001with participation I don't there was no reason any one of the public comments and then Calendar Alarm will you make that motion any commotion at the Board of Education calendar it says 22-114 and 22-118 as recommended extended by Gladys seeing none of all those in favor thank you foreign [Music] the church every time Ezekiel can you put the mic in a little closer to you can jump [Music] everyone thank you for allowing USB on behalf of these a quick recap from last week on the 19th degree chemistry class is the Norwalk Aquarium we've got to here in the last evening you have senior service and the experience the 40 year showing where people playing at two or doctors and two days later on Fridays a staff teaching humans and another episode of students to diet
002Barbecue Festival I was fortunate enough to go on a poetry especially this one poetry we got to hear a lot from the published that were there some great questions from the audiences foreign [Music] today was red and black day it shows cool Spirit by wearing her a school colors on November 9th I left your cologne how she appeared this scene and will be taking the astronomy class in the African-American black and Latina Studies classes to the American Museum of Natural History in New York City in addition to the exhibits within the museum students will be attending a show at the Hayden planetarium to view worlds beyond Earth students will return to age by 5 PM basically like the public you recognize Lulu um Diego for the Ace of cards for caring and co-parentino as the
003age of skates for hard work I would also like to recognize our student Award winners for the month of September their seniors cat Crews and Tyler share congratulations to you both thank you all for allowing us to share what is going on with our Ace community your family and have a nice evening stay healthy and remaining strong [Music] questions or any questions board members for our students just to come um certainly I want to thank you for always being you giving your report Katie and Ezekiel it's nice to see that face behind that hood and thank you for always coming and you know representing Ace thank you again and have a good night have a good night everyone because option items motion that the Board of Education approved the Danbury public schools strategic plan in
0042022 through 2027 in accordance with 22-119 navigation [Music] by Kate any discussion yes I have yes we have the problem with one of the action steps [Music] the on the teaching and learning I feel it's too broad and it can accomplish a lot of things and I I just don't like it uh develop a process to ensure both curriculum and resources to support implementation are inclusive and culturally relevant uh inclusive and culturally relevant I I don't like those words I think it's too broad and a lot of things you fall under there and I don't think lend itself to academic exercise um I got a compliment Dr Reed on her community report she mentioned three words that she uses in there that I love about um improved academic Excellence I don't see anything in here
005about improving academic excellence and so I have a problem with number three foreign as part of some of the discussion that we've had previously around those words being used and academic Excellence the Strategic plan is part of um additional accountability that the Denver public school is is subscribed to follow we have an accountability of X with academic achievement indicators that are set in growth targets that we follow in a regularly exists with the state of Connecticut it'll help producer at Sanders with the work that we're doing our ability to articulate improve efforts and then most importantly the state of how we're using their money to fund achievement when it comes to the culture and relevant piece we have a very diverse School District the culturally relevant ensures that we are meeting the needs of all
006of our students in a way that is Meaningful to them and is relevant it doesn't um in any way reduce expectation in terms of achievement it's meant to enhance and to provide access to rigorous curriculum that we're saying is is meant for all kids culturally relevant again Danbury is home to over 42 different languages spoken from many different countries and so we meet the needs of the students that we serve and that's for all students and it has really about in parcel to how we go about academic achievement and what that means for all of our students I have to say gabrie has always spent the town of Columbia's diverse communities my father was my father was an immigration he was the oldest of tankers and he made sure he graduated as well as his
007siblings so the point thing is that education ship is for everybody and to say culturally I'm worried about the different silos but we have like you said the diverse population are we going to have separate silos for each culture that's what you can't please one culture and not the other culture that's what I'm getting at we are a Melting Pot we are diverse but America is a Melting Pot and I don't like things based on culturally relevant for academics I think across the board it should be one for all let me give you an example so in our English language arts program I've been here for 25 years and I could pretty fairly say that for a large portion of that time the books and the text that we've read were meaning from white male
008authors over time and we have worked hard to create an array of literature from all different authors for women authors on the span of offered authors from black and an American Native American Indian authors so that all students not everyone can connect to literature but benefit from the diversity of exploring those different genres and different literature Innovative authors so those are important things for kids and it's pretty standard across many school districts now in terms of approach on engaging those students when I asked for a list of books I was told everything was online so I was not shared that information and I find that interesting that now that I bring it up that you mentioned that there is a University in the book reading I would like a list of all the books that
009the students are reading in our school like kindly requested we can we can generate a list of the cortex in the district attorney is going along with our Equity policy and District but also our acceptance for all students in the district so it's really important that we make sure that a sense of community and belonging here at Danbury is understanding not only yourself but others around you um and so really it builds on that culture community and making all students feel like they belong here and they're part of something special here in Danbury so it is everything again is kind of putting people inside of those it's we're one big Community composed of a multitude of different races ethnicities socioeconomic status you know diverse parent populations and making sure that students are aware that not
010everyone is like themselves and that that's okay that we value everyone in this community we appreciate everyone we respect everyone so when we hear that culturally relevant it's really making sure that students understand that not everyone's family or household looks like theirs and that that's okay and their household may not look like the kids next to them and that's okay too um so it really brings a part of that sense of community belonging so that all students feel supported nurtured and are able to grow here at this time I'd like to open the floor and somebody else who's in case anyone else would like to jump in any other questions or comments questions I'm trying to listen and try to understand and I know that we all when we talk about different words have a
011different analogy as to how that word sound and how we put it in a particular place for a group of people you know someone can look at me and say that you know I'm African-American and could call that something else but I think and I guess what I'm trying to say as as four members we can say that he disapproved but can we really go in and change this and how we go about changing this to fit someone else because what might fit Teresa might not fit my household so and I and I think that's what Dr Kevin Harrell was trying to say I mean I know what fits someone else also is not going to fit Mass so and we have to look at Danville and how words are used and uh you know
012they might use it one way a restaurant it might not be the right way to use here any more at meetings and anything that we've done so you know that's just my comment anybody else have a question so I understand the concept of cultural relevancy from my own position but I think we care if you could maybe with that come along and we're over to see because I understand that to be within the Frameworks that the state has already created so we're not going we're not going outside those families we're working within them as a creative cultural purpose that's because we've been taking anything from the current time that means adding chatting to it right yeah I want to make changes yeah and and and thank you for oh it's locked okay um you know
013as I mentioned briefly this is these are not just these are it's a nationwide um attempt uh and even the local attacks in Connecticut to make sure that we're just in the needs um eduard thank you for for reminding me of that that is a um you know that has been an Initiative for quite some time in Connecticut um to the point where the board has also adopted policy as Kelly mentioned around those areas um but again it's we have a Common Core State Standards we have ngss standards we have all kinds of standards isti standards um and being culturally relevant is a way to access and tap into those standards for all kids and so it's really not and I know I think the word maybe was used before that the concern around watering
014down the curriculum um and if anything it's really meant to to enrich um the curriculum and growing more substance to it I got the same page with the actual stuff that that is is causing a little concern here and I I know the left-hand side there is this strengthening and curriculum accessible for all and include enrichment and interventions to improve academic outcomes so um I guess I look at that and take away from it that exactly what you just said for us Dr casimiro which is that by improving the quality of the curriculum and making it more inclusive we're actually enriching and creating opportunities for students to improve their academic outcomes which I think we all probably agree is what we're here to do so thank you foreign so just for clarification so we're not
015watering down the rigor of the curriculum we are just making it more accessible from different students that are that are here at them right okay I just want to say I don't see how culture has to do anything with math anything else from any other phone number there's there's three I'm starting to stay home tonight we're glad you did there's three little stars there that's telling me that this district is is doing whatever it can and those those three stars are the bullet points that we really should be looking for and dealing with our students so um you know I can look at that and and say okay we can move on but you know I just want to say God you know we can't satisfy everyone but we can listen to what another person's
016opinion is but I'm looking at the three bullet points that here and I think they're well uh um implemented here and put here in this teaching and learning document and I hope that we continue to move forward on those three bookings another way of example perhaps when we differentiate for children we've been doing this at the end of time here at Danbury we've been doing my content process for the products that we created for kids and those can change um and we can engage students also by their interest so if having a hard time engaging a student in textural Reading as a teacher I need to be empowered to choose a test that may I may not the curriculum I have not provided in this sense that this is a similar story but with content
017that this child can relate to so they can engage in the text and that we can help build or conquer comprehension so it's similar to if I hold a story about the Yankees right now I have a 13 year old boy who doesn't want to read and is not into not into reading but if I pull a story text about Aaron judge hitting his home run I can bet you I can get him at a table and make this relevant to that child into that student and that's no different than any child that we that we work with is that we're saying that you have to take into consideration the background that students come from the interest that they have and we know we have a variety of backgrounds and as teachers we have to
018take that information to account so we can engage our students because so that we can tap into those standards and if anybody has taught a middle school child and I did that for several years you have to get really good at pulling the tricks out and finding engaging tax evidence that needs of a kids and their interests so it's either Beyond culture and it's just making it relevant for kids and tapping into the background knowledge that they have that our students come from a variety of backgrounds I mean cultural enrollment it's my understanding that we have classes that are Multicultural are we segregating cultures to teach different cultures a relevant plan or will the curriculum be relevant for a song but not all for others for their Multicultural classroom we don't we don't segregate our
019kids our kids are all heterogeneously grouped in classes um except you're very highly specialized if you're in a bilingual class that we first come or during newcomers class then you're a group of students who are at their language above the language acquisition and skill but when we're reading stories we're just making sure that we're attending to a variety of stories from a variety of authors from a variety of backgrounds and interests so it's really not about saying we're going to take all of our students who come from Guatemala and read them this story and we're going to take all of our students who come from Peru and read them this story and we're going to take our students who come from Puerto Rico and read them that another story that's not what it means at
020all it means that we're tapping into the interests of the students that we have we're providing them a rich variety of texts across multiple genres from different authors that celebrate women as scientists who aren't necessarily celebrated Hispanic women as scientists not just a certain group so we did it and we don't um we don't limit students by by what we've got in front of them and we put a variety of information about others so they can have great exposure to the role unfortunately okay any other anything else I just have a quick comment um the district as large as ours 12 000 plus students and we have to understand not all of these students learn the same and so if we get to achieve these three stars here we need to allow those action steps
021um in order to get to these goals and so I I think that you know reading can't read too much into them we have to rely on our teachers to to do the work that they need to do and all of these steps that they have are just very important for them to achieve these three stars so for me the important thing is to get to these three goals in teaching and learning and the professionals and the teachers and classrooms with those 30 plus students with 30 students that may all learn differently or we need different techniques in order to attain the same lesson you know we have to allow these action steps to get there foreign [Music] we're looking at really breaking it down to the individual student and what that individual might mean
022not so much an overall curriculum shifting it is but it is you know what I mean yeah and it's it's both really right and so it's so in in overall you would want your child to be exposed to most people move to Danbury for the exposure to the the background of wealth of knowledge and experiences that are here that make the city as rich and as it is and so having um you know our kids I believe our students are better off from having attended here and growing up around such a rich environment and of learning learning about all different cultures um and and it it really makes them better individuals and well-rounded um when they leave here um and they come back and talk to us about students that they've gone off to college
023with and rigid thinking and um and they appreciate the education that they get here um so we continue to do our best to continue to nurture all the kids and make sure that they have that we're not limiting them to um a specific um you know group of text or literature we try to cover the bases and try to make sure that we're providing a world-class education here and environment through that exposure I mean I agree with Teresa it would be great to see the material we talk about so much about curriculum and how they're changing and what we're doing but it's hard when we don't know where we are in our curriculum and how much maybe we have to incorporate or you know connect it's a process yeah so it's a process over time
024and so you don't flip a curriculum overnight and identify you know it is as I'm planning and as I meet the standard I'm keeping in mind that I need to as I'm selecting taxes and I'm looking for passages for students to read practice that I'm not just picking the same type of literature and text over and over again that I am providing a variety of texts and experiences from different authors from on different topics uh with different with different men so I guess it's just helpful if we were actually be able to see what we are talking about and then we would actually know that growth within like years of limitation or something right I mean just to get a better understanding for sure would be actually I'm gonna hold off because it's going to
025come out the wrong way I'll rethink it see how I'm learning Mr we're about to say it again when you're talking about a general and the curriculum it's music and art as well it's of course all of it yeah all of the curriculum yes it's not just English language history correct favorite science or science science scientists you're allowing teachers and Educators to bring culture and over the pieces here and bringing those we've said it we're bringing those things in Sparks interested in the children creates excitement and then also it leads that for the teacher so this is just a good way it's a good teaching it's a good way to get there thank you for the questions and the discussion promotion that's been moved and seconded it's literally discussed all those in favor hi any
026opposed [Music] one of those and the abstentions stay one extension motion carries oh did you wanna I'm gonna understand yeah she still carries [Music] action B ESO would you like to do motion that the Board of Education except for July through September 2022 Financial reports with 22-120 b-22. any discussion discussion looking at uh 22-120 which is the financial reporting John it's already you just expand momentarily on the shortfall of our s and I see things you identify some needs of of district and for more safety applications for honors I guess the unattended or not prepared responsive another 220 season 222 thousand dollars twenty thousand dollars and uh I understand that but we could just expand uh momentarily on our show full of 84 000 in transportation [Music] can you hear me okay yeah there were
027two programs uh we did just in the budget far enough um one was the program for teenage mothers that's been very successful for a long time we had to add loss and just hadn't thought of that together so that was uh maybe half of it and the other half was a program we've done for many years in summer for high school students in collaboration with wescon it's a pre-college program one for about six weeks over there about many of our students attend and we just didn't budget for that either so those two were calm unexpected more like on budget expenses thank you so much further discussion questions we'll try our minds all those in favor I opposed any extensions motion carries unanimously uh action C uh Julie would you have to say to that War
028by laws nine one two four dash regarding secretary motion and board of education has set for the first reading to walk out of online 124-1730 as recommended by the policy community and an appointment with 225-121 that are on page 50. you there's a motion on the floor is there a second stated by Gladys any discussion and all those in favor all right any opposed any extensions motion carries unanimously superintendent's reports are awesome good evening everyone thank you so super technicals update College and Career Readiness summative assessment data presentation Carol wines has joins us two times a year at least for some of the data overviews the board Might Recall last year the last time she joined us we were in the last of the Black Box um a lot of the data that Cara was
029referring to was Data quite frankly that the state was saying that was inadequate and and not necessarily valid information because of exams and assessments being taken during copen being one year now removed from that we had a 21 22 days we can report out on and I believe at least one of the carers up there anyway are going to also speak to the research results why not just to give you a better picture of how things are going naturally and I'm going to move in this position so I can also possible good evening thanks for having me here tonight um board members and instead of cabinet superintendent Boston I'm really thrilled to be here to be able to talk about exactly what we're talking about before academic achievement power thoughtfully planning for students and and
030to meet their the student outcomes that we're setting and those goals this is a result of the 21-22 school year so this is the summative data that we're part of last year's standardized stuff so everything kind of comes in during the summer and um we're we're even early fall at a time um but these components that you'll see tonight are also a part of our accountability index which I will come back and speak about once that's released by the state the last time that was released was 2018-19 school year but we anticipated probably in December or January so these will all be a part of it next slide so just a reminder that you're looking at the data from last year which aligns to Mr walston's strategic plan as well as as his personal goals
031so they remember those to be goal one increased staff capacity and support we've Improvement of tier one curriculum and meeting the needs and Learners in the form of academic acceleration deepening the understanding of grade level standards and social emotional and personalized engagement within a curriculum and many of those things we're still working on to maybe word is a little bit different and as you saw its name in the up in our latest feature plan and then go along B is to increase equity and access to rigorous curriculum Again part of our discussion tonight lends itself into that as well increase that programming opportunity and while reducing the academics you can get the literacy and math and our hiding students so before I get started I just want to refer to two terms I'll use probably
032throughout the presentation one being I mean students and for those of you who listen to my presentation in the past you'll know that that's representative of three subgroups in our student population so it's students who are economically disadvantaged or qualified for a pre-introduced lunch students with disabilities who receive special education services and or students who are English Learners um and so you can either be in all three categories and be consider High needs or you could just be in one and be considered hey so I might be a special education student who's also an English language learner and or I could just be a special education student and be counted in that subgroup the other term that the state of Connecticut and nationally that folks are starting to use you know referral you'll hear a
033lot right now in districts is about hello and so you'll see it kind of used throughout their presentation so we'll say English Language learner or English learner ell or El but now a term that you'll see most across the state of Connecticut is multilingual learner that students are continuing to learn in their own primary language but also learning another language as well so that's what the multilingual represents so oh go ahead sorry I keep thinking I have it I'm moving all right all right so in looking at District enrollment um this October one collection and as many of it you know we do use that in all of our grant reporting right and and how the state looks at our demographics as well so if you were to go on to a public site and
034look at the enrollment numbers this is what it will represent for this October collection that's about 267 more students than we saw last year 217 of those are at the high school and our current total number is 12 110 for the October collection it's 48 free and reduced lunch 34 MLL and 14 of those students are with disabilities so just to give you a picture as of today we're already at 12 147 we're increasing our enrollment as we move throughout the year and we typically see another uptick in the moment in January so [Music] a little bit from for our next slide just to see at different levels what our demographics look like specifically and this is our Pre-K enrollment and it's important to know most of our students and Kelly can speak to this
035as well um that our students in preschool and in some in many classrooms are students with disabilities so we have students with disabilities and typical peers and then we also have school Veterans programs which have role as well our previous collection Pre-K is at 40 so slightly lower than the district but we do not identify students as English Learners until kindergarten so it's not that those students are not currently in those classrooms it's just that according to the state we identify those students for them to receive ESL Services only once they reach kindergarten so that's important to know thank you K5 our previous lunch numbers at 46 our total enrollment is at 544. oh yeah sorry yeah I just wanted to highlight for you for the preschool that is a population that is growing very
036very rapidly um and I think it's just important to know we had opened Grandville uh just a little bit over a year ago um and we are at full capacity there um we are also we've added one preschool special education classroom every year for the last four years um and the the students that we are receiving into the preschool program continue um to have high level of needs so we've added things like speech and language occupational therapy and so forth to meet the needs of those Young Learners and I think the reason why it's important is that those students are also going to integrate into our K-12 population um and continue to have some of those same needs which we will need to support in an ongoing fashion but as we look um you know
037demographic enrollment growth and so the boy the preschool is certainly one of the factors that is not always captured well in our demographic studies and back some of them just on attend to preschool and that that's understandable as it represents um primarily a student with disability competition that's very hard to predict um but it also is something that for spacing Staffing size capacity that that just needs to be on our radar as it as it continues to grow and those students at the preschool level integrate come into the preschool program upon their third birthday so they don't enter like any Partners if you join three in October you start school in October um if you turn three in February you start small in February so it's a continuous flow throughout the entire school year which
038is unique as most of our students do and as kindergarteners first graders or so forth parents of course always have an option to delay the start if they so choose how many we sometimes see that if there's only a couple week couple days left of the school year they'll say we'll start you know next year or student that turns three right before the Christmas holiday break for example they made memory so what we are obligated legally to provide programming to them so we have uh in addition to the special education preschool programs we also have um and meets preschool programs that are located at our new uh Annex worth and we're still maintaining three special education programs at Sacred Heart as well as three School Readiness classrooms there so we'll run that space for our
039podcast thank you though that's important to know for sure so our 35 population where we meet those students transition to we're looking at 12 percent of students with disabilities 45 who are considered MLL and 46 for your risk lunch it's important to note that some schools at elementary level are at 62 to 66 percent multi-language Learners so we're really at this it's a very diverse depending on the school it can be a lot higher that number overall um and I would I have to know that grade one is our highest enrolled grade right now in in case five we have about a thousand students and that's fluctuating back and forth over I'm saying yeah should we go to do questions now or like just this question you said some could be in all categories that's
040right they each counted and I say people would be counted in Central right yes that's important thank you for bringing that up so I could I could be an economically disadvantaged group but then still also cancel the multilingual learner yes when we look at the high needs it's totally counted once so you'll see that in a little bit just think used to put them with disabilities I know there's a process to the system goes to to identify these foods have our notes always been this High because you know I can't remember being sure yeah so from last year they preached about a percentage but they've been sadly increasing over time we we've increased about 500 students in about six or seven years so we we are steadily increasing our percentage of students with special needs
041has always hovered between that 13 and 14 but as our district enrollment grows our students with special needs enrollment growth we are already 40 students above what you see on that slide here today so we're continuing to grow an ad um we've seen a lot of influx into the district we're also seeing a lot of identification um we're seeing an increase in referrals meaning those students in which we suspect may have disabilities and some of that we suspect is is pandemic related as well so we're going to see a little uptick and I expect it to kind of dissipate but we're getting a lot of students from other districts that are moving in already identify the students that are eligible and we're legally mandated to implement those services transaction mortgage at any point a student
042that is identified as disability becomes a student wish that does not help yes yeah so um legally the process is is every three years we have to redetermine eligibility for a student of services so if a student qualifies in kindergarten again three years later we come back and do updated evaluations to see if that students don't need to surface um so once identify the special ed student does not mean you'll always need services in fact that frequently will change sometimes we'll have students exit as they've closed that Gap and they've obtain the skills that they need to and other times we will have students that will continue to qualify from preschool all the way through High School the PPG team which is the team that makes those decisions always inclusive of a school-based team and
043the parents and as the student gets older they're part of that team as well they have the right to request evaluations happen more frequently if they so desire so if it's only two years after the student was identified we're seeing remarkable improvements in the area of reading and we suspect that that student no longer needs an intense level of services we can do it sooner but no less than every three years my last question this number 1668 does that include Kelly uh Elementary all elementary students all of the students yeah that number is representative of all of our special education students and I can tell you on my counter where we're approaching 1700 already you're welcome okay so I'm going to keep going and then if we want to wait until the end we can
044ask follow-up questions that probably will be because they might there might be further questions that are answered during the presentation so um yeah 1668 is students with all the disabilities and I think there are all students with disabilities I think it is important to note though that although the percentage but Kelly said stays the same or hovers around the same number we are getting more students overall so more students we have to serve yeah okay great so if we go to the um the 612 that would be a great financial thank you so 6408 students as 12 in our district 51 creators College 27 MLL and 13 student with disabilities um as students um every year take a last-minute test to track their language proficiency and how they're requiring English and as students are older
045typically they've been in Services longer so we see students exit the ESL status for receiving ESL Services um due to their acquiring thing the levels of proficiency for some exiting okay so that number is placed in over there so I just um the next slide I just sent um the count just so sometimes to the point of the percentage um looking about this thing just so you see what this looks like at certain schools and how many students that is the reason why the number is slightly different in the bottom right for the grand total that is due to the fact that we have out of Mistresses so this is just our students placed in our current School great so the next um excuse we're going to start to talk about is this objective assessments
046and and I just want to know and um superintendent Walston brought it up a little bit earlier if you have been listening to the news or or or watching it recently you'll know that um Nate just came out with their result findings which is the National Association of Education progress and so our that's a randomly selected group of fourth and eighth graders across the country our schools participating in that as well every year and every time they they administer the test um and so they'll randomly select the fourth grade or eighth grade in our school system to participate so these were National scores that were are being talked about um and and they're they're for the first time talking about really the um the results and and what we're seeing as outcomes as a result
047of the pandemic for students the weather upon is a massive decline in particularly eighth grade math at eight percentage points and about five in in fourth grade so that's from the the start of the pandemic also a slide in reading for both respectively fourth and 8th grade around three percent but some of the scores that they're seeing are similar to when the tests first started being administered in 1992. so so we're looking at the entire nation responding to this critical moment of history when schools have not experienced closure and and other and other factors at this point so this is clearly a national issue that that every school district is struggling as well as Danbury so these key findings that we take away from the summative data are really giving us our actions back of
048how we need to respond to it and what to do next and that star alongside the superintendent as well as assistant superintendents in the chief of schools but really specific plans with the principles of how to respond to the to history of need so we'll get to that a bit at the end but um to give you a brief idea of where we sit within those National numbers the Connecticut this is just kind of a background so you guys have it for what Connecticut SATs sat school day is um that is a requirement by the state of Connecticut that are left all 11th graders participate in this this was the first year that it was administered digitally so that was quite a transition and a big fee for the high school to participate in and
049and really conduct those assessments digitally all at once um so it took a lot of planning and it was definitely a good change from how the students had a few the students who've taken their PSAT in the past how they see the assessment so it will be digital again moving forward um go to the next slide this is just our Trend data as it looks for ELA and math for the Connecticut school day so certainly other students take this assessment at different points of the year and for those of you who have had children in in high school you'll know they might sign up for a Saturday assessment this is the snapshot of how our students do all the same in debt so you're supposed to have a 95 participation rate to ensure that you're
050not excluding students based on maybe regular level is and so the state requires that everyone participates so in general our Ela whole group for 2022 was at 38 and our math was at 15 respectively Ela went down two percent from last year and 50 and I'm down four percent and okay there were there were other overall the state average from the free pandemic to now it's on six percent um so they've seen a decline as well um in in that six percentage points um so I you know there there's a couple different things to be looking at here we break down to uh black African American where students identify we saw an increase in in those in the student Stores um who identify in that racial subgroup of 14 percentage Point increase actually and then
051um in ela and in math um respectively seven so um we're continuing to see um you know some bright spots of where students are increasing um but at the same time clearly other places that it needs to be addressed at the bottom you'll see the high needs and non-high needs students so that you're in one or the other you're either identified as an economically disadvantaged student a multilingual learner or a student with disability or you're not so those are those two okay so your mom pocket area so our high need students performed at 22 and our non-high needs at 61 in The Benchmark and then for our honey students seven percent for a half and 22 for our non-high needs those benchmarks are determined by the State Department of Education Next Generation science standards are
052where you know students take an assessment in 5th 8th and 11th grade so it's not taken by every grade level um great and um so in fifth grade from last year at the 2021 to this year we went up by percentage points declined in eighth grade from um six percent and then 8 and 11. but I will say that the the 2021 are less reliable we did not have his house there were there wasn't a requirement during that year of participation rate so not every student took the assessment that would typically take it so if we talked about that a little bit last year but these are are the results again it's important to remember these are non-coverted students so meaning they're not the same kids just the same group level so the smarter balance
053is what we're used to doing is our Smarter Balance assessments and people call it s back it's required kind of all sorts of acronyms of course for Education um it's a required by the state of Connecticut for us to administer and raise free for week is a computer adaptive test and there's also a performance task in that we look at both achievement and growth in espa so um that we get credit for actually vote for proficiency levels or performance index as well as how well students grow from one grade level to the next um during the 1920s school year was not administered so you'll not see those obviously reflected here and during 2020 2021 it was it was administered both remote and in person so those when you're looking for a public data is not
054reported with the rest of the on data sets because I did include it here so you would have it but they they consider it a very different assessment from what the other student's going to take you um because the original modalities for it um it was administered all in person during the 21 and 22 school year and if you receive a level three or four you're considered at proficiency or above proficiency so you'll see here we both have similarly to the ngss how students did in third and fourth and fifth grade both the last three recorded years and so if we took those students so you'll see right away from our third grade we we increased 10 percentage points in Proficiency in fourth grade we increased four and in fifth grade being 36 but if
055we if we look at a rough cohort so again those are all different students if we look at a graphical report we would have to look at third graders how they did last year so the middle bar graph to the last bar graph in the fourth grade right so that means students actually the rough cohorts with the same students increase actually nine percentage books which is which is a positive it's Fourth to fifth grade they went up 12 percentage points and fifth to six they decreased by means overall the state of Connecticut from um the pandemic is seven to eight percent declined so similar to what people are seeing Nationwide so the next one is the Middle School um thank you the Middle School um espa Ela and what we're looking at in sixth grade
056was a decrease from one percent about what percentage Point seventh grade sixth and eighth grade eight but if we move that to a rough cohort of students we would have six to seven is actually they've remained at 29 so their proficiencies stayed the same so in sixth grade in 2021 they scored 29 of students proficient and in seventh grade 29 29 of those students were proficient so that would be you know no net change um seven to eight they did go down actually three percent surprises seventh grade in 2021 and then eighth grade at 32. so the next slide is talking about how our sub roosted overall there are five million ways we break out and look at this data but I tried to just give you a glimpse and a snapshot of what that
057looks like for our students who are considered high needs and we had our hiding students again so that then counted once in those subgroups and they go up one percentage Point our students with disabilities went at four as well as our multilingual learners foreign there so we saw a 12 percentage Point increase in third nine and fourth and seven and fifth if you're just looking at the grade levels if we're looking at a rough cohort of students we went up seven percent moving third to a fourth grade fourth to fifth we went up five percentage points as well as 56 we decreased by three go to the next slide if we continue that rough hope we're six to seven we increased by three percentage points and seven to eight we decrease by five if you
058were just looking at grade level obviously six did the same seven went up one percentage and eight went down through and then the step group again broken out um I beat students went out by three students with disabilities went up two and our ml students went out by four so the next piece a large amount of our uh um a large portion of our accountability index is really looking at growth so if you know and then have been a present to America in a while you've known we've had many schools of Distinction and that honor and chipotle is how we grow students and it's particularly in fourth and fifth grade so smarter balanced the state looks at how students scores in one year and then what gains they made in the next year so each
059moment in time how we points they increase their skills for on a test whether it's Ela or math okay so just real quickly this is what we talked about it's called the average percent Target achieved or percentage of Target achieved and I'm just gonna talk briefly about it but usually I present multiple ways of growth but I thought it would be great just to dive into this one um to for you to see kind of a bigger pressure for the district so so we're talking about average percent Target achieved we're talking about how far A student got to their growth Target so if you move to the next slide it can help us so when we talked about student staff levels three and four are considered proficient so level three if you look at the
060top row there it has all the levels of the best value level three is that you met it level four you exceeded okay level one is not met and level two is approaching So within those levels they all they also break out the scales for okay so if you were looking to go that all the way to the left underneath third grade 2189 is the lowest range to 2380 is the highest scale score of a level one we break that out into a low level and high level one as state gives you a Target and says say you take this in third grade or and you are in sport and uh 2388 we expect you to grow 59 points we have a quick clarifying yeah I apologize many rules and achievements so if you're if
061you're setting a goal at let's just use now is number four and a child who's at number one if they grow one or two you consider that growth so that's what you base the percentage on of growth correct okay so yes we always want to look at that guy this state gives us these actual targets and say if you're a low level if you're a low level two and and you supported 2338 when you were in third grade we expect your sales score to at least grow by 59 next year okay so what constant progress in progress and really specific to what your score is right so because then this is research based based on how students in Connecticut performed at a smarter balanced over time and so they think they think this is the
062what we should expect for a Year's worth of breath if we want to move a student a level we'll need maybe more aggressive bro right but there's at least be promise so if I get to 59 if I and that student in the third grade and I get 59 I hit 100 my target right if I'm a student and my skills for if I'm a level too high which is the next one and I'm expected to grow we are expected to grow 60 and you only got 30 points you're at 50 to your target right so you're 50 of the way there if you and I are only in a class together what the average percent Target achieved is that we'll average our scores together so now our class is at 75 so 100 50
063average data the average class together was 75 average already achieved we use percentages of increase it's not necessarily the Target right it's it's the increase yeah yeah I think that's good to verify where you know we're not hitting right but we're kind of around there and it depends on where you are on scale that you're expecting to growth so everybody so you know I always think about this too like am I an American runner am I a half marathon runner I buy 5K a lucky day I could do a 5k like I have to really try so like so you know depending on where you are is the expectation of how far they'll run if you complete what you what the expected run was you're 100 right there's no cross that Finish Line maybe you've
064got a three quarters of the way there and so you're 75 right okay we're gonna give it a try here we go next slide please so this is how we did overall for our escrow growth okay and I did include both 1819 which is the last time we could have growth okay so we didn't take it in 2021 so last year we report any growth scores because they didn't take it the year before okay so 1819 was the last reportable year we could have growth and now we can report it this year because they also took it in um 2021 so they've been 21-22 and so when we look at these results you know this did give us the target it's like you at least want to be a 75 there's some great levels that
065are 100 that are hitting that 100 average percentage Target achieved so but if we if we average all of our fourth graders this year we were at 71 the state overall for grade 4 was at 68 so we're out performing the state in our growth in fourth grade in fifth grade in in ela sorry I should clarify this was an English language arts we were at 74 so that means averaging all our fifth graders together they got on average 75 back to their growth Target okay sixth grade was at 54 7th grade fifty and eighth grade was at 48 and those are the lowest the state averages if we look at our students who are eligible for fair reduce lunch that was 57 which was like right in line with where we were in 1819
066our scores are almost exactly the same for our subgroups 60 for our MLL students and 48 average percent Target achieved for students with disabilities thank you so if we move to math State exact concept pure fourth grade really outperforms the state as well as the rest of the district honestly for math 86 average percent Target change 80 percent in fifth grade and in sixth grade um 43 7th grade 56 and 8th grade 42 6th and seventh grade was that higher rates of growth and pre-pandemic with our eligible for free or news lunch that was the greatest term for your pandemic from 55 to 60 average Target achieved and then including Emma low three percent increase with our students with disabilities to remain the same method if you want for that so that's comparing our pre-pandemic
067numbers 19. [Music] are the seventh graders in 21-22. correct so I'm sorry for fourth graders in 1818 um yes I guess it's yeah it's a big job I I know what happened in between for sure I've had one of those fourth graders sure but um sure and I think you know there and what we're gonna get into Nas is the district response um around the pieces yes they're the same kids but if you look at the way our seventh graders were growing through the pandemic they actually outperformed the growth that the students had recent time so it's it's an interesting um context for understanding what maybe their middle school is experiencing experiences with the added pandemic knowing that they are out for all the students we had Supreme pandemic and at that grade level not
068saying it doesn't need a response but just also thinking of it in that way um and we are going to get into some of the responses that it to this data that we immediately put into place seeing this data and knowing at the middle school we need to really understand deeply where students are in their progression towards standard and Mastery standard so Kara is going to speak to that but I absolutely hear what you're saying bro I just had a quick question and we're talking about pre-pandemic yeah if I recall on my time on the board previously when we used to do numbers as an overall District yeah and compare schools which we're not going to mention names my recollection is most of the schools were never over 50 with the exception of a few
069so the trend so the pandemic actually helps us out because the big drop egg pandemic man they dropped but the trend if you go back that was 2013 2014 to 2018. we've always maintained that 50 or lower for fishing in both so yeah to my to my question that was going to come out wrong I'm still going to come out here before is I'm glad that we're changing up some of the things to do because for the six five or six years before the pandemic yes we were flat so that's interesting so that's yeah so thank you pandemic yeah I think that you know it's interesting to look at and there are schools that are about 50 now and so that is important to know correct um and thank you for about to remind you
070yeah yeah so depending on the grade law so um and and one thing that we know and and that they're you know the national research around where students are at this moment in time is that what the pandemic did was exacerbate some of the gaps that we already saw so what was their existing it really just exacerbated them right and so pretty so it is more like and now how do we respond um because it's this very um it's this moment in history where we need to be Innovative about how we respond to these numbers um and what we are hearing nationally is that people are doing a lot of the right things but just not at the right level or highest level of dosage that needs to be done and that becomes challenging around
071um Staffing this is a national issue I'm talking about that Dairy but they you know talk about Staffing shortages absenteeism that's happening nationally and employment and security for folks right yeah so my concern is coming out of the panel yeah when you have kids that are one or two great levels Beyond yes uh I'm assuming we're coming up to the district's react and and tell us that it's going to be all good well we're going to explain what we're doing as a response right right like decision making but you can talk around best practice a million different times but what we really need to be doing is responding to the students sitting in front of us right now that we need so I'm gonna let your app go to the athletes and then so you
072know I think it's important to point out something you know there are a couple of highlights of the data comparatively to certainly we we always aim to do better um every time we look at data we look at it relative to what we know is happening in our efforts um but also um you know we we definitely want to get back to pre-pandemic levels and even uh before but one of the things that the important to point out is that we had some red spots kind of at the elementary level and I think it's a testament to where we put some resources we added student support Specialists over the last couple of years we've added a phonics program that was structured and more rigorous than what we've had in place and the target of that
073intervention we're targeting fourth and fifth grade actually were the primary targets as students needing some additional support um and also provided some additional programs that we didn't have access to before in terms of the number of resources that we need to implement and so um it is it has been a tremendous amount of effort around creating a convention systems and we have invested in those areas and so I'd like to think that really made some invest in the staff I think we're seeing that we are seeing service results in those areas but certainly we have a place to grow to grow we need to make improvements so is this person well you know year by year we want to see growth year over year for sure um and so um you know the last couple
074of years obviously have been very hard to predict and I think one of the biggest responses that we did as a gesture was we spent a lot of time looking at data a variety of data sets and what we know that we need is here more than anything else was to get really clear diagnostic data there's almost the level that we can prescribe what students need down to that level so we invested and then you'll see it listed here a few times in a couple of different categories we invested happening in an i-Ready assessment system which is both norm and criteria reference so Norm is getting information around how students of similar here in peer group and age at a time any point in time are testing how they're performing and then this the the
075criteria piece is like here's the standard for what we want to see right so now you get really good information about where students fall relevant to their peers typical peers but then where they are with the standard and that as speaks to this need of you know growth and proficiency and everything in between about where students need to perform and then having the diagnostic tools deal to pinpoint group students live students together to create strategy groups into a project on specific standards where there needs some foundational information and I just wanted to mention to your point around students who might be significantly below grade level right this is the assessment that will allow teachers to see okay I'm teaching a seventh grade class but this student is actually missing foundational skills from fifth grade and
076to standards there so now these are the things they need to be explicitly taught to move them to the next regression okay so it's like when in responses data is like we needed to know more and put it in teacher's hands because they're the folks who do will move the students the most we can admire the problem all day but our teachers are the ones who have to plan for it right and nothing that answers on the next slide yeah um um so I see you do kind of sort of already answered my questions so the data that we're seeing here is grouped by grade level but we're using this also to identify the individual students that may be at me and is and and being able to better identify these students are numbers for
077additional services and special needs numbers going up because of this ability to better identify them it's not that they necessarily go up but it's specific and clear okay right so you can look at an assessment from um the spring of last year but now you really want to know how they're doing this year and progressing throughout the year so now we are able to get this assessment three times you know three different benchmarks and it gives targets and goals that that student is supposed to reach as well as stretch goals the other thing if I could just add the hope is is that we can find out where students are struggling earlier on and provide more targeted and prescribed interventions that will be able to get kids on or back on track sooner and good
078interventions actually should in theory reduce the referrals to special education and the need for long-term Services there's a ton of research particularly around reading that if you can catch kids and get them back track at the elementary grade levels particularly before third grade that the need for Special Education Service services and other services are nursing so not to say that we sometimes aren't surprised by things it's like we may need to consider a referral because we certainly do that but really the hope is in the interaction services so those student support Specialists that Kara referenced earlier are really critical to make sure that we can provide quick and targeted interactions at the individuals to level so that we prevent long-term problems for our kids so I'm sorry so these assessments are given three times during
079the course of the school year so we have a lot of different assessments depending on the grade level of the students so the i-Ready assessment which care is referencing as a part of Stan cage flow that's actually paintings so we haven't had a back assessment that's been vertically aligned um in place really ever I mean we had to starve at students with at the youngest levels it wasn't really appropriate and wasn't capturing independent Garden so now we have the KA that's three times a year in ela we have I ready also with the ELA side of it 60 but then K5 they take the Dibbles assessment and and so we're limited somewhat in which assessment we can give by the state um it needs to be also a dyslexia screener and and different things but
080so it's a different assessment but we do that three times a year so thing you know a lot of this is like alphabet soup to me um is it possible to do uh like a chart for each grade what tests you do oh for sure yeah yeah just to get it straight in my mind yeah it's publishing the teaching and learning guide and thank you for your question okay so it's what happens to me yeah um so so what you see here on the K-12 side are just different performance or something new for example so these are some of the efforts that are happening in the same area um and again I already own it has been has been a huge piece to implementing this year and learning um and getting our our not just
081our teachers and our administrators how to speak on how to use this powerful system and how to artists monitor in their building so there's been a lot of work that I was supposed to place each narrowly towards here if you have any questions I'm certainly happy to answer those we've done a lot of work this year on understanding standards more deeply and hearing that with professional development and placing in the right tools and enhance the teachers so that they can understand where to support students and how to bring in foundational knowledge to remediate areas but then also to accelerate when students are ready for work so then we continue to work on that this is not a this is not a short-term plan this is a continual plan over time that we're going to be
082working on for some time you've done a lot of work in all of the content areas in rolling out new programs that have high quality resources that are aligned to the state standards and so one of the I'll say Silver Linings of the of the pandemic or the ability to be able to acquire resources that would happen after some time and so we've been purchasing and purchasing and purchasing and we feel that we've outfitted the teachers classrooms with quite a bit in grade level and intervention it's that that span arranged now that is more appropriate to understand it in classrooms then also already on time that occur in Mission the biggest professional development that you'll see kind of happening in all these areas is really around the idea of Standards the master fatigue and curriculum
083how to follow piecing in a way that doesn't meet the needs of the learner to really dig into dig into those standards um Carowinds are mentioned a little bit about some of the I don't think you mentioned my Factor my path and some of the areas that we have as an Adaptive learning piece that can prescribe practice for students in a targeted area so if you remember like an ISL and some other programs that we have the map my path it responds to the assessment piece of my ready so it's another very powerful tool we'd love to understand that at some point but we'll see how we'll see who we are maybe this time next year um and again focusing on sense making mathematical computational skills and then making sure that we have high quality
084curriculum resources of our teachers as I mentioned before you can post it yeah that was good thank you as I mentioned before we invested a lot around getting to get our literacy program off the ground we invested into being a weaver program which is a structured Finance program we rolled that out in the middle of the pandemic and I think we're seeing some good results of that in the number of students that are reducing that being tested Intervention which is great going into the middle school we are looking forward to a need to implement our program in 2023 at literacy program so we're still in the research process the list has produced the state has has produced a list for us to begin making decisions around and you talk more about that in our curriculum
085group in November I'm happy to update on that as well and again there are a couple different assessments we'll share that out with Awards and understand what kind of different types of Assessments will be and then again Target an Intervention Program K5 and then Universal screening with the Dibbles as parallels prevention and then all of our professional development against centered around are seeing the standards five please so similarly in Humanities at the 612 level again I ready is the Divinity part of the work and understanding of teachers and the leadership of the department Peterson are there in helping our teachers sense maybe from the data that we're seeing they've dedicated a lot of time to creating the space India teams part of that and it's not been listed here on this slide but has been
086an investment in something called PLC plus which is really how to how to take your team and your group and engage in a system of continuous learning and to self-orient yourself for Success so we were happy to be able to introduce that to some of our staff as well we've invested in language Learners so we provided some additional sheltered classes so we've pushed our side of coaching to some of our courses to support some of our second language Learners and that's been very successful the goal of that is to help those background knowledge that kids again can access the curriculum I'll move down to 912. we are utilizing IXL a little bit more and internet and if you're familiar with that again to increase personalized learning for students we are starting to bring in more
087sat online sources this will be a focus for me in my work with the high school I feel like we need to do a little bit more in this area or three pandemic probably five or six years ago we've had some benchmarks that were really informative push kids to regularly hard at really rigorously I should say and we're looking to bring some of those back and to do more work in writing with shops is process for three so so we working strategically with the high school and our school Improvement plan strategies around sat specifically we purchased Newsela Pro in partnership with some of the work with at Advanced it's a reading assessment tool but it's also mainly used the teachers are able to print for example that article that I mentioned that A-Rod and his
088home run you can print that article download it the teacher can use it at the 12th grade level of contact complexity or through mid-level or any level in between so it's very powerful so that students can do the same story and understand that they're seeing uh work on comprehension but at the narrow Pace when needed and it is special areas we've done some organizational uh interesting things in the in the way of bringing in some of our special areas you should do an extra lesson with students so we can release to teachers to have a PLC so that they can take a look at their data a little bit more people will spend more time doing this and creative with how we Implement that um so just some other District actions as you know we
089have been working on our our El Chief our systematic elt program we are still in the process of rolling that out we are at the kg level hoping to move on to high school next year or possibly the year after we're trying to pull our resources to support both K5 and 68 right now with our with our side of coaches we've been increasing our deliberate on increasing their crop we start focusing on increasing the quality of our ESL highlighting services so there's been a lot of professional development training around there and not just for the teachers but also for the for the administrators so they can walk in and understand what should be happening we need to provide feedback on that we've had coaching institutes the inside of coaches in our district and they help
090our teachers to provide strategies for for our multilingual Learners against access to curriculum and to provide suggestions on ways to uh to engage we a few years ago we started to move our bilingual program a Spanish program at Rogers Park we had a portions program over at Broadview and we had enough students and with us students accordingly that was talking to the students to step on families and and do some great disconnection for folks we had enough students who needed both Spanish and Portuguese in both school areas so we complemented the programs on both sides and we're in the second year of the bilingual program migration over to the Broadway middle school and we continue to support that we've increased our offering our immigrant after school Camp so that is the part of some of
091the best ceremonies that have been used to support our second language or nurse in their needs I'm going to say they probably maybe struggled the most during the pandemic in terms of access and so we are retardedness but after school or do a little bit of catch up with some of our activities to give them some more skills and some more time with developing language and in Tradition and support so again we've focused a lot of our efforts around intervention we've maintained our srpi pairs again those were physicians in our schools can be very valuable particularly at Q5 and Kelly and her team have implemented Elite Grant support for students who were probably asset and can put some great strategies in opportunities in the area Factor and the principal levels we invest heavily and are
092intend to invest heavily in the future in our principles on the research shows that a high quality principle is uh is is one of the lead contributors to academies and outcomes for the school and as a result we have dedicated more time and investment in our principles their learning and also in accountability systems around school outcomes with the chiefs of schools who are working with all of our principals now we can Target and work with school Improvement at a meeting with on a regular basis and we're doing a lot of calibration work a lot of data work here it wants your questions all of those meetings to the phenomenal and continue to organize ourselves around us again PLC Plus work targeting PD Cycles i-Ready leadership training and we a similar group of us are who
093supervise the principles that meetings assistant superintendents I think Catholic churches and myself along with the two G's are engaging in very in-depth training through the center for educational leadership called cell to improve our skills in supporting and improving the skills of our principles honestly you know at a national level people are calling this a need for Urgent Response and that's where we are as a district as well I am meeting with the principals in talking about where students are individual students and and planning for them as well as what they need to be doing for school Improvement planning outside of the regular right so these are deep meetings that are being done on a regular basis pushing into schools the chief of schools our present there with support of the assistant superintendents as well and
094and myself and we're pushing into grade levels for teachers we're talking about what their data is looks like now and actually what it looked like for a pandemic and and that piece and what our historical is looked like over time in getting into the standards of folks I mean this is really where the work is the teachers and principals are working very hard to meet the needs of the students and who are trying to respond to help them do that work in the best way possible um back at the last page there was a bullet about a device newcomers curriculum DHS what is that so so when students first arrive here they we did not have a newcomers partner for a very long time we did pilot and pro approved program a few years ago
095where we have a very targeted curriculum on the basics to acquire basic basic information basic language and vocabulary when they come that's different from another group of students who are more ready for the next level of in their development belonging material and so each year they make tweaks and adjustments to the new Commerce curriculum but also the demographics of our students have changed are changed over the couple of the last couple of years we're seeing more students with interrupted education so that so in some cases it could mean a student has not been in school at all and so there needs to look a little bit different than other students and so we made adjustments in in what's offered during uh during the the class time that the students are are with your teacher so
096we've dedicated time for your Commerce you're welcome I thought we were moving away from myself there are so yeah it's mainly it's being phased out we do we have good resources in terms of personalized tools across the district the high school has the least amount of approvals and so it's really at the 912 level um so they're still using it um pretty heavily for for our practice um it's not going to replace instruction but it's going to reinforce it it's a skill area that can competitive and sign practice in an area so my path at the middle school level has replaced that and having a higher level of active adaptivity based on their score on the assessments a lot of comment um as we're looking at this this map that you guys are put together
097about how to create these improvements in the classroom and for students it really dovetails so nicely with the presentation we had on the Strategic plan um I would see exactly how you guys have you know kind of created this like these standards around the data that you're looking at and I really appreciate that offensive version so thank you thank you that's our intention you have to excuse me too in all my years at Westcott I never just heard the terminal culture used in teaching art course development so times are different now I guess any thought to bring back psaps for the middle school students who um so we tried that for two years and I was looking for a plan of missionaries he had people just took all issues with the validity of the test
098we cannot in terms of some follow the rules for you ASAP hold on one second yeah because they're valid um and when we have uh sat and PCT at the high school we rent tables they spread out for the gym it's a pretty big big deal you just don't have the space so we really we're about assessing uh in a way that the test has been to assessed so we struggled greatly with that I I do you still have to bring back but you'll find a way but it is definitely been so we we still do have opportunities to take smt items and PSAT items and bring them in to to the middle school that was some of the original 10 was to do some pre-work to prepare students and more importantly one of the
099things that kind of fell by the wayside College as the Border pandemic came on is the we've linked the whole purpose by that was to get kids LinkedIn brain connector Khan Academy so we can go to the high school they're already pre-programmed into the Improvement um you know Improvement courses that are offered for free there's some research behind Khan Academy for example in 30 hours of the Khan Academy at raisinsure as his corresponding points so we are looking to to encourage more of that but the it doesn't mean that we can't do something with it it's just the the expense of the PSAT that we were every word you know utilizing in the lack of being able to follow and adhere to the rules or the assessments problematic for us yeah and then to go
100all the way back to the beginning okay for our preschool program yes that's just Danbury students correct yeah yes we make exceptions for our district students not at the Christmas no occasionally you might hear students that reside in other towns we may have some students that are placed through DCF in a neighboring town or things like that so it's not unheard of but they are all the responsibility of the memory of other schools so they are 100 our students yeah thank you [Music] so far labels some tiles thank you Lauren for putting that together um does anybody have any um more Communications comments or updates so I have dstvc um we had a person meeting um and they are looking for mentors desperately mentors they've started okay so you can see some more schools younger
101Schools elementary schools so they're a desperate need of that yours if you're interested in a job and then November 9th they're having um of fun to college foundations for your future future program 7 PM for high school seniors they started the seats for stem program which is the KD program Lauren can I just ask something does the dsnbc what's the commitment for mentors you know fantastic um I don't know exactly what the commitment is but um soon right yeah okay she's the one to reach out to me you know I said yes I'm sure know what it is my care culture can I just ask for a second typically it's a it's a commitment if you took on more than monster independent living for everybody but it's usually during the watch for about half an
102hour so thanks Kevin other video [Music] I will ask for a motion that the Board of Education movements or executive session to discuss a matter involving a student event that would result in disclosing a public record that is exempt from disclosure so we'll move by is that really sort of it's really segmented by Michelle