a a dramatic jump
055um in in that score um and if if I just hone in on the ELA and the math generally across the board when I'm looking at the data from 21 to 22 to 23 almost all schools are increasing over that time period so I don't know where the report cards will say and I don't know how they calculate everything and no matter how many times I've tried to backward map the the data analytics on that I can't figure it out um but it seems like our trajectory for Math and Ela across nearly all schools over the last three years post pandemic has been moving in the positive direction the other thing I would say to the board I keep reminding myself with this this is the first time that we don't have pre-pandemic data mixed
056in with post-pandemic data so I would see us start to continue to bump up I want to reiterate Liz's question what things do you need from the board um could be resources it could be we need your leadership on these things we need you to push us hard harder on these other things um we only have one employee Dr means um and we are certainly pushing him to have really high academic standards and rigor uh it was literally this the singular reason why he was hired is to raise our academic outcomes and achievement and why he has hired it wasn't your musical preferences that's for sure um and so he has hired a team to do that and we have invested resources literally in everything that we've done to drive Drive academic achievement we have
057aspirations to be uh an outstanding academic district and to uh surpass anything wos has ever historically been um what do you need from us to set that expectation to make sure that we have the right staff and every seat uh up and down in every single school um and that we have the supports that every staff member needs to feel like this is a place where I'm valued I'm a professional I've got high expectations of me I've got high expectations of the kids and I'm support into doing this excellent work and I can't imagine doing it anywhere else what you need from us and not not tonight you don't have to have an answer but any initial thoughts that you have I I sincerely appreciate the question um asked a couple of times now and
058the conversation that we've had here this evening the expectation that we are moving forward with high academic achievement and high academic growth and that push is is Paramount in us moving the work forward so I need I'm requesting um humbly requesting that the school board continue to ask how are we doing what do else do we need to be doing um because quite frankly if I may just be so candid is we are pushing Educators and we're making them uncomfortable in some spaces because we are asking them to change practice that is hard and so if you get question questions from from teachers and them saying certain things about things that they're being asked to do they're being asked to do it because you have said this is what we expect so I we need
059our our administrative staff needs to know that we have this body behind us to say yep you are being asked to do a b and c because we are demanding that we be hire academic ACH achievement for our students and as long as we have that and you keep asking us what additional resources do we need we're going to come before you in a couple of weeks with a new Ela curriculum that we feel is going to um provide a more even playing field for our not only our students but also our teachers to have greater accessibility in how to differentiate instruction for example and I will leave it to my um director of curriculum um to explain in Greater detail later on but that is something that that we need from a financial resource
060um piece of things I know that we talk a lot about instructional coaches and that some of our Educators push back on instructional coaches but they are pedagogical experts and anything that they are bringing forward to teachers is not out of malice it is out of trying to move teachers forward um I I believe there's a there's a famous quote by Michael Jordan about having needing a coach until the day he retired and So Co coaches are there not to make people's lives miserable but to help move work forward and sometimes you know when I've worked with a coach in the past like that's the last person that I want to talk to but I think that person has its best has his or her best interest in me growing as a that as a
061professional or as a as an athlete and so just continuing to lean into that and helping us helping us maintain or even grow the number of instructional coaches that we have at the building level because at the buildings because our our principles they can only do so much and they are they are expected to have a bunch of different plates in the air and yes we have given them resources so they can be more of an instructional leader but they also need a team at the building level to help move that work forward um so I guess those two things is continuing to bring academics as as a Forefront and reminding not only us but the community of your expectations of us to move things forward and and having our support as we do challenge
062some practices so that we can move forward because if we continue to do the same thing we've always done to get the same results yeah we need to be different so listening to you and even watching you speak tonight it's clear that you have like these connections and this kind of map system systems think your systems math in your head I'm thinking about you know some of the push back that you had and to that come from people not having that systems lens on this project not knowing and not seeing the direct or indirect connections between like Pace time um and the academic achievement and the school report card and I know it's hard to put it there but I'm just I'm just wondering if there's a way eventually not that you have more time
063um but to help people see those connections like we're spending this time on this this week and that builds into this and and that systems map view of how you are working so hard and they are working so hard the roles that dist stct forward and The Higher Achievement think it's just continued dialogue and continue explanation of the of always leading with the why we're doing this because um making sure that our building principles are equipped with this the communic making sure that our um instructional leaders whether it be our instructional coaches or curriculum coordinators have have that why piece behind it so you know we're we're continuing to grow as a as a system of um not only continuous Improvement but of a system that puts academics first and foremost as a conversational piece
064there are other things that people want to talk about first and then academics is second third fourth or fifth in line of what we actually want to talk about so just making sure that we're holding holding tight to no this is what we're going to talk about first I only have one employee that I get to say this to you Dr means I really want to see us it significantly exceeds and I'm not expecting us to get there tomorrow when these come out but the Board needs you to keep pushing at this and um I know it's top of mind for you but we are here to do to to do this LIF with you and I suspect our teachers are want to be excellent in every way as Educators as well thank you I
065think um and sharing the why with staff it's equally important to share the why with our community I think a lot of times I hear you know our District Administrative team has grown so much in the last two to three years so I think it's important that parents and community members know that having those high quality um subject experts in our buildings is going to make a huge difference and if you don't come from education or like systems thinking then maybe that's you just see that as an extra body an extra staff person we're paying so I think we need to do a better job of and I've talked to Dr about this a lot um we need to do a better job of sharing the why with our community um when we first started
066getting some push back from staff about the shared learning time I like I couldn't believe it so I was like I wish when I was a teacher I would have had that level of support at the building level so I so appreciate all of the tools that you guys are using in our buildings um but definitely sharing that story I think is hugely important especially as we start making um some really tough budgetary decisions um I would ask from the board perspective that would help us when we're making these hard decisions um if the community knows and values those leaders in our buildings too and M hon I think the board really needs to explain into the community um we have we have asked and we've given the charge um as a as a body
067of we need to really raise expectations and set really high expectations and that takes human beings to do all the work um that we're asking to be done and um if if anybody would like to sit down and chat and walk through uh I suspect board members would be happy to have coffee of be able to explain systematically here's what we're doing here's the work that's being done um is being done systematically um and we will see the fruits of that Labor uh and continue to see the growth um over time but it is it is a big Endeavor to come out of a pandemic to bring a new team in place to rebuild a lot of systems to reimagine the curriculum and to build all this as we go and so I'm confident that
068we are heading the right direction um and I'm excited for the community to see the impact I want to hear from our I was going to say I want to hear from our students of any thoughts on I don't know if you've ever I I suspect you have report cards that you may see some school growth plans and stuff and it may go in one year and not the other but as student board members you've got a lot and you will have more data on it any any thoughts uh about the information that you you got in of you tonight or any thoughts on um things that you would like to advocate for yeah is there a trend you see especially kind of at the high school level where you see an increase in individual
069with the students um do you see like better student performance where they may they may identify having more Hands-On relationship with teachers because you know their parents might not be more involved in their schoolwork so is there a trend you can find where students think that they perform better in Hands-On classroom environments you articulate a little bit more what you mean by Hands-On environments so meaning they might have a more personal connection um with the teacher I don't have granular data of that of of that um what we can go on is uh the percentage of students that say that they feel um comfortable at school um but I don't have granular data what you're what you're expressing so that would be something that we would need to dig into a little bit differently so
070with like all the data here you talk about like STAR testing and know as a junior like act and everything uh do you have any like data from just ACT scores over the year um that you can show us and also um what I've seen is like Star testings online is there an option to do it on paper like Al I know that our school district is one of the only like or what I've heard I don't know if it's true or not but that we take our ICT online and other schools like Brookfield or districts like Brookfield take um on paper and myself I feel like I do better on paper tests which can vary throughout um each student but yeah do you have any insight on wait do you do you have any
071on that the is located on the website I can pull it up here in a second to give any information um it'll also be on the governance board for everybody um from act there is an act online option and there is a paper option um so I can bring that back to our assessment coordinator and the building principal to talk about what that what that could look like and what options that might be um but they definitely have both options and by the school districts that opt in and out depending on kind of how what decisions they've made as a school district so I'll bring that back to our our her School principles and see um what we can do around that question yeah that's a great question do you want to just really quickly
072highlight ACT scores yep also they do a followup a lot of times the modality is going to be in person so I'm just thinking about the growth that we know with standardized testing that when you take it the same way multiple times it's gonna improve over time yeah from an act's perspective um East High School was at 22.4 last year and West High School is at 19.7 and our wva is at 17.0 yeah have a question do do you use the ACT results as like a metric to measure scores um by the school Act is one of our mile District Milestones so we have um 10 different District milestones for every different um area in our children's education so act is a milestone that we monitor not only the overall composite scores but we also
073look at the sub tests for every content area to monitor how how students are doing there and then how how we look at as marble was mentioning earlier grade information and other assessments within the school body to kind of triangulate data to really see how we can support students not only in the classroom but also how they're performing on um assessments like preac and act thank you any other for final board comments or questions so can you you started out can you end where you began which was what will uh be communicated over the next couple days at the district level at the school level uh parents have questions uh thoughts uh and so on uh what steps they might take sometime tomorrow DPI will put a release out with all state report cards for
074the state of Wisconsin at each of our buildings our building principles have drafted a message for their families um giving them information regarding their dive into their state report cards because I a couple weeks to look at them since they've been embargoed within the school district they will be sharing that with their families via some kind of communication mechanism Blackboard um or email at the school level and then our district will also be sending out a district-wide communication around district report card so they'll be um two Communications that families could receive um from a district Community standpoint they could look at the DPI website tomorrow to see where we are um or the news releases that come out from the district um regarding the district information if people have questions regarding their state report cards
075they can ask School principles is the best way to start to begin with um to kind of dig into their talking points and kind of their ahaz from their school report card and then any questions that they might have that would be a great place to start um so that'll come up sometime tomorrow um and yeah anything else thank you both very much um next up on this item uh is a conversation about process and timeline for the creation of the 2425 and 2526 academic school calendars turn over Dr marble Dr marble yes so um these are in BO dos right okay so um what you see linked into boarddocs is a draft of the 2425 school year calendar and the 2526 school year calendar so um just to bring to light um where we've
076been and how these have developed thus far um there we have um heated feedback from parents from uh teachers from building principles along the way in terms of what they would like to see out of a district calendar and so what you have is a manifestation of um of all of that feedback brought um together for the two different school years um of note it's a pretty straight forward calendar um both of them are with the exception of um some additional professional learning days um in the past we have had um four days up to four days for professional learning before the start of the school year what our building principles and our teachers have communicated via surveys via rounding um that we do with building principles where we go in and just find out
077how things are things are going they have communicated pretty loudly that they need more time at the beginning of the school year to get prepared and launched into the year so it is being proposed on both calendars that there are six days back before the the start of the school year for educators to be fully prepared two of which that designated at the building level two of which would be designated at the district level and then two days of which would be um reserved for building or excuse me for educators to prepare or plan in the way that they feel is necessary so this I feels to bring a more balanced approach to the uh request for more time at the beginning of the school year um that have been requested of our of our
078um of our stakeholders um the other note is that new um new educator onboarding has typically been a 4-day process we've tried to make that be um essentially four half days with work time what we have gotten feedback on too is that some of the work that our new Educators need to do is also work that the whole entire uh educational body needs to do and so let's just be strategic in working to bring them all together so have moved it down from 4 days to two days um in terms of welcoming students back into the buildings we um have for the 24 25 school year we have September 3rd in which we would maintain the model of having um our ninth graders be at the building level in the morning and then welcoming back
07910 through 12 in the afternoon we would shift to having um our sixth graders be just in the buildings by themselves and then having seventh and eighth grade students come in the afternoon rather than dismissing um halfway through the day for our sixth graders as we did this last year so was a little bit of a loss of an instructional opportunity for our students or for community building so being able to streamline that a little bit um we are looking we've gotten really positive feedback from staff and families around the time allocated for conferences in the fall and the springtime so we'll maintain that structure for another couple of years or at least proposing to maintain that for another couple of years to see if we see any um different Trends uh throwing things out
080um on one-offs doesn't always give us a full picture as to whether or not we are meeting the needs of um of families but it seems to have um opened up more opportunities for families to get access to conferences um at least with having the the um dedicated time the format is maybe something that needs to be looked at at each of the different levels they've taken they've been empowered to structure that but at least when we look at the calendar of time um we're looking to maintain that the um I recognize that the professional learning days especially in October and November of um the 2425 calendar and then the professional learning days um in September and October of the 2526 calendar maybe seem at first blush a little like that's peculiar but there is
081great um rationale behind those specific days in particular the um October 3rd 2024 is um to observe rashash Shana um one of the Jewish holidays and then November 5th is an election day so um that is a presidential election uh presidential election day um similarly to September um 2025 and October 25 again that is to um have days allocated for the observance of um yam kapor and rashash Shana um and so that is why those days are maybe not on a traditional Monday or a Tuesday um other than that uh it should be noted that we have moved to have 190 days for teacher contracts and that the me these calendars will also meet the instructional minutes that are required by the Department of Public Instruction I had a question around the some of the
082days around on the Jewish holidays did we have like absentee data to support that students were significantly missing those days like why did we choose Jewish holidays over Ramadan or maybe other holidays that that students might not um might miss because of religious observance like do we have data to support that like absentee data we don't um I think Ramadan is it's over a course of multiple days it is over multiple days yep I think it's almost a yeah but there's like there's there's a couple days there's a couple days that are of particular um like high value of of those who observe it I I think the reason why we felt it was important to uplift the Jewish holidays is that they have been ignored and I think you could make the argument that
083other days are not owledge but it's a religion and a group of students who who have had to navigate around the absence of those days being acknowledged in our calendar I guess what I'm asking are there other groups of students who we should acknowledge right because we do have a strong e emphasis on Christian holidays like do we need to take into account other Jessica which ones are you it would be I think more helpful for me if you were a specifically advocating for specific dates that you're looking for we might want to ask thees yeah I'm not advocating for specific dates okay I just I I think the the really big broad question there's we could that's a lot if we had data to support those dat okay I think it could be helpful
084to have a better understanding of the I mean I don't know if that's a question we ask our students what is the your religious background or does that is that important to you because I do think I mean I do think we should be considerate if we're adding Jewish holidays we should probably be considerate of other major religions so I'm thinking Muslim would be like like our Islamic religion would be like another sort of those being the most likely three Christian Muslim Jewish that we would see in our community Hindu I don't know so maybe that's I don't know I mean I think that would be really helpful probably for us to know so that if we're starting to allocate dates around religious holidays we might want to be thoughtful on that I also would
085ask is some of this driven by concern around um you know whether someone can achieve really good attendance or is this identity representation is identity representation that I would want us to consider broadly um what's important to represent I mean there's also I know it where I work that we um the holiday coming up next week we now call fall recess um and that's because we're real aware that for some of our students that's not a holiday um it's it's trauma uh and so I I think like said that's a big conversation to have and I'm all for having it but I think we should do it you know widely um and tradici usly the other thing I mean I guess the other thing to think about is you know and I haven't read maybe
086clarify enough in the attendance policies but if a student is absent for a religious holiday um there are districts or there are places where instead of counting that as as an absence of any sort it's just counted as a it's taken off of their time in a different sort of way so I guess it's a good conversation to open up um I think it would be good to to to thread that through this calendar setting if if we want to open it for um any group at all and I I'm really aware that our current holiday schedule is very preferential um as been pointed out to um Christian religious practices and I think asking what diversity and inclusion we have in this District um is important I would say yes and I don't know if
087it's a either or I think it can be a yes and so this the I think the initial question of what about other religious observances and how we can best embed those observances in our calendars I don't think that if you are considering this calendar and you'll be asked to vote on it at the on the 27th that doesn't exclude us from continuing to reach out to other communities to find out what are the most important dates that could be acknowledged in this calendar or future calendars that doesn't exclude us from having that conversation moving forward I think it's a concept of being strategic and in including as many uh observances as possible I think the goal so I wouldn't make it this is an either or I think this is it's it's the start
088of inviting other communities to have their observances if it is an issue within a school calendar to be recognized and observed within a school calendar so I would say it's the start of um and it's it's a start that as you've acknowledged as a board is a long way coming because right now it is a predominantly Christian while we don't say it it is it is predominantly Christian um influence calendar and if we are truly living out our principles um around strategic goal number two of diversity Equity inclusion and accessibility then this is a first step and what I would continue what I would assume will continue to be engaging other communities and other stakeholders within our our larger community so I guess that would be I mean too I know I know Miss Willis
089isn't here but I think that's what she was trying to say of well why why this one and and what I would say is is not either or I think it can be as many as possible and we want to be as inclusive as possible um and so I would assume that're this is this sets is now on a journey that maybe eventually we'll get to to like your place of employment where we're not calling it Thanksgiving break but it's you know it's more of a mid-fall break or it's um I think we try to do a good job with some of our spring break time or our what we call winter break time I think we've we're better than we're we worked 20 30 years ago but I think there's still a lot of
090room for growth I guess what I would just say that while these are dates that are identified for observance of Jewish holidays I I hope that the community and the board see this sees this as the start of us being more intentive to other communities who may need to have their dates uh acknowledged in our school calendar as well so I think that's really good feedback I think that's really helpful and we are open and we believe this this is a journey that we need to take where other communities are able to engage us and were able to observe those dates in our calendar as well um I'm very happy to see the strong start days or day on here I know when we started it last year it was a little bit of a
091change from what we had what was sort of proposed that school would start I think the week before Labor Day and for our sixth and nth grade students my question to you is is that half day enough for sixth and nth grade to give them a strong start I would be [Music] um I would I would like to have a deeper conversation I feel like with our um with our building leaders and their leadership teams um the what's been communicated from a from at least the high schools is that it's been a good Runway into bringing all of the Learners into the high school um and when we had just a day for sixth graders last year um it they that they decided to dismiss half day through and so that was indication of um
092half day seems to be sufficient so um as a parent that was frustrating agreed it didn't work well um I do think I mean I had a sixth grader this year I think it really helped with the nerves and the sense of community of like the we're all sixth graders coming into this building together um but I agree that I you know I'm not sure that a half day I'm not sure that we couldn't have benefited from a full day yeah I was also disappointed to see that it wasn't going to be a full day it seems like there's plenty to cover um and then I also think about the seventh and eighth grade parents who are figuring out how to get them there at noon because that's hard enough with high schoolers but at
093least high schoolers have a little bit more Independence um on public transportation walking and bicycling it's just significantly more so I mean I don't think you just do it just to be convenience for the family but um but I but I do think that um when I think about like getting to know uh several teachers and classmates and that there are people who are joining our district for the first time in sixth grade um that that seems to me like there should be plenty to fill a day for sixth graders if if that's the the directive of the board we can do that is want to put it out there that that that may require us to reexamine instructional minutes at the at the middle school level um in terms of having to add on
094time by not having our um our seventh and eighth graders come on that first day so I just want to make sure that that's this definitely something that we could say we're going to have just sixth graders in here but then we're need to figure out how do we account for those instructional instructional minutes how did we count this year um it's a great question we would probably then want to look at if we want to do that for a freshman too right that's another huge transition so if we're thinking about it for our sixth graders it seems to make and I don't know do they have the same instruction hours middle school high school middle school and high school do and we've um taken great measures to bring High School up to what we
095need to be where we need to be um and we are um we're holding on right by right by Middle School um what's different with Middle School in these calendar propos proposals what we've had in the past is there's an additional instructional there's more instructional time taken away in these calendars because of the additional professional learning days so that's part of the reason why there's um why we're technically okay this year but we wouldn't be moving forward okay that's helpful I I think that ninth grade is a little less because you're not integrating multiple elementary schools together more a much higher percentage of ninth of incoming nth grade have been in the school district Al I not know that for sure but I would guess it's a little bit more of integration work because you're
096talking about multiple schools as well as new people coming in and I think Middle School is your first time doing a a locker combination and moving from class to class it it is a really big shift I feel I feel more strongly about having a sixth grade day than having a night nth grade day I do think it's nice to have a little bit of time where our nth graders can can settle in and you know find all their classes without it being the hallways being so busy but but I really feel like our sixth graders benefit from the opportunity to get to know each other and the and the changes that are coming to how they they move through a day are there any changes to beginning and end times for elementary middle school
097or high school for next year no not at this time it will be the same as this year any other questions or coms um so I actually reached out to like a lot of staff that I know personally just because I don't know they have a way different uh perspective than I do um my husband and I have like a very flexible schedule so I'm looking at this we can make most of these work you know so I reached out to a lot of staff and these were sort of themes of questions um Elementary staff um they don't have like technical recordkeeping days like the middle and high school teachers do that was something that several um requested um a lot requested that the professional learning days not be in the middle of the week
098but I clarified to them that it was because of the new edition of the Jewish holiday of recog Tech nition um I heard from a lot of high school staff that they didn't like the three days of conferences that they would have rather had a full day 8 to four instead of the two 4 to eight days and that it was just a long week or two weeks for that um to come in with the kiddos after that um also um chunking the professional deliv days at the beginning of the school year that it'd be more helpful to have like the classroom times um self-directed time be together like two days in a row versus having it separated um and having that at the end of the week so that they've already met with district
099and school leadership to kind of know the expectations for the year um that those were the general comments that I had so so we can absolutely look at Shifting the um conference days at the high school level I just want to caution that we will need to figure out ways in which to add more instructional time to the school day then so um because we will be taking it away and well if we look at um February 26 for example that is a non-instructional day currently for middle school and high school stud or excuse me elementary and middle school students so that would be a loss of instructional day at the high school so we would need to um change potentially the bell schedule yet again uh so I just want to we can make
100all of this work it's just what is going to be the directive of of the board knowing that we're going to have to add in minutes so we would be moving for po kind like the post so like now the conferences there's like one full day and then two half or then there's two days of evening conferences teacher I got feedback that that was exhausting for our staff um so just yeah I understand like instructional hours those are eight hour model was requested by High School leadership last year wasn't it yes it was okay I so are we paying the teachers more so you said we're 190 teacher hour or teacher days in the contract was it was that what it was last year so we're adding all these professional development days or we were
101short days okay that we did not there's a boore policy that literally outlines that we're supposed to have St have contracted to work between 190 and 192 days we did not reach the 190 in this calendar um that's one thing and then I I I do appreciate the feedback around the high school conferences I I've received some of that same feedback and it's important to note that this is a structure that was given suggested to us um so I just I want to go on record as saying to our high school staff this is not a creation from the folks at fiser um it was um we were we were taking direction from the the leadership at the high school level so we can definitely we want to make sure that the the conference model
102works best for the staff so and I would push back on that I would want to make the conference model works best for families um that the staff are there to work with the families and get feedback and that I want to ultimately make sure that the model is affecting the quality of the education for the student who is at the center of the educational endeavor yeah should do both but I think that it you know we think about things how we can like make our staff happier and and and their experience better I think aside from pay I think considering their input on this calendar is hugely important too so I I would I would love to let let's do that and let's check out when can we maximize when are most parents and
103families available for conferences and when are they most likely to come in I just yeah I'm sorry I was gonna say the but reading the I was trying to remember and then I looked to see the description below and the one that falls on the whole day the actual conferences were only in the morning so they had a full day but was the afternoon then like their record time for high school was that how they were allowed to leave okay so in in the name because I just want to say it was an evening followed by a full day ma evening followed by a half day and it was one of held for the full day I'm so glad you raised that because we it was one of those um moments where we felt that
104we were doing something good for the staff um and so we we shared with them when they were done with conferences at noon that day they were allowed to leave um and start a long week and so I you want to repeat that for Liz so yes uh so Liz uh Dr wor appropriately pointed out that the when we had conferences up until noon on the second day um from a district perspective we shared with our staff that they could leave they could go um that they did not have to remain on ampus and I think for high school step I think we went one step further I was just going to add where um High School leadership team came up with the structure for that half day on that Friday that it was only
105going to be virtual conferences and so um our Educators were per it was permissible for them to work home on that day and have virtual meetings so so we are we are meeting we are doing as much as we can for staff I mean so for for a high school staff member they were able to leave and not come back to work half day on that that second day and they were allowed to work from home and conduct the conferences from home that day as well M Willis I'm I'm sorry that you were um I got locked out back door locked you didn't have to you didn't have to expose that you were not you didn't have to I just I community members were't trying to get in no it's okay I just I wanted
106to say thank you for you raising up the the issue uh and what what you missed was that what we shared was that it's not an either or I think it can be a yes and for all recognizing all of our differenter group dat to support our decision I mean it's where I like to kind of ground my question I think you know sometimes it's so I appreci I mean you know I've I've said that we should ground our decisions greatly in data as much as possible I think there's also opportunities for us to ground our decisions in our beliefs and in being as inclusive as possible and so what the part that you you didn't catch um is that we do believe that there's opportunity for us to recognize as many other stakeholder groups
107as we need to but in honor of strategic goal number two and being diverse and open to in inclusivity we want to we want to make sure if there are needs and there are students and families who believe that they are they're not being recognized and seen in our school calendar that we we recognize those those some people any other final comments or questions on the school calendars would be an opportunity for parent and anyone who wants to give feedback over the course of the next week that's one I think one of the things we didn't do so there's a process by which we develop these what are our next steps our next steps is that now you have had I think a very robust conversation around the school calendars um which I don't think
108we've done in the past I think in the past we've just kind of said here's the calendars we need you to vote um so now we're you have two weeks to to deliberate around it um I think um I I want to thank Dr Marvel she's done a really good job in accounting for all of our seat or excuse me our minutes because as you know it's not about the number of days anymore it's about the number of minutes that we have we've built in the two days for our high school so if there's inclement weather days we have that for high school um we account for the seniors um being released early in this calendar I I I think it's a very robust calendar candidly I think one of the challenges that we've had
109over the last few years since I've been here is that we've opened up the feedback loop for the calendar to a lot of different um uh different stakeholders almost too many where it's really it's difficult to get a of where we're trying to head and that's why it it's been reminded of me all year that we don't have the 190 days contractually that we're supposed to have in the name of trying to meet the needs of Staff um that we with calendars sometimes is difficult to meet the needs of everyone um and I think a calendar is something that reflects your values as much as possible it it's also and I think this is the the point that I think Dr marble would tell me if I don't re I don't say it she would
110remind me tomorrow this is ultimately an academic tool so I think often it gets conflated with what how does it align with vacations does it is it is it most convenient for certain people and at its purest form the academic calendar is the tool that drives our instructional program and so when you think about it from that perspective as a policy decision please keep that in mind because sometimes when you open this up to a lot of different perspectives the The View that Dr marble and I will have is not the perspective that others will have I have another follow question May 23rd Friday before Memorial Day often was the double secret if there's too many snow days we've got it or don't have it that is just from going forward proposed is just a
111no school day because Dr marble has done the work to show that we have ample instructional minutes for all of our areas except for the area of high school high school is probably the tightest if we if we have a miserable winter Middle School in middle school yeah our secondaries our secondaries Elementary we could have five inclement weather days be fine because they're that's how much uh they're they're teaching um but that we have challenges at the secondary level where I think both middle school and high school they have the two to three days built in so if we if we have a difficult winter um with weather and we ex seeed the the two to three days that's where that May 23 23rd day may have to be utilized for secondary students I think
112elementary elementary uh School parents should feel comfortable that that is a day off okay um one of the other things I was curious about Dr Worley this may speak to a couple things I think you were curious about as well um I would love to hear at a future meeting what we're doing to transition students into middle school and high school um both I know there's some things where students times will um have days where they're going maybe a middle schooler is coming to their High coming back to their high school but I would love to hear kind of systematically what we're doing across the system um we've got in summer school programs that are uh kind of like transition to kindergarten transition to middle school I don't think we have a transition to high
113school but we've got historically some students have taken the summer school courses for credit uh before their first year um but I'd be curious to kind of hear outside of our calendar what things that we're doing at the end of fifth grade and the end of 8th grade uh opportunities that we might have over the summer uh to help students prepare for and be ready to go and then I know we've got things that we're doing I think there was just a freshman parent information night that I saw that kind of popped up that's upcoming for eighth grade families of new students into the high school so I think that might be a really neat thing to kind of um be able to really communicate systematically of here's some key markers of Tim where you're
114transitioning and here's where you can learn about um some of these items I know we're doing a lot but I never see it anywhere in one spot at one time seeing no other comments or questions uh we will then move into board governance do we want to take question I have a question that at the second secondary level do you have a prediction to when the um you might start to see a normal start time like we have in the past but the uh the amm start time as opposed to 7:50 don't foresee us being able to move back to an 8 o'clock start time in order to maintain the number of instructional minutes that we need to have in order to be in compliance with the Department of Public Instruction so Dr marble when
115you compared when you when when considering that 8 o'clock start time that we used to have how does that compare to other high schools in the metropolitan area in terms of a start time yeah so last year when we were going through the process of trying to figure out what is what direction do we go and I just want to give um a shout out to uh Mr Gala Mr Hughes last year and the the teams at the high schools because this was a this was a process and it was not done just like what's just throw something in the dark there were traffic patterns taken into consideration um safety measures and when we look at other schools 8:00 is one of the latest start times in the whole entire metro area I would even
116venture to say in the in the state most schools start um between you know 7 7:15 7:30 those are the TR like typical start times for high schools so 8 o'clock is actually very and even 7:50 is still considered relatively Late And to clarify Max were you advocating for an earlier start time the other thing we could do is and we did examine this is in said continuing to start at 8:00 but then we would have to push back the release time to be you know 3:30 3 320 something about those along that line then we're running into dismissal and traffic procedures with um with our middle schools and our elementary schools and high schools students needing to get to athletic events and they're already being um dismissed very early from their uh from their
117academics um in order to to take Vantage of that or our high school students need to be to work by uh 3:30 so there were a lot of things taken into consideration when we move forward with this um with this start time and Mya cles over over my time on the board we've the board is also really pushed I know the district has tried to make sure those start times are as late as possible because all the data kind of indicates data is on your side yeah a 7:15 or 7:30 start time is really early um for a high school student who was trying to get to school um so I I I I I empathize with the challenge um and with the desire to sleep later particularly this time of year well and it's
118the data is really strong that the Sleep patterns in I mean reversing not to say we're going this direction but reversing elementary school kids to be early and high school kids to start later is definitely where the biological data go so you might want to make that argument some point Middle School probably should start about 2m no they sleep longer in high school or later Dr just anger I so I appreciate there's been a very robust conversation around the calendar and a lot of questions have been posed are there any questions that are pending that would that board members need to have address prior to the 27th I I I know there's interest that's that's good but are there any looming questions that need to be addressed prior to the 27 how long next year
119next not this next year but the second calendar that we're looking at in terms of are we voting on both of them yes so if we wanted to look at these other options in terms students for um starts of the school year or uh cultural diversity we're really able to do that in 26 27 no I I I wouldn't say I I would say for the 2425 school year I think what you heard from Dr Marvel is that we what we need to do is to go back to our secondary principles and talk to our secondary principles and staff um to to develop a full day of activities for both freshmen and sixth graders it sounds good here now uh for the people who are with those children um all day to make it relevant
120and and and meaningful that we want to make sure that they have buyin as well um and that they understand the complexity of having those children all day for both on the Freshman side of the house and also for six sixth graders uh I think for Ramadan I've done an initial review but I'll dig into it more for the 2425 school year the highest Ho Holy day it looks like that would happen over spring break um for Ramadan 25 that would not be the case for Ramadan 26 um and we kind of know what I think it it's a week of the week of March 18th is or so so we would need to do some more um research but that doesn't prevent you from adopting the calendar and if we have to come back
121and identify day we have the ability to do so um so that that's why I'm posing the question of are there any pressing questions this has been very healthy and robust in terms of the interest and the the points that have been identified but are there any pressing questions that you need us to address prior to your vote on the 27 I'll swing around really Wells no was holog no a drug no nothing for me so what we will do is we we will follow up on the question around other high holy days um from an inclusivity standpoint because I think it is again I want to ground this work in our strategic plan is grounded and strategic plan number two uh of just being as diverse and inclusive as we can be so we'll
122continue to do that work and and then also uh we will follow up with our High School principles to identify what what type of model for conferences works best from their perspective so that's work that we can do but that shouldn't pause you from voting on the 27th um and then number three we'll follow up with our our secondary principles on on what does the full day of um on boarding sixth graders um and ninth graders look like those are our three takeaways as I've listened to this conversation are we ready to move into board governance do we want to take five minutes or do you [Music] feel we have many first readings uh of policies thank you both very much and then a couple action uh an action item two action items to resend
123policies that are taken up um by another policy um I don't necessarily know if the Board needs to we've had all the policies in front of us um if you want to give maybe a like really a high Lev overview of anything or if start there and then if the board has any specific questions on any Poli is um but I feel like we' had a really good robust amount of time to kind of review and look at everything you mind if I no you can I I have the the sheet that you prepared was what I was gonna speak from so feel free to a lot of these policies um under prior Neola updates they were called Administration and now they're moving to calling this more superintendent um and they're calling this section superintendent
124so a lot of these um changes are regarding the one employee that the board does have which is um the superintendent um Dr Worley is gonna reference a an overall sheet that I think the board may have been provided where it it gives you an overview of you know um of all of these different policies and just kind of an overview of what each of them um are addressing and if there's any changes to those uh the language of the policies I I would just share with the the board and the public I know that there's a lot of concern about the re resending of policy 551 14.02 and 551 14.03 we're not resending the ability for uh the use of uh service animals or therapy dogs in schools um the the ability to have
125service dogs um and therapy dogs in our schools have been Incorporated in another policy right and so that 89 that's the ABA comp yeah uh I think it's under another policy okay yeah now I know that the reason we brought them for it is because they overlap yes they're not necessary but they're not we're not we're not doing away with the ability to use those animals um and then uh under 5460 I think is very straightforward in regards to the the increase in one credit I think we're moving from 23 credits to 24 we're also moving up the the grade point average necessary to be an honors graduate from I think a 3.2 to a 3.5 um but is in being increased to 3.5 and under uh policy 8913 .01 Mr pinion and I had
126the the privilege of working with our our school attorney uh Renee Alana you've met Renee we met with her again um earlier today I think it's important to note that um Renee alonna drafted the language for policy 891 13.01 and she aligned it directly with the Department of Justice the federal department of justice so I know that there are um community members who are interested in this policy uh I would just tell the community and the board that you should rest assures that uh the policy has been reviewed by legal council multiple times and legal council aligned it directly to the guidance uh from the Department of Justice and and Miss Alana did that in the name of if there's ever a challenge um that our ability to um combat that challenge would be ground
127in the fact that we aligned our policy language to the OJ um Direction and would you want to do we want to add that your sense in terms of the lay of the land from other school districts is that we're really in uh we're really setting the pace here school districts is that a fair yes ma'am um typically you will you will note that the level of accommodation is really in policy is only referencing students and how the school system will address accommodations for students while they're in the classroom it's rare for school systems to be thoughtful enough to identify how do you create accommodations for an aunt or an uncle or a family member who needs um American Sign Language uh interpretation happening at a play or um a a a family member who
128needs to have large print at teacher parent conferences um school districts it is hard to believe while we are places of being very inclusive and diverse um I don't think we're being as conscious and attentive to this issue and so that's why we're really proud of the language that's an 89 13.01 Mr pinion I I wanted to add as well that this language also mirrors and is very aligned with what independence first had handed over to us as well and their recommendation the only difference was the order in which put it to leave the more positive aspects so not only is it align the Department of Justice recommendations but also independence first shall we jump in so just a reminder that these are first reads this is the most helpful to the policy committee um
129if you have uh recommendations for things that you would like to see differently so we can bring it back to our next policy committee meeting on Monday the 27th yes um so then hopefully we can move these forward uh so 1100 um I think it's going to be easiest for you if you're actually looking at board docks and just pulling those up as we go um it's updated from the 2009 version but there are really no material changes uh suggested okay they're going up on the screen now too good thank you um so we're basically as Dr mean said we're looking at um striking and changing items that um go with aligning them with um uh Neola and also aligning them with this um perspective of who is the employee of the district I don't
130think I need to read this one um other questions or comments um suggestions or recommendations that you'd like the policy committee to consider do you think we need to go policy by policy or can we just ask the questions that we have for the sake of expediency I think that I'll make it quick reading through and if there's nothing then we'll do what we just did now consider that one move forward um otherwise we might be bouncing from one policy to the next um uh 111 assessment of District goals this one's updated from 2016 and it allows policy um 1240 align sorry aligns policy 1240 to the district to the assessment of District goals to ensure that the board's um loan emphasis loan employee sorry I'm like trying to read off sucel file it's very
131very long loan um loan employees focus on the achievement of District goals alli's language to feature the superintendent as the employee and and not as Administration and not Administration as the employee so superintendent as we talked about earlier is the employee that then works with um the administrative employees questions or comments on this one I have a couple questions on this excellent thank you um in part C uh states that we evaluate I can't find it out individual board members we don't do that so I just why is that in the policy um and then why did the last two paragraphs why were that why were those um taken out do we is strategic planning addressed and different policy maybe it [Music] is I think to see that the intention um is that as we're
132going to just basically state that as we're going through the process of evaluating the superintendent it's also anytime you're the employer it's also using that time to figure out whether systems are Str that might be contributing to anything that is either High you know high achievement or um a concern kind of like we did with the district achievement t I think we do that for the board I mean we're always are looking at the effectiveness of a us as a unit I just wonder if we're going to say as well as each board member then that's going to have to be something we talk about in The Retreat how we do that so is that something we think we're going to do and want to do or otherwise I think we could strike board member
133part I think I think keeping yes we need to make sure we're effective as a board I don't know that we need to measure each individual board member the board and the has just done a board self- evaluation annually or near annually and I it's in yep what I can't remember is if you're really kind of talking about how we collectively work together um it's hard to parse out if it's an evaluation of individual members or the collective I don't I think in the past you've done an evalu or at least in the one time that we've done an evaluation it was done this past February there was an evaluation that the board did and while they didn't call out individual names of a board member there was an analysis of how the group worked
134with one another yeah I think that's really important I don't want to and that could be covered by putting a period after the first time board appears is that what you're recommending I think if we have it in our policy then we need to have a process that's Tak agre I agree with you think it's important to measure board member effectiveness that's fair then I think great and if not then I think strike it I I think that's fair in terms of the strategic planning piece was um under policy 1400.1 that Dr worle is going to get to um there's there's the job description for the superintendent and it references strategic Improvement and there's a whole section that talks about strategic planning and strategic Improvement there okay thank you any other comments about concerns are
135the people who would prefer to keep before we do the work and take it out would be prefer to keep the individual board member reference I would support striking uh we'll move on to 1210 this one identifies a superintendent as the chief executive officer of the district of the district and empowers the superintendent to oversee the development of administrative guidelines corrects the title of bylaw 01445 and includes language related to the board creating the optimate environment for supporting the superintendent I think we can move forward so 1220 uh no substantial changes to the language but this is an opportunity for you to look at it and see if that's something you want you'll notice that there is um a fair amount struck and that's because uh that's appearing elsewhere and it also doesn't makes sense
136to have we quite a discuss decent discussion on this to have the um the the hiring in this particular policy but that fits better in HR policy than it does in outlining it here and that this was actually quite different from having that language in there made us quite different from typical um descriptions across school districts so we kind of took that into account as well any comments or questions or thoughts is it standard [Music] to request or to have a physical examination of the superintendent is we as that thing to ask it's so specific a tuberculosis test what well I think Al yeah you're working in schools you have to get to which that may be fine it's just like such a strange thing to say this is what your superintendent needs to right
137have and then I think it says something about genetic information yeah I was wondering that one this is the model neop poliy okay so strange it's I think it links to the statement to determine the physical capacity to perform assigned duties I mean what is the physical capacity I wonder that we expect I mean seems more like I be important to know the cognitive capacity of your superintendent not their physical capacity I don't expect them to like lift students up so sorry I couldn't get close enough to the microphone um according to statute um all employees are required to have a physical exam all Public School Employees are required to have that um and up until a couple years ago a negative tuberculosis test was actually required and now they've given us the great flexibility
138of a tuberculosis screening questionnaire um so that would be a requirement of any Public School employee not not just the superintendent and that would be that 118.2437 we moved to 12:30 we added the term provide leadership to letter b and d and um this is an updated policy the last time was updated was 2009 something just super small on a it just says preparing month board agendas I would just make that more specific because we meet more than monthly or maybe less preparing board agendas just take the word monthly out good cat all good otherwise yep 1230 yep point1 I'm going back and forth between documents only one person tonight 12 30.01 assigns the development of administrative guidelines to the superintendent so this is new and it's pretty straightforward I think from a policy perspective
139the board it it really coincides also with the 121 in terms of board superintendent responsibility if the board's job is to develop policy then you are then in um empowering the superintendent to develop the guidelines to implement set policies within the organization and we've been doing a lot of work in the last couple years to make the difference between policy and guidelines or practice okay anything else go on uh 1240 um um evaluation of the superintendent this ensures that the evaluation of the superintendent is in conjunction with the assessment of District goals the evaluation is expected to be conducted on an annual basis grounded in feedback loop and self- evaluation of the board itself it stays away from specific dates like the current policy does um so it gives I think it gives the board
140more flexibility um and I think that's the highl of this rewrite 1241 non Reemployment of the superintendent reference that policy 3140 applies to administrators other than the superintendent so it's the same Pro process that Mel oasi would utilize with any other admin rator with a contract that's an administrator contract 1260 um incapacity of the superintendent this provides procedures for the board to replace the superintendent in case that person is unable to perform the duties of the position I what I would just point out with this one is that it I've I've been in Melle oas's role and have seen this um a few times it is it can be it could put a a big drain on a district um so having this policy while you hope to never use it um is necessary to
141have it it empowers the board president to enact and to um to put things in order uh right away it creates a process in which uh there are medical records that are gained to to expedite this process so um again while while you you don't want to have to deal with this it it is something that um comes up from time to time the comments before we move on so um, 14001 one provides an updated version of the job description for the board's um one employee note um we're thinking we aligned the language of 1401 to 1240 and 12:30 I it was very impressive that that Neola had a job description that was very comprehensive uh I'd see Melle zaski is giving her thumbs up and um it it's a a description that I think
142it's very comprehensive of the job so questions comments or changes one of the great aspects of working with neol that I'm learning is that they have such a so many other districts that they work with that we can draw on um when something really good comes we can we can bring it in and brought some we brought some policy for it already this year that they're looking at um recommending to other districts too so look at that dry that's a great segue in Decay so 891 13.01 is a and I think the board deserves a lot of credit here so I want to pause a few months ago you had a Community member come to the microphone and and state that there needed to be a process where accommodations are considered at board meetings uh
143you directed mean is the way that um the process between and and what we identify in the policy 1210 the board superintendent relationship you directed your one employee to figure out what to do around this I worked with legal councel as we stated earlier we also engag independent first um and as a result this policy which NE Neola doesn't currently have so when they took our language and placed it in the Neola template um Dr zimon did reference that NE said oh this is pretty interesting and this is good language we'll we'll we'll consider we we'll consider this moving forward um I want to thank Renee Alana again as I cited earlier this is in a straight alignment with the Department of uh Justice at the federal level um the only difference between what independent
144first gave us and what the Department of Justice have is the the order in which the complaint process uh is triggered otherwise this is a very um direct and straightforward legal document and I want to thank you again as a board for responding to responding to a community member's concern to questions I know Dr M there was a little discussion in the um policy committee meeting about um Miss Holland as the recipient of that and I think we had a very useful discussion about reminding that I mean that is diversity equity and inclusion is well beyond um trying to address cultural or racial um inequalities that this job that um they have been hired for and have shown that they have the preparation for is um about all aspects of diversity equity and inclusion and
145the Ada process moving forward and getting more um more inclusive is definitely an example of that and also I think clearly the district was able to say that where and if there were times that you know additional information or training was needed that that would happen but that um the partnership with um independence first has been very fruitful thus far and we continue to look forward to working with them I I know Mr pinions uh ready to weigh in on this one so let do it I just wanted to add for the board that we are continually finding great opportunities to develop um shonda's skills as our director of diversity and inclusion um she went to a National Conference last year she's been trained by our legal council and different types of Investigations around this
146nature so we will continue to provide those opportunities for her as we see the need arise we ex I know we we try to really keep away from using specific names but rather titles in our policy so that we don't have to continue to shift policy every time and remember to shift policy when somebody moves positions or isn't with us anymore is I see that we have an email and so that would make it more challenging to to make it more generic but I could you otherwise just say director of diversity equity and inclusion and then leave obviously the address and the phone number I can't say with certainty but I believe this is similar to our ttle line policy where we have to actually call out now this is unique right in terms of
147this policy being here but in the spirit of that one I would imagine it's similar and we may have to just you know if there's Staffing changes down the road ask the board to change it um but there are otheres similar where we must and that is accurate because we would upon your pending approval we would posts this policy in every District uh building so then if someone needs this um this policy um they would know who to contact the other thing is that we do I would like us to get to a place where we can post our agendas not inside the walkway of fiser but outside and Miss Summers and I are working on that right now because technically our agendas and a corresponding documentation should be accessible to the public where they
148don't have to walk inside our building um and so having this type of policy and knowing who to contact is really important anything else okay so um 50 or 60 graduation requirements and I um want to point out that this was um both this and the um some of the other ones that were brought particular this one was brought forward um in this process that we're doing this year where each area is looking at what they want to have changed and um so this was something that has had a strong recommendation from Dr Marvel's area um so if you wonder how this came and where the where the suggestions came from it was really B based upon um the work that's been done to assess um what's happening for graduation requirements but also um some
149of the um curriculum changes um being reflected here as well so graduation requirement and also looking at the data from other schools districts around us that's for that one big nod um that moving from 23 to 24 credits um starting with the class of 2028 those would be be current eighth graders um and that puts us more in alignment makes us more competitive um in that area uh again with the change to the GPA for honors 3.5 right now it's 3.3 3.5 is much more um parallel to what other districts are doing and what sort of s sensed as more of the norm I also want to point out then um added to that some really important um the additional piece expanding that a little bit making it a little bit easier did you want
150I mean I could read it but you could also say what yeah absolutely so in addition to so previously as you can read there the honors diploma was for students who earned a three a cumulative 3.33 and then also had um completed one or more advanced placement courses in the spirit of Milestone 7 where we're looking at not only AP uh AP classes but also dual enrollment um opportunities um industry recognized certifications and work-based learning experiences really encompassing for students who earn a 3.5 GPA and um take advantage of one of those different opportunities so we're not p and holding just to students who see themselves as um directly College Bound but students who see themselves as um going into the trades or students who see themselves going right into the workforce that they too
151um can earn a um earn an honors diploma for for their work I'll answer questions okay and then um do you want to take these as a group well I guess we're not do any night so the the other two which was brought up earlier are requests to resend um Dr means should we you look up the 8390 okay thank you so 890 now covers this and um in addition these were um two policies that I believe were outside of alignment with Neola as well um so nothing is being lost in terms of use of service animals um you know if you would like us to do you want us do we want to pull up the other one or do well the issue the under 8390 the definition of service animal and therapy dog
152is clearly outlined in the policy so the reason why we're suggesting the re uh resending these two separate policies is because we voted into 8390 all the different issues that needed to be addressed with both service animals and therapy dogs so nothing's being to to Dr Worley's Point there's nothing being lost no service is being um taken away from schools or the ability of schools I know at one of our elementary schools one of our social workers does use a therapy dog um and that that's inlo right now all of that would still U remain in place [Music] um what I'd like to recommend for these two because action is going to be taken this evening uh is that would you like us to call up 8390 I think do folks feel comfortable with kind
153of I think we're I think we're okay okay um but I have um Liz do you have both open if you can call out both make motions for each each motion um in each one one at a time so just the first one we'll ask if there's any board comment or questions on it and then we'll vote and then we'll go to the next it is recommended that the school board resend policy 5514 O2 student use of service animals thank you may have a second second thank you Dr Hy any board commenter question on this item M Su please call roll Dr Hoy yes Miss Willis yes Dr Worley yes m ham Rolland yes Mr Meyer Dr Jess Banger yes and that motion passes please it is recommended that the school board weend policy 55143
154therapy dogs therapy dog in schools may have a second second thank you any board comments or questions on this one seeing none just call the rooll Morris Dr Ho yes Miss Willis yes Dr Worley yes Miss H Rolland yes Mr Meyer Dr Joseph anger yes and that motion passes so two weeks we will have a lot of second readings of policies uh as with our normal pace and Cadence uh over that twoe window if anything additional does come from the come up uh for any board member please do let uh Dr Worley and Mr mors know um but it sounds like tonight we had a pretty substantial conversation and for the most part minor changes uh in many of these and a new policy that uh work's been done folks have have seen so but
155we're not doing second reads till because policy meeting is next to 27th you want us since there's very few changes is everyone good with do you want to pleas brought back on the 27th I was gonna go as far Dr Worley I don't know how you feel about this you could even place this on your consent agenda that's what I was gonna ask consent agenda yes ma'am yeah we have some others too so you might want to get these out of the way thank you okay thank you very much for your ongoing work with the policy committee uh we are at the end of the meeting it is 8:17 PM may I have a motion to adjourn I move to adjourn thank you may I have a second second please call the role Mr Morris
156Dr Hoy yes M Willis yes Dr Worley yes m Tam Rolland yes Mr Meyer Dr Jess Banger yes and we are journ thank you all very much