Special Meeting of the Instruction & Support Services Committee Thursday, March 6

001you're live I'm calling to order a meeting of the instruction and Sport Services committee it's uh Thursday March 6 at 5:36 uh Rob Traer the chair of the committee and with me tonight is Albert benang gales looking to see that I do not see Mr Woodson here yet no um he may get here but we do have a quum uh the first item on the agenda is to approve the minutes uh dated from the July 29th meeting do I have a motion to approve the minutes some move Mr B I'll second that all in favor I I minutes the motion to approve the minutes is approved is passed um and the second and third item well the second item on the agenda is discussion of the code of conduct and responsibility with regard to special

002Edge students um and I'm going to hold on that agenda item because I thought um Mr Angel Resto was going to be here tonight on this one he had asked me to put that on the agenda so I'll come back to that and item three the the suspension report for Elementary and high schools age race and special ed was another item he asked for us to discuss so I'll hold on both of those items to see if he's coming did you find out yeah just call him he they going to call me back okay have next I will let I will'll skip those two items for now um and the third item on the agenda is a motion regarding the elimination of the position of Director of Education director position of Director of Education director

003of school turnaround and referral to the full board that item is on the last agenda I had asked it to be put at table till this meeting so I could then I had some concerns I wanted to discuss with the superintendent I've since had by meeting with the superintendent um and I am satisfied with that discussion so I am uh not uh I am not interested in referring this to the full board um so if anyone else wants to make a motion to refer to the full board I'll entertain that motion otherwise I'm satisfied with that there anyone wants to make Mo to refer that back to the full board and the item is uh de uh item five is presentation of the midar assessments uh Dr SEI believe for yes so um do have

004a presentation that we have given now but webly go a little bit off the order because they they show on some of the suspension data which you have most of these it's in here it's in the a okay so we're actually going to start on slide number 18 presentation slide 18 and you know this is going to be our media assessment data and that dat that showing me numbers on the left hand side on the left hand side left it's last right 1 actually starts from 17 yeah just put the record numbering AG always trying to findin data we're going to start off with our elementary school data um with this slide depicts is our math and our bla we're comparing comparing our math uh Smarter Balance 2324 which is the green bar for Math

005and Ela we're comparing that to our iabs or F ABS now one of the one of the issues that we are okay may I ask you to do me a favor yes don't use letters yeah if not for people may or may not know this the public that's watching anybody in the public that's watching thank you I know so IAB stands for the interum assessment Benchmark and the smarter balance assessments which is the state yearly assessment it has what they call interim assessment benchmarks and for each domain in na there's an interim assessment Benchmark and for each uh group of standards in bla there's also an interal assessment so The Fad is something that the state came out with this uh last year they came out with and it's a very Focus targeted skill within

006math so for instance in grade seven expressions and instead of covering the entire domain of expressions and equations it it covered uh me say consolidating the expression so 4N plus n 5n right so it's a one task within that domain so when you look at our math results it appears that we're on scale with last year's uh we only we've done two two sessions we had a third cominging up at the end of March um and but it's a bit deceiving because with the fiab it's not a full picture it's not the full rigorous assessment of the inum assessment um so we're we're probably a little bit behind with that primarily because what we notice is the pacing with when our former Chief academic officer came in she redid the pacing for our our math

007program and it didn't align with our Connecticut blueprint so look at our Smarter Balance State assessment there's a blueprint okay and that that will tell you that which topics are most frequently the kids are assessed on which ones are to focus within an assessment area so that when you when you're not just turning you're going from topic to topic when you're teaching you actually need to pay more attention to certain Focus areas so one of the initiatives that we're going to propose to whoever's in the position next year is that we redo our pacing and really Target those Focus areas to get us back on pacing Target in with our math um did the both the literary IAB in terum assessment Benchmark and the uh information Tech those are the two biggest components of the

008uh literacy assessment and you can see we are falling short in that area on further investigation one of the initiatives that we're going to suggest for next year is that we do a deeper dive into our 3A unit plans and our curriculum recommendations and give our principles and our teachers more of an instructional Focus this year's curriculum work really left it open left it to their discretion and we really know that many of our principles and our teachers may not feel that they're literary experts and can make those Selections in a one and wonders is a complicated program is that the easiest to figure out so one of the initiatives that we're proposing for our summer curriculum work is to go in and actually say in these lessons or in this range of lessons really

009focus on those critical comprehension skills like summarizing inferencing drawing conclusions and those are the areas that when you look at these iabs this year these are the areas where our kids struggle finding text evidence to support that thinking um so those are areas that we we know our kids need more work in we know these are areas where our teachers they are currently working on that in our small group uh wind blocks in the instruction so with with that direction looking at changing that direction this year and next year as any questions on our overall District performance grades 3 to8 question I just want to make sure she goes over that e EA for the for the public you said e English language artsa is English language arts sorry um to the chair um so

010I see at the ELA we see the 19.9 to the 10 and that's right now I don't know where we were at last year at this point of the year that we got to that 19.9 do we have time to catch up a little bit more to that yes there absolutely is time want to and again this is a snapshot in time we um another recommendation that we're going to be making to to the academic uh area is that we take these uh we the way we're set up now in in our uh curriculum work that we don't have at the district level we can't so at the end so let's say I teach for six weeks I can't then say okay how did the district how did we do across the district in our

011our literature unit one because we don't have the ability to to look at assessments across the across the district so one of the things that our teachers really do well that they find really really super useful is that Connecticut portal which the intrm assessment benchmarks are on so we're going to try to use these interim assessment benchmarks as our touch points how are we doing so we know sooner sooner than the end of December or the end of February how our kids are doing so that we can do more circular intervention work with the kids does that make sense yeah i' like the answer I like make sure that with uh the math department can you make sure that they know awesome work with right there already that we can do ab but then to

012encourage the other people hey we still got Improvement that we can make and we look forward to it on the ELA because if we can catch up that's that would be great to be you know if we go to the next slide it tells another story yes done good great are you done yes yes um just to be clear with the exception of some sixth grades the only you know three four five it's the same teacher there's not a that department and the ELA Department it's the same teacher no some of our I know that some schools did allow and I I have not heard us formally announce blessing returning to that so that's the question I wanted to just so you've now answered my next question but I know at the beginning of the

013year they were not told they could go back to that right but we have allowed some fifth grades to go back to departmentalizing that had happened in September okay I didn't yes oh no I thought it was just sixth grade uh they had also allow there were gr how many grades are now back to departmentalizing we can get that we can get that but it was never a I was going to say it was never there are some schools that were like U team kind of so to speak so they had one teacher so they divided their four teachers into M Ela social studies and science so their fifth and sixth grade is departmental LS yes no I I understood how it worked in some I know in blackham they had four fifth grades and

014two teachers which share would split up the math and the ma and the other two would do the same thing and they would split up the social studies in the science so they would do it different ways um but the sixth grade is what was rest restored the fifth grade I never heard was officially restored to chief of you know academics and it was from school schools and on that she had okay that many of them one Sig money and how many sixth grades because it was never a lot of sixth grades either no there were some who just stayed the way they were but there was a few of them okay mostly seventh and eth seventh and E well seventh and eth I understand but I just wanted to be clear here seventh and

015E does that as a general rule the question about fifth and sixth fifth is a rarity and sixth is much more common what was more common but still wasn't across the board that they were specialized um so the three four self-contained um there were a few fourths that have tried specializing um over the years but not a lot um so it's it's it's not a departmental thing there um as it gets taught now the other question I have is that we can see this then at say the April meeting the the next round of results they yes we'll be able to see the March results in April right show up our meeting is the fourth week week of the month yes so by the end of April yes we'll see the next level of progress

016the third third um if we go to the next slide we'll be able to see on a grade level for math this is grades three through eight great thank you okay and it shows the SM balance again in the green light blue is the first IAD I'm sorry interim assessment Benchmark then you've got your second interim assessment Benchmark and really the majority of these were actually the focus inal assessment Benchmark so it wasn't the full W Benchmark and then the the new addition to this sheet which wrot back wasn't able to get in the aggregate is our new nwaa assessment that we're doing this is our new benmark assessment that replaced the I ready or the hmh growth assessment that we give three times a year so there's no that's the acronym they use nwba

017is our math tell us what it means it's wonderwest evaluation oh it is northest we're in theeast she she knows but anyway so which the reputation of the Northwest evaluation assessment is that it is a good predictor of our Smarter Balance results I personally have never worked with it however I am told that it is an excellent predictor Dr sack has had FR and when when you look you can see the the trends across the grades and I think we look at our our seventh and our eighth grades they seem to be doing particularly well compared to the NWA assessment overall and where we really need to do a lot of work and I think again this is more of a reflection of the pacing pacing so the scope the topics we covered and when

018we covered those topics is really reflected in a lot of the grades 3 through six one initiative that we've done through our school Improvement Grants in 11 of the um 11 of our schools because we have hmh who is our math publisher they've come in and they've done we've had 14 coaches come in to our schools and doing very specific targeted teacher coaching so they're going in and they're doing planning with teachers they're modeling for teachers they're doing um in the moment coaching with teachers so they'll plan they'll model then the teacher will take over and then we'll give them feedback in post sessions we've had a lot of really great feedback across from all 11 schools uh both at the high school level and and the um and the elementary level on the effectiveness

019of of this coaching model with with them we will see result with do anybody have any questions on the grade LEL okay she very clear everything yes sir okay clear um so on this slide I don't want to use the word assumption but I want to maybe there's the light green on the left hand side and blue and the pra prior we were green and blue as 2020 2324 and 2425 is that same thing moving over want to make sure and then so then we have an orange like a darker green and I see in the bottom I see the green being 2324 then the blue this tells me on this graph that is I a B1 and then the yellow orange looking one is I ab2 and then the third dark green it says

020nwea yeah so those are three different points those are three different points for the current year we're just trying to show the trends across the year and and and really to pull out and show that even though the interim assessments may not have been the same level as the prior year however the what the nwaa results benchmark assessments results are showing more of a positive um overall result that make sense yep I just want to make sure that col I'm a for the sake of for the sake of even though you may have more questions when was the uh I ab1 administ I ab1 was at the end of December before IAB 2 was in February beginning and and uh beginning of February and then the NWA was in January that's our bench mark beginning

021and um Mid midle yeah mid January thank you you do that three times a year beginning of the year mid year and then we'll do it again so it was actually done before the I2 yes yes uh so what we'll get in at the April meeting Willie will be the I3 corre so presumably we'll see hopefully we'll see a continued growth why is there no sixth grade IAB one uh they there was no one that was at the these showed the students who were at eating grade level content no one at or above rable content in that particular domain in that particular and there was a mixture of was a focus part of the problem with some schools historically schools often use these tools as a teaching tool but we were trying to get them

022to use them this year was a dip sck to see where are kids how you know where are we with our tier one learning outcomes so some reading consistently in the sixth grade the message is not always um some sixth grades didn't do this one some sixth grades do there was inconsistent inconsistency so we made sure that we gave the second IAB that everyone got the same message everyone got the same information that was going out growing things is did you have other questions because I did not I wanted to yeah more than more probably more of a Comon and something that I just want to put out there I'm personally concerned about and it happened when I was in high school and everything you know I always want to make sure that you know

023that we're rigor and take and I see and your uh last thing that it had a bullet point in the bottom that said the the math interm assess Benchmark was primarily Focus uh and then the inome assessment Benchmark which are significant less rigorous than the SBA so that's just because it has a lower standard let's say well the focused ones are one tiny skill okay so it's one skill within a larger domain so I'm right the inum covers all of the skills within that domain so let's say I'm adding and subtracting fractions right or I'm looking at the fraction number numbering operations within fraction I may do word problems I may do adding and subtracting there might be multiple you there might be a variety of skills there's a focus interim assessment may only look

024at one of those skills may only look look at adding like denominators see what I'm saying yeah it's a very Focus so you're not you're not really with a focused interim assessment you're not getting the broad spectrum of that domain you're only looking at a very focused content component so I would expect kids to do better in that Focus Asos to own full domain exactly and the only one that you mentioned was the focus was when we were uh giving in a question by Mr Traer on the sixth grade in the February the reason why I brought that up mainly is because again I want to make sure that we're not moving any benchmarks you know down just to get a better Outlook and a better grade overall and that was my concern just to

025make sure that I put that out to that I want to make sure that we're not moving a benchmark you know I remember before 70 was passing back when I was in high school then it brought it down 65 just to get people to be passing more and I want to make sure we're not at but what I will tell you the math results are skewed here because most of the interim Assessments in math the majority of them were focused interim assessments they weren't the full scale whereas the ELA they were all interim assessments into so you're getting that broader ban okay I just didn't until correct I didn't hear that Focus one until he mention about the sixth grade so that's why so I ab2 I think six of the the it was like

026like all but one grade did a focus one in the second one did and four of the six were focused in the first one from that so but that that's something we're going to work on that and that was a pacing that that was only because we the material hadn't been covered yet so we haven't cover the material definitely I always had that problem thank you um so I guess I need to understand the answer to your six my six grade question they were you only tested those who were at or above the percent that this reflects those students who achieved grade level or above this only reflects those students that made proficiency at grade level so nobody at sixth grade was at or above grade level that Mar period okay now what that means

027is so that they took those results I and during the wind block or the what I need block going through we're reviewing it we're in trying to get those kids back up to speeding and then you see it there because you see the well that's a whole different topic the next one but it would be in the nwba results okay that's more broader content and there when I look at the results in eighth grade whatever was tested was something that they kids understood well that's right and then most tested in the second was not something they struggled these are good indicators to see how our kids are doing also I'm sorry it also becomes a opportunity for teachers to look at this and R teach the skills that they need to do well I do

028understand that good man teach to the next slide so now this is the same thing but for our uh Ela in grades three through weit again we've got Smarter Balance results in the first the first bar we have the the blue column is the um literature IAB in assessment the gold colum is the informational text and again these this is the entire entire um inform assessment and then for seventh and eighth grade I also included the Reading Plus which is the Reading Plus assessment which really gives you again that's the Benchmark that would be the equivalent of the nwaa in that now the for the grades three through six I didn't show that because for 3 through six we do a dibles assessment for the Benchmark and that's more of a intervention type assessment where

029we're looking for lower grades we're looking for foundational skills where what foundational skills there is a comprehension component but for the most part it really wouldn't be applicable to to an analysis like this I have a question yes um listen your report and thank you you know me report my question for you is our staff are ready for this our staff you know prepared you know they okay they understand um they know what to do they know what exactly whatever you ask for help communicate with you report because okay we see this but I'm just worried have the staff if the staff understand how they training you know they ready staff have done this for years okay here in bridport giving the interim assessment balances under Dr Jenkins um she was here inment benchmarks and

030it's and I've been going out with my six schools as part of the Sig School initiatives the Sig Institute actually doing uh teacher professional learning so that I'm showing teachers how to create the small groups one of the things that we both agree with is that we need to do more small group instruction how now how do we use this data right now okay so what so we do this in a room assessment now we what do we do with it and so we need to do more work with our teachers in using this using the results of this and working with our students in small groups so that we we our kids can do better if I may add it's not that they're not doing it it's just we want to be more intentional

031and looking at individual students and just create that small group very focused so we can support all our students so that is what we're working on and I'm not going to say not doing it my think you I would take that back as like I want you be sure they okay they know what you know if they let's see they have questions sure you know to go you know to you know help them that's and not only that uh we're also doing data dive with with our principles so you know at the end of the day if they need to get that support during their planning time or intellectual prep time that is when they are looking at data and creating that small group lessons and we're going in and meeting with each of our

032principles right now we are and taking it this level we're taking it down to the school level and down to the teacher level and working with principles and walking them through what kind of action steps they can do yeah yeah if can I for a minute and and I know Dr Avery we've been discussing getting back to District data teams that we used to have in the past and with the district data teams to be able to drive that down into the schools and look at the school data teams make the schools come out and be able to uh come in front of cabinet and go ahead and report um and then we would work with them at that point based on their data and based on their findings so they can get a chance

033to understand what that data means and then we can work with them on strategies and components of what they need to do with that so we used to have it Mr tror obviously you remember under a lot of machine I don't know why the district data team you know went away but I think there's a it it brings a ton of value and importance at looking at all this that made sense I think with Co it went away many schools across the state because with the co and the LA you know the kids laps but it is time to bring it back I agree it brings a more focused discussion right about what's going on in your building um agreed move on to the high school uh no I have a question on that um

034which is why did grade three drop why did grade gr Dr again I believe it is um there many factors in here I think one of the issues I I referred referred to earlier is that we need to we need to provide more of a focus with our wonders program and giving them an instructional Focus wonders is a it's a wonderful program it's approved by the state we need to provide more training we with our V to write Grant this year we were just received the be okay with the grant grant was approv to provide uh comprehension across all of our grade levels comprehension is is an issue and when you look at Ela you go in and you look at where where did our kids struggle it's with those critical comprehension skills drawing inferencing

035drawing conclusions identifying theme I and using text evidence then to support that and actually having kids go back into the text finding that evidence to support those kinds of things and those are those are challenging things for kids that we have to we have to do a better job with a better job training our teachers to SM as well something no something keep remind that that you know this year there was a big focus in the curriculum writing the curriculum of right so I think by aing out one so sort of like the the initial creation of the curriculum but to your point now we're going deep right actually find in that curriculum and that's why I think that the the teacher input was so critical in terms of that fine tune in and getting

036the theal focus instructional Focus specifically when when we talking about EMA so not just that you know here is the big picture but within this big picture here that we specific F on that's the one p that was currently saying n specific and additionally I think also when you look at third grade you also look at you have to look down to your second first and kindergarten so we need to look at our second grade because foundational skills buil like beinging comprehension is you know the foundational skills are the back of read comprehension so we definitely need to bring that vertical data team at the district level and school level so they have all become part of that so by the and third grade comes they are not you know struggling with understanding and comprehension

037even as the younger is struggle when you look at our comprehension results so it's interally we need to um be more focused in that area and we go to our high schools schools and MTH but the good news is is that in this year our high schools all we're using are we have the United curriculum across the high schools for math using the H&H products for Algebra 1 Algebra 2 and geometry one the high schools also had bassic BMA and Harding all had hmh coaches in there doing that I I refer to with the save grants they had coaching in there one-on-one coaching and we had nice increases across the board and all but one of our schools and math want to address the arrow I think one of one of the one of the

038things we know the era was that they are Project based strong focus on Project base and one of the things that we're going to be looking at is to you know project base is it's wonderful way learning but you also have to make sure that you have the content intertwined in there and that's one thing that we're going to be working with that long making sure that we're getting the content coverage in with the the Project based learning so nice for that go to ELA this was one of one of the slides that we did share yesterday we had a collaborative curriculum Advisory board with our ELA teachers again we showed increases across and these are students who are at or above grade level across all of our high school except for one had car

039learning was that bassic DNA Central and Harding they worked one-onone with the teachers not only on the carnegy learning using carneg learning material but also um in iny of teaching L literacy again the arrow again I would say it's Project based so we're saying we're spending too much time on the project now not time on the content possibly I know I'm simplifying process it's possible it it's very much possible that that you know it's not aligned with the standard and and they're not utilizing it standard the way it should be Project based could be well receive the benefits yes that is what we are looking into if you make the airplane you don't necessarily do enough math and writing to while you're making the airplane unless you're writing B we do do good no no

040that as the example Arrow um yes I just wanted to just continue to move in the same direction that I've been moving in please let eron know they have time to catch up yes Mo like you said there's a certain gain that you're well we have time to you know we we're close but it's definitely something that we want to see because everybody's asking about results and thing and they're there but now it's about to I know you said something speciic about some move and everything but each need to be stared so follow up on on Mr Medina's comment um to be perfectly clear I I am an oldfashioned teacher a child is much more than a test score and the progress in learning of a child is so much more than a test score

041I don't believe in measuring progress by test scores um I know that's what the industry says uh if you will and I use that term uh in a Majora of sense um I don't believe in this um but it is what we use it is what the state uses it is what the nation uses I know why we're talking about this I understand it um but the progress of a child's Learning and Development is oh so much more than score so there's there's a whole another what you're presenting us no but there's also growth that that we want to present no entire evening of the I get it I get it I just want to follow up we saw very very good growth this year but because for time and no no I get just

042focus well I I actually would at some point um love to have that discussion at a meeting as to how you know the broader picture of of student growth AB because I think that is is too often too often overlooked in these things we just look at the data and we say we're failing and I know students that I had in my class who come up to see me uh particularly at black as I work elections there and they come up to me and say m tror and I go yeah you must have been in my class um and you know they're doing wonderful things um and we did something right well all of our you have to know all of our principles put together growth student growth plans this year and they they're actively

043working on I'd love to hear about that it would be a great discussion because it is so much more to what we do with kids than just testing that would be great I look forward to um but important I know why we do this I no the state this so any other questions on this thank you very much um and uh we don't know Mr esto no can't ah okay then I know what I'm going to do uh let's go through the data that you prepared at the beginning of this packet because we'll go through that anyway um we want to look at discipline let's look at discipline um oh does that mean that you're gonna leave stepping up to the plate she she was on the H in the circle she stepping up the

044um let me know when uh we're looking at at the end of April for the next round of assessment but I don't know whether it me we means in a few weeks or the I3 is March 24 no when when we can have this growth discussion because that's much that's much more exciting to me numbers let be great that would be great um so let me make let me make note before we actually dive into the data I do want Michelle K just to give just a little bit of context on that question number two in terms of the court of cond and responsibility regarding speci education I I apologize doctor let me just be clear to anyone that's watching uh item six discussion and possible approval of uh High Horizon magnet school was on

045the agenda tonight um Mr benan can I have a motion to table that you make the motion I seconded all in favor I I um and item seven uh discussion of appeal trip for inter District M overnight um we're going to table that I have a motion to the table second that and item eight the motion and possible approval of board of Library refresh motion to table that all right now we're going back to Oh Mr Woodson I apologize I I can't see that we have data up on the screen I didn't realize you were here welcome to the meeting that's fine so now we're going back to suspension item two discussion of code of conduct and responsibility no we're going you want you want does give you a little bag oh that that'd be

046great and then I'll deal with that I'm going to basically we're going to put that into a a referral to a we know in the next meeting so item two on the agenda discussion of the code of conduct and responsibility let me give an introduction to that if you don't mind um I was asked to put that on the agenda by uh Angel Resto because he felt there was a disparity um between the code of conduct and the uh back sheet for Connecticut families regarding uh this distributed by the state um so he gave me both things and said I want you to take a look at that and I understand based on experience and things that we need to to to be more uh focused I should say on um the in school suspension

047out of school suspension and as Dr uh saki said to me uh obviously we need to be uh cognizant of the IEPs when we're dealing with discipline um and I think the problem is uh also with regard to in school suspensions and dealing with the IEPs when we have in school suspensions and out of school suspensions and so there are some referrals in here there's a few pages in the states uh guide guidelines uh that refer to how to deal with special ed students and we want to make sure that we are um uh dealing with those properly and so it was my uh suggestion after reading the materials that Mr Resto had given me and in talking to Dr saki that we want to I suggested that instead of trying to have a complete

048discussion tonight it would be more appropriate for us to have a smaller discussion between this meeting and the next meeting um to sort of take a look at the issues um uh I had thought Mr Resto would make it tonight so that we could sort of touch base on the key points but I know there have been some parental experiences that we want to make sure that we are cognizant of and deal with um but then that we should sit down and look at how we might better deal with those issues and prepare some data to to be more aware of so take it away you're you're up thank you uh Mr tror basically you just covered it so there is one student code of conduct but when we are when there a student with

049special education services when there is a violation of student code of conduct the administrators have the authority to basically look at discipline on a Case by case basis so it's not a cookie cutter that we must do the same thing for special education students that we do for general education students we do have the ability to and and should look at a student's disability their eligibility for special education do they have a behavior intervention plan do they have the cognitive that ability to understand that what IDE did I'm being suspended for 10 days do they have that connection uh so administrators can look at that on a Case by casee basis and that's what we're starting to work with administrators to to really do that because ultimately what you'll also find in that guidance is

050that when students with disabilities receive ISS and OSS and exposion which we really don't have a problem with that they still have to have access to their services so when we're removing a student for x amount of days we still hold that responsibil of having to provide their services so that they made progress on their IEP goals and objectives as well as making progress to the general curriculum as well and and so we want to take a look at are we how are we doing is really I guess what we want to do I think to your point I think we will schedu don't a followup conv I'd like I'd like to have a meeting with Mr Resto and you and Dr sacki and take a look at it between now and the next meeting

051and see how how we you know what problems are we having and how what's the best way for us to begin to address that um you know if that makes sense thank you than so thank you any questions Mr Woodson not at this time okay okay so um I'm going to go over um a lot of data um and then um I do have some recommendations at the end of the data presentations so by now this is just the raw data okay um and so the the first um screen that we're looking at this is um all of the expulsions out of exus say ension and incl suspensions up until February 28th so if you look at the number two on your presentations so make sure we have page numbers moving forward um you you

052notice that the orange represents the exposion the dark blue is the ab suspensions and the light blue is incl suspensions and again just by taking a quick look we can see where we have the highest number of um infractions um and that is um at the N green level you know and so some of the things that you know um we've been thinking about is you know how do we strengthen that eth to9 transition right um we know that 6 through eight 8 through eight um the kids are in a pretty structured environment when they get to the high school there's a certain level of freedom and flexibility that they that they didn't have in the earlier grades and I think um not having a strong enough um transition program for them I think that's

053part of what's causing what we're seeing I know that we do have some programs that are current that we're palting in um some specific schools to see if that makes um a difference in terms of the transition so um for example through CT rise there is um a piece that we're looking into going in in in to next year where um there is a summer component that kids have um um some time within their new space over the summer and then they have like a yearlong um support system through CTI and the work that CT does with um the building Administration as well as um the STA the ninth grade staff within the building that is something that we're currently looking at um and we're piloting currently at Harding so again just looking at these

054numbers we can see that you know we had um 363 so far student suspensions um between the start of school and U 28 in the the only other grade that comes the remotely closed it that is going to be the um 10th grade but you know again ninth grade is where we need to put Focus we go on to the next slide we've now broken this out by same information but now broken up by rate and ethnicity you a couple uh I'll give you a minute to kind of look at that obviously by looking at this you can see that our Hispanic and African-American students um have the highest numbers which are you know approximately um 60% of our students are Hispanic and approximately 28 28% are black and African-American is that right p in

055terms of the percentages total yes and actually if you you look well let me not get technical but technically about 61 yeah right so so so but then if if 60% are Hispanic and 28% are black and African-American then you look at that compared to the actual data the numbers you know that's something that you know as a district really really need to look at when you look at the total number of out School suspensions for Hispanic and Latino students are at 509 when you look at the total um number of out School suspensions for black and African-American students we are 489 question yes okay so what percentage these mean just to my eye we have we have a disproportionate number of black students being suspended yes yes corre that's something like I said as

056a district something for us to to really um look into and when we get into some of the recommendations we touch on some of the things that we're currently doing but obviously there there is a lot more that needs that Happ and I do we know what percentages I have here I can do the I mean I know PJ is the numbers me if somebody can so I don't know what the total I have here is yeah we do have another data sheet that we you that's that's the one one kind of note that's going to give me a percentage we go a little bit further I have I have breakdown so maybe let's keep going okay thank you sorry good we look at the next um slide SL number four this is sort of

057like the districtwide data and that has broken up not only race and ethnicity but also by only 38% of our total sanctions are um with our special education students and ourl students the demand to give you the the the percentage and then we can go across and do the math for the specific U totals of 2,266 and then um currently for um our elll students um 21% of the ISS been for um students and 18% of our SCH suspensions 4% of our expulsion especially taking students that is okay so let me just back up because I was trying to keep up with your numbers okay okay um what percentage of our students we know that we know from what you said a minute ago that 61% of our students are Hispanic or Latino yes uh

058we know that 28% of our students are black or African American yes what percentage are white I'm getting that for you right now you heard 7.42 have um and what percentage uh are uh the rest are so minute yeah they're minute um what percentage are yellow 30% what perc just SP okay are there questions no I can do the math you let me you let me know just in case where this yeah shair just in Cas I'm getting ahead do we have this by schools yes labor I think that but I just go sorry slide number five these are strictly expulsions but then these are broken up um by high school but we're just looking at BL and special education as you can see there a total of 30 expulsions um 11 of them were

059special education students that makes up about 37% of our exposion high school level there were three students that makes up about 10% of our explosions at the high school level go to the next slide you have any questions on that one lot of numbers I'm going to move through this Qui just stop I'm just I'm just in tears I'm sorry Andre I'm assuming that you'll speak up if if you have a question yes okay I because I I I it's a small Dot and I'm not sure that I'll see the yellow ring clearly so I just give a shout out if you have a question okay no problem thank you look at slide six these are out of SK suspensions of the high school level there were a total of 695 out of students to

060the high school level 269 of those were to students whichs up about 39% of our out schol suspensions 124 were students which makes up 18% of our SCH suspensions at the high school so there we have SP disproportion percent minor yes you have a question yes right 695 out of school this is only High School correct only high school and then the numbers that we got before that's District y yes okay so I'm like that's 695 but I see out of breing High School 695 but when I look over here complete y I got thank you go ahead SL seven it's our in school suspensions at the high school level by El special education so there were a total number at the high school level of 481 in school suspensions High School level 1770 of

061them with special education which makes up about 35% of our in conventions 131 with students which makes up 27% of our in school suspensions at the high school level now there something to note you know I'm sure if you remember from last year you know we did get um cited by the state by not having in school suspension you know we did address that issue so as you can see here we do have a good number of our students receiving Ino suspensions um we're still obvious giving out more suspensions but now we do have a b where suspensions and out suspensions are out as consequences so we're going to unless see there's a question I'm going to transition to the element let me just check uh you're good uh Mr Woodson right yeah okay so

062we element Elementary we're going to look at our out of school elementary level we have a total of 399 so if you look at slides 11 and 12 total yes so sorry page 12 has the total of $3.99 because we could get sree all the elementaries into One S so that's why I that um but the total of 399 District y for elementary schools of those 185 were special education students which makes up 46% and 57 were ELR students which makes up 14% of all out of school suspensions are the Elementry look at slides 11 and 12 we're talking about in school suspensions the elementary level and I'll go over this first so the elementary so that there were 648 in school suspensions of the elementary level 220 of those were special education students which

063make up 34% 105 were e students which make up 16% of all ISS are the elementary level now we'll see that at the elementary level um in school suspensions um are used a lot more than at Su suspensions of the elementary level and my questions uh yeah I was just trying to find that number so I had to turn the page and and see the number so isl's considerably a lot um but I do have a question thing I'm just noticing some schools I don't know if you guys noticed I'm going right back with you mine at the um out of school suspension that have one two three in few ones at zero and one and I just want you guys to not it my colleague said there's some zeros here black BR has only

064one out of school Brian has zero that's classical studies a has only one Edison has zero classical studies have zero on another out School R only has one par magnet when he has one and when we compar to some of the other schools had high high numbers I'm just trying to figure out what so with B question we don't have the number of students in each of those schools in those categories see what I'm saying the number compared 7 how many students have black them and how many special ed students so that it gives I mean the but I know so that we don't know no but I some schools have more special ed programs than other schools so the question information question is right for so for information I wasn't looking at toal I

065wasn't looking at no no I get it I just don't know is that you know zero out of five versus 20 out of you know that's the question is what's the relative so so we we did Supply that data set that's what I was showing you I figured they broke portions of it out to put it in the PowerPoint we can we can submit that to you um it would have the numbers you're looking for um this way you can take a look at it to uh make some really good analysis about it well I I I I guess I guess that's the question is where are the high concentrations of of those populations and where aren't there you know bar has a high concentration of special TI well I I I happen to know

066the tisel um and thank you I thought that too also I and I wasn't sure about baram I when I I had been to to Barnum but I wasn't sure about baram way across they what about D Bar as ases thought they had four down to three right the beginning of the year I thought they had four and they had like Subs in three of the classes they only had one regular teacher in one of the classes numbers of students have increased in the three classes yeah but I'm saying at the beginning there they have three Subs too right they had you know and so that's going to contribute to the lack of control in the class which is going to contribute to the out ofc control issue in the class when you don't have

067a certified teacher in there um so all of those are factors that we would have to look at for next meeting we can get to the maps on the program it's issues that we'll talk about when we have this meeting as to what's affecting these disciplinary problems obviously that that applies to the the entire student population absolutely but it certainly applies to special needs population when they are you know not in the hands of a qualified professional you know or fully qualified professional I should say you know that's going to help I would say like in the next one that we do like this that maybe like for example Barn school next we it could be a number of numbers of students right to have the little fory that'll give us a great kind of

068like has 600 students where Baya has almost 1300 and so when we number Mo other thing special ed is that I I don't want to F it down that way I'm just being honest you have resource students you have self-contained students so you have different categories of where students fall and so when you're looking at special a that that gives you an idea that you have let's say an assumption of 29 29% of specializ students but we don't know what that pocket is are they resource students are they students are they there's there's another way to look at that break it down a little bit further all I'm saying just to make sure not only in elementary I would like those schol that would give us a good thing because when you talk about BMA

069about you know talking about centr you're talking about 00 kids talking about bio you know rough between 300 and 500 whatever the you know so [Music] the next well yeah we'll talk about it when we between meetings when we talk about how what's relevant what will help guide us in our in our evaluation because that's all it's all important to know I'm taking a look at the eligibility because you know when we do the deep are we suspending students who have emotional disturbance with a b and so it's it's deeper than just l that's why I'm looking at because I know they are involved in standards when it comes to in school and out of school suspensions so even that I have questions about myself as as a parent and as an advocate not only

070as a board to take a look at it to make sure that we're you know those that are receiving outside spensor they're under the sard of they qualify for a schol because now there is a certain thing of you know you got to qualify if not they should be in school suspension number one it's thr certain guidelines where students should be suspended out these numbers are helping that if I need to go into deeper into a campus or whatever to find out then we'll get an idea of you know are some people being suspended and they're not supposed to be suspended out of school and they should be suspended in school or VI verse or whatever the case might be we want to protect our staff we want to protect our kids we want to

071protect everybody but we want to make sure that the guidin so things I would love to see that number especially in the high school or in school ESP in out School possible I know they're higher kids old than kids and they do more things but it's just I want to make sure that they're being treated fairly because I know it's been issues before in around our district if we go on to the let me just I I think that all of that would be good to look at um we can't answer all the questions because that's why they're called individual education um and they're just but to to what PJ was just talking about knowing the sort of placement we we're not going to be able to put that on the chart um and so

072I know having worked at one of the large elementary schools for most of my life um it's it is varied and I know it changed over the years but no and I don't know how we can look at the Staffing but that is going to be something that you all are going to have to concern yourselves with is the staffing issues in the different schools um and I know when you and I talked earlier today that's an issue you're addressing too um but you know obviously the the ability to have a uh a competent qualified professional in the classroom both the the teacher as well as the Paris makes all the difference in the world on controlling the the the learning environment um whether it's a a regular Ed classroom with a special ed student

073in it who who leaves the classroom or the special ed teacher pushes in or whether it's a self-contained classroom but you know that makes all the difference in the world um in the absence of that then you have the greater likelihood of there being control problems disciplinary problems in that class you we we lost I know last fall we lost some 15 to 25 year veterans that you can't replace yes sir um if we go on to the Okay so so so these are some of the things that we have in place and some of the things this everything else can do he's moving to implementation strategies did you have something about the yeah sorry yeah I know we had some much numbers and everything some people sometime get confused because they H nums but

074I have some questions for you you know it's very important because one of is um what exctly happened during school suspension school you know get suspension what is the happened in that process in in school attitude suspension well both both well in in school suspension depending if it's uh such as getting student what's supposed to happen is there each school has it it in school suspension students are supposed to go to that room for the day teachers are supposed to be checking from the students throughout the course of the day there that is sent down to the in school suspension room the child has to complete within the course of that day um when it's a lunch time the child is able to go out you know either the lunch is brought to the student

075or the student's able to go get their lunch the go is that they're inside that for the then that's the in suspension and completing your work inside of that stage part of it is that we also add a restorative um piece so depending on whether it's with the counselor or social worker we always trying to incorporate some kind of a mental health piece inclusive pension and you know that's why I'm a bigger proponent for in because we have the students there and we can provide that additional support that's some of what happens dur in suspension if you go have a chance to go and visit some of the Ino suspension rooms they have thein those rooms so in case you know kids need a to do you know certain work with the teacher in the

076room need access to Smartboard they have that in some of those spaces or um laptop computers in those spaces as well so if F school suspension is a place where the students go for the day stay there and complete work out of school suspension students are not on school GRS they have to be um um at home for the day we do have some programs um where we do try if a child who's out for like a 10day um out of suspension we are trying to work with some of our current um programs to see if there is a place that we can go even for a period of time to get some of the work done um for our special education students specifically um we've been trying to get more creative in terms of

077how do we provide them um their uh required Services while they're out of school right when they're in school you just send the teachers to the while in out of school how do you still provide those special pent service so that's something that um I know Mich has been working hard on you know collaborating um on that to come up with just ideas of different things that we can try in those instance um so I mean that's what happens during both a question so you want to say that when inside they have some work to do right teacher but when it's outside you say have they have a program I know when they're out of school suspension that should still be work that sense with students out of school suspension they still have to back

078okay and my other question for you is susp um is bad for the you know bad for the record for the student sorry it's a suspension bad for the record for the student a suspension yes any type of suspension is bad whatever and how long does the school suspension stay in Rec how long do John it stays yes by state law it stays on it so we we by state law that suspension stays on that record um and we'll have to get the actual time that it's there it's what I'm saying is it stays on the record for us inside the system we don't give anybody a record of uh suspension but inside the system we have to keep it for X number of years according to this gets removed on graduation yes in system

079we have to keep this on record from how about is getting suspended from school how bad um so Within our control in terms of the school system you know when it when there's an infraction like that that you know there's only so much that we can do in terms of a consequence right um expulsion being the worst case scenario and then the next option would be um a suspension so suspension is considered bad so the school susp can I can I answer that so one make a comment about that I noticed earlier we were talking 10 days suspensions um there is lesser suspensions so when when I it was mentioned that it can be so you can have a child get suspended for one day you can have a child get suspended for two or

080three days if the infraction is M relatively minor but you want to impress upon the student with severity the principal can make decision to do that and take into account the parents working the parental situation the child himself and what's happened before that all can be taken into account about yes one other question they asked me does the school suspension affect the future of the student um not sure how to answer that question well I mean for for for for any student who gets a suspension you know to me a suspension is is a consequence right and and the goal is that a child learns from that consequence grows from that consequence and and moves on and not repeat the same behavior right um and you know so in some instances a child can get

081a suspension learn from that consequence never repeat that that that behavior again for that child you know they've benefited because they learned early and they never follow them you know move forward um so you know can I say that an a suspension is always bad for a child I think for some children they need that as a learning experience um but you know in the in the in the long run uh you know obviously we don't want students getting suspended right now but then the behavior has to be has to be serious enough that um paral CT of conduct and that's that's the that's the SB warrant that's based on that behavior um so anything you want to add to that well on the special ucation side it can affect the child's making progress on

082their IEP bur objectiv so it could have a negative impact and like Dr s said we always want any type of discipline to have an effect to where they're not going to repeat it but if we're seeing repeat up vendors then we need to realize okay this is not working and come up with different strategies so it can have a negative but it's but it's not negative as far as when I graduate the college that I'm applying to is going to know that I had suspension or ISS or the employer you know if I'm a senior is not going to know that I had you know out of school suspension or in school suspension so we're talking about that impact no but as far as special education it could impact a student making progress on

083goals and objective what what I understand about that question and I'm trying to search that say yeah and I'm searching they say yes F susp can fairly fure of many way inre your academic performance college application job you know and stuff like that so I don't know you know law system is different but I'm talking about what's the law say and that's why I'm trying to ask you question is being the same you know in something different what they said you that's why I ask you only if there's I think something more like if it if it involves law enforcement that leads to that then it could if there's a record related to law enforcement but just as far as record as far as the school it there there's no impact on employee employe employer

084there no disclosure yeah there's when he comes to I know that trust may know the I mean I hate put it this way but I would rather the kids learn something early than when they got older where the consequences are much higher right so if a behavior happens at the elementary level and stop at elementary level then as the kick gets over when Town SP is much bigger you know they've already want from that so I mean however you see a suspension it's it's um it's not great but it doesn't not something that follows a child after they finish school yeah and one other thing that I want you you guys be aware that sometime they is sometime student need a special ucation something like that sometime because they work in the hallway because they

085went out to crash from with no permission or they do something simple let's put it for me simple get suspended between 7 8 10 days when I don't see it was necessary to spend a student like a 10 days because I really had meeting with parent with principal about why the stent oh because he's working the hallway do you figure it out do you find out do you speak with the student you talk with the teacher why he had to spend it for 10 days because why he was sitting down in the hallway because he was doing something he went out of permission I don't find that right to get a super a special education student like that I don't find that right for me you know figure it out find out what's going on

086with the student and that is where it does state in the guidance in in the law that we can know that but then we look good know the staff principles everybody understand we as the way we follow the protocol they need to follow the protocol and the last thing is when the student be suspended they receive the letter the reason you know because sometimes they don't give the letters to the parent because why the reason and I know if you talk about that something they don't want it because we don't want it for the record but but the record is law policy have to get the reason why suspend they you know have many days stuff like that so they need to do that because if we follow and we don't want that issue let

087me talk about that's what yeah and and you know I'm I'm not aware of situations where that's not happening but if you do have specifics please share with me I me Al line and kind of figure out why no more question coming thank you Mr thank you and I know that just for the sake of of time I'm just going to share quickly like these are some of the things we do have in place I mean some of the things that we're looking to bring um in but you know I'm I going to read it all to you but you know we do have bcvas are both behavior um analyst um and they are both to help with behaviors within uh um building so you know we do have consultations for special education students um

088and I'll say not even only for special education students but but students who were struggling I think we can also have OB bcda as an additional layer of support we we have um we do have um effective School Solutions ESS that is in um currently at believe five of our schools uh barnon m waltersville Central hard BLC um that's again an additional layer of support uh students are having a time I think by having some of these supports in place it is actually minimizing some of the behavior issues that we're seen and actually is positively impacting our our data so in other words I think our data will be higher without these resources if I may to check real quick chair how many are there one in each school I don't want to assume anything

089um and for which one the BCA just said no no BCA you said there's three but effective School Solutions you mentioned baram Mar watchville Central Harding and BLC yes in those schools so there's one in each School in those gr got you thank you is that a person or that's a program scho it's a social worker that uh works with not just special education but also with general education kind of a wraparound service that they um work with the the school staff as that's the program that we just is that the social work program we just hired started or is that different no no is not Lighthouse no okay I I'm sorry years y y okay that's a social to those schools it's an additional yes social order schools uh School counsel social work um

090have done some professional learning on strong which is supporting transition resilience of newcomer groups at Baya Madison Reed Johnson and blackham and this is this is pretty much a program to help support students who are new to the country new to the town uh so it's just an additional of of support um deits which is uh trauma formed um professional development um for our social workers there's also the community resilience model that we have through life bridge and it's a three of our high schools bassic centor and Hardy just do the chair so to go back and we kind of went went F and the school's counselor andw professional learning in the strong and they in those school yeah you said that mentioned that specifically and are those chemist MAA Madison Reed Johnson and black

091are a higher uh tier of you know people that are coming from other countries and all that stuff correct yeah you want to be sure I want to assume correct thank you your cat yes um restoring practices you know that is something that we are looking to do districtwide but in this instance and bassing specifically through C Catalyst um that's an additional lay level of support I said um through live bridge at basic Central and Harding we have the community resilience model um and then Johnson BLC Central and read school have uh the community mindfulness project professional learning for the staff within those buildings some of the things that we're doing for our students specifically um behavior intervention plan so that's more special educ specific you know if child is struggling you know the behavior

092intervention plan looks at the behavior what leads to behavior and then the plan is created to to to support that student safety plans and safety plans can be provided for any student special ed or general education um who has had an issue or or is or is having some problems or concerns a safety plan can be put in place um that is shared with you know from the administration to the staff within the building that um work with that student to help support that student something that um our el el Department with um Patty um is looking into as we look into next next school year is trying to design some kind of a course for our high schoolers for newcomers that's an actual course that they take at the high school level um a

093transition course that just teaches them how to navigate School in a different countries right so it's just sort of like a think trying looking to see how that can be expanded at the high school and even um the middle Elementary level high school social action committee at Central in BMA I think this is a very powerful program they can have um Dr fager come and share a little bit more um about this but it's like a peer mediation program where you know students are actually part of the conflict resolution um and and this has you know posit um has help to positively impact the culture in both of those build buildings um obviously we have our SE program to be good people that's the curriculum that we're using um in ka8 and we're using School

094connections at bassic Central Harding um and these are being taught in the health classes with social workers from light bridge that was a lot of information U any questions before we transition to our I have a question I the chair and just one simple question I see all the presentation you g to us and I'm curious how come we did would not come to give about about math you know he's especially about Ma and stuff like that so I forgot to ask about because I know he's good yes so so you know so so tonight we we gave you sort of like the big picture high level information right so we can have for example Mr come back and give you specifically just on math right he can probably give you an entire night just

095on math right but this was something like districtwide high level all of the content they reach so if you want something that's specific to M and specific to ELA we can have those directors in collaboration with our executive directors come in and present that information I don't know how I would like to happen something like that you know while some M and we any refer something like that would like to have because you know he's good that will give you know he very deep in situation about M that for the we welcome exactly what you Ms go to have him no no but he said will have him come up and give his thing and I said I definitely want that definitely through your question um through the chair yeah I I know he Mr

096Albert benan mentioned something very specific and my question is to his question or that you know allegedly somebody was walking in the hallway whether he suspens that or not and he got suspension for 10 days is there someone that it's overseeing that that student or student or individual whether it's special letter or not that it's kind of like I wouldn't see for L better we're signing off that that is a proper suspension let's say um I and just to be just to be to be frank and to be honest I have I have not yet heard of a 10day suspension for walking in the hall um you know so so so very often you know there is a you know a process when you know when a consequence is given at at the school level

097that you know parents do have the ability to appeal those you know and most likely those those appeals can't come to me I have not heard of an instance yet of of of that that would be something that I definitely want to dig in a little bit more into like you know was has this been a like I mean what was happening as the child was walking through the hall been again 10 days is still excessive regardless I you I'm just going to be a general I used that as a great example because he mentioned it so it might have been a possibility we don't know every story we hear stories so but the question to that any suspension is there somebody kind of like sign it off and giving it kind of like information

098that that is a standard for for a if I with all respect no no no I want to do something I throw so for example if I and my teacher decides to suspend me out of school by understanding because I threw a pen on my teacher because I got hat does I'm seeing that that teacher doesn't suspend you I didn't think I didn't even say that teacher suspend exactly what you said but I guess because I thre my teacher and my standard of understanding that's not again to my understanding what that's not a reason to get out out of school suspension does somebody look at that I Street LI or whatever that me somebody sign off or check that that is a proper suspension in that fense I'll give you two two anest one is

099that there is the code of conduct that kind of guides um what what consequences warrant what you know what infractions warrant what kind of a consequence right so there's a court of con that kind of spells you know um that out but you know for me I mean I would say that the the the principle of of ailing right if I get like the example that you just gave the only person I'm going to be calling is the principal right because to me that's the leader of the building so if something is coming from that building that's who I'm going to to ask for for clarification so most likely before a suspension goes goes out especially in that school suspension um the principal will most likely be aware that that that that has occur so

100to me that would be the spent they would have to be because it has to be his principal or I'm sorry okay I go ahead either one of you on you go ahead ladies first PJ ladies first go ahead I just because I speak from the building experience that it was always a principal uh in in and if you have a team of leaders APS you can designate you know certain grades and even then it's a collaborative effort so even at the end of the day if AP is making that decision he or she is going to have a conversation with the principal yeah this needed a or principal are the ones that are kind of like stamping that is won't happen without that yeah building like building like black where an AP is in

101charge of the elementary side you know she will make the decision but if it's a serious decision yes she's going to run she's going to cover her backside running it by the head principal before she makes that decision absolutely um you you can bet your bit be on that M so the campus leader are the ones that decide and they're the ones that are responsible to makeing if they have a serious one if the head principal has a serious one she's going to check downtown before she makes that that serious one we should checking balance you know accountability and I after Sagi you know because I know it's very you said but for me before anything AC like that find out what's going on with that because you know students sometime we got some issues

102they got problem person is what I'm saying though is that they that should happen at that before that something principle St they don't find out part they attack think Security find out first what happened because you know we human we're not perfect this find out was going back the situation while the student acting like that special student special education student over student because like I said Dr um saki I have to go with with the principal figure out what's going on with the problem we can face the problem everybody be the same page I know sometime like you said let me fix this stuation to see we can be at the same P everybody be happy and trust me we and that you know as a that's not part be sure everything be happy if

103I see the situation go forward and principal tell me this is what happened second no you had to let them know that the P was going on I need to find out first before I go to the school figure out what is the reason why the child but not get suspended because you know the child walking in the hallway or throw the pencil because I don't I don't like you something like that you know I understand you have a policy and protocol but sometime they don't want to put on the record the school didn't look bad and I want I don't want that want the the student um have the service and help them the reason and why because you don't know what going up the child home or outside and that's what we're here

104for to try to be sure our student is okay not to push him away I'm not go with that so I just that's one of the reason you ask about those question thank you question Mr Woodson anything else on special ed he's still there yeah Mr Woodson any other questions on special we might St the away okay um hearing none um Handover sorry good evening everyone can you hear me okay she's SC me yes yes great thank you thank you um Dr saki are we able to share our screen um if we can get that access if you could give it to Matt regone he'll be the one sharing but it's time you what yeah so um while we're waiting to get that started we're excited to join the meeting and go through the work

105that we've been doing with the district together uh my name is Julie shenfield I'm the relationship director here with bridgeport's partnership with Handover um so my role is to just Ensure oh great thank you so much it's just to ensure the district is maximizing the partnership with Handover that you all are happy with the partnership and just the services that we have available um and I'm going to pass it over to my colleague Matt to introduce himself great good evening everybody thank you for having us um we are uh very happy to be here uh and we have our presentation here for uh sort of a a progress report of sorts um as Julie mentioned my name is Dr Matt regon I'm the senior director of of K12 research here at Handover and I have

106led most of this research that uh that you see here along with the team uh of methodologists that that uh that I kind of bring with with me to to some of these projects so as you see here this is where how we're structuring um the the research that we're doing for Bridgeport around these uh priorities clearly these are not the only priorities the district has but these are the ones that we have seen uh in collaboration with the district uh to apply some research to uh to get some research support on on these priorities so we're going to start with a summary of uh services and research projects uh before we do that Julie is just uh you want to take this okay yeah so this is to just give you a little bit

107of background for Handover I know some of you might be a little bit familiar with us um some of you may not be so we are a custom res search firm we work with districts across the country as well as some State Department of EDS and also educational service agencies um and we can support districts through a variety of methods um we started as just research only so we currently support the district through two custom research cues what a Quee is is a district can use each queue to do as many projects as they want throughout the course of the year um and that normally we just do it one project at a time so that's normally about four to six projects throughout the course of the year um the reason why the number varies

108is because we take um an approach that we can use multiple methodologies to support the district so some some methodologies are going to take a little longer than others um so for example behind Matt we have a team of over 200 researchers so Matt's working with the district to find out what the research priorities are and then he takes those to our team to develop the research questions and methodology to ensure we're delivering the district what they need to support their key initiatives um so that includes secondary research so best practices benchmarking reports toolkits we also use that team to do infographic so if a district does a survey and wants to report out the findings and we can also do Capstone reports through there we also have a qualitative team that can do in-depth

109interviews for the district we have a survey team so that includes we have some standardized surveys that we do with districts but we can also build surveys from the ground up completely completely customiz and we also can take surveys and data from surveys that the district has done and analyze that for the district um and then we also have a quantitative team so they can take data from the district and use that to build out dashboards or put together an executive summary um so generally when we're hearing the priorities of the district we propose different ways that we can support the initiatives U but the nice part is the membership is completely flexible so we can alter between methodologies and we can also alter between the initiatives that we're supporting which Matt will kind of

110highlight while we go through there so a lot of flexibility any question on the Research Services not specifically to that if I may I just wanted to know again just for the for our audience and those that might have been here how long have you been with our district right now one year we just hit the one year mark thank you yep great question um the district also has access to our Handover digital portal so this is for district leadership it's a way to benefit outside of the custom research that we're doing for the district we have over 1500 syndicated reports in there interactive toolkits webinars um sorry interactive dashboards toolkits and webinars that are in there um so a way to benefit from the research and the trends that we're seeing with our other

111members in addition to the specific projects that we're doing with the district two other ways that we support one is our advisory services this is kind of building off the research research that we've been doing um this is a way for districts to maximize Handover to build capacity within the district so we can be leveraged to help with strategic planning action planning program evaluation instructional audits leadership development um data literacy so several different ways that we can support districts with um capacity building and then the other service that we offer districts is our educator Learning Center so where everything else here is directed more toward towards central office and building leadership what we've really seen the need grow with our members is a way to get the best practices in resources down to the teaching

112level but to be able to do it in a customizable way so we have developed this educator Learning Center which is a a synchronous professional development platform um that can be used for teachers instructional coaches we have some members that use that have everybody that works for the district in the educated Learning Center platform um but it's nice we have over we have 13 Suites in there and are constantly adding and updating them and we can customize who has access to what Suites um so that's just a little bit of an overview of what we offer and how we operate with districts but I know we really want to spend a majority of the time diving into the specific work that we've done with Bridgeport so before I pass that over to Matt any questions

113about the information I covered I have a question to Mr Ben speaking um question isn't cover from K through 12 yep K through 12 yeah we have a through 12 division so almost all of us came out of Education we also have a higher ed division as well that supports um colleges and universities cross country and also internationally and you say you got with us on year went second second you was um tget for us you said you have one year with us I'm I'm sorry I missed the middle part of that you got one year you said you got one year with us right what was the day you start with us uh we started March 1st of 2024 same time they same time um all right Matt I'll pass it over to you

114great thanks so the purpose of tonight is just to show you a little bit about how we aligned our research with the priorities that the district uh let us know about um I'm not going to the purpose of tonight is not to go through all of the projects that we've done for you or to give all of the key findings where you guys will have uh access to these reports so um but as you can see here uh We've delivered eight formal projects to the district uh but that's only part of the collaboration that we've had with the executive team uh beyond the time and resources that went into the research we've also met monthly to consult with the with the district leaders the superintendent and the and the assistant superintendent and some directors uh

115to flesh out how uh research can support their priorities uh we presented to this board uh or to the to the full board and now to this committee a few times we presented um uh early in the partnership to explain uh who Hanah Herer is and what we had planned to do uh and we also contributed our expertise to support the district's special education grant uh that they submitted last fall talk about that a little bit later um so the priorities you see here again they're not the necessarily District's only priorities but we um we see the need for research to make progress towards these goals uh to support these priorities so um in in you know our sort of Mantra here is that research can only do um uh uh it's only with this

116research uh the the district can be assured that the resources allocated to meet these priorities are being used uh effectively so let's start with research allocation which is one of the major things that we did this is just a quick example uh of a larger report that we did on teacher compensation uh it shows the max mid entry salary levels of teachers at AT uh other Connecticut districts so bridor can kind of Benchmark um across those salary scales uh on the right side are the larger districts uh including B Bridgeport and on the left side are a lot of other districts uh less pure to Bridgeport like different demographics different sizes just to give you additional perspectives and and the averages for each of those groups are are um embedded within there so the full

117report will give you a u a better look at what this means uh we analyze this we give some recommendations we pull out some key findings we also go into a much more detail in the full report um with Benefits um and uh we also look at uh District level leaders in the full report such as directors and superintendents and and compare those across several districts so it's just one example of how the research provides a district with some really Vital Information that you're going to need to make some important compens compensation decisions so we don't really uh expect research to end there at one report research typically begets more research goodd research will reveal additional new questions we didn't know that uh they were there uh until we had the knowledge to ask them

118so so this slide shows you what our recommendations are for continued research uh with regard to Resource allocation and I'll do this sort of at the end of every priority show you where we recommend additional research um we recommend uh it to explore uh really um transparent and effective resource allocation through uh program evaluation research so this includes creating a logic model uh conducting impact studies understanding which programs you're spending your money on that maybe aren't being used or aren't being implemented with Fidelity uh which can save the district a lot of money in the long run so for example if there's a program that you bought you expected teachers or or schools to use it and it's just sitting on a shelf somewhere uh that program uh evaluation research can kind of pull those

119out illuminate those um and uh make those resources much more uh efficient uh similarly if a if a program is if you're spending a lot of money on a program but you're not seeing the really return on investment um the program evaluation process can see if that's if it's the fault of the program or if it's the fault of the program implementation and then sometimes it's just a few tweaks in the professional learning with teachers or it's just a few tweaks to get that program implemented um with Fidelity that really creates that return on investment really boosts that return on investment so uh this is the the whole idea behind program evaluation research so at the end you'll see for every project sequence uh we also recommend a final report or kind of a Capstone

120uh that serves as a report to the community so you can be transparent or to a school board uh and this way the community understands uh what is the return on investment for the research that uh that you're doing so special education was another priority that we spent a lot of time focusing on uh this is a summary of work that we collaborated on with your District leaders um the key problem or the key challenge that we were looking at was the misidentification of students as special education where there are probably likely other factors uh for their low performance or behavior it's a very common very National problem uh this is not just a Bridgeport problem Educators around the country tend to label students as special education when their might be other things that are

121going on that explains what's happening with them so and and this Miss identification is a huge resource problem because it takes resources away from those special education students that really need the support uh and it doesn't address the root causes for those misidentified students which in turn is a whole set of different resources that you need to apply to get them to where they need to be so uh the proper spe special education um identification really streams streamlines all the resources and improves student outcomes across the board so in a series of research projects uh that we conducted um we uh shared a toolkit for for the district's uh district and school-based leaders um that they can use to train staff and how to get to the root causes of the challenges facing students we

122also excuse me we also conducted a comprehensive study of secondary research on the challenges of special education identification that can improve Special Education Service delivery just in general so recommendations for for that were shared in these reports are are there at the end um uh just to summarize they we recommend continuing to uh uh assess the problem um conu needs assessments of staff so you kind of know where they are we find that cultural inclusiveness studying implicit biases and and really looking at um how staff understand or don't understand trauma sensitive practices can really help with this identification or misidentification um we also suggest monitoring progress towards goals uh by collecting student outcome data and analyzing that uh and then maybe getting some additional support from external organizations or Community Partners uh to boost the

123resources that the district um uh has to to support uh Special Education Service delivery much like you're doing with that Grant application so I wanted to highlight what we were doing with the Grant application uh we uh supported uh bridgeport's um Grant application uh through our research um expertise in this area we were able to contribute information and explain how research will monitor progress towards the stated goals of special education and describe uh an a rational um or rationale for uh a assessment uh supports um if approved uh the grant would expect uh research in several areas to measure progress towards goals and those uh research projects are there at the bottom um So Special Education data analysis you really want to look at student outcomes uh you really want to take the Pulse of

124parent staff uh spe on special education um perceptions of special education programs um you want to Benchmark always uh to see if there are other good ideas of special special education policies and practices and then as usual we really like the the Capstone report idea to kind of bring all that research together continuing research suggestions for one second please thank you sure I appreciate it through the chair um on that special education grant application response uh that you guys collaborate do we have a date on that when we're going to hear response from then when was that Grant uh application process or what's the time frame on that Grant you know uh Dr saki would you know that we contributed to the report but we don't we didn't sub Bridgeport submitted the application not Handover

125yeah I can I can get you the was it October when we're supposed to get a respond sometime in the spring May spring slay so I can get to some specific it's IES right what it's called IES that's correct that's who we submitted the grant to I make sure I'm right good am I right yes yeah okay thank you you can proceed thank you very much thanks sure and anytime you guys have questions just uh feel free to stop me um so similar to the to the grant proposal our recommendations kind of are are in line with what we put in the grant proposal even if you don't get the grant proposal we still uh suggest this stream of research and followup so Education data analysis you know one thing about in-depth interviews that's that's

126kind of important um special education surveys are important you really want to C the pulse of staff and students and uh where possible students and and families on the special education programs and you know how they're feeling it sort of gives you a good description of what is happening at that level but in-depth interviews if we can do those really get to the to more of the why so a lot of times you don't know why people answer questions on on surveys it's still important to do but to take that extra step and kind of go to uh getting to that that question of why they feel the way they feel about a program gives you a lot more deer deeper research um uh richer information so um so those are similar to the ones

127I just shared the other priority climate culture and social emotional learning so we did two things around um around this Priority One is uh about School counseling we conducted an examination of different School counseling models uh to support bridgeport's need to understand all the options available to it to make better use of counseling resources so um this is an example of a different kind of report style rather than doing a 30-page report uh in this instance the district was much more interested in in kind of a quicker turnaround of information so we did an infographic um and uh uh like full reports the infographic is still rooted in a lot of research uh but this one summarizes the research a little bit more visually and impactfully uh on the impacts and effects of School counseling

128programs um thus the need to invest in in them uh and uh effective research-based strategies in Co in in K12 school counseling so uh the the report was guidance for uh additional steps this that Port might want to take with its School counseling programs so the next uh thing that we did was to look at school climate um and kind of particularly with seal as well we started our this is one of the first projects we did I think we started our relationship with Bridgeport by partnering with the secl on culture and climate team um to help them get a picture of each school's climate and culture so what the um um the district leader did was did a lot of site visits every school uh and then gave her data to us and we

129analyzed it uh and created uh sort of a summary for her uh about the the uh the condition or the the things that that she was seeing an analysis of of the observations that she was making in addition to some other things that we added to the report in secondary research so this District as a whole um and and some of the conclusions are are there there uh on the slide but just to summarize quickly the district as a whole is demonstrating really good commitment to fostering positive School climates at many schools there's lots of examples of PBIS seal and just visually walking through the hall you can kind of see that um School climate initiatives were also really in evidence uh through staff support through her discussions with with school leaders it was pretty

130clear that staff were motivated to making positive School climate um a real priority and then there are a lot of school schools that were exemplars in displaying uh evidence of parent engagement in community outreach reach and one of the major challenges and one of the major um findings here was that uh while schools are really doing a good job fostering positive climate engagement they're kind of on their own uh so one of the observations was uh the need for a districtwide seal or positive climate um initiative that's sort of evident in all schools so all schools uh so so no one school is is Left Behind now I will note that this was at the beginning of our relationship and a lot of things were happening already that are that kind of District level effort

131uh to roll out uh positive School climate um uh initiatives oral initiatives so they already might be in place the other thing we did was a a comprehensive annotated bibliography to give the district a lot of resources um on uh research based best practices for the for the topics that you see there so This research included um is the research that we included in the report is pretty comprehensive it includes uh not just not Handover research it includ sometimes we'll we'll give the district some Handover reports that are relevant to the topic that they want but this one includes peer reviewed studies advice from education experts guidance from state and federal agencies and the research is categorized into topics so that staff can reference it anytime they need it so if I understand that classi

132there is where if I do we have a report that tells us School counseling ratio ratios that tells you well you have research on on that so the this is an annotated bibliography So within that c category there's research on School counseling ratios the optimal ones what's the difference between a report and research well the we didn't do a we didn't do a report on uh counseling ratios what we did was share studies on them links to studies on them so peer-reviewed studies or uh guidance from in that particular case the school counseling ratios comes from uh Julie what is it ASA right the counseling Association of America right y y yeah so um yeah of America provided recommendations on School counseling ratios correct and those are similar to the Department of Education of Connecticut

133that's has the same the same recommendations they just sort of turned those recommendations around to make it State requirement and then um there's a correlation between School counseling and student Behavior Uh we like I said we didn't do a study on that so I'm not familiar with the uh research conclusions of the studies that we shared but what we did was shared those studies with the district so they can delve into the research and and understand their those studies conclusions and so that would be true with the school counseling and student achievement links correct and the school counseling and student mental health links yeah all of these are just a compendium of resources and assignment models correct okay okay so what we do is you know in in uh depending on the district's need you

134know we can delve into that report so if the district wants us to really go more deeply into counseling ratios for example ex Le we can dig deeply into that and uh you know read through those studies and give them a a proper summary and Analysis of those studies in this case the the interest was much more higher level much broader we just wanted to give the district access to peer reviewed research mostly peer reviewed research so that's all you did was provide us a library of links in this case correct yeah and you know some of these projects are like this project was just a couple of weeks it didn't take that long to do that and we were able to move on to another one so uh climate culture and is something that

135um uh we suggest monitoring um frequently because it changes quickly and it changes on on a lot of different way in a lot of different ways based on a lot of different things that might be happening at the school or in the district so we recom annual surveys either family engagement or specific toal uh in-depth interviews give you that deeper richer information that I was talking about before um and uh finally new research comes online all the time so staying on top of best practices and improving and maintaining positive School cultures is is also recommended so looking ahead now some of the priorities that uh um I wanted to outline is potential so this is kind of what we do you know other other ways that districts typically use our services uh if Bridgeport is

136considering for example a new strategic plan or updating its current strategic plan uh we suggest aligning research that meet that meets each goal or priority in that plan similar to kind of what we've done uh with you this last year in the priorities that we addressed um regardless of whether we're connected to a strategic plan or not so districts that use us in conjunction with their strategic plans really rely on uh us to collect and analyze for example student outcomes uh we uh create key performance indicators for the district uh and analyze use those to assess progress towards plan goals uh other typical strategic plans uh priorities are are shown here so student student learning needs operation efficiency tier one instruction budgeting and Alignment so whatever you put in that plan uh Handover has the

137capacity to to kind of help with um data to monitor progress towards the goals in that plan and this is just a summary of the recommend recommendations that were referenced in the report um it's just here in one place so this is how we would recommend continuing the work uh we started with Bridgeport um however none of this really happens automatically and none of it happens in a vacuum so even though these are just recommend recommendations for Bridgeport any research plan no matter who you're working with should include an ongoing collaboration with the district leaders and the research plan should be Adept enough really kind of nimble enough uh to Pivot as the district needs change so uh this partnership is reflected when we work with districts in a membership action plan which is really

138a living document that we update Contin ually with the district's input uh and through that plan uh the district sees the full Continuum of work and it's also able to shift uh as the priority shift so for example in bridgeport's current membership action plan we have these uh uh suggestions as uh research kind of big buckets moving forward instructional audits uh focusing on human resources uh family engagement um and in in all of these sort of that the bigger larger priority of resource allocation and studying the the efficiency of resources that are being used and that's basically it uh does anybody have questions yes sir question um question um could you help us with the professional development training for teachers and principles yes so that is done through through the educator Learning Center platform that

139I referenced earlier so that is an asynchronous professional development platform it has over 13 modules in there um it can be done through a lot of flexible options it comes not only as the platform but you also have an implementation advisor so someone like Matt who partners with the district but their whole goal is to discuss what the goals are for professional development kind of what the current plan is where you all want to go and just make sure that your max maximizing that platform and creating resources for you to help with the implementation of it thank you Andre do you have any questions Mr Woodson no not at this time um yes if I may um you said that you guys created a toolkit back when we were talking about special ed um can

140we get our hands on that or a question more for the district is are we using that toolkit right now actively so I just delivered that uh couple days ago uh Dr saki you might not even seen it yet it's with Olivia so I okay I think it was I think it was Monday that I gave that to you Mr chair M Mr trayor is Dr Avery can I can I clarify that for you for for a second AB abs absolutely Dr good evening hey Dr even sorry so tiny I can't read the letters on the screen so I already apologized to Mr Woodson I didn't realize he he had arrived so I'll apologize to you and and sure no wor no worries I I I caught the tail at at the beginning of the

141presentation but I I wanted to kind of make sure that um I can clarify a little bit of of of the um the history with with Hanover uh and Hanover did come in um I think the one of the f one of the first times I mean about a year or so ago uh under previous administration it went through board approval uh there was a lot of not truly understanding what um uh what they did and how they were going to impact the district uh and so so over the over the last year it's been very you know um you know important that I've used a lot especially the last three months of of my intrum superintendent you know tenure utilizing Handover to um not only understand and help with the the research behind you

142know salaries of District administration how to you know organize uh special education how to really look into the evaluation of how do we evaluate kids and and having someone to go out to do that research is a huge help for decision making opportunities behind the scenes and so I've utilized that a little bit uh one of the key factors for you know my my six month plan was really figuring out how we use special ed and what we can do with it so they've developed that toolkit it's it's hot off the press um I'm to be able to share that with the board here in the next day or so uh but also give that Tool uh to specialed division to be able to utilize to help Drive the work a little bit you know

143in more detail so uh they've been very helpful and I want to make sure that you know um one of the one of the other pieces is the professional development side of it uh the way Julie talked a little bit about having the platform where teachers can go on and do I think the district used to have something like that uh is my understanding with um PJ you may be able to help me with the program Pro not protract is it protract maybe um and where teachers can do online training but it was also tracked to see how many people did how many uh professional development sessions and things like that so um again it's it's they've been very helpful uh and Mr medino you you mentioned you know can we get our hands on

144them every single report that was provided to the district uh that's going to be presented to the full board uh and it's going to be released to you guys you know before Monday's meeting uh in order for you to kind of understand and get your hands on some of those reports um we've been utilizing a lot of those reports inhouse internally in order to help guide the work the counseling one uh the social emotional learning one um you know some of the you know I've been using trying I'm getting ready to make a presentation to the board about central office staffing salaries all those those but having someone to go out and do the research for you you know cuts down on the timeliness of getting those things back to uh the board and so

145again it's just one of those things that's been very helpful I've never I had never used them prior to uh last year uh but getting to know um Julie and her staff and they've been very instrumental and what what do you what do you want to focus on what do you want need us to focus on and so we've done and given them a lot of the the leg work behind some of the things that we are uh issues and and and problems that we're dealing with across the district so been very beneficial I just kind of wanted to make sure I emphasize that he um so besides the um special ed toolkit you have other work product because I was you may have heard me earlier Dr Avery asking about the counseling and what

146I heard were a lot of links but I didn't hear any M much in the way of work product so clarify that so yeah that yeah yeah mat you may want to clarify because we did some work around that but but that was one of the components I'm I'm thinking but Matt can clarify that for you Mr let me let me finish let me finish my question I saw the report on salaries uh um teaching salaries but it it's fascinating to me as a former negotiator from the teacher side but we're not going to negotiate with the teachers for two more years three you know so it's not really relevant to our needs right now um you know you know what I'm I'm saying it's it's that's that's just one aspect of the of of

147one of the reports there's there's several other reports there's an administrative one uh it's you know because right now we're dealing with you know central office salaries how do they compare I I understood Dr Avery when you said central office salaries but I knew that for the administrators uh and the teachers those contracts aren't up for a few years yes sir so that's why I was wondering why why we needed that so I you know that's what I meant about work product got it Matt can you explain a little bit for him sure so the annotative bibliography was just a quick report that we did that I shared um more uh significant reports are listed there on the slide that you're seeing now under the counseling uh Services improve school and climate that's really the

148priority that we're looking at so we did much more significant um those those first two are are much more significant um full reports that as Dr Avery said you'll have access to um at the full board meeting so the the school uh pite climate observation and document analysis that's the one I talked about um analyzing the data that U that we're working with um uh the director with and then the best practices report on k12's counseling uh is a much more comprehensive report um that uh that should give you really good actionable research to work from okay but again I I guess I'm I'm I'm not understanding I understand what Dr Avery is now using and why with regard to uh administrated salaries downtown uh on the first item on the index but otherwise I

149don't understand anything in that item that has to do with anything we need right now and in fact depending on the outcome of the legislative session God knows what we're going to need um item two uh I understand we're now going to see the special ed uh toolkit that you just delivered this week so I get that and we'll see that toolkit um uh later this week um Thursday I tomorrow but uh and then the priority uh School chain climate and counseling services uh you made observations I heard in your presentation about school climate uh from uh shortly after you arrived last spring um and then you show the links to best practices um is there an actual report substantive report yes the best practices in K12 counseling is a full report and Matt What's

150the total number of reports that you're going to be uh that uh sharing for the the full board with eight so you'll have eight comprehensive research projects that you'll have uh that that we'll be sharing with the board uh and a lot of it is related to Bridgeport Public Schools uh in the research compared to other school districts and other you know facets of research around certain topics uh again I think it's it's I think once you see it you'll understand a little bit better he tried to just give a very brief overview of some of the things that was targeted uh you know uh so again I think I think it's it's pertin that we give you a little bit of time to kind of work through some of those understand some of those

151and then uh but we we just really at this moment would like to move this to the full board in order to have a a better in-depth conversation with the full board about the projects uh and then we work from there so that's kind of what the the goal for this evening was to be able to do that ah I was not made aware of that so if I can continue to pick back as I had the floor because I have one question I'm the one to ask about the Tok but I give discretion chair yeah commit get ask questions first never did are we discussing Dr was asking a question so let me just so you want to move this report to the full board sir Dr Avery I think sharing the documents with

152the full board would be the the most appropriate thing to do right now Mr travor uh just really trying to wanting to make sure that everybody had an Insight look at what uh what investment was made by the district uh and then making sure from that point uh because there is a a a renewal opportunity if if the board considers that uh that I would like for the board to consider so again I think it's appropriate to to get this information to the entire board uh coming through the academic Committee in order to um have a relevant information towards that so yes okay I I I just didn't understand that what I was told was we would have a report tonight I didn't ask it's not on the agenda as an actionable item so I

153didn't get it presented to me that way as you know that's okay disc referral to the full board so I didn't understand that and that that leads me to my last question which is when we acted on this a year ago was this as relay was a one-year contract that is correct so are we up for Renewal yes we are sir and when is it need to be renewed by I think we Jill you may want to clarify that I think we're right at the at the be at the uh the end of the the renewal contract with some flexibility with some flexibility of of getting it to the board for consideration yes that is correct we wanted to give you a chance to see what we've been doing and then discuss what the partnership

154can look like moving forward okay so uh just to be clear Dr Avery I want to know are we being asked to refer this to the full board for renewal on Monday or just being asked to refer to the full board the presentation of work that's been done in the past year that is correct I would like for the whole the full entire board to hear the about the presentation for this past year uh and then we can bring it back uh for further discussion if if needed as well uh and I do want to recognize Mr wson has a question for you as well I'm not sure if you see his he's been his hands been up for a while uh yes sir I I would have called on him as soon as I

155got done uh but I will I will get to him in one second um you can go for his outfit M St Mr Woodson go ahead yes I just had a question for you Mr tror what's what's the what's the um is there like an an an an issue with with the information that of the Handover has you know why why why wouldn't we want this shared with the entire board well I have no problem I just didn't understand I this was presented to me as a report that was going to be given tonight and uh I just saw it and uh it was uh Handover research presentation and it was not an acable item so I didn't understand we were voting on it to be presented to the new board and I new I

156I also realized because it was asked earlier and I didn't realize Dr Avery had come on um that this was about a year old and so it occurred to me that we might be looking at a contract renewal and so I wanted to make sure that I understood what was happening here so I'm asking questions Mr W from that's all okay thank you and I hadn't seen I hadn't seen any uh report that you know were referen of substance I knew we were going to see the new toolkit but I hadn't really caught the full reports in the presentation so I just want to make sure that we saw it all um so has that been has that report been emailed to us yes we have we have the 20 Page presentation in our toolkit

157Mr Woodson uh that we were just that's that's just an overview of the presentation for tonight the individual uh I'll get the individual um projects out to the board uh first thing in the morning guys okay thank thank you any other questions Mr Woodson no I'm f for now thanks okay was Mr Med yes um like I said um I had multiple things and I thought I was going to be able to touch every single one but you guys all actually cover them but I just wanted to say it so I was going to ask about the eight foral project that you mentioned I was going to ask about your 12 meeting I was actually going to ask you about how have uh the work that you've done in the last year look like and

158again already been you guys been talking about I was going to ask about the contract whether it was over or not and I was actually going to ask you if uh you know what was your big supporting role in the past 12 months with our district whether it was with staff with teachers or administrators um so all those were things but again that's all going to come up so I just wanted to make sure that you know I had all those comments and questions but I look forward to seeing you guys uh in our next meeting I'm done thank you chair so uh Mr uh wson Mr benan would somebody like to make a motion that uh the Handover research presentation be referred to the thir board for Monday night for for Monday night Mr

159Woodson I like to make a motion for it to be moved on Monday night I second it okay all in favor hi hi hi so moved you're um is there any other business to be discussed tonight hearing none I'll take a motion to adjourn so move I be you to it Mr Woodson all in favor of adjournment I I we are adjourned thank you than thank you everyone appreciate your time oh thank you by the way should