Instruction & Services Committee Wednesday, May 28

001evening. Uh this is the instruction and support services committee meeting of uh May 28th. Um we are starting at 5:46. Uh, it is my fault. I was uh late getting here because I misplaced my keys at home. I've just apologize to everyone in the room and I apologize to the public uh for having a senior moment. And um we'll start uh we have a full committee. Uh Mr. Woodson is online and Mr. Benanger is here and chair. Um also in the room I see Mr. Medina is present. Mr. Sakalovic is here and I don't believe anyone else is online. Um, and we have numerous administrators here too many for me to know. So, I won't bother trying to go through everybody and u um we'll get to business. Item one on the agenda is the

002approval of the minutes for the last meeting on April 23rd. Do I have a motion to approve? Some move. I'll second that motion. All in favor? I. I I Mr. Woodson, how do you vote? I Okay, thank you. And item two, discussion and possible action to the full board of the Hill for literacy for school year 2526. Who's presenting? Okay. Good evening. I'm March. I'm the executive director of snow turnaround and I'm here to introduce Dr. Darcy Burns represent executive director for the Hillird Literacy with a proposal for our fiscal 2526 to return to Bridgeport Public Schools to provide consultation in the areas of instructional leadership assessment instruction and professional learning and reading for grades K through six. we go to the first uh the projected cost overview is is projected on the board. You

003should have also received something in the portal today. The hill has been working with us for summer school training. This has been funded entirely by the CSTE, the state department of education for an estimated amount of 47,000. In line with that, we've been planning for them after consultation. Dr. Avery and Dr. Saki the proposal for next year to pick up where they left off where they left in 23 and 24. The Connecticut Department of Ed in this proposal what they're going to say is the Connecticut Department of Ed is going to fund 364,000 of this and we're looking to Bridgeport Public Schools to fund probably through the Alliance grant 437,000. our total projected cost of 801. This comprehensive funding strategy reflects our shared commitment with the Hill to deliver impactful educational programming and ensuring sustainable

004supports for our students and educators. I'd like to introduce um Dr. Darcy Burns and Sam she'd like to share her slides. Oh, can you do you want me to share them or do we just want to have whoever was sharing them go to the next slide? That's fine. Yeah, that's fine because I don't even think I have sharing options on my So, same. Yeah, thank you. Welcome. Um, hi everyone. I'm You can go to the next slide. Perfect. Perfect. Um, so I'm excited to be here. Uh, just to do a very very brief overview of our Bridgeport partnership. Um, as you all know, we were in partnership uh, for a couple years. Um, and so we are looking um, to reinstate that partnership um, starting with the summer school program and then this school year.

005Our areas of focus are leadership systems and structures. So establishing leadership teams, working with administration to support the model, reinstating uh data meetings, so addressing assessment using our your universal screening and progress monitoring tool. Um focused on tiered instruction, so providing coaching in the classroom for teachers around the implementation of your current uh programs. um ecri primary uh K to2 grades and then um and then small groupoup instruction aligned to wonders uh in grades three to five uh pro professional learning so training and linking um the science of reading uh knowledge building along with how to deliver effective small groupoup instruction based on data and then also engaging families in this work and so the next slide just outlines briefly. It's a very brief summary of the proposal that you received. Um so we'll be

006conducting reinstating the district literacy leadership team that will be meeting monthly. Every school will have representation special education multil- language learners um and general ed will and administrators will will participate on that team. We will also work closely with the principles to support this work in the school and we will have district admin meetings to ensure the fact that district leadership is providing oversight and helping with problem solving any implementation barriers. We will reinstate grade level data meetings and training around those data meetings where the goal of the grade level is running those meetings by the end of the year. Um we will provide in-class coaching and implementation support in the classroom in in every school around the delivery of instruction based on data. We will deliver and ensure that all teachers are trained in

007ECRI small group instruction and we are going to work towards uh reinstating the science of reading course. So training the teachers who have not yet been trained who were not trained in the first two years of our partnership. And then we will also uh work within the Connecticut literacy model project which that's where the funding's coming from for most of the activities. Uh we will also investigate um conducting parent workshops through that project. And as Marge said, this is a combination of funding. Uh we have the Connecticut literacy model that's funding the leadership routines, the data meetings, um the training, the parent workshops, and it's really the and then coupled with the district funding to support the in-class coaching in every uh building. So this was a very brief overview. Um the proposal spells this

008out a little bit more deeply. Um we at the Hill are excited um to reinstate this important power powerful partnership that we have had and um and committed to building the capacity in the district to maintain this work. I don't know if anyone has any questions. Thank you Mr. Chair. Um you said we um how long on this program is for the VA for this proposal? One year. One year. So this will be the first time one year. How long was it in the past? Yeah. I believe it was two-year program. Correct, Darcy? Yes. We were in partnership for two years districtwide. We started the first year K to three and then the second year we we rolled up to four through sixth grade. So the second year we were K to six. Um and

009then before that Bridgeport has participated in the Connecticut literacy model through different statewide trainings and support um also prior to that but that that was the most significant partnership that we had for two years. Okay. In 2324 when prior superintendent canled the contract with them. It was the beginning of the year and and as they were begin they were starting their work during that time with the poor six teachers. So it was withdrawn and we never got that far. And as you'll see in our our ELA presentation today we can see with some of the impact in our upper grades when was in the two years uh 2122 23 23 24 correct Darcy? Yes. Can you repeat that again? 2223 and 2324 there also in the slide deck that's been shared with you there on

010this last on the last slide there is a video I I I think this was shared in the past but it's a video that we had made um for our partnership and so we're sharing that for anybody that wants to watch it. Um, it's pretty inspiring. And then we also have some summary data slides and things too that we could share. We just did wanted to keep this very simple because you have a very jam-packed meeting. Thank you. Mr. Woodson, any questions? No questions at this time. [Music] Mr. Schol only five minutes. No, I just wanted to talk about earlier in the past the program is duplicating any services we got. Well, what what we've done is we we divided the teachers into cohorts. So, cohort A, you should be all the brand new teachers

011incoming this year. So, they'll be our new buyers. The second cohort were teachers that were teachers. was included special ed teachers that were here in 2320 were new in 232 24 and new in 2425 who have not received the the the training and then we have cohort C which would be people that are doing the refreshment and and I see the financing vehicles are not what's the differential in cost between the lead what we're using services we're He's encouraged me and is song about that. movies. You have the guitars and the guitars. Hey, we're back. We're good. Yeah. Okay. Um for um Mr. Medina. So we're voting on a preliminary idea or time track before we vote on a contract. Little confused that conceptually understanding. Well, we proposing it to the committee to the board

012for approval of what of the plan for maybe a contract. So would you like the contract? Well, I I'm just I'm a little confused about conceptually what we're voting on that that that I we're voting on the hill returning next year and for cost of 437,000 district, right? In addition to state loans, right? in without a contract tradition. Is that normal that we would do that? Traditionally, you have had through your committees review of larger items. This is impacting curriculum. So, you would have a proposal to look at. When you get to the contract, then yes, we bring that to committee as well. But the tacet approval of going ahead with the program usually are these discussions that happen now contract and there's been the the hold the thing is the grants hold up because

013can't sign the contract until the grant is in correct. Well, what the state did commit to for next year is that they would do a preliminary review and say for instance, okay, we're going to approve the HIP. Go ahead and move forward with that because the final approval of the board comfortable with that board's going to vote on this. So I'm not going to pull it up button. Um any other question? Uh Mr. Medina, I'm sorry questions. Chair. Um yeah, I'm just surprised because some of this details wasn't here. I was looking through this and this is not my committee and some of these details wasn't in the portal until maybe an hour or two ago. Um but I see his travel expensive here of excess of almost $20,000. um how is that being assessed?

014Uh yeah, I see in the top paragraph that this is a zoom um and a hybrid model of the face toface and zoom meetings technology for delivering the services. It says the mileage and correct me if I'm wrong Darcy the mileage is based on the inschool coaching. So going to into schools and doing the coaching in the schools. Am I correct? Yes, exactly. So we we have we have mileage associated with the hill facilitators going to the schools and providing coaching. So that's calculated based on the number of coaching days and it's based on the federal, you know, mileage rate of I think it's like 57 cents now. Um but and then we we have a tracking mechanism at the Hill where our facilitators submit th their travel and then that's what we use to

015be able to bill the district. And so that that estimated travel that that's an estimated number. We only bill the district for for what we travel um for what the ultimate travel ends up being. But that's based on the number of days of coaching. Um the other meetings um are not calculated into that like the district literacy leadership team that that will happen over Zoom. Uh the co the principal meetings at least the ones where we bring the principles together to meet with them will will be over zoom. I'm sure there will also be some principal meetings at the building level too but but those would happen on the coaching days there that it wouldn't be an extra trip to the school. here. So the co each school is going to be receiving eight different

016days of coaching. Is that correct? Yes. Yep. Every school will get eight days of coaching. K6 grade level K to six. And then will if you go up to the proposed budget under the quantity, those are the number of visits or meetings for each of these line items. and the state is funding that portion of it. And then yes, so for instance, district admin meetings, district leadership team meetings are four um principal meetings 12 and so forth and so on to the chair. It's just a lot. So, and I agree with you too, the chair that I don't understand why there's in a contract why we're trying to vote something to move to the full board uh for approval when we don't have what we're really approving technically right now in front of us and

017there's a lot of other things that we need to ask questions on. So, I agree with you wholeheartedly because I I don't I'm not understanding this neither. What can I ask you what specifically you don't understand? Um, again, we don't have a contract. So we're moving something according to what I heard earlier in your discussion that we're trying to move this to the full board according to what we're reading here but then then the contract going to come to us come back to committee and then go back to the full board and I think you I'm confused about that process because usually I think all that stuff should have been hashed out you know the funding what we're doing and then when that is hash out again I've only been here a year a little

018bit over a year in the board that's usually the process that I've always heard even in my tenure as a parent uh visiting all the school board meetings and things like that. So, usually that's what I see. I never see something going to the full board and then going back to to the committee again and then go back to the full boards. It's usually hashed out in committee and then moves to the full board when it's all hashed out because that's where the decision are made on that board at that regular board meeting. So, that's why I mean I'm not understand this just got to our portal less than two hours ago. This stuff wasn't on our portal whatsoever. this morning. It was I sent it to Danielle this morning. I can show you the

019dates and times our portal was I'm giving you date. I'm not arguing. I'm not here to argue. I'm just saying the portal states this was just done a couple hours ago. One of them say state that it was done less than an hour ago. I don't know which one. But I don't have this information until right now, you know, and I I've been sitting out trying to catch up with everything the last three hours almost. But this wasn't on there. I just saw this now through the chair. Um, how quickly can we go to contract with this discussion with finance because you would need a fund source for post fund source we do not currently have to utilize. You're trying to put it in a new year um application which has not been released yet.

020So um to Mr. Medina's uh point I understand what you're saying. Um however because of the the large uh requests that is being sought and the in reintroduction of this uh vendor back to the district. I do believe it's appropriate that we have this discussion without a contract because let's say you decided you did not want to do this and we brought the contract to you and we've spent a lot of time trying to engage this vendor and you decided within absolutely you're right that it wasn't something that you wanted to do at this price point. There should be a discussion around is this something you want to proceed with and you should be discussing that at this point. The explanation of that there is a fund source and that there will be the the

021proper you know checks and balances with the the contract etc. Um is absolutely what we should be doing. Um but if you would like to proceed with a different mechanism of course we are at your behest and we will follow what we would like us to do. I understand that concept. There are some vendors that have gone before the board in the last year that we we tell you tonight we're not interested in proceeding with. This is not one of them. Um and so I understand you're you're wanting to get an initial reaction from this committee. We no longer have a contract committee. Um, and so this is the committee you want to get a preliminary uh reaction from the board. And so you're going to get a preliminary reaction from the board and you

022know um my guess is it's going to be a positive reaction um based on the discussion so far. Um there are some angst there is some angst about you know the specifics and that'll get worked out before it gets more mobile. I get that and I'm comfortable with that. Yeah, I'm comfortable with this. Couple couple of things. This is not I mean in the past quite a few times we've had to approve virtual active contracts, but um going back to I think almost every single superintendent had one or two of the four of us. I think now it's just that we're under increased scrutiny and we're actually looking a little closer at everything. So we're noticing more and everybody's bringing us more than they used to. Not that anybody was trying to hide anything, but

023just the way things were traditionally done in advance, but I don't think it's anybody trying to as far as signing the contract between us and them. Does the funding source need to be included in the contracts? Um, it depends. uh at this price point, particularly um when we're using uh specific types of grants, there are terms and conditions in that grant that if we need to flow down to the vendor, we usually would mention that. um this particular situation particularly having to deal with state money and state engagement on it. Um speaking of legal I'm sure we flat that will move this along later concern is we get to August and like games or whatever the works supposed to begin and the funding is still out of place. They don't actually have a contract. They're

024working and it's it's basically like a gentleman's agreement that's Yeah. not signed. We could we could share that with the state or any Yeah. Yeah. I mean I mean it's not anybody's fault except for a slow process. If I may just this um right know but you were speaking and you had I recognize that but if I may we we had a rather um bad experience with the state in January where money that we had been allocated hadn't been spent yet um and they chastised us for not spending money that hadn't been given to us yet. So we don't want to find ourselves in that kind of conundrum again. So we do want to make sure that we have our tees crossed and eyes dotted. Um so you say no no I we all share

025that same desire to avoid another another experience like that was uncomfortable unpleasant and um not something any of us want to repeat. Um, so this gentleman, he agrees with moving forward. Um, are there any other questions? Yeah. Make a motion to approve this. I need a motion. One moment. Let's go. I make a motion to um you know to the full board of the hill for literacy for school year 2025 2026. I second that motion. All in favor? I I Mr. questions. Next motion passes. On the agenda, we have you on discussion of plans. If the suspension is um I have the um Bernard Buddy Jordan Foundation here for them if it's would like to add that you gave them this evening or an information for them information to kind of along the same lines

026um to determine if we want to move forward with a contract for about $81,000 uh in order to work with nine schools um in the district or boys and Okay. Um and I I need a motion to add Okay. So, this is an item that you want to is that do you want you want to discussion and possible action to the full board? Um, discussion and possible action to the full board regarding the Bernard Buddy Jordan Foundation to Bernard or Bernard. No, Bernard. Bernard Buddy foundation. Um, okay. This was supposed to be written down. May bear with me for a second. Um, Bernard Bernard's buddy Jordan the brothers table brothers brothers table Bernard Buddy Jordan brothers able table. Mhm. Able mentoring program. Yeah. So, I have a motion to add to the agenda discussion and

027possible action for the full board of the Bernard Buddy Jordan Brothers Table Mentoring Program. I have a second for that. Second. Um, all in favor of adding this to the agenda say I. I. Mr. Woodson. I Okay. So, all in voted to add it to the agenda. Um, and it is added as item three to the agenda and we'll subsequently move the other items down on the numbering. And, um, if you all want to make your presentation, it's been added to the agenda. So, um I'd like to introduce Nasha from the um Bernard Jordan um funny foundation for the brother's table mentoring program. uh they have been in our district and working with our youth uh specifically our boys um for this year and in the class and they are here to talk about next

028school year 2025 2026 and they're going to tell you a little bit about the program that we are hoping to upgrade to Nebraska High School in Well everyone thank you so much um Mickey and board members for allowing us the drawing today. I will take five minutes just to give you a brief overview. Um, but we are the Bernard Buddy Jordan Foundation. My name is This is Mike Jordan. Um, the Bunny Jordan Foundation started 20 years ago. Um, and the unfortunate murder of Mike Jordan's brother, Bernard Buddy, um, in broad daylight um, at Newfield Park. Um and from that the family kind it kind of started um I don't want to tell my story but we have five minutes so I'll just I'll abbreviate it. So five minutes take your time here. Thank you. Um

029and from that the family kind of came together with the community and the impact that um Bernard Buddy had had as a coach as a mentor in the community and just started a journey you know the family in terms of how them commemorate his life but also give back and more importantly give back to the community that he loved and the family loves they're from here so much so over the years um so the mission of the fight foundation I'm not sure is the slide correct but the mission overall is to improve or impact the lives of children youth the families. Do we have slides in the way? We can see you do have you can take a break. Oh, tell me words. I think I just So the mission of the organization is to

030improve the lives of children, youth, and families by addressing trauma in particular that um these groups um face as a result of exposure to violence and stresses unique to urban communities. And we know in a community like Bridgeport, that's the majority of our children um in our schools. Um and over the years, the Buddy Jordan Foundation has done that in a couple of ways. Um we do we still have um so three signature programs. One is a um y um a virtual therapy and yoga program um for adults 18 and over. Um and they just meet these throughout the year. um it was in person and since co they found a nice virtual community that they have stayed in touch that that um made sense for them and that continues to grow. Um we have

031our arts program. We're currently actually in partnership with Westport Country Playhouse. to provide to worship our children. Um, again, as another way for our children to um face the trauma that they fa that that they often deal with in different ways um and introduce them to the idea of the arts and creative ways to um address the trauma. Um in fact, in uh two years ago, we took fiveport high school students to Hollywood, California um who went through a process um through our arts program. um and they um were the five lucky ones to go out there and again our hope is to expose kids um through the arts to um who have faced violence and other traumatic experiences as a result of living in urban communities and that's something we're hoping to continue to

032do. We're very um blessed to have this partnership with Westport Playhouse right now and from that we hope to identify another group of kids um to have that same experiential experience in California. And then our third signature program is what we're going to talk about today, which is next slide, the brothers table mentoring program. And that program is so funny that we I happen to walk in here. Mr. Joe has our um this document I haven't seen in about is it eight years now? About eight years. So, um, this, uh, document was created, um, the board here, um, Council of Great City School Ad Hoc Males of Color Committee. So, those of you guys who've been around long enough, you knew about this committee back then, which I sat on with Joe and bunch of

033others. Um, and we were tasked with looking across the district and trying to work figure out what do our boys need? Um, our black and brown boys in particular. Um we met about a year and a half, two years on this committee. Um and one of the things um that we did was bring 300 people together across the community to engage in this conversation. What do our boys need? They're clearly an issue where they are at the top of all the charts that are wrong in terms of suspension and expulsion and at the bottom of all the positive things like you know progression, you know, graduation rate and test scores. Um so it's a real issue and that unfortunately continues today. Um out of that committee in that conversation we have with over 300 people

034um where we broke them out in 20 in groups of 20 I believe we had it was a wonderful um wonderful uh community just you know our community getting together around this issue. Um, and we had 20 separate community conversations that night and out of every group that met. But what rose to the top was the mentoring as a strategy that our boys desperately want and need. Um, and the committee took that information. A lot of other strategies were or um solutions were recommended, but that really stuck in terms of something we can all do now is provide more positive young adults in our kids' lives, in the young boys lives. And from that um we had um high the high school team around the table and I was there as the community um kind

035of connection um and that is where brothers table started. Um it was literally from the ask of the community and the school district um of what do our boys need and we do been really fortunate enough to bring that program to the Buddy Thor Foundation has basically housed us for the last five years and we've grown and seen a wonderful um partnership obviously with um the community and um the last year with the school district. Um so we exist to do really three things. um create brotherhood our boys and it goes back to the start of this foundation right with Bernard Buddy being murdered by a fellow male you know um creating brotherhood so our boys see each other not as enemies but see each other as allies and so that whether they're in the

036same school or across we know there's issues with you know different parts of town and different schools and our hope is to bridge that gap and to really create um safe spaces for our boys not only within their own communities but especially across so that we're not running into um things in the community that seeps into our schools. Um mentorship, the idea of bringing positive male role models um that meets with our boys that spend time with our boys if you guys you know know um as you probably know about mentorship. When it comes to mentorship, it's really difficult sometimes to find men um who are able to dedicate their time and we've been able to, you know, figure it out. there still, you know, there's still um areas that we're growing and I think

037this partnership can help us even grow more when it comes to um getting our men in the schools mentorship and which and that's also why in fact we um we don't have like a one-on-one. It's a group based mentoring that we um that we implement which serves which has helped to serve many reasons. one that removing that that pressure, that need for one-on-one. Um, and therefore, we are able to provide our boys with a meaningful um deep um experience without having that you don't, you know, our one boy don't have a mentor, another boy. In the group piece, we um create community and we're removing that pressure of a one-on-one. And the beautiful thing about that um group group based mentoring is boys need community and oftentimes they run into issues because they don't have

038um so rather than keeping them again on their own in the streets or in the community in you know out of um uh a positive environment they're going to search for something. So why not create it in the schools or in our you know within our um uh walls of the brother's table. So that's the third pillar is we create community um within ourselves but we also bring community in. Um we I've been talking to MT for the last two years and trying to get them in to one of our programs and they're they're ready to come. So again another exciting thing we're going to bring once we're established in the school um for the full year is partnerships like Mnt Bank and like other um large entities where they have males of color that

039can come in in groups and show our boys in different ways. So those are the three pillars that make up brother stable. Next slide. And again we have two models that we currently operate. We have um we continue to do the community base which is where we started or how we started rather where we meet two Saturdays every month because our idea again is to bring boys from across the city um not just in one area. And then we have our school-based programs. Um, and as you might recognize some of these boys, we've been around for a long time now. You would probably not recognize half of them now. They're so tall and like have beers. It's it's really wild to see them. Um, but that's, you know, one of um I think year one

040or two when we started um that we had that picture taken. Um, and so we have two programs. We have our community based on Saturdays um which is open to all students um in middle school um specifically and then we have our school base which has been growing the last year um the last two years but especially this year where we're in threeport schools right now um two middle schools and a high school. Next slide. And again our objectives is really simple right we want our boys to feel like they have a consistent safe space to share their thoughts and feelings. We do have licensed clinicians that run our session um because again anything can be you know can come up in these sessions and while we make it clear this is not therapy this

041is not you know um a place to go too deep but we do want the boys to share what is happening um in fact at Dunar this year our very first session there um the boys started opening up about losing their um their family members that over that I think it was the weekend or something there were at least three kids that talked in that first very first together about the pain that they feel in that moment thinking about a family member they recently lost. Um so just having that space with other boys which we just don't see across the district unfortunately. Um boys feeling like they have a trusted adult. Again these sessions are run by a facilitator and one to two other um adult men who are in the group with them. Boys

042feel like they're part of a community. Um we're called Brother's Table. We want our boys to feel proud of being part of Brother's Table. Um, and we want the boys to have a positive outlook for the future. Um, it, you know, you can't be what you can't see. And our boys, um, seeing adult, you know, black, Hispanic men, and our social workers are our boys. So, those are the four things that we um aim to um really impact by through having stable at each school that we are at. So the next one just shows you a little bit of our impact to date um this year. Um in the next slide. So again we launched the program since 2000 since 2019 as a community based program. Um we've engaged 75 men over in the community

043based program alone. Um we've engaged three we have uh see since uh 2024 we've been in three middle schools and two high schools. We actually even started in a New Haven high school, but we decided we really want to focus on Bridgeport. We did have that experience. They they um that was that could have been exciting, but we really want to focus here on Bridgeport first. Um and we are we're slated to um start with Lighthouse over the summer to go into six new additional schools to put us in eight schools um over the summer. Um and then we are in um u uh um a pending opportunity with Governor's Partnership Prevention who has voted us into their grant to expand our um our presence at Harding High School right now. Right now we f

044we work with the Harding High School with their student leader athletes. Um so we um and that was a great partnership because we also brought the University of Bridgeport basketball team which was their mentors. Um and that was just an amazing um just the ideal way we want is to learn kids are seeing older males and they're building those partnerships relationships um and seeing again what's possible for their future. Um and then we have a podcast that we are potentially launching to raise the voices of um of just men in our community. So our boys again have more examples to see you know of who of what they can become, what they can aspire to and positive examples in their tell you a little bit about and I I think I talked a little bit

045about our format but just to go over that really quickly. Um sessions are 45 minutes to an hour. Um our community based program next slide please. Our community- based program adds an additional hour where we have also a basketball um clinic after we do our typical session. But in the schools, we our sessions are 45 minutes to an hour um and they follow the um same category of consistency and um certain things are very key to how we do this work that is we open up with community circles. So how do you feel? How are you feeling in this moment? We um do have a module we'll go through really quickly um where we introduce the topic of that session. We go through five modules during throughout the year. Um once we have a large

046group discussion about that topic for the day, that's when we break out into the small um mentoring groups. So where the mentor has three to five students that they're particularly responsible for. And then we close every struggler table and people serve them. And that's a way of not only gauging how students felt about the conversation, but it's immediate feedback to us as to how we're doing and how we're being received um in turning up a session and what's being shared with students. Next slide. The five modules that we go over is um each um is about eight to 10 weeks. So we really get deep in each of these areas of personal the first one is personal exploration. Who are you? Who do you want to be? and who are you not? Um so really

047answering those we really go deep on those questions. Um once um we go through this who are you module it's personal development. What do I do? What what am I here for? Like what do I like to do? What do I not like to do? You know how do I develop the things I'm good at? How do I you know how do I avoid the things I'm not good at? Um then care for others. Once you kind of have a strong sense of who you are, now it's like how do I care and extend that to other people, whether it's family members, whether it's my brother, my fellow brother, whether it's relationships, how do I treat, you know, females in my life. Um, so we we go with the boys through caring for others. Then

048we go through sense of responsibility. How do I, as a young man, you know, um, have a sense of responsibility? What does that mean, responsibility? How do I grow that and and and become a young man of society that produces positive things and that sense of purpose you know as an individual as a person as a man as a leader who you know what is my purpose ultimate purpose and this is cyclical in the sense that who you know we start with fifth graders and um we go up to the 12th grade I'm sure all of us in this room probably ask those questions of ourselves every day so it's a cycle of like where we're consistently asking you know who am I today that I wasn't you know a year ago what do I

049like? What am I in my life? You know, what no longer serves me and what is my purpose now? So, it is single on purpose in the sense that we know our boys are growing and developing and our hope is by the time they get to high school, they continue this cycle of asking themselves these questions and answering them in a positive um way and in a positive way. So, that really brings us to um the end. So, the next slide just talks about what the year looks like. I kind of just go through that. Each module takes about 8 to 10 weeks. Um and then finally the mentor recruitment. Again um we largely recruit the last slide sorry of the next slide. We largely recruit um young men that are at least 18 years

050of age for our middle schoolers and um for our high schoolers. We want them to be at least sophomores in college. Um so we recruit mostly we're going to grow our recruitment from the colleges local colleges. Every mentor must complete a application and go through our onboarding and training process and a background check and they must participate in one training throughout the year because our work is trauma informed and you know again we want to make sure mentors are going in um to schools and into our sessions prepared, you know, and and knowing what to do if certain things come up. And they um all mentors must fulfill at least one year um one year with us because the last thing we want is for boys to feel like they have a a safe adult

051and next thing you know the person's not there anymore. So we do ask for that commitment from our mentors. Um a lot more which is in the proposal that will be shared with you. But that's just the general overview of what we hope to do in eight middle eight additional middle schools and an additional high school for next year which will be really exciting. So in picking and thinking about those schools, we wanted to be very strategic and to keep it within a theater system so that we can track data. One of the things I can tell you is that with working this the boys at Harden High School, the team leaders, none of them were suspended since they have been um working with the mentors at the beginning of the school year. So we

052do have a little bit of data on that. Um whereas before they started to two had been um so there is showing some birth there. um we are looking to negotiate the bassish meter uh so that we can work with those students and the other reason we're bringing it to this committee is some of the schools are putting it in during the school day um during um periods where they can pull students together. Um so it has been done in the school day and as an afterchool program and we will work with the schools to determine that. Uh so it would be eight schools in Basset High School. The work would continue in Harding and Dark in Oh, so Dunar and Harding outside of this present. So we are Dunar and Harding are where they

053are right now and going but we would be looking at all of the feeder things into um bass for next year for this program. money. The money uh the funding would be through the title 4 a grant uh which we do have approved at this time. Um so we do have sorry my apologies. Um go ahead. So the funding source would be the title 4A grant which looks at um social emotional learning which this is and this is also starting to um address some of the problems which we're going to talk about in the next set of slides which is our black and brown boys and suspension rates and rates. That's why we are bringing this into the committee for conversation. We'll answer any questions. Yeah. I guess I wanted to go back to um

054in 2024 we did three middle schools and two high schools. Um so 20 we're in fiscal year 25. So it's 24 25. So fiscal year of school year 24 so 23 24. So what schools for those? of the river that's we mentioned we're in two high schools Riverside and New Haven and then [Music] that was last school year. So the two high schools one was in New Haven one was in court. So the three middle schools Dunar Tisdale and one in New Haven Dunar Bridge Academy the charter school and um Dunar Tisdale and Bridge Academy Tinddale reached out to us. We couldn't accommodate them this year. So we're hoping to bring them in for next year. Um sorry Dumbar had two. That's what it was. Dumbar had two um they had two sessions. That's right.

055Conservative three. So Dumbar had two sessions um that they wanted two bar and one bridge. Exactly. And a request from Tale that we hope to fix. And then this summer you're doing six schools with White House. Yes. What are those? Oh, the program. Um, I have the list on second. Uh, Battalia, Columbus, Cariel, Madison, Marin, and Rita. Carielle, car, Madison, Marin, and Sto. And we may be getting three more that we'll find out very soon. Uh yes. Oh yeah. After so Madison Williams and and Reed and um then it says establishing in partnership with the governor's program to expanded Harding. What's the expansion of Harding? So right now we only focus we only work with what about 25 of of their student expansion within our exact and right now you work with how many 25

056of their athlete leaders they want to expand um we'll wait I guess to see what government partnership prevention um the grant hoping to expand to 50. Um, probably 75, but depends on on the um and um when you say the basic feeders, what are you talking about? um eight of its feet. So curial plater magnet blackrop Johnson Rosevelt Columbus, Brian and Baz at the middle. At the middle will be the on seventh and eighth grade in the hopes that also be impacting that eighth to ninth grade transmission. That was my next question since sorry for that's not um was talking about fifth on that's why I always confuse my three middle schools because Dunar wanted us to have fifth and sixth grade and then seventh and eighth grade. Well, I I understand I'm a I'm

057a retired fourth fifth grade teacher. I I understand you should start a fifth grade, but I understand why you're looking at a um We are hoping uh to be applying for another grant so you can expand. No, no, I I do I do I see the wisdom of fifth grade. Yeah. Because that's what I call the golden year of elementary when they start seeing the world beyond themselves. um fourth and fifth and in the fourth beginning of fifth they start being able to see the world and put themselves in other people's shoes but the your purpose I understand your purpose is because that that spike we see in suspensions you're trying to address that that reality that we confront if we had that 52 57 52 57 million 57 57 you're supposed to get we're

058still funding for and we're going to do all that program right now Saturday program and me um okay have any questions yeah folks um way I had I vote for additional Jayla because it's amazing. I heard about table for many years that things like that last minutes. I don't like first search, you know, in um how much it going to cost us. Oh, okay. Yes. Um, so we've worked it out to be um about uh $2,500 per school to run the after school program. And then the additional funding um we are looking at 81,285 for all of the schools for all 81 for the eight schools. 81 Sorry, I took my glasses off. $81,285. Um and that would include things like field trips, um the mentors, recruiting and training, the curriculum costs, um the uh

059facilitators for the classes and they did they do go on field trip obviously to the kids skiing this year which I think was a a great experience but I said be sitting at the bottom of the mountain but they're trying also to go camping. Yeah. And do things that the kids would not have experienced. take them on quarterly trips. We found that for boys they have to have that outside group experience. Um so this year we went to a big game with them skiing. We most recently went to the Alvin Haley or little culture a little bit of a little bit of different things expose them to different things and that another way we bring them from a proctor as well to meet each other and to build that strong. four trips. Uh Mr. Woodson,

060any questions? No, not at this time. Thank you. That's Thank you. Um yeah, to start off, I had no idea this was coming on the agenda. When I walked in, I saw the Buddy Jordan Foundation on the table. Shocked. And I saw Noel walk in shocked again. So glad I sent this to everybody because like I put I put them in because of the next agenda items with the data. every single area that has tackled whether it's disparities in the suspensions and expulsions um disparities in AP courses disparities that this is one of the most important wrongs and foundations to address that is the mentorship problem program of seeing positive mental work with this group before in the past and basically inception and and sat sat in on some of the mentorship meetings and very

061very positive impact on the community but on the young kids. I mean that's the focus 100% said this is a shoestring budget for a major major impact for our students. You see me the first one on half money a I joke I did a bad feeling value but $81,000 for the impact that this program can have on hundreds of students lives going forward in perpetuity this is one of the important roles to change the numbers better presentation next I suggest get them what they need move forward. Thank you. Um, just for the record, I I've said this before, Peter Ming. Um, my involvement in what I done with my life started in the early 70s when I started working with Jun Lincoln. And it didn't take me long to figure out that they was the

062problem. The problem was that our society was failing them and they were good kids caught up in any bad situations. Um, and I've spent the rest of my life working to fix and then involved back then, you know, regular visits to the detention center in New Haven, which back then was the third floor of an old seat cap. Um and uh um one-on-one run group work. I coached a basketball team in the YMCA league. Um did all kinds of things um to try and work things out. And many years later, I ran into a bunch of those kids over the course of my life. Um but I couldn't agree more about the value of the mentorship. Um, and anything we can do, um, just what I said before, if we got the 57 million that

063we would get if they state were to raise the econom the education cost sharing formula and change the factors, the weights for special ed, multi- language learners, children living in poverty to move big, start paying for these kinds of services, start addressing the needs of our children. both emotionally and academically. Um, and these are the kinds of things that we need to be doing to help our children. People react to like, you know, the the the terrible violence of um, shooters that walk into schools, but they forget the terrible violence of living in a city. Um, and I would discuss that with my students on a regular basis whenever we're doing a lockdown, but that's not the kind of we run into city run into it every day and our children learn to deal with

064it every day. Um, and this kind of thing needs to be done more and other things that we need to get a new virtue. So um didn't know what the burnard body foundation Jordan foundation was but it was I was asked to put it on the agenda but I'm glad to give no other questions Mr. Woodson. No I'm good Mr. Cher. Thanks. Okay. And uh I'll take a motion to um move uh to the full board uh the B Buddy Jordan Brothers Table Mentoring Program for a vote on the full board. Seconded by Mr. Benahalis. All in favor? I so moved. Thank you very much. I think it will be great. Thank you all very much. Next item on the agenda, as Joe pointed out, and um Natasha, you you may have noticed, did you

065see the agenda? Stay right there. You're more than welcome to stay, but that's up to you. It's a public meeting, but uh we are looking at um the uh suspension rates among our sed students and then later the black male students and MLL students. So we are we we've been talking about this for the last few months um because it continues to be a problem. Um and that's why as pointed out it is ironic that It's an ongoing problem and it's one that we need to address and every little bit helps. So the mentoring that the uh the um the Jordan Taylor is going to help you. Thank you. Good night. Oh. Um this is uh we're just item three on the well item four now on the agenda that is um review and discussion

066of plans to implement changes addressing the disproportionate suspensions among Benson possible referrals to this whole board. Uh Mr. Resco and I met with Dr. Fer and um Dr. saggy to discuss this last week and the intent of tonight's agenda item is to sort of review the end of the year what we're going to have in place for the start of next year um and what we've agreed on the procedures we hope to have in place and what we're going to do end this year to begin the next that be correct Mr. try something. Yeah. So, and with your permission, I'd like to combine um or can I do that or I have to do them separately? Any discussion with this? Of course, you expect from the White House. Um I'd rather uh separate and do

067because this is more a w you want to look at the data. I'd rather we wrap up what we're going to be doing with the sped students first because that's that that is sort of procedurally what we're going to do to do. Um you're talking about the last two pages of your data there. Yes. So I just want to make sure I can see that as sort of addressing just sped. Um and so I'd rather talk about what we're going to do because you gave us um I gave it to you together. So it is the data you gave us together for tonight's meeting. But last week you gave us a sheets letter with the letter right which is one of the things that we've changed. If you go to slide five that'll be the

068special that I can share. So we'll start there. Okay. So this is the most recent special education multilingual and I actually added housing insecurity because we did talk about that as well. PS for um as of this morning from the data management office. Um so what you'll see here is our um ISS for our EL or ML population is 5.24%. For our sped population it is 13.85%. They did break it down by male and female. And then in the last column you see that it is 9.12% for our homeless. One of the reasons we started to look at the housing insecurity is because we want to talk about also when students are put out for OS that if we're not considering housing insecurity then we're not sure where they're going and that is something to

069take into consideration. So on the out of school suspension line you'll see our multilingual students are at 4.4%. 4% for the whole district. They are at 16.7% that um and then in the last line you'll see our OSS for our housing and security students is 11.93. So it's almost 12% for them for expulsions. Wait a wait. Just let me let me just follow you. You just said again. So for out of school suspensions, yeah, our ELLL students are at 4.41%. Our students that were not sped. No, this is this is um for um ELLL not sped. That is correct. The sped category is next. Our special education students are at 16.77% of our OSS and then our um homeland our housing insecurity is at 11.93%. So that is overall total and then for the expulsions.

070So what's the male female on this chart? That is how many males have been suspended and how many females have been suspended. the ton population or of this of the let me I would have to ask um dad I apologize that would be I would have to ask the um I will ask that question for you I do not know the answer but I will get that answer for is that's why again I'm asking I apologize for that the the I I do not like that we constantly refer to half our student population or ELLL perspect because it conflates two groups inaccurately. And so I see on this chart we have 7238 um ELLL and 4223 that's fully enrolled right that's um half of the Bridgeport over half the Bridgeport student population um so you

071know there are ELLL sped students and so I don't know who's they're not they're not they overlap you know I have my old fashioned two circle vin diagram they overlap there's a thousand you know multilingual students that are in sp um 1100 Uh 11,400 11,450. Um you're saying there's 4,000 thousand that are dy identified that are dy identified. So a thousand of them are just sped and and 10,000 are sped and a thousand are dy identified. Oh, I see. I'm sorry. You're right. You're correct. Thank you. Oh, you're right. It's a thousand of them are dual then about 3,000 are non are English speakings but and 1,000 are yellow right I apologize for hearing I'm just not sure which category they fall into that would be another number that we could find through the well

072I'm going to repeat something I'm looking who prepared this data sheet these data sheets, but I'm going to repeat something that I've requested every time I've seen it, which is the total student number in these categories is is is again missing. So, it's absence Justin. So asking for how many yield? Well, if I go back to the beginning is and you're forcing me to not do this. Um um in any of these categories on page one uh two, how many how many black or African-American students are there? I understand. Um how many Hispanic or Latino students are there in the system? You know, we have is the total enrolled at the bottom. That is the total enrollment at the the bottom. Yes. So, there are 13,000 Hispanic or Latino students. Okay. That's what I wanted

073to double check. So, when we look at the percentage and figure out Okay, I got it. That's what I wasn't sure what I was looking at this afternoon. All right. So, okay, then I moved then you do have a model. Okay. Um, but I um and I can ask for that number to be run as well of the thousand students that we have, what are their suspension rates? Um, in since they are dual and I get that information for you. Well, I'm I'm thinking now whether I need it, whether it matters because we're looking we are looking at our wein fed community, it matters in terms of what are the factors that are affecting their spike. Um, so when we go back and look at what we prepared to look at tonight, which is the

074lack in the ELLL data, then if we notice the spike, then do we want to look at whether or not that spike is influenced by um, you know, we can also look at it that we're going to look at it that way. We're going to look at what percentage of the children that are being suspended are spent, whether they're black or ELLL. Right. Right. Yeah. we can do that as well. So, we're sort of open there. [Music] Um, so I see what you're saying. And so let me just deal with item what is now item three on four on the agenda which is that when we met last week we agreed an item that is not in the pack which was the consent letter the letter right oh I apologize right well it was just

075it was part of the agreement was that there was going to be a letter as part of the consent package. There was going to be the training that you have outlined in the packet tonight, right? Which affects all of it. But as part of that was a consent letter, correct, Angel? Yeah, she is. She finish it. You understand where we're going with that? There's another piece to that she has tonight. Okay. I'm going let you finish. I was instructed by the boss. Thank you. Um so that those are your totals um for your ISS OSS and expulsion. On the next page, which is slide six, forward to slide six, the next slide. Thanks. That's it. So these are distinct. So this is one time that they have been suspended. So when we look at ISS

076for our multilingual learners, it's 3.62%. When we look at our um special education students, it's 7.51%. You see our male and our female where our male population is at 6.63 and our female is at 3.66 and then our um housing insecurity is at 5.26. Our out of school suspensions for our multilingual learners is 3.07%. For our special education students is 8.43%. Again, we see that the male population is higher at 5.72% than our female population at 3.83%. And that our out of school suspensions for our housing insecurity students is at 8.07%. And then for expulsions you see also that it is u 08% for our ML students 33% for our sped students 31% for our male students and um 10% for our female students and 35% for homeless students. What you did ask for in

077the last meeting is the next page which was more than one suspension. You have asked how often are we suspending the uh same students. And so what you'll see here is that students who have more than one suspension for our um multilingual population. I apologize if we can go to slide seven. You'll see here um our in school suspensions it's about 1% 0.95 for our special education our uh repeat offenders are 2.9% almost three for our male population it's 2.16 our female population 1% about and our housing insecurity is 1.75% for out of school you'll See for our multilingual 7%. Uh for our um special education students you'll see is 3.42%. Male and female again males are higher at 2% versus our females at 1% about and then our um housing insecurity students at 2.46%.

078Suspension is not here obviously. I mean expulsion is not here because you can only expel one time or score here. So that's why there is not one. Okay. Now let me let you finish but that would mean that we went through all the data. Correct. And I don't want to go through all the data by you just reading to me what's on the tables. Okay. Um what we learned from these tables. What we what we learned is that most of our students are not repeat offenders when I look at those percentages. Um that they are testing more often than not. Um what we are doing though is in the conversations we had and in that meeting we talked about what are we doing with our staff as well to start to talk about these things

079and it does um pertain to the other data as well. We are having administrative training in June. We have three days planned. We have a day on um challenging behaviors and changes in the law. I read that. But so all this data that we have here is just telling us that the problem is not that we have a small core of kids that are getting suspended a lot. The problem is that we have a lot of kids getting suspended. And so that would suggest that we're not handling the system right or our system needs to be adjusted. Yeah. So your recommendations at the end here that are designed to re-evaluate the rules and readjust the training is based towards that. Yes. Yes. So that we'll be looking what I saw in your recommendations. Yes. We'll

080be looking at the behaviors um what the restorative practice responses will be to those. Um we'll be discussing how um we talk to students and actually go through the investigation process. We'll be looking at the codes of conduct and responsibility um making sure that we talk about progressive discipline. So all of this will be done at the um administrative level and then it'll be done at the staff teaching level and then we actually have steps also for the student level one of which is today what we talked about I'm not looking to go into this we identified areas the areas meaning buildings where there's a greater problem than others. So as we talked in the last meeting, the very first thing we did is all of the data is provided to um for the principal

081meetings. So Dr. Avery had um told you that he would make sure he's having those conversations with principles. So that happens every Friday. Um and uh today's Wednesday, so tomorrow he'll receive that data for the next principles meeting. So that is uh at the forefront of all of his conversations along with chronic absenteeism. And then the EDS are also accessing that information for their conversation as well. Uh and we're addressing it universally as well. So each school though is going to know here's what your individual school state looks like and here's the average from the district. So they'll know whether they're in in line with the districts or they're out of whack. They're being provided their their numbers. Um this goes to the discussion that we had last week where you know it's beyond my

082if teacher would suspend the student for 10 days I just I just I'm trying to think if I ever and so that that is there are teachers did suspend the student for 10 days like that. You know, discipline is progressive and is meant to be progressive, you know, and what we discussed last week is as a trade union, as a union, you know, when we negotiate that into a contract, discipline is meant to be progressive. You know, the point of discipline is to encourage somebody to behave well, not to punish. Um, and so we want to, you know, in in in the spirit of what we're doing, it's same way with children. It's not to punish them. It's to encourage them to behave well. So when we get the suspension, we should have done a

083whole lot more before um they ever get there. Um, so and that's putting in a tiered system and we'll be talking about that too. And then the letter that you were discussing is on the planning too of having a consistent letter which has on the back of the letter a parent's rights so that they are fully aware from the moment that they receive a suspension letter. Yeah. that they um that there are ways that they can follow up and follow through on that suspension if there and again for that this is a letter that will be given to parents and on the back it spells out what the rights are um because that has been inconsistently done. Um but it will be given anytime there is suspension to the parents. Um, great. Well, um, I

084don't need to go through all the data of item three and four. So, I can consider a combined I, um, I I'm happy to review the planning that you have just articulated. You know, if there are anybody that has any questions about any of it, um, I read it. I understood it. I just wanted you to articulate what prompted you to make those recommendations. Um I saw it in your conclusions. Um do not get this show. Yeah. Okay. Excuse me. Well, three four is is the um the review and discussion of plans implemented change addressing spent students and four is discussion of disproportionate suspensions of black male students. looking at new data which will include suspensions of ML students. So we had just she looked at them all together. So the first few pages are

085looking at the um uh black and students and so it's just yeah you had Yeah. I just want you know back in four separately but I do got something about Go ahead. just not not so much questions and um suggestions for from myself. I see data better like this with proportionalities in um graphs like versus the population and as you see right now you'll see total population suspended you'll see see total population total population suspended and you'll see African-American males up here and then as you go around and address the problem you see the bar moving moving moving because when you when when sometimes when I look at numbers, you see big numbers, large numbers. It's hard to equate them. And yeah, I believe it took a while. It took a while for us to

086settle on that actual format to look at it. But that that's the best way I found to see visual rather than trying to figure out 26% versus 18%. You can see the stark difference if you got a proportional grid. And that's just the one suggestion I would have if the chairman something in that format. I I I'm more Yeah, I'm happy to see it in multiple formats. Um because I too I'm visual in terms of wanting to see that. Um, and what I what I do have is the ability here now to to know how many out of how many we're looking at, which we didn't have initially. And that gives me at least those the ability now to see. Um, but I I'm I you know, I'm happy you want to barraph me. Yeah.

087Yeah, that would be great. Appreciate it. Anything else? No, good. Uh, Mr. Woodson, do you have any other questions about any part of this packet? Um, you said that it's it's not broken down by school yet. Is it going to be broken down by school in a few? No. No. No. No. Why? Um because we're not looking to single out schools. That's the administration's job. Remember in our board trainings we have had pointed out to us. It is not our job to micromanage. That is the administration's job to deal with the administration of this of the district. And so we're not looking to put anybody's head on spike. We're asking them to do it. We've identified a problem. Uh they have a plan for dealing and addressing with the problem and that's their job to

088do. Okay. Got it. You understand? Yeah, I got you, M. Mr. Triber. Okay. That I'm just that I'm only offering the answer. I'm not asking you to agree with me. I just am offering the answer. Yeah, Mr. Woodson sparked the new one. That was a good question. Um, without identifying a school, have we found a pressure point in a school which needs addressing? Um, the question I asked earlier was that they will be meeting with individual schools and comparing their data to the district. So, that will apply the pressure point, right? So, I'm going to sit down with principal Joe and say, "Joe, here's your data. Here's the district data. Your data is out of line." Right. That does identify the pressure point. Right. Yes. I'm just wondering if there's any that's on the radar

089yet. There are That's the point. But I'm not asking them to tell more. Yes. And they won't deal with it according. And over the summer, I would assume if they had identified some really serious problems, there may in fact even be some transfers or reallocation of resources. That's their business, not ours. Right? That's all I'm saying. I'm really not asking for anything from Go ahead, Mr. Wson. Um like uh as you just said, you you said that they assess the the data over the summer is will after they do their assessment or or whatever does that have to be reported to us or we just when we just see people No, what I said was you misunderstood me, Mr. Woodson. We're going to get more data from them based on what Mr. to call the

090Gaspore which was a different format which is bar graphs which will show it to us in a different way because it's it's a it's easier for some of us to see it in a different way. Um I what I was saying was that if they have determined that uh Mr. Woodson's school versus Mr. Sakalik's school is being run really well but uh Mr. Sakalovic school is not being run so well. uh they may transfer Mr. Scalovic to a different assignment over the summer is what I was saying. Right. And and I was just asking what does that would that be reported to us like the the the not for that reason it wouldn't be necessarily we would just be informed that Mr. Scholix's been reassigned to a different thing. We wouldn't be told why. Got

091it. Okay. Right. Gotcha. Um, but that is something that you and I would both agree on that we I've been trying to get a um more regular reports on uh transfers and reassignments. Um um you know, we used to get them every board meeting. Uh so that's something I'd like to see updated more often at board meetings. uh that was for not just administrators for teachers for all staff. We used to have a regular report given to us at every board meetings. The public got it at every board meeting. Uh you know who was hired, who was uh retired, who resigned and who was transferred and what it was for and what their salary was. It was all given out publicly at every board meeting. So, um, that's something that as we sort of stabilize,

092I would hope we start getting at board meetings again because it's reassuring to board members and the public. you know, who's going where, who's going what. And as I understand, I missed the finance committee meeting last week, but there was a discussion at last week's finance committee meeting about a uh organizational chart for the district too. He did not present that. Oh, he just talked to how it would be done was presented and discussed. Yes. He just discussed the fact that he was taking another look at information and how other districts were doing it. Yes. Yes. That's what I mean is that it was discussed last week how it might be done and how other districts did it and how Bridgeport might do it so that we have a a you know a new Bridgeport

093organizational chart. Um so you know we get an updated organizational chart from district 2. So that would be good too. So we have a better idea of who's doing what, right? More we know the better. I'm with you on that one, Mr. Woodson. All right. So, are any other questions on uh what ultimately was items four and five? Thank you. That Mr. Dr. Yes. Did you have something to say, Mr. Yeah. Uh, we just like the chair, I'd like to thank the the committee that put this together. I mean, well done put together. So, now we're going to go to the full board to make the uh paper legal. No, this is a recommendation. I don't think we need to purchase the full board of the letter. So we can start making copy parents. We'll

094give it to the administrators and then they can start. This is not this is this is this is their recommendation that they're going to implement it. So it's it's it's uh it's done. Thank you. You can share it as official. Okay. Thank you. Okay. Yes, sir. Um and then we have a uh item six uh review and final pack E PTSO data and plan the beginning of next year. question, right? Yes. It's on the board. I'll switch gears. It was not in your package. It was ran this afternoon. Yeah. No, no, I I didn't see it there. people. I don't know who it Oh, I mean Danielle can send a copy to her as well. Sorry, I failed to announce myself when I started talking probably about two hours ago. Dear Clark, I'm the director

095of dance development and management. You can out. Thank you. Um this is the parent involvement allocations as of literally this afternoon. Uh 52825 you're looking at the information as it relates to individual schools. And so um this is and has been broken down by elementary and high schools. Uh currently the high schools are at 95.5% of their funding utilized. They were originally awarded $55,783 and uh right now they're in an available budget of $2,5724. Um excellent work by I would say all of the schools. Um, BASC does have, I would say, probably the most remaining. Um, I will note that this is, uh, the district's parent involvement allocation. Basic does have a school improvement grant. Within that grant, it does have parent involvement, uh, funds set aside. So, I'm not too discouraged to see that

096some money is left over for them because they would have to um have parent involvement for district-wide programming and specific items related to their school improvement as well. Yes, I'm in shock, you know, because I know that I work very close with the PDS president and the vice president and of course Dr. Ra that they have the amount because I know what the information will be she do the all the process is no money left I'm trying to trust for the American market she said she the money so I don't know I feel that the information from the secretary is not coming well to your department and sended the invoice is the race story. That's my opinion because I spoke with so many president you know how I am that is over the years you

097know Dr. Clark and I feel that information they I I feel that the black leaders in BDSO they really spend you know the money but I feel that they offer the secretary they don't send the information right away because I can tell you back so they really spend the money and Orlando uh last last meeting we was here and I can show you test message because I test her right away that that night she told me no is going to resend all the money. So I don't know exactly what's happening there. So I would defer to the executive directors for the individual schools. The information we're pulling is the information from munis which is their actual spend and we're pulling the information of items that might be um waiting to get entered into munis in

098order to pull this report together. And so if there is a discrepancy, obviously individuals would know that and they'd be able to, you know, provide any um incidental information that we obviously would not have known about, but we're pulling information directly from both of the systems that's capturing this. We can reconcile with our individual schools to see where the discrepancies are. This is fresh off of trans tonight, correct? Um, so we can certainly follow up on that. I mean, I I I I am a neophite. I I've attended district pack meetings and pack meetings for 20 years. Um, but I I know that I I listened to Miss Queenie uh stand up at Central Cafeteria last fall and offer to teach people how to spend the money. Um, and she's the back president in classical

099studies. So to see to see her that's what I was showing Albert when I looked at your sheet that classical studies didn't spend all this money and not just by a little bit by a lot. Um that's just shocking to me because she literally was standing up and offering to come to other people's schools and show them how to do it and offering to give lessons to people on how to do it. So to think that she wouldn't have done it is just shocking. Um uh so I I and then to think that Bassik wouldn't have spent its money um knowing that Albert sitting next to me is also shocking. Um so yeah, you give them grades. They do have another grant. So, no, no, but I'm just saying that, you know, these are two

100schools where the the people involved are people that make sure their money gets spent. Um, so I just, uh, some something broke in the system. Um, you know, others I don't know about. uh they warm up. But um I just and and you know I I will say just even my own school black the people I know that are involved over there don't tend to not spend their money. Right. Um, so yeah. So I think that we need to somebody's got to take a look and just find out more about that. Um, because this goes to the second part of this agenda item, which is what we need to do to make sure this doesn't happen. So the deeper dive is going to tell us what's broken inside there that if we get a report

101like this, at this point in time because the money's gone now, right? We passed the deadline. There's no more study deadlines. It's it's you're saying this is hot off the press, which means it's spent where it's gone. Yeah. And you know, like I'm shock budget 11,000 and the other one 2,000. You know, I figured some something had to be and I know um you guys would figure out what's happening. But I'm bar go to [Music] 113.5%. The last meeting we see a lot of school was over 100%. But now I see it's not here. So what happened of the last meeting to now then what happened with the over cuz I know those what do you remember last year? I was over here. Uh-huh. Yeah. Yeah. Barn went up from one 108% to 113. They're

102going to go up more because they got 3,600 in forms back. So, correct. So, remember like right now um um Thomas Hooker there a lot of schools here that was over 100% go over. Now here they're not. So, I'm confused how that happened. So if they are in and I don't have the prior report in front of me. So the last meeting was at the end of April if I'm not mistaken. So they would have been starting to put their items in. So that pending in form stack is either mid to middling. I don't have to report the asp take take Allen. Allen was at 106% spent. They had um they had 2100 pending in form stack and they already were 106% spent. Right? So remember their submissions in form stack at that time need

103to be processed. That's why you will see the pending and form stack is down to basically just Barnum which that seemed to be an entry from today that needs to be um reviewed closer as to why it was sitting there. Um howen Allen had an available budget of minus $170 already. They still had 2100 penny in farmstead. Right. But how could they get to their 100%. So they have a $150 in their available budget and their encumbered is one 1,126. So we do have people submitting stuff many things. So when we're going through the report and form stack, we're going to be pulling all of the information. A lot of times you'll find out that somebody may have submitted an incorrect form, an incorrect number on their form. We have lots of things that get

104worked out only when that item is pulled and reviewed. And once that's actually legitimately encumbered or processed, then it moves from the pending and form stack line into that encumbered or actually expended one. So that's why you've seen a little bit of an adjustment. And at the time we ran that report, they would have been told the deadline was early April. But of course, we have uh a mass amount of stuff that would be sitting in the business office and some other tacid things that potentially would have been going through. Uh we have four people in the business office that have to do processing, double-checking numbers, making sure that the budget is available before those items can be processed. So you're getting every report you get is a snapshot in time on that day and

105then you're going to get the process now where it will start to reduce into the lines that it needs to go to. Right? They had but there the beginning budget was 27.87 they were in covered 848 and they had 218 pending in forms. So it it for instance they also have commissioner network grants and a city grant city grant and they have parent engagement involved they may have misclassified it the wrong code all right well we wait to hear about your nuts and bolts but yeah I I agree for the executive directors it is that's why we usually do this report. There is a conversation in some cases it is that there is something that may have been missed. There is a conversation that needs to be have there is a an incorrect number that

106was used. Um all of those things we will be able to you know decipher a little bit closer particularly in the larger numbers that are showing not been cited for schools. This is one of the reason that speaking I say this about the B10 you know I'm not talking about the B10 the B10 the other form that sent me to you Dr. product that that the leader and the principal they know how much money they have you know and you know we start for so many years doing this you know that and you know so my passion and I see the the the one we have for April 21st now we got this one they don't match something's wrong you know my department something that the secretary for the school and I send it the

107provincial and if we have a deadline like I believe what April 23rd, right? No, it was extended. It was Oh, yeah. It was extended. So, how come too late? Yeah. How come they keep sending and then they show different report? So, because I can tell you they said, "No, Mr. Maybe some school did not expend too much." The numbers are very different. Very different. So you know I'll take care of that part see you know what's going on and let them know the secretary you know the deadline they see that day done you know so we cannot because the last minute I know they went crazy things and you know that's the bigger conversation around this is uh you have a plan at the beginning of the year yeah so you end up in you

108know getting reminded about it's time to enter your items, the reminder about the deadline. And sometimes in the scramble, you might think that you have purchased what was in the plan, but it's not in the plan. And when it's coming to the review process, it's not something that could be purchased in a particular, you know, parent involvement plan that was submitted at the beginning of the year. So, you could have items that, you know, fall off of an order that was, you know, originally put in. Again, that's not happening on school business office is doing it its full review, which is why the request for having more time to put your orders in to have your parent involvement programs and not to end is the most acceptable thing that we should do. When we have

109you right now, what's the process when it's all over 100%. I like that the first one total 13.5%. Yeah. how that part get fixed. So this and again this was ran right before we got to the meeting so it's left the way that it is. Um this when we pulled the information it was an order that was submitted today and so as um Miss Hughes is indicating the school does have two other grants. So there is a disconnect that obviously happened and so we have to you know go back and do some more research. Um but everything has to get back into a line itself or or lessen. That's what it really is. I think like I said the P10 is the very more important thing that's a document that the principal and the back

110know how much money they got if they see they go over 13 I don't know why they can char I don't know why the reason your department you know reject listen guys we all go over 100 we're not going to try to pick it up you know you know it's department I don't know what the They don't let the know listen you guys go over or something because you know I don't want the department or something because you know the numbers like I think it's very clear the numbered you are getting a copy um back of the the form stack form but I the form is not telling you you have $5 left and you're putting in the $25,000 order just um not equipped in that way. We're going to be looking for send you

111that P10 because I'm telling you that B10 will help a lot. That's what we're very working for so many years. I know how much money because it's form the principal has that form and the leading match you know both sign that P10 they know exactly how much money you know they have before they do any order stuff like that. Okay, let me see my last how much money I got. And that's the way because these pack leaders have to be on white. I don't like when they have pack leaders because they want to have a title. They want to see them there because I'm a background student because now if you there I know this for free as a volunteer and um you represent your school, you represent your parents, you represent your community. So

112if you cannot be doing the the job work, you know, step down and let other people go do it because we they deal with money and I don't want to say come and say um what's going on guys, you know, you're not using the money. We don't want that. So this money is we don't for the parents, you know. So with the planning for next year, the first thing that we've done already is we had the May 17th meeting. We had of parents parents on the executive board register. We had about 20 attend. Um we did review budget and action plans uh for the 2526 school year. They also were given time to talk to each other and asked um what vendors they would like us to add to the system. So we are adding

113those this year as well. Um and we also had a speaker on a lunch and learn on air advocacy. So, what will happen uh in the They actually very much enjoyed it. That's what they all said at the end of it. They like more of those. So, we're going to do one in August and then we're going to try to continue to do them by monthly where we get all of the pack presidents together um to have conversations and also have education uh in at least a half hour of it for whether it's with the breakfast or the lunch and some sort of model that they can also use for their programming. Um but the big step now is fundraising. They want to know about that and they also want to know uh some time

114to their action plan before the uh the due date with their principal. They did have some time to talk to each other and think about that so that they can bring their ideas to the principal when they have the meeting. Um we also discussed um going into next year and elections and that in the beginning of August and September we will be having elections in all of the schools again even if nobody runs but if it's just one person just that we make sure that the whole school knows that this is the person who is going to be running. Um and so we are in the process of setting those meetings up, they will be set up and with the dates before um August so that when the elections happen, they know when those five

115um annual meetings are. And also we are giving them their um book uh their their binder with all of the tabs that they need so that they know exactly what has to go in. We'll go over that in August as well. So we are really making our students um work with them and meet with them and talk with them about what their needs are. And then also we will be talking to the principles um at the beginning of the year about pack again and what uh the expectations are what pack does not doesn't do uh what can be bought what can't be bought um and also uh I'm thinking doing a session with the secret race as well. I have a question. Why am I Why did it take so long to pay for the

116vendors? I know we got at least 80,000 vendors. I believe um the last time I go 50 was in a I know the money is there for pay for these vendors. I don't know why they take so long to pay for the vendors. I know we lose so many vendors. I know we got vendor they stay there because they know they know the process. They know they will take forever. And you know I can tell you like the restaurant they never say that to us. They never say no to the parents. I know other ones. Why they take so long when the money's there to I understand you know I understand if you apply for a grant process but the money's there why it takes so long. That's that's what we want to be in.

117That's self uh question. I um will say that along the lines of putting in your order planning around the particular item and we're talking about food and so you might need a bito for six of your events but they're happening over six month period and you have to put in your order. Yes. After your event happens, you have to, you know, have proof of delivery that needs to be turned in to the business office and the payments are usually on a 30 to 40day payment. Um, something that when the ladies physically sat in my office, I was able to see that we'd be running people down for things. uh the the vendor might call the office to speak to one of the grant support partners about a particular item and we'll find out that it

118was not the proof of you know receipt of the item the service had not been turned in and so then you're in that process of we can't pay you unless we know that you've received the item. you can't get prepaid or something. If you've put in uh a form for an item that's going to happen in October and you're looking for payment in September, it just those things don't happen. Um anything other than that is a longer discussion with the business office. But it is it is something I have seen in the past where there was a delay in payment. Absolutely. Because there's been a delay turning in of the proof of delivery whether it's supplies or services. Yeah, we told all my leaders then when you going to do or let's say show to

119show you said that you know prepare down or in May you know with all of them that's one of the things they know and I know I believe they have to be 21 days before events possible which is why I think um having longer discussions about the plan and going over timelines and putting your items in they have a strong um business office, but they're processing everything for the district as well. So, giving them enough time to get items, review the items, process the items. So, last time we have the the part, it was leader from [Music] um she told me that there's amazing people, they have a they don't pay a bill, too. And she showed me and she showed me the email. She show you I'm like two years and they don't get

120paid and they can refuse everything. They send they know the process they me to those my question two years waiting and they send all the information the way it is and they still wait. issue that definitely would require some research with the business officers as to what took place. That is a long time. Yeah. Providing they still, you know, working with us. Yeah. Providing services to more than one location at a time. So I I don't know what that issue is. Dr. Yeah. song that day we have that talk with the business doctor but this about these numbers they don't you know like the speak with you know friends who talk with us and stuff like that and it will soon say form that's one of the thing that you actually, you know, and your

121comment on the um overages the last time some of those form stacks could have been denied. Um that was one of the things that that we did say at the last meeting that those overages were going to be told the principal is going to be told that um that order couldn't go through. I don't know where that order is going to come from um but it couldn't be put processed through here. So then it wasn't over. So I would assume that's the same conversation that is going to happen tomorrow is that you know this is denied and so it can't go through. So those borders didn't go go through which is why the number dropped again below um the 100%. I actually I was I was almost spreading it out and spending on Yes. Um

122but I have a question. I have no idea what form 10 is still going, but I'm imagining since I'm old enough, a checkbook um and keeping your balance in your checkbook. um you know just knowing what your balance is at all times and but if I'm keeping a balance in my thing then with the principal and we have multiple sources because we're in alliance school or whatever school we are that has access to other funds who keep track of that department our office, right? So then it gets confusing. Then it gets confusing because um if the pack president is scheduling or having an event and we've spent our limit or we're spending, you know, more this month than we would normally than we had budgeted at the beginning of the year with Dr. Then we're

123using money from the one of the other sources. Yeah. So, um each school for their parent involvement, they're getting an individual allocation, they should have a plan that goes with the amount of their allocation. And so, they should say for the next six to nine months, this is what this is going to look like. Can you have some fluctuation between this month we did not offer or elapito we got and so pizza was $20 less than you know our rising chicken meal yes but they should be falling within that category and so when we're pulling this information we're expecting to see that a school's not going too far over their limit the plan that is above with this money or with the other money. So this money, right? I get that. What keeps you from

124going with the other? How do you how right how do you know how many other sources of money does that group have to spend on comparable activities? What's happening now is um for parent involvement specifically for this district allocated there is a form. So we called it the P10 form which is in form stack which was an electronic replication of what the physical embodiment was of the that document at the school. So if you're spending money from another um fund source, so in particular Barnum in this case, they have parent involvement in their commissioner network and say grant they should be submitting what is the P9s which is their school allocated and then they can use that number and parents don't have access doesn't have access that's principal. So it's separated. However, there are times

125where things do cross barriers. There is some confusion for one reason or another. Somebody might have thought they did one, ask somebody to do the next, and then you can have situations like this where we need to research what might have happened. It is confusing. We get it's confusing, right? Again, Yes, the forms um the secretary process and I know they have the space they're supposed to put the tag of name as if you they don't put the name of the leader second um electronic to be signed with the leader with the signature for the track leader department do not vote I would like not do not approve me because the leader the leaders of of that school they don't sign it so this week it's a problem because I know some leader they say

126I never vote this I never order this when you hold if the sign is not there the principal the fact leader you know you don't see it then in order to work on that we're going to ask that we approve and office too so that you know sometime and you can pull the email from that either because when you s because I I have I want something like that when my secretary didn't she send it and I receive it like I will send it you know she not having a copy so everybody be in the same position nobody be confused you see all this number everybody get confused I just want they don't get confused I don't want that they say I'm going to step back this is too much for me you know and

127they stay back I have nothing to do so I one day understand be here to help them not to tell them what to do in But they they understand we're here to support you and help you know you say this for the first time being to help them because you know we need this you know we need to be be involved I always said the parents where are you where are you wherever you are from you know and another thing that I'm still waiting for months and I ask for that I'm waiting for the action plans for all schools you know this is not the first time I say this because why I need the action plans so I can see the vendors who they are and if you need to see let's see you

128have a vendor you order for something for parent I want to be sure that's educate for the because we got vendors that then um they're not for the parents then uh something I want to know I search the vendor that's my part that's my job I want to okay why this vendor is then why they ordering this when it's not necessary for the parents it's not anything for the parents you stuff like that. Last year they order one of the leader board some books. It was not I prepared for group. It was out of my you know stuff like that. You know like I saw you you guys work inside here. I'm outside so I can know more. You know you have really good information and and I sure I want Yeah. And I want

129the leaders I spend the money the way it is for them to care about parents. That's the money and for all the things for school for the principal or let's have fun they have party they have picnic you know stuff like that because I never agree that you know Mr. It always been tough. You know exactly how I am. She laughed because we we start going back and forth back and for years. I'm telling you from Sunstar Sunstar first grade until he graduated. So I didn't know how everything go. But I need that for the I need it down for all schools. I can see I don't know you can send it in whatever and trust me that I will go one by one and I search one by one and I can tell you

130Dr. I got alert. Red flag in this one. Red flag. I'm telling you. I'm going tell you if someone believes be sure to spend the money the way. Well, I hope that you'll join us again when we do the plans. Yes. Yes. That's what we need here for to help you with everybody in the same page and we working together, you know. So, I love my job. Only way I can stop. Thank you. Thank you, Mr. Woodson. Any other questions on this? No, I'm good, Mr. Traber. Thank you. Okay. Um, thank you all. Will we hear about what's broken inside on this report or what you conclude when you when you finish figuring out? Yes. Um, and I don't know yet. I was asked the other day if we'll have another meeting this year and

131I don't know the answer to that and um we'll figure that one out yet determined. Um and one of the reasons for that is that I was told that the last item on our agenda is the final review of the ELA benchmarks and I understand we don't necessarily have that. Well, we do. We have preliminary results and Dr. is a director. Good evening. I'm the director of literacy and she is correct. I do have the preliminary ELA benchmark data for you. The testing window is open until June 4th. So, we anticipate for the numbers of course to change. Thank you. Thank you, Mr. Sam. So, what I have for you is dibbles for the K6 and reading plus preliminary data for grades seven. The first slide up, please. Thank you. Thank you. Okay. I know

132that far away that is hard to read. Um, but what you'll notice is that most notably if you look at our kindergarten numbers, you'll see that the percentage of students who began the year benchmark has decreased from 62% to 47%. Which is your red. the percentage of students who were reading at or above grade level increased from 21 to 39%. So we say what we want to do is shrink the red and grow the green. So you'll see that both the blue and the green are at and above. We're looking to grow that and we're looking to shrink the yellow and red. The last point that I wanted to make was that if you notice as well, the percentage of students who were both below benchmark and well below benchmark at the beginning of the

133year has decreased from 79% to 61%. Which is showing that our students are making substantial progress toward closing those remaining gaps. So that screen is just going to show you K to three. And then on the next screen, I broke it down grades four by six. And you'll notice that in grades four and five, we do see that the red is not in fact shrinking as we had hoped. To Margie's point about the Hill for literacy returning, we anticipate that by bringing the Hill back and continuing the work K through six, now we're going to see those numbers shrink and we're going to see the at and above benchmark increase. So I also thought it was worth noting um in in the grades four to six that you see the students who were both below

134and well below um has also shifted. It's just not going as much as we'd like in Brazil and it's not going the way it have questions about devils before I reading plus tell me about devils. Sure. I didn't do it when I was at four and five. So what are you measuring this? So there's different measures, right? So the the measures that we are seeing our students that are well below benchmark for dibbles assessment is phmic awareness encoding uh and reading comprehension most significantly. That's what we're seeing is well below benchmark. So when you look at these results you have to take into consideration that we're looking at one a beginning of year benchmark. When we get to this point we're here at the end of May. Those are the measures that students consistently score

135in well below benchmark awareness to coding and reading comprehension. But you your your blue and green are growing. Absolutely. Absolutely. Um right. Except for fourth grade. And fourth grade seems stagnant. It does. It's not an anomaly to Bridgeport. Grade four tends to be a grade where you see I won't use the word backslide, but you know that students grades K through three are learning to read and then after that they're reading to learn. And so you see the shift in grade four. Like I said, I think that these numbers do speak a bit to the hasty removal of the hill when we were about to begin that grade four, five, and six work. And I fully anticipate that when the hill is returned and the teachers do have the training, we we will see those

136numbers change. Can I add something to that? Sure. Hill is really working with teachers with small group instructional students needs to do our data teams for next year. looking, breaking it apart, analyzing the students needs, creating small groups to address those needs. Not only in the found and and we know that our third graders very often, just for this year, they're our third grade still have 40% of our children that are well below and another 16%. Well, these kids are still having foundational skill issues and traditional need or three teachers don't have that training to teach those skills. And so when we look at our well below in four, five, and six, there's a need for that. There's a need for teachers to understand that we're all reading teachers, foundational reading teachers, and the support

137that Hill would be able to help them with that. Yeah. What would we have to did those? I mean I remember we never we used it that was a lower grade primary grade test to complain about but it didn't and to me it wasn't a comprehension test either. They do complain. They do have a complaint that's comprehension but it it measures other skills it measured reading skills. It didn't measure comprehension skills. There is the maze is pardon maze built into this right beneath this are layers of the breakdown of cognition. What part is comprehension? What part is foundational? I mean I remember my colleagues complaining about having thanking God that I didn't. There were definitely children that we had to teach about that. Oh, you have questions. Oh, Sam, if you could question Woodson, did

138you have a question? No, Mr. Traber. Thank you. The last two slides are going to show you reading plus, which is what our measure for 7 through 12. And I've split them for grades 7 and 8 and grades 9 through 12 for you. So what you'll notice again the percentage of students at the beginning of the year to right now preliminary results the percentage of students who were reading five or more years below grade level decreased in grade seven from 51% to 36%. You'll also notice that the percent Oh, say that Megan. Okay. The percentage of students who began the year reading five or more years below grade level in grade seven and eight went down from 51% to 36%. Which is tremendous. So again, we're looking to shrink the red and grow the green.

139And then the percentage of students who were reading caps were above grade level increased from 17% at the beginning of the year to 33% right now. And then just finally, I think it's notable that if you look at the percentage of students who were reading three or more, which that is your not, but the lighter of the the orange, um the students who were three or more years below grade level decreased from 71 to 53%. Which is showing that our students are making substantial progress toward those reading gaps. That's just for grades seven and eight. And then last slide for you is the same information about grades 9 through 12. So again, at the beginning of the year, our students in grades 9 through 12 decreased from 51 to 34%. For context though, we do

140have semesterbased scheduling so that our students who are our B1 benchmark one students are not our benchmark three students and explain that you typically don't cycle assess in a high school semesterbased scheduling because instead of having a full year right for 78 their students from September through June. Those are the same students at the beginning of the year as they are at the end of the year. However, for high school, the students you begin September with are not the same students you end in June with you change in January. So, it's not the only measure for for growth, but because we do use it grades 7 through 12, I wanted to provide you different you know 51% what is the what is it that or are they doing to be you know to change the

141in in eight months you know what process what are they doing exactly what we've done this year is we've implemented our ELA instructional frameworks where we've given the teachers a framework of what an ELA block should look like and we've done K through 12, but for 9 through 12, they have the block where they're able to use the win times similar to math, the what I need. So teachers are able to again use that that time for the students who need more intensive support. It's whatever they need. So what we're looking to do is to again grow the app or above. And we're doing that by pulling our small groups. We're doing that by looking at the progress monitoring and seeing if students are beginning um to where we are right now. And so that

142my understanding and I could be wrong, but since I've been here that the ELA frameworks were something that I created um I don't know what it was prior to my being here, but that's something we've done this year. It's you don't believe it and there's not there's no uniformity across the high schools. This is the first time I had uniform be a bus high school safe. So essentially we shuttled the add or above in the high schools um on this preliminary result. Now when you say this is a preliminary result and the window is open until June 5th. Mhm. Um how many students does that mean taking this? As of the last time I checked today it was 4,200 approximately. I check it every day of course. Um so tomorrow morning when I come in

143the office I will again check to see and what I'll do is I am able to look by school and I'm able to see both by school and by grade level within the school if there's an area where we see that students haven't tested. It's just a conversation of these are students who are enrolled in this semester's course. Right? So you're going to get a different set of students from the beginning of the year as compared to they they're really not students who have changing the ninth grade next year to make the four year course for so we get a better picture and we're also trying to implement across the high schools a growth model using the PSA. So we have we have this should be all from eighth graders to PSAT and that will

144also provide us another date. Right. Okay. So you just really confused me and I was confused already by her answer. So I mean let's see out of 4200 what? Out of 4200 students enrolled grades 9 through 12 have taken benchmark three. district. I said how many? You said out of That's not answering my question. How many students are enrolled in? How many have taken it out of 4,200? Oh, I Okay, I understand. I asked how many you say out of that's okay. I'm only That's the second part of the answer. Okay. Um, at the beginning of the year there were over 7,000 closer to 8,000 closer to 8,000 students who took our B1 benchmark. Okay, that's the BYO. Okay, so that was 8,000 and at the end of the year we have 4,200 of As

145of right now I have 4,200. Yes. Okay. I again I anticipate that that number is going to go for I understand that. I I just wanted to have ballpark about what preliminary meant. Right. Um so that's what I didn't understand when you said out of 4,200 like going what? So just over half is what we've got so far. So not not all of those students are enrolled in the course again. Right. Okay. That's where you came in to take. Yes. Yes. Um so because they're on semester courses, some took it in January and in the middle of the year. They were taking the MOI in the middle of not showing that, right? Are they going to take it again at the end of the year? No, that's we have to we have to revisit that.

146again. So, we're never going to get 8,000 end of the year results. Correct. How many results are we going to get? Well, that's how many are more accurate. Well, it would seem to me that the answer is about 4,200. It could be a little Not a whole lot. Not a whole lot, right? About half of the 8,000 are about half enrolled in se first semester, right? And about half of them were all in the second semester. And so do we have the MOI scores? You do that. Absolutely. So that would tell us what how how much progress students made in the middle of the year and that would not incl. So it's like so we would see we would see we could do a beginning of the year middle of the year and that would

147show us the progress made by those students and then we can do a beginning of the year and end of the year and that's going to show us the other half of the students. Is that correct? Why not? Because we don't do we only do benchmarks three times a year. So the middle of the year would not catch. So beginning of the United end of the year it's the two populations of student. But wouldn't that show me the two populations? Yes. You're talking about so January to June September to January. I know I'm I'm talking about I'm talking about September to June and September to January would give me both the the entire population. Why not? Because the kids in September aren't the same ones that took it at the end of the year. They

148told me there's two different populations. Kids that are taking it now, when did they did they take a test in September? So when did they take their first test? This one. Well, how can you compare them to the beginning of the year? Which is the problem? Oh, we're comparing apples and oranges. Absolutely. Absolutely. It's not as smooth. Yes, that was one of the things I So we don't know what progress you're showing. Right. Right. Because 9 through 12 figure is not my but this doesn't tell us anything. It's only 9 through 12. Yeah. You want to look at a more you know national 78 tells us something. Yes. But 9 through 12 doesn't tell us anything. In general we don't have currently have a growth model high schools. Right. Right. Understand and will we have

149a growth model in high school next year because the language arts course is going to be a year ELA. But we're also adding we had all of our eighth graders take the PSAT this year. So you'll have an eighth to 9th grade TSA discussion you and I talked about the open chart that we made about all the testing during the school year. Um okay. Um and so can we get an update on this after June 5th? Would you like to see it in the same format? Yeah, that's fine. We don't need that in school. No. Okay. We'll have a better idea when the state came with any of our money first. whether we'll be able to do more. Uh, Mr. Winston, do you have any questions for these administrators? No, I'm good right now, Mr.

150Traver. Thank you. Um, I appreciate your time. And next item in the agenda is a motion to adjurnn. So move unless there are any other matters that people want to discuss. Mr. Ben had grazes move to adjourn. I'll second that motion. All in favor of journey I I. Mr. Woodson, are you in favor? Good night everybody. Thank you. I think that is