School Board Meeting - March 24, 2022

001it's time to call this um session of albemarle county school board to order miss carlson do you have a motion i do i move that the albemarle county public school board go into a closed meeting as authorized by the virginia freedom of information act section 2.2 37 11 a of the code of virginia under subsection 1 for the discussion consideration are interviews of prospective candidates for employment and the assignment appointment promotion performance to motion salaries disciplining our resignation of specific public officers appointees are employees of any public body and also sub-section eight for consultation with legal counsel employed or retained by the school board regarding specific legal matters requiring the provision of legal advice by such counsel second move miss carlson second by mr lee that due to or in light of all of the

002virginia codes that she cited that we go into a closed session discussion on the motion if not miss johnston could you please call the roll miss osborne yes miss carlson yes miss lee yes dr acuff yes mr alcaro yes mr page yes motion carried all right thank you all right so we'll move into the closed session graham if we keep getting more and more presentations i'm going to need a third monitor i try to keep it's just i got two big monitors i've got everything open and it won't fit now i know i know me too me too good evening it is 6 30 and i call this um march 24th meeting of the albemarle county school board to order vice chair carlson do you have a motion i do i move that the board

003certified by recorded vote that to the best of each board member's knowledge only public business matters lawfully exempted from the open meeting requirements of the virginia freedom of information act and identified in the motion authorized in the closed meeting for her discussed are considered in the closed meeting second moved by miss carlson second by mr alcaro that we certify by a vote that nothing was discussed in the close meeting that wasn't included in that motion any discussion on the motion if not miss johnston could you please call the roll mr alcaro yes miss lee yes dr acuff yes miss carlson yes miss osborne yes mr oberg yes mr page yes mission carried thank you miss johnston uh as we begin our moment of silence for tonight i'm dedicating this moment of silence to kevin's kelvin

004soil a member of our building services department who served several schools as a custodian since he began working with alamo county public schools in 1997. calvin passed away monday evening in the words of our building services director lindsay snotty many of us came to know calvin over the more than two decades he served students and staff at agner hurt elementary school burley middle school in monticello high school and while we may have met him at different times and places or came to know him in different ways we all shared the same appreciation for him as a professional and as a friend many of us who knew calvin will remember his huge personality and love of dance and music some of calvin's friends were lucky enough to see one of his karaoke or impersonation performances i

005hope that calvin's memory will encourage us to be as spirited as he was we will now have a moment of silence uh thank you and tonight i think this will be the last time that we'll have to read this into our meetings if things go according to plan the minutes of this meeting should reflect that this meeting is being held electronically prescient to virginia state law and almost county ordinance because the covet 19 pandemic makes it impracticable and unsafe to assemble a quorum physically in a single location the meeting is being communicated to the public electronically through zoom and stream to live on the alamo county public schools website and public comment may be offered through the zoom waiting room feature in accordance with the school board's protocol or by written submission our board members

006dr k day cuff sorry kate a club jack jewett district mr giano alcaro jono el carro at large vice chair katrina carlson katrina carlson riot district ms beauty league judy lee rivanna district mr dave oberg dave oberg whitehall ministerial district ms ellen osborne osborne scottsville district i'm graham page samuel miller district now student rep elizabeth albaron hello tonight is elizabeth's last official night so we have a special special resolution and letter that will be mailed to you elizabeth but it will say dear elizabeth all of us on the school board want to offer our congratulations to you this evening not just because you were completing three months of service to our entire school community but even more important because of the purpose you had in mind when you applied to join us you wrote on

007your application this position would allow me to bring a more positive outcome on my community by representing student voice as a member of our hispanic community you wrote that you wanted to ensure that minority voices would be heard now here's what i've noticed about your application and there's a common thread you belong to monticello high school's spanish honor society it's math honor society it's art honor society and of course your transcript reveals no less than nine non-ap classes let us add one more you are a member of the school board student representative honor society our strategic plan pledges us to practice four values equity excellence family and community and wellness your service had brought these values to life most recently when you shined our spotlight on student mental health please accept our grateful appreciation for

008your leadership not just on this board but through your participation each day at monticello through such meaningful programs as avid and peer tutoring when we created the position position of student representative our hope was that it would provide students with insight into the public governance of a vital community resource it also was our hope that it would enhance the desire for our young leaders to make the world a better place on this test let me add one more grade to your transcript a plus so thank you so much for your contributions elizabeth and do you have any words to tell us yeah um i just wanted to say thank you for the opportunity and um for allowing me to speak on behalf of the student body which i really appreciate and it was a great

009learning experience and i thank you for that thank you so much elizabeth and your uh your class load is just really really spectacular you know to know that you have what nine ap classes and all the other things that you're doing so thanks so much for your contribution to the board we really have appreciated having you on can i ask can i ask a point of personal privilege that because we since we've started this we have not gotten to meet in person right since we're gonna get to meet in person finally could we please put an invitation to all the past student representatives to come to the board meeting and let us meet them in person and be recognized okay very good idea mr mistober so um ms johnson could you sort of begin working

010on that yes okay all right thank you so elizabeth hopefully we'll see you in april at the county office building or whenever we end up doing this but hopefully in april yes of course all right uh i now need a motion to approve our agenda for tonight i move that we approve the agenda second move by mr alcaro second by ms lee that we approve tonight's agenda if there is no discussion ms johnston could you call the role mr o'carro yes mr oberg yes miss lee yes dr acuff yes miss carlson yes ms osborne yes mr page yes motion carried thank you we now need a motion to approve our consent agenda i move that we approve the consent agenda did we approve tonight's uh consent agenda there's no discussion ms johnston could you please

011call the world miss lee yes dr acuff yes mr o'carro yes mr oberg yes ms osborne yes ms carlson yes mr page yes motion carried thank you uh we will now have an announcement and dr haas will start aside with our announcement dr hi thank you mr page uh i do i want to also uh congratulate elizabeth uh elizabeth it has been great working for you for the past several months and as a board member and i want to remind you that i continue to work for you as your superintendent and if there's anything that you need in the future please let me know you it's uh it's been an absolute pleasure having you on the board and i'm really going to miss seeing your face at the meetings and i and i do look

012forward to seeing you in person when when we have our in-person meeting i want to welcome i think we've got two principals here tonight dara bonham principal of alma high school and also craig domer principal at holly mead elementary school if you want to show us show up show us your screens it's really great to see you and want to thank you all for the outstanding work you're doing every day to keep our school system moving forward and keep your schools moving forward thank you guys and i hope it's unique that you're here tonight because i'll be a mid-year review work session so while the principals usually don't do not stay for the entire meeting if you all could hang in there and maybe participate in the uh the work session i hope you would

013um enjoy that i did uh i do want to say i had a just a terrific visit to jack jewett middle school this morning ashby johnson and the rest of her staff there jack jewett i really want to thank you my first visit was to emily youssef and zach rood's sixth grade science class ms youssef began the class with circle time which is right out of the advisory book just right out of the book to help students transition and get set the stage for learning we passed a stuffed star wars droid around the circle while sharing whether we preferred peanut butter or jelly and then ms youssef introduced and shared a video explaining how our brains grow and get stronger as we struggle to learn it's all about she was teaching students all about the

014growth mindset which is an evidence-based practice to increase student learning circle time ended with a group celebration from there students went on to learn about weather forecasting and i want to quote ms youssef when she said today we will practice and tomorrow i will assess your learning as you predict the weather in a u.s city of your choice formative assessment next i went ms johnson dropped me off in holly falconer's math eight eight class so it was eighth grade math and the energy level was high as students were playing bingo using answers from an activity where the given values of two sides of a triangle students had to use the pythagorean theorem to calculate the value of the third ms falconer had set the game in motion and then students took over her role was

015to facilitate students practice and to check in with each other to observe their work i had two wonderful students sitting next to me fortunately mary and noah and they helped me to download the desmos scientific calculator onto my phone they taught me how to use it taught me how to use the pythagorean theorem and check my answer my understanding for me obviously these two young ladies are future teachers the prize was takis i don't know if any of you have ever tried takis they're a little too strong for my taste but they are favorite of middle school students and everyone was winning as they filled in their cards so again i just want to thank the jack jewett staff for having me to visit i really left today feeling inspired thank you thank you mr

016page thank you dr haas are there any other announcements from your staff no sir thank you are there any school board members with announcements tonight okay if not we are ready for public comment ms carlson okay i am going to start yeah also uh before we get there i'd also like to welcome mr bonham and mr doma to our meeting tonight so thank you both for being here or miss carlson sorry no worries i'm going to start off by reading the public comment guidelines the school board invites and actively seeks the public's input in the matters relevant to school board governance and provides for time during its business meetings to hear from albemarle county residents and community members as authorized by ordinance in the county of aldemar the school board is holding its meetings electronically

017during the pandemic the school board is nonetheless committed to encouraging public comment despite its need to meet on a virtual basis for this reason there'll be two ways for the public to provide comment first as always written comments may be submitted to the school board clerk and will be given to all school board members for review you can mail them or email them you can also email the school board directly and second so long as the school board holds its meetings electronically members of the public wishing to provide public comment during the meeting may sign up online by 2pm the day of the meeting so we have eight speakers tonight and i will announce three speakers at a time so you know when your turn is coming up speakers will each be given three minutes

018to speak i will try to notify you when you reach the two minute mark but it's usually just me holding up my finger and i often forget so please if you could try to time yourself that'd be i'd be very appreciative so speakers meet during the meeting are those submitting comments should state their name and address our magisterial district speakers should limit comments to those matters that are relevant to school board governance are the operations of the school division lastly although the school board does not respond to comments made during the public comment period school board members may address comments at the end of the meeting agenda under other business so that concludes the guidelines we have eight speakers tonight the first one will be vernon like li lecti i'm sorry vernon i know um

019i'm like a visual person so when i see it even if it's like i have to say what i see even if i know it's not there um followed by sally hudson and then liz coney so when you're ready good evening albemarle county school board members my name is vernon lechty and i'm the president of the albemarle education association i'm speaking you tonight to let you know that the alamo education association has received authorization from over 69 percent of acps licensed professionals over 70 percent of transportation drivers and assistants and over 80 percent of school nurses as well as authorization from many other professionals in albemarle county public schools to serve as the representative for collective bargaining with the school board concerning wages hours and other terms and conditions of employment today i have formally

020submitted to ms jennifer johnson the clerk of the board a collective bargaining resolution for albemarle county public schools and a certification of notarized affidavit for the collective bargaining resolution i respectfully request this honorable board vote to adopt the resolution authorizing collective bargaining within 120 days pursuant to virginia code section 40.1 hyphen 57.2 section c this process for public sector workers to gain bargaining rights is moving forward across virginia including in the city of charlottesville public school system uh too much of a delay in adoption of a resolution could hurt retainment and recruitment of workers at el morro county public schools we know uh so many substitutes in the county have also been signing that are currently serving as student teachers and they have indicated their support to have contract negotiation rights so it's not just

021for current workers it's for future workers as well we want to begin the process of collaboration and negotiation by discussing and coming to an agreement on the details of the resolution we are ready to discuss the resolution with you and reach an agreement that benefits all of us collective bargaining gives acps employees the opportunity to have a seat at the table and work with the school board to make employee professions better which in turn makes the learning conditions of students better once again i urge the school board to move quickly to adopt this resolution for collective bargaining so we can begin moving forward on working together to make sure we have better jobs for our current workers and better jobs for future workers about merrill county public schools thank you so much for those comments

022mr lexi the next speaker is miss hudson thank you very much and good evening my name is sally hudson and i am not a county resident i'm a city resident but i serve the county in the house of delegates and i am here tonight to simply offer my wholehearted support for our acps employees in the collective bargaining process this is exactly what the general assembly envisioned when two years ago we removed a decades-long ban on collective bargaining for public sector workers at the local level and we all know that our school district will be stronger when all of our staff and educators have a meaningful voice on the job collective bargaining is not just about compensation but scheduling professional development safety and all of the things that make our schools tick i know that we're

023all here tonight because we care about our students and our staff and everyone who drives our schools and so i look forward to supporting all of you in this process as it proceeds however i can so thank you all for your work i am sitting here listening like those are great comments completely forgetting that i'm driving the ship steering this ship thank you so much for those comments miss hudson uh the next speaker will be liz uh koenig and then the three speakers after that will be alison lyons margot diaz and ryan looney good evening my name is liz koenig and i'm a teacher at woodbrook elementary school and a member of the albemarle education association i'm here to ask you to approve the resolution introduced by the aaa tonight and honor the rights of

024our county's educators by authorizing the aea to bargain on our behalf this is my first year at woodbrook my first year in albemarle my 10th year in public education i've learned one of the biggest challenges facing schools is teacher recruitment and retention just yesterday i read an article in ed week about the alarming drop in applications to teacher preparation programs this year's attrition rates will be high turn the tide by welcoming us to the bargaining table and help us make teaching a sustainable career again and our resolution goes beyond just teachers the right to bargain collectively should extend to all school staff every adult that works in a school becomes an educator whether it's in their title or not i'm proud to be a part of the aea because it serves us all from our

025hard-working food service members to our principals so i'll leave you with one of my favorite memories from this school year it was the day our school said goodbye to our lead custodian who retired in january after an amazing 26 years of service at woodbrook it was a cold day and the whole school was huddled out on the blacktop waiting to surprise him with a celebration my preschoolers were bundled up behind our goodbye banner and of course there was a delay in the start of the assembly because there always is our music teacher was keeping us going by leading us through our school song composed years ago by a former woodrow teacher when our lead custodian finally came out the roar of the crowd sounded like a celebrity had arrived and one had students and teachers

026spoke one after another about the positive effect he'd had on their lives when i tell you i teared up please know it was because in a few short months at woodbrook i too had come to rely on my colleague who patiently refilled our paper towels or gently helped one of my students get back on track through a quick talk in the hallway our lead custodian and champion educator had touched the lives of so many the chilliness of that january morning melted away as we cheered and sang and celebrated his career that is the power of a school community and that power starts from the word with i work with my colleagues to make our school the gem that it is every day i work with the students and families that this board serves and we've

027worked together with educators across the county to bring you this resolution i invite you to work with us adopt this resolution albemarle's educators deserve your support thank you so much for those comments and that wonderful story the next speaker is alison lyons i don't see on not join the meeting okay so i'll put a note and loop back at the end after that is margaret margot diaz who i also do not see on yet so i'll put a note for her she was just on but i don't see her anymore either okay yes if you're listening feel free to log back on there's still a little time you can loop in at the end uh so then the last three will be ryan looney scott code and mary macy miss looney when you're ready hi

028there my name is ryan looney i'm in the whitehall district thank you for allowing me to speak tonight i'm a former acps student and a current parent i am speaking in favor of allowing collective bargaining for teachers and staff by the aea virginia has some of the lowest teacher salaries in the country and elmoral has some of the lowest in virginia 44 states already permit teachers unions to enter into collective bargaining we should not be lagging behind the rest of the state and country albemarle should be leading the way collective bargaining allows teachers and all staff to have a voice when negotiating pay benefits and working conditions studies have shown that teachers unions have a positive association with increased student test scores and that they reduce teacher and staff attrition teachers unions help attract and

029retain the best teachers and staff which is especially important when teachers are leaving or considering leaving the profession in droves strong schools make strong communities for everyone i am in favor of allowing collective bargaining for our teachers and staff thank you thank you for those comments miss looney the next let me pause my timer the next speaker will be scott code good evening everyone my name is scott code i live in crozet i'm leon lane and i have a son that's going to school at broome middle brownsville elementary i support the collector bargaining resolution submitted by the albemarle education association and hopefully the board adopts this resolution we depend on their teachers and they deserve our support we must ensure that teachers have the opportunity to negotiate their compensation benefits and working conditions thank you

030for your time thank you today those comments mr code the next speaker will be mary neesy before we loop back to the two missed people hey thank you um i'm mary nacie i am from the white hall district i'd like to encourage the board to adopt the admiral education association's collective bargaining resolution it's no secret that the acps staff morale is really low an easy way to reverse this trend or begin to reverse it um and to also retain and recruit strong teachers would be to pass this widely supported resolution allowing teachers and staff to better advocate for themselves thank you for those comments miss moosie i see margo diaz has logged back on miss diaz if you're ready you can give your public comment now hi thank you uh thanks for the opportunity my

031name is margo diaz oh i should have hit start video sorry y'all there's my face um my name is margo diaz and i live in the white hall district i have a second grader and what i've started calling a rising sixth grader at crozet elementary more and more each day our education system is appearing to be on the brink of exhaustion the local next step sorry the logical next step is to ensuring quality education for all of our children is advocating for their empowerment of teachers and all the school staff all the people who make our schools great in so many ways i support the collective bargaining and the school board should too thank you for those comments miss diaz i do not see miss lions on i do want to say it's i think

032a hallmark of good teachers and people used to lesson planning and timelines and efficiency that all of you all of the speakers tonight who i believe most of whom were teachers or on point with your messaging and your timing so thank you for that that's about as efficient as i've seen public comment happen so that concludes public comment i don't um nobody else and i don't see miss lyons okay thank you miss carlson we will now have our covet uh update with dr mclaughlin and ms schmidt yes good evening board members i'm pat mclaughlin chief of strategic planning for the school division and i'm here tonight along with rosalind schmidt to give our covet 19 status update for march 24th so we always start our covert updates by looking at our community levels uh in

033albemarle county and i am pleased to say that on march 17th of uh friday of last week we dropped down to a low level uh per the new cdc metrics that means that we had fewer than 200 cases uh for our case incident rate we also had uh one of the other factors they look at is the coven 19 admissions per 100 000 people in the population those were less than 10 for that week and the percent of staffed inpatient beds occupied by covet 19 patients was also less than 10. all of those factors put together give us a low level of community transmission this is week one uh that we've been in a low level of community transmission and i want you to remember that because it's going to be important for uh for

034one of our final slides that we have the other piece that we look at is community vaccination statistics we've seen these several times we have very high levels of vaccination particularly among our school age students in albemarle county and then we also gauge our school impact first looking at transmission within the schools and uh this week we've got that listed as a low level although we did have one outbreak at an elementary school going to a medium level would take two outbreaks but i want to make sure the board was aware we did have an elementary school outbreak this past week but our overall cases still remain low on the covert dashboard for last week we had 23 student cases and two staff cases our attendance rate has really uh rebounded since it hit some

035low points earlier this year our attendance rate on tuesday of this week was 94.2 in attendance uh and we had an additional three tenths of a percent of our population at home for quarantine or isolation that equates to about 40 students um that day and finally our staff absences uh on tuesday of this week we had 65 staff absences but only nine of those were covert related we always fluctuate a little bit between a normal and a strained uh posture first half capacity because we know that substitute teachers are still rather hard to come by and so i wanted to also remind you of a conversation we had last week about our planning for uh for this spring and eventually moving to an endemic posture for covet 19. we had four goals associated with that

036to one to maintain a safe environment for our students and staff two to align with current public health guidance to the greatest extent practical three to ensure that changes are transparent well communicated and easy to understand and four to transition to an endemic state with sustainable infection control practices and there's really four key uh points on this plan the first happened this month and these are already in place that masks became optional for our students and uh we've also reduced our quarantine and isolation time uh both for students and for our staff next month we plan to suspend contact tracing for individual cases and we're also going to make some modifications to our return to school criteria after a student is symptomatic we are not going to make changes to our identified mitigation strategies we

037feel those will continue to uh to be of a benefit to us and then there are two areas uh where the board would need to take action before any changes could be made uh and if you recall from last week those two actions are uh any action on our staff and visitor mask requirements and any changes to our staff vaccination or weekly test requirements at last week's meeting uh you charged us with getting some recommendations from the school health advisory board on both of those policies uh and so that you could make an informed decision around those and i'd like to turn things over to ms schmidt who's been working with the health advisory board thank you dr mcgothan i'm rosalind schmidt chief operating officer as dr mclaughlin mentioned we sought a recommendation for the

038board's direction from the school health advisory board i'm grateful for that board for reconvening on short notice so they met earlier this week and made the following recommendations so first regarding masks it was their recommendation that the mask requirement for staff and visitors should relate to community levels and trends over time this aligns with the current cdc guidance which ties mass recommendation to community levels so more specifically what that means is uh their recommendation is to eliminate emergency policy eba which is the masked and acceptable face covering policy when community levels reach low for at least two consecutive weeks so as dr mclaughlin mentioned in his data we hit that low level last friday we anticipated this week as well but to be determined uh they also discussed the importance of being able to respond

039if there's another surge or other future circumstances so again the more specific recommendation uh is to replace um you're gonna eliminate the emergency policy replace it with an amendment to an existing policy that more operationalizes mass requirements and other public health guidance in the future and so that would allow us to be a little more agile and flexible with cdc guidance so regarding staff vaccination their recommendation is to eliminate the weekly testing program or vaccination requirement for staff at the next practical date um but they are in strong uh encouragement of vaccinations so they urge the school division to continue to develop ways to encourage and incentivize vaccination happy to answer any questions um on those recommendations but before i do that we just have one more slide and then we'll open it up so

040um with those recommendations in mind if the board accepts those recommendations we wanted to outline some practical steps the board could take um so as i mentioned the the shad recommendation mentions two weeks at the low level which will likely meet tomorrow but you'll see these steps uh more aligned with spring break you'll see an april fourth day deadline um we feel like it's a more natural time to make a change if the change is desired and allows more time for communication and i'm confident the school health advisory would would agree um so first you'll see the first step today to take would be to end the emergency policy by doing so that means mask will continue to be required until spring break and will become optional for staff and visitors beginning april 4th so

041that's the first step the second step would be that you could direct staff to amend our recommendation is policy gbe which is a staff health policy there's some opportunities there to add some language around giving the superintendent and staff authority to implement health initiatives specific to the cdc vdh and blue ridge health district those details are not specifically mentioned in the policy now again that allows acps to remain agile in response to updated or future guidance and um and if community levels change uh if that's the step the board wants to take we would present a draft at the april 14th business meeting and then the last step relates to the vaccination and weekly test requirement you could end that requirement effective april 4th that means that the last required weekly test for those employees

042would be next week and then again we align that with spring break but if sooner date is desired we would feel like march 28th that monday is the soonest we wouldn't recommend any immediate changes so with that we'll open up for any questions or discussion mr page in in uh front of uh discussion may i make uh the first uh motion and then we can open up for discussion yeah i move that we eliminate emergency policy eba uh effective april fourth second okay it's been moved by mr alcaro second by mistober that we eliminate uh policy eba effective april the fourth is the discussion on that motion this is one of the recommendations that um we received so is there any discussion on that motion just a comment i mean ms schmidt says that the

043indications are that we will have a second week of low incidents in the community and we won't know that until tomorrow officially so can it be contingent on you know a second week of you know low levels in the community i mean i think that's what we expect to be the case for sure but it's not official until tomorrow when the blue ridge health department reports it i would change my motion to eliminate the emergency policy eba effective april 4th based on the level of the numbers effective tomorrow mr dolberg sent you second are you agreeable to that amendment my only concern is that the the cdc guidance on on the infection rate is skewed against counties and cities that have large hospitals because if you look at if if i mean there are a

044number of counties surrounding denmark county that do not have the facilities necessary to treat somebody with coping and so their hospital levels remain low and yet they come here and ours go high if you look at there was a period of time where we were at an elevated level not because of the infections in our county but because of the admissions in our county so it made it look like our our our infection rate was higher than the surrounding counties which was just not true but because of the way the cdc did it um they're assuming every county has a hospital right but it's impossible for for a county that doesn't have a hospital and there are a number of them in virginia to to be impacted by that number so it's only by the

045number of actual infections and so i just don't i i hate to tie it to that simply because they gotta they could have an outbreak in louisa and we have to keep wearing masks in school and they don't i just so i mr oberg if i could provide one quick point of clarification um please it relates to uh to what you were saying my understanding of the hospitalization rate is that the cdc looks at our health area as a whole it comprises a number of counties uh regardless of the of whether or not they have a hospital within that county and they take the total number of cases that happen within that health district hospitalizations that happen within the health district and farm it out based on proportion of size of the county so they

046do try to account for that a little bit i don't know if it's a perfect system for that um but you can see counties without a hospital uh in them have an elevated level of hospitalizations um as as unintuitive as that seems okay with that i i i will accept i will accept that as a truth but with the caveat that i don't think it's working because there were several counties around us who had a higher infection rates than we did and yet they were low and we were medium and i know that those counties don't have hospitals so yeah sorry so i i mean i i i'm not gonna i'm not gonna hold it up because i i if if jono wants his motion to be that way i will continue my second of

047his motion thank you any other any other discussion on that motion which now stands that um we would uh revise or eliminate um policy eba effective april 4th depending on the transmission rate on march 25th any other discussion i just i i do think it makes sense to operationalize it i think that that uh you know our meeting cadence and our resolution cadence and whatever is probably too slow for um what's happening uh i i still have my concerns for um you know our kids who are not able to be vaccinated uh and then and for people with um immunocompromised people in their families or people at higher risk for other reasons so i i agree that it should be operationalized and i'll vote that way but i maintain my concerns okay thank you any

048other comments or concerns if not miss johnson could you please call the roll on the vote awesome yes mr uber yes miss lee yes dr ako yes miss osborne yes mr o'carro yes mr page yes motion carried thank you all right we still have to address the mass requirement for our staff and visitors and um the vesic nation requirement that was also a part of uh what we had asked the health advisory committee to give us advice on so we saw uh the recommendations from those from that group on the mass requirement and on the vaccination requirement could we have a vote on those two requirements i'm sorry what did we just vote on i think i am confused wasn't that the mask requirement eba no no it's three separate things that we'd be looking

049at could we have the slide up again let's go and slide up again considering i was also a bit confused okay okay so next steps yeah that was it and so again as a as a quick point of clarification um the the vote to rescind policy eba was a vote to eliminate the mass policy that was my understanding oh okay i didn't realize that because there's three separate steps so i was thinking that it was three separate emotions that we would need and then this the second step that was recommended by the um the school health advisory board was for the board to direct staff to amend our staff health policy which would then give the the flexibility that miss lee was talking about uh to make operational decisions around things like masking okay all

050right so that was my point of confusion because i saw three separate steps there and i was thinking that the motion was only for the first one so uh we do have all three of them taken care of then right no no we don't graham all we did was remove the mask requirements for staff and for visitors so to the extent that we want to have an operational and i i think uh judy is correct i think we need one i think that would be a very good thing we have to have a separate motion and we also have to have a separate motion um regarding the uh the testing or combine them all right so you're saying a separate motion for what now we only we only eliminated the mask requirements we didn't eliminate

051we didn't create an operational ability from my understanding and tell me if i'm wrong dr mclefland is that staff wants to be able to re-initiate the practices on a case-by-case basis based upon outbreaks so we don't because from a practical standpoint for if we will not have the speed to respond to another outbreak so if there's a sudden huge increase in in in cases we don't want to be caught flat-footed and so we want to have an operational system such the superintendent and his staff in coordination with the health district can reinstitute some of these things based upon their need on a an immediate basis as opposed to waiting for us to adopt a policy am i correct dr mclaughlin that is correct so um so number one we've checked that one off the list

052the uh the board uh made a moti uh approved a motion to end policy eba which ends the requirement for masks and uh for staff and visitors effective april 4th there are two other things we'd like the board to consider tonight the first is uh to provide direction to staff to amend policy gbe so that we have the flexibility to operationalize masking decisions um based on uh the current situation in the community and and we don't have to have a motion for that we can that's right you can just give us direction on that the doctor mclaughlin uh pending the chair's objection the staff is directed to do that second on that yes we don't need to vote on it that was indeed an odd motion but by consensus is mr uh berg's uh statement

053agreeable on item two yes yes yes okay so by consensus then we are agreeing with item two so we will bring a draft of that policy to the board on april 14th at your next meeting and then the third item that was suggested by the recommended by the school health advisory board and by staff is to end the requirement of vaccinations uh and we are recommending that we or weekly testing and we are recommending that that take place effective april the 4th i see i believe that would need a board motion i move that the board eliminates the requirement of vaccination weekly testing effective april fourth second okay move by mr oberg second by mr alcaro that we eliminate um weekly designation requirements effective april the 4th any discussion on that motion i was curious

054ms schmidt about um do you have any sense of how many staffers we had in that weekly testing it's my understanding we had about 200 employees who were testing weekly wow but our vaccination rate of our staff overall was 90 plus the vast majority of our staff are fully vaccinated okay any other discussions or questions on the motion if not miss johnston could you please take a vote dr acuff yes miss carlson yes mr o'carro yes ms osborne yes yes miss lee yes mr page yes motion carried thank you so thank you um dr mclaughlin and ms schmidt for presenting okay yeah okay that's just one more thing related to the testing and the monitoring i like miss lee i am concerned that we have what 300 or so pre-k kids who are not old

055enough to be vaccinated and we've had several letters from parents of vulnerable children i wonder if we can get a recommendation i know it's sort of the horses out of the barn now but from our school health advisory committee or if we can at least monitor those groups in particular [Music] in terms of possible outbreaks or infections i mean the last thing i would want to do is to have one of our adults in the school transmit to particularly vulnerable kids okay so are you asking us best the advisory committee on guidelines related to that well i i guess i'd like some feedback from either dr mclaughlin or ms schmidt about the feasibility of that i know they don't meet again for another month and by then school's almost over but yeah i if if

056if i could just interject and i i i um i i could be reading the decision wrong but my understanding of the the court's decision that came down yesterday was that school systems need to need to comply with requests for accommodation based upon based upon immunodeficiencies um and so i think on a case-by-case basis that's going to have to be dealt with with because we may have certain classes and certain teachers who need to continue to wear masks but it wouldn't be division-wide it would be based upon the circumstances of the individual students and so this doesn't this would not eliminate that opportunity for a parent to request that accommodation am i wrong ross oh you're absolutely right mr oberg that's uh what just uh judge moon said and that we would take it on

057a case-by-case basis and there would be uh it would be considered to be a potential accommodation uh as we would in any other iep or 504 but that wouldn't apply broadly to our preschool population it would not yeah okay but i'll i'll comment as we enter the end of this school year a lot of our preschool kids are now fine i mean have turned five so it's not like it was at the start of the year and a lot of them were ineligible okay thank you okay dr hickoff does that answer satisfy what your concern was uh i think i think so i mean i think if we have an outbreak in cases we can ask more information about where it's occurred in the school thank you all right thank you all right and we

058do thank dr mclaughlin and ms schmidt and also our health advisory committee for coming up with um that advice that led us into those emotions and consensus items so thank you all for the cove update we'll now have dr mclaughlin to come to us again with the mid-year data review yes good evening again board members i'm happy to uh to continue the session tonight uh by leading tonight's work session uh around our mid-year data review and our equity audits uh our work session tonight has several purposes including a presentation on how we use data in the division uh at the division level to help us to achieve our mission which will be followed by some time for board members to take on the role of acps principles as you review a few sets of mid-year

059data climate data and assessment data and conduct an equity audit on them this will help us to prepare the board for a work session that's coming up this september when we'll have time to examine the final results of our state uh testing and set targets for improvement so let's get started i'd like to begin by thanking uh by sending my thanks to all of the team members who will be assisting with tonight's work session those include india han chris gilman jamie gelner katrina sims natalie farrell mars holmstrom shea carter schifflett leilani keyes and miles nelson thank you all for being here tonight so our work session tonight is really grounded in the mission of albemarle county public schools and i'd like to focus your attention on the first sentence of this mission that working together

060as a team we will end the predictive value of race class gender and special capacities for our children's success through high quality teaching and learning for all our mission is our highest priority as a school district and one of the most important indicators of our progress toward that mission is the school accreditation process as you'll see tonight when our schools meet the standards for state academic accreditation that indicates to us that the achievement gaps either are closing or have closed and that will fulfill our mission tonight's work session has myriad connections to learning for all and i hope that tonight you'll hear about some of our key strategies for success including but hopefully not limited to creating a guaranteed and viable curriculum ensuring culturally responsive teaching practices are implemented in all of our classes implementing

061comprehensive school improvement support teams implementing virginia department of education and school board adopted curricula and resources with fidelity developing school equity dashboards to monitor progress toward closing equity and achievement gaps in adopting implementing and measuring the effectiveness of a social emotional learning curriculum including responsive classroom and developmental designs in grades k through 12. all of those are directly from our strategic plan and we hope to hear about those tonight so to frame our work a little bit i'd like to provide just a very brief overview of school accreditation one of the best sources that we have for information on how our schools in our school system is performing is the virginia school quality profile that's a site that's put together by the department of education and it contains multiple indicators of school and student success

062you can go to this site and you can look at albemarle county as a whole for most indicators and you can look at every one of our individual schools and any public school in the state of virginia to see how they are doing tonight i'd like to really get focused in on two pieces of the school quality profile that's assessments and accreditation and to explain briefly the the distinction that we make between those two so assessments are uh is a tab where if you go there you will see just the the straight results of how many students passed an end-of-year sol test compared to how many students did not pass an sol test uh it is uh all students have to score 400 or above uh to meet that criteria and any student under 400

063does not count as a pass for an assessment accreditation on the other hand provides equal credit for students who pass state english and math tests as well as for non-passing students who show significant improvement throughout the course of the year that's where we we talk to the board a lot about student growth that's where student growth gets reflected in our results in in my mind to meet our mission we want to eliminate the achievement gaps in our accreditation results we want to see that there's no gaps between students who are either meeting the standard for passing their uh their assessments or growing sufficiently according to the state that they are eventually going to get there a school's accreditation is determined using several indicators and they include academic achievement in math english and science for the

064school as a whole achievement gap achievement in mathematics and english and when we talk about the achievement gap indicators that breaks down all of our eight different uh membership groups and looks at them individually to make sure they are achieving at high levels as well and chronic absenteeism uh each of these uh is given a yearly performance level of level one level two or level three and that determines our accreditation ratings in addition to those first three bullets our high schools have an additional three criteria that they are judged on for purposes of accreditation those are the graduation and completion index the dropout rate and the college career and civic readiness index so as we talked about there are three different levels of accreditation what we always strive for is accredited we don't get accredited

065as a division but our individual schools get accreditation ratings schools earn a rating of accredited when all of the school quality indicators you saw on the previous slide are at a level one or a level two level one means you're meeting the standards set by the state level two means you're very close to that standard that is set schools can also be accredited with conditions any school that has one or more indicators uh at a level three indicating that some improvement is needed is giving a rating of accredited with conditions in the final accreditation rating is accreditation denied and schools that fail to adopt or fully implement required corrective actions to address level three school quality indicators can be accredited as accreditation denied the pandemic has had a pretty significant impact on accreditation over the

066past two years accreditation is really a lagging indicator so the accreditation for this school year 2021 2022 is based always on the previous school year's results so it lags uh back to last year's results for the past two years accreditation has been waived for all public schools in the state of virginia in the 2019-2020 school year you remember that we were home for the pandemic and sol testing just did not take place in the fall last school year we had sol testing take place but it was so sporadic throughout the state that the super state superintendent waived accreditation for schools for this current academic year this year however next year however accreditation is going to resume and our 2022 2023 accreditation status will be based on the final sol results that we have this year

067and so how do we ensure at our schools that we're making the progress we need to get accredited well i think one of the key tools that we use is our school improvement template and these templates help us to monitor our progress toward all the accreditation goals in a school improvement plan every school develops a plan each year and they update that plan quarterly and recently we revised our school improvement template to align with the virginia department of education model for improvement the plan template helps schools develop smart goals essential actions and specific action steps to meet those goals all school improvement plans are published publicly on our school and division web pages so the public can see our work and i'll bring up just quickly an example of our school improvement template it's divided

068into two key strands the first is teaching for learning and for teaching for learning we develop a smart goal around where we want our students to be academically the plan also has us identify key strategies that we think are going to be the most important drivers of moving that work and then schools work for each of those key strategies to develop action steps they identify an action step they identify who's responsible for the implementation the time frame for the implementation what they would collect as evidence that they are moving forward with that action step and assign a person who is responsible for monitoring that these are updated every quarter and so you can go into any of our school improvement plans and see uh see all of those steps that schools are taking and the

069school improvement planning process really has changed pretty significantly this year to ensure strong alignment with learning for all our strategic plan in its previous state each school had different academic and climate goals they had different action steps that were developed individually at their school and they had for the most part common assessments that were developed at each school it was really a school-based plan versus a system-based plan and this year as we've adopted learning for all one of the key strategies to this is our comprehensive school improvement teams within those we have collectively developed academic and climate goals for all of our schools they all have the same goal we also collectively developed essential strategies for each school each school then works in a group of three to develop their action steps and we also

070this year develop division level common assessments for all of our schools so our academic goal at every school this year is that as measured by the end-of-year sol test every enrollment group in the state every enrollment group in the school will meet state accreditation targets or reduce the previous failure rate by 10 in all tested subjects that's how you make accreditation you do one of those two things and all of your categories are going to be green or yellow level one or level two our three most important essential actions that we have for that plan are professional learning communities a guaranteed and viable curriculum for all of our students and a strong common assessment plan all of those strategies come straight from our thriving students goal in learning for all schools also develop a climate

071goal and this is where our panorama survey comes in so our climate goal for all schools this year is as measured by the panorama student supports and environment survey school results will be at or above national averages and no gaps will exist for our enrollment groups and there's three key drivers of that or three essential actions for that and that's the continued implementation of our anti-racism policy culturally responsive teaching and a focus on responsive classroom developmental design and high school seminar that's where we see our sel curriculum integrated into our schools all three of those come straight from our affirming and empowering communities goal and final the final shift that we made with our school improvement process this year is to form principal professional learning communities around the school improvement plans principals work in groups

072of three throughout the year meeting every month with each other to check in on the progress of their plans and then they meet quarterly with comprehensive school improvement teams to review each quarter and set action steps for the next these teams bring together uh folks from instruction from our office of equity from special education from strategic planning uh to all work collectively on how we can support schools to these goals and one of the key elements that really has uh emerged from the school improvement planning process that's going to turn into the focus of our work tonight is what we call an equity audit and i'd like to introduce at this time leilani keyes from our uh office of equity uh to talk us through an equity audit and what exactly that means leilani thank

073you so much dr mclaughlin and good evening school board i'm leilani keyes i'm representing the equity specialist team this evening the equity audit process which started and still is a key component of our culturally responsive teaching credentialing program guides our educators to analyze their data to look for equity gaps and use their data to make instructional decisions when using the equity audit teachers and administrators become more aware of how to address specific data to improve student outcomes for more information i'd like you to look at the speaker's notes when you have a chance and take a look at background of the equity audit for more information in the following video that we're about to show we'll watch teachers and administrators discuss how the equity audit approach impacted their teaching and leading while you watch the

074video consider some conclusions that our educators draw by closely examining their data through the equity audit process [Music] what i learned about myself and my teaching while i was doing my equity audit is that a lot of the ways that i let students practice through games or through worksheets or other things were more conducive for students who were cooperative learners and not so helpful for students who might have been more competitive or more individualistic so something that i started to realize is that i needed to expand the ways expand the games make new games that could be more competitive and then i started to see more students engaging in those games and every student cooperative and competitive had a chance to be able to practice skills that we were teaching in our intervention groups in

075a way that really helped them to shine i learned that you know if we if if i don't take a an intentional approach in noticing trends and patterns throughout the day that i am also playing a role in perpetuating academic and achievement gaps the day moves fast and and by doing equity audits and taking the time to to look at patterns um throughout the day and and the the students i was working with or um students i was seeing the families i was communicating with um patterns and trends continue if you don't take an intentional approach to to shift your practice for me i'm in my certification year at western um i really try to focus on particularly the gap in my socioeconomically disadvantaged students and zero in on the ways in which they relate

076to the english curriculum and the ways in which they relate to me and how i communicate my instructions so i had to dig into more of my collectivist learners and to think about how i was motivating students the way that i would want to be pushed in reviewing the data and i reviewed lots of different data so i looked at five years worth of achievement data enrollment data purchasing data there were lots of areas to focus on and i tried to figure out where can i where can i begin and so one of the things i looked at was what was going to impact students the most kind of the quickest and so i wanted to make sure that there weren't any barriers that were creating [Music] barriers to access for students in terms of

077enrolling in experiences and opportunities we looked at enrollment in courses and noticed some disparities in terms of which students were enrolled in some of our advanced courses such as our ap courses and some of our dual enrollment courses and looked at what were the barriers that were impacting some of our student groups things such as prerequisites that weren't required by the ap catalog or prerequisites that weren't required from pvcc for dual enrollment and we looked at making sure that we removed those barriers but that we also worked to communicate and partner with teachers and students and families so that they understood what they needed to do to be successful in those courses my overall great thank you so much dr mclaughlin i hope that gives you an idea i hope that gives you an idea

078of how our educators have used equity audits in different fields so this year we've expanded our use of equity audits as part of our acps mid-year data review process individual educators professional learning communities in our division and school administrator teams now use equity audits as essential tools to help them learn to provide instruction that meets the needs of all of our learners culturally responsive teaching credential candidates have piloted the equity audit process as they intentionally create a plan to eliminate equities through the use of three of our three characteristics of culturally responsive teaching though we use an equity audit processing worksheet to simplify the process which you'll see in a little bit equity audits are flexible tools that should be applied throughout the course of the year whenever we seek to understand how predictable outcomes

079are correlated with social and cultural factors please consider the teacher equity audit exemplar linked on this slide when you are able to there are three parts of the equity audit process the first part is to perform the equity audit that is to disaggregate the data and become aware of potential gaps amongst our students part two is to determine focus students this is an asset-based process that is to say we're not looking for problems that are beyond our control as educators rather we are identifying problems of practice within our control in other words what can we do better as educators to meet the needs of our students part three that's where we look for intentional ways to apply the hcps characteristics of culturally responsive teaching because this is an action-based process so in that step we

080develop goals in conjunction with students and families and we look for ways to improve student outcomes based on our culturally responsive teaching framework for more information on how to conduct an equity audit how our educators are doing that as classroom teachers or school-based administrators you can again take a look at the speakers notes to see some examples of professional learning so let's take a look now at an equity audit in action and this example comes from burley middle school administrators as they examined and used an equity audit to examine their 21 to 22 panorama survey results upon analysis principal cassandra blanc and assistant principal dr rusty carlock recognized that though the majority of african american students cared about performing well in school according to the survey they also reported that they did not see the

081relevance of school in their everyday lives because dr carlock had completed a thorough school equity audit the previous school year as a component of his culturally responsive teaching credentialing process he recognized that literacy scores were an area of improvement for african american students at burley middle school administrators together determined that they would help their teachers understand the importance of developing lessons that are more relevant to the experiences of their african-american students especially around literacy and in order to make a positive impact on student reading as a next step our burley middle school administrators will learn from their teachers how they were able to use the instructional strategies that were presented and monitor student growth as a result of those strategies so that's just one example of how we're using it and uh great job to

082uh miss blonde and dr carlock layla thank you so much for um for taking us through the um the equity audits and i will say it's really been um wonderful to see how this tool has evolved from uh from a tool that was used by really a relatively small number of teachers going for a culture responsive teaching certification several years ago now to the point that we've got 100 of our principals conducting equity audits on their school division data so while it's great to hear about all those examples of equity audits in action we thought it would be even more interesting to allow you all as board members to have that experience yourselves so tonight you'll each have an opportunity to do the work of our teachers and principals by completing a partial equity audit

083on one of three data sets either our mid-year common division data our k2 reading dashboard or our panorama survey results and to frame that up before we break out it's important to note that all of the assessments that you see tonight are formative assessments formative assessments are assessments that monitor student learning and provide ongoing feedback that can be used by teachers they help to target specific areas that need additional work and they're low stakes they generally aren't tied to grades formative assessments really help us pinpoint areas of need and help us inform instruction moving forward so that when we get to the next column they're summative assessments students are doing well uh and with the summative assessment that's used at the end of a learning cycle to evaluate instruction and oftentimes those are high stakes

084best example of a high stakes summative assessment is our high school sol tests that are tied to verified credits that are there but even even those summative assessments can be used formatively uh we analyzed the data at the end of every year uh in our schools and we see where we were where students were really achieving at high levels where students needed some additional support and that helps inform the next year of instruction so one set of formative assessments that you'll see tonight are our division common mid-year assessments uh this year uh really we um uh had common assessments for almost every student you're gonna see the data set you have has about six thousand plus students in it uh who took their common assessment so we had them this year in reading for grades

085three through eight and grade eleven in math for grades three through eight and algebra and geometry students in science for grades five eight earth science biology and chemistry and in social studies for grades 5 8 world history 1 world history 2 and world geography those grade levels and those subjects tend to mirror the sol assessments that our students take at the end of the year our data tonight is going to focus in on our reading and our math assessments uh for our students when you look at these assessments uh and when you look at these uh results you're gonna see a couple of um pieces of language that we wanted to make sure uh we were clear on uh you'll see two categories that say met target or near target those are the students in

086the school who based on their mid-year assessment based on what we know from past mid-year assessments are pretty likely to pass an end of course sol they're going to be fine just with some continued tier 1 instruction between now and the end of the year students who are below targets may need some additional support we also know that when we give our common assessments we often give them uh on the whole year's worth of curriculum even though we've only gotten about halfway through the year so those below target numbers naturally drop as we get toward the end of the year and our remaining curriculum is covered and it's also important to know that all of the data that you see here is just pass rate data it does not factor in growth as we talked

087about earlier in the presentation with our assessments so if you're in the group that's looking at our mid-year assessment data you're going to see a couple of charts that look like this the first is our this is our reading data and the first chart you'll have is a performance chart this first row here is the number of students in each one of our categories we have all of our students as a whole as stands for asian then we have black students hispanic students white students multi-race students students with disabilities gap group one and english language learners gaap group one needs a little bit of an explanation because one of the categories that we use for accreditation purposes is students coming from low socioeconomic status at home uh that information is not publicly available and not

088even privately available to us at the school system that's embargoed information we do have a category that we used to use for accreditation called gap group one which consists of all students with disabilities all english language learners and all students who are eligible for free and reduced lunch so we still go back to that gap group one category because it gives us a a decent idea of where our students who are economically disadvantaged might be performing in this chart you'll see uh those uh that language i talked about met target for all of our students we had 6 400 plus students take this uh take a mid-year reading assessment uh this is the percentage of them who met the target this is the percentage of them who are near the target and this is the

089percentage of them who are below the target so those numbers should all generally add up to about a hundred percent we also look at it in another way where we look at the uh the results out of a hundred percent you know the grade that you're used to getting on an assessment and so our average result out of a hundred percent for all of our students was 63.2 when you go across the columns you can look for equity uh discrepancies who did better which groups did uh did not as well as uh as the rest as the average of all of our students you also have math data in there that math data covers grades three through eight algebra and geometry has close to 6 600 students in there and it's set up the same

090way when you read through those columns our second group tonight is going to examine our reading dashboard for grades k through two and i'm happy to introduce katrina sims to provide an overview of that dashboard thank you dr mclaughlin good evening board members i'm katrina sims lead coach for k5 ela and title 1. you will remember that we shared this image with you from the august work session the images are the organizational structures that we're using to ensure that we have and are still addressing all aspects of implementing a strong phonics-based reading program narring the reading gap and reaching our goal that our students are reading on grade level by the end of second grade much of the data that you'll see tonight comes from this reading research so using the link to the reading

091dashboard we wanted you to notice and note a few things for kindergarten you will only see reading data in quarters 3 and 4 which is when we have the majority of our kindergartners beginning to read you will also notice a key that describes a pre-emergent reader um just for ease of common language pre-emergent readers are pre-learning basic concepts about print and book for example we read left to right top to bottom and print continues from the end of one line to the beginning of the next they're also learning to identify the parts of a book readers at this level are developing their letter their letter knowledge recognizing uppercase and lowercase letters and their common sounds those students who have met the benchmark are going to be in the green portion of the column dr mclachlan

092do you mind going to the slide actually in the dashboard katrina i know the slide you're talking about and for some reason i'm not seeing it in there anymore but i think we could probably explain right here by looking at the dashboard perfect yep perfect thank you um so uh the students who have met the benchmark are in the green portion of the column those are close to the benchmark or in the yellow and those who are below benchmark are in the red and as you hover over with your cursor over the colors you'll also see the ethnic breakdowns of the percentages that are given just as dr mclaughlin had spoken of before with the mid-year assessments um the benchmarks that were created are done at the division level when calling a student on close

093or below teachers refer to our elementary assessment guidelines using pals teachers are able to know which reading stage a student falls within as you can see on the screen this is an example of the benchmark expectations that are given to teachers and this is for the complete year and if you go to the next slide dr mclaughlin finally you can see on this slide the progression so you see from quarter one to quarter two with the expectations increasing in each quarter so a student would we would hope would start as an early beginner in first grade and then move to a late beginner thank you thanks katrina and then our final group tonight we'll be looking at our panorama climate data uh the climate survey was given to all students in grades three through 12

094earlier this year we are in the process of giving it a second time right now for our spring results and we'll have those results in a few weeks the climate survey is divided into five components rigorous expectation school climate school safety a sense of belonging and valuing of school in the data that you'll be reviewing tonight examines those results for several different membership groups and lets you see to what degree those membership groups are answering more positively or more negatively than the average so let's get to work we are going to break uh to three groups to conduct an equity audit um in uh in our main room is going to be mr oberg mr page and dr acuff and you are going to be looking at our mid-year assessment data so you all just

095stay in the main room uh i welcome chris gilman lars holmstrom and natalie farrell uh who are going to be uh your facilitators for this group in the first breakout room uh you are if that is going to be miss lee and miss carlson and you are going to be looking at our reading dashboard data uh that will be facilitated by india han katrina sims and shay carter schifflin and in breakout room two ms osborne and mr alcaro and miss alberon we'll be looking at our panorama student climate data that will be facilitated by jamie gelner miles nelson and leilani keyes within this presentation there are links to your equity audits but you also i think have hard copies of those you can use either one that you want for the purposes of tonight's work

096when you get into your rooms uh we'll ask that you open your equity audit worksheet or use your hard copy and navigate to your data with the help of your facilitator the data for the mid-year common assessments and the panorama data are printed on your equity audit as well uh the data for the k2 reading dashboard you need to go into that power bi slide to be able to uh to see and manipulate for the first 15 minutes in your room we're gonna ask that you just do some head down work let me look at the data myself let me fill out these um uh these elements of the equity audit until you see the stop sign that i'm a very visual person so i put a big red stop sign on your equity audit

097where you should stop and then for the second 15 minutes that you're in your breakout rooms you'll share out your results with your group what did you see that was similar to each other what you see that was different from each other what did you think about the process and one of the things that are we've got a group uh that we that has designed all of our work sessions for this year and we've come up with a common set of questions that we want to have the board answer at the end of each work session and i just wanted to preview those with you tonight so at the end of the session we're going to ask you as a result of this work session number one what further information would you need or want

098from staff around this topic what are the next steps for the board around this topic and with the board priorities in mind how should this new information guide the board's decision making in the next budget cycle i know we just finished the first one and what does the board want to remember so with that said i will ask ms johnston to open up the breakout rooms and uh and you all can get started it is 7 56 we've got 30 minutes in our breakout rooms so i'll see you back at 8 26. let's just wait a tiny second for lars to connect to make sure we have everybody in the room there we go uh so thank you everybody for joining us in the media review data of the uh of the actual academic data

099um we've invited natalie farrell to join us she was the lead coach who i think was primarily responsible for helping shepherd a lot of these projects getting into our our data system so that we could administer the assessments to students and then we welcome lars who has a lot of background in looking at student achievement data and how it relates to the three characteristics of the crt framework and how you can use the data that you see in front of you to drive the decisions and changes that you make in your classroom so i believe pat has given you all the access to the data we've got 15 minutes of head down work if at any point during that time you want to pop your head up to check in with natalie or lars or

100myself about that data feel free if not we'll go ahead and honor that 15 minutes and then we'll come back for some combined discussion you guys recognize that silent sustained reading is cruel and unusual punishment to me it is a challenge if you if you've already read through it and would like to discuss it we are happy to sit and discuss with you we were told we couldn't read it ahead of time or i would have oh oh i didn't realize that was itemized as a precondition i apologize in advance but but all of the data that we are using is on the table that's been prepared for us right yes and and the hope is that you would focus more on the equity row of data as opposed to the other the top level

101data was sort of a preview of where we are with a big picture of things but it's an incomplete picture that bottom level helps really refine the focus of thinking about an equity audit okay just about a five minute warning until we come back to conversation okay i'll ask you to wrap up your last few thoughts um when we come back um we'll start with the conversation with either natalie if you have questions about the assessments themselves or with lars if you have questions about how the equity audit process works with these kinds of data and as we work through this we'll be looking specifically for any sort of commonalities or differences within the observations that you made with about the data going through the equity audit process so you're asking us to participate here

102right um i found it difficult looking at the six thousand sixty five hundred student uh data dump of how we're doing because part of our focus over the past few years is addressing what we already know is the achievement gap particularly with some of our most phenomenal groups so i'm i'm i'm having i'm being challenged and understanding what actionable information this provides above and beyond what we already know that's a very important question and that's a challenge when we look at data because there's always a desire to zoom in but within that zooming in process can sometimes be challenging because you can get too caught up in the details lars would you be able to speak a little bit to how you help people talk about the process of zooming in and out when they

103do an equity audit in terms of looking at specific groups but also retaining a focus on the larger mission of all students yeah so uh and dr aiko if i i totally agree that looking at equity audited data at a high altitude level like this is not a new practice it's all something that we've been doing for for a long time uh what the equity specialist team has been doing is working with teachers and plc's and and smaller groups to look at smaller uh sets of data uh and perform equity audits so what's less common i think in our history is for teachers to look through their own data and look for these sort of patterns and then begin to triangulate them and so uh if that's when it begins to take meaning when you

104have people looking at micro data and small data and seeing how their individual locus of control situates within the uh the larger the larger data and that's important so i think in working uh with principles on the on the equity audit process i think uh the questions that are in the in the process here uh we're working to build common language and common process from administrators all the way down to plcs and to teachers and it's when there's conversation across there and i think in the past uh administrators will look at big data sets like this and then tell it to teachers and say hey what are we going to do about it and then you know teachers go back and they and they wonder about it um and then they they engage in their

105classroom practice um but what we're asking teachers to do now and again like plcs and smaller uh groups as they go through this process and to learn how to disaggregate data in this way and then to ask these key questions and begin to triangulate those patterns so when we're looking at big assessment data here do those patterns show up in engagement data that do they show up when we look at discipline data do they show up when we look at you know smaller assessments um and then we put everybody in conversation with them but agree this is not a new process at this at this altitude uh i think and it's hard to answer these big questions when we look at these big data sets i don't know if this is a question for you

106chris since you do a lot of the data stuff but i've always been struck with our english language learners and their numbers and why or whether we ever do crosstabs with black and hispanics i mean i don't i'm making probably unfounded assumptions about who our english language learners are but it seems i mean maybe maybe the grab bag category captures income and race and english language learners sufficiently construct by how high the numbers are for english language learners that's a really interesting question we've um when i first started this job you could almost equate the english language learners but the hispanic and they were just about lining up in the past 15 years it's grown significantly in other non-hispanic languages that's one of the things we started to discuss as an organization is how do

107we disaggregate ethnicity or other characteristics beyond just those very basic characteristics right because when you think about asian that covers everything from the middle east all the way over to the pacific and that's roughly four billion people who are not necessarily homogeneous in any way shape or form but we give them the same one label and so how do we start to think about uh minor distinctions and that's one of the things that our new esol coordinator laura mclean has been really encouraging me to think about in terms of data is digging a little more deeply like going beyond just english language learner to what language do they come from and what language are they learning what language proficiency do they have when they begin those are all really interesting questions when you do an

108equity audit because they really shape the type of uh approaches you would take to making changes in your classroom what kind of academic background did they have you know beyond english language issues yeah yeah i was just meeting with the principal today who was getting some of our newest african refugees and they're a wonderful group of students who've never been in school before and so it was a very unique conversation to meet these students and share sharing their experience of first-time school uh you know that that's wonderful but that change that's a very different experience than somebody who's fully proficient in spanish and is currently learning english and has been learning english since they were a kindergartner so yes that is a data point we're trying to figure out a better way to handle because

109it is increasingly important but very difficult to disentangle i understand why it's done this way from this perspective but part of the part of the thrustation and it kind of mirrors i think with kate is getting to is that looking at it from uh 40 000 foot elevation doesn't really help us it's sort of a this is a this would be a much more helpful tool looking at it by school by plc by teacher to say you know what you know is there a difference in what this teacher is doing what this teacher is doing this teacher is hitting it out of the park why is he or she doing it what is she doing that is making the difference when we look at it from this level okay we know it's an issue but

110it doesn't really give us the tools to address the issues from my perspective right that's a very good point um and i'll let natalie speak to this in more detail but this is our first year of doing truly division-wide common assessments with the goal of being able to do exactly what you discussed and i'll let natalie give a little bit of insight as to how that's kind of playing out across the division um we've been working towards these common assessments since i've been in the role so four years now but this year's the first time we've sort of worked up to it through our division plc's by kind of aligning um especially in math aligning our resources and sequencing so that we're in the same place at the similar times and so that it was

111a little more comparable across the division i think i agree with you about the big data and that it's more actionable at the school level but i would also say that the trend you're seeing in the big data trickles down into the schools too right so whatever those um minuses are in the table right now they look similar across a lot of our schools i get that but seeing the seeing the problem doesn't create solutions it's only insane it's only in scene where the problem doesn't exist and you can compare it to where the problem exists that you can find the solution and improve where it exists otherwise you're just saying well that's a problem do we have the system down now so that each individual teacher can see this data their own classroom yeah

112that was one of the improvements this year is that all this all the assessments were delivered through our data assessment system so that every teacher sees the exact same row that you're seeing as the division [Music] every principal sees their schools row every teacher sees their teachers row each plc sees their plc's row so we've been able to move that down and while that is very frustrating to see that top level data often times within our schools within our plc's it's very difficult for us to show that data because there simply aren't enough students who fit into each of the categories to show that that's part of the reason i totally get that i totally get i i understand why it's done this way i'm just saying that that from the it's frustrating to be

113at only at this level and not you know because then it's sort of like well then we're not really because i don't think anybody on the board is unaware of the issue and this is sort of reinforcing yeah others an issue and i think we're there we know that what we want to look towards is how do we address it what do we do to make this better even marginally right are there any ways think i think this is an action document for the school board are there ways that we can see classrooms that have like uh been trying crt policy practices within the classroom for a longer period of time compared to maybe classrooms in which that have hasn't happened so that we could see whether or not that's beginning to make a pretty

114big effect so if i'm if i could just jump in so that's what the teachers do they uh they know among their plc teams who are have been embracing culturally responsive teaching and starting to use practices and being credentialed and a lot a lot of the plc teams are working it together now and so what they do is what dave mentioned is uh the what uh i recently have been reading a book called divisions that succeed by karen chenowich she says those are the most powerful words in education your students are doing better than mine what are you doing and so at the board level i think what we're asking you to do is to take is look at it from broad strokes for the whole school system and reinforce what what you see happening

115the changes that we're making uh this is the first year ever in alamo county public schools that there has been uh division-wide common assessments at every grade level and in every subject area every teacher can pull up the data for the whole school system and see how they compare they can see how their next door neighbor compares and when we do those monthly plc meetings as a division there the teachers are talking to each other and we're hearing them say hey your students did better on this area how how can i uh improve what i'm doing that's the goal that's the ultimate goal it's the only way we can get better so your support of those calendar days your support of the big picture strategies that we're putting in place is critical i guess one

116of the things about the big picture strategies matt i mean i'm struck by the high high high percentages of black and hispanic students who are below the target that they're not even close to getting to the target and when this when was this audit this testing was done in the fall correct was this just in the the spring like january february-ish i'm fine new definition of spring chris but um it's not yet spring um i'm just struck how you know halfway through the school year we have 55 or english language learners 63 percent of the students that are not even nearing the target and so now remember you know and they won't be near the target probably till the end i mean so i of course immediately think summer school we've got to do something

117more but i mean i do think this is an action plan in terms of the school board but the interesting thing is that you do immediately go to summer school right but the purpose tell me if i'm wrong guys but the purpose of this is so that we don't automatically go to the things we've done in the past that we have an ability to look at and say okay what works and what doesn't well it's worth installing the difference between um having a checkup and having an autopsy we traditionally for years and years have been having autopsies we we set up the school year we have the best intentions we don't have that focus on curriculum and pacing there's no mid-year checkpoint next year they'll be you know schools will move to quarterly checkpoints you

118have to keep keep the pressure on keep the foot on the gas now kate remember these are raw scores so this the students will as we make our way through they're going to get credit for growth so a student that comes in several grade levels behind shouldn't be expected to get all caught up in one year um especially as chris was mentioning we get students from afghanistan that have never set foot in the school so they're also their weeda scores count for their english development instead of their sol scores these are just these are just raw scores next year because we'll be able to equate them we'll be able to show you we'll be able to project growth scores too but i see uh lawrence has a comment yeah thanks y'all hey i um i'm

119not i just want to uh provide this perspective on it i think that your uh frustration and looking at it at this level and your um advice your recommendation your your admonition to reproduce this sort of process at smaller and smaller levels is not only like meaningful i think it's accurate um and i think it's hopeful and that's what we're encouraging teachers to do and trying to support teachers to do right now and many teachers are doing it well uh and it's on the basis of uh the teachers especially in the crt programming that are doing it well uh that we're seeing positive outcomes and i think like if i'm taking uh something important away from the feeling of frustration that you're expressing it's that we need to stop just looking at it at this

120level and i would love for the school board to encourage us to have teachers uh really get fluent in this practice of performing equity audits and to do it frequently with their data and to look at lots of different pieces of data and i'm telling you that when they do that we see them able to move data and we actually see them able to move data very swiftly because just like you said dave they're able to get much closer to the problem you know and chris is right sometimes those uh the patterns don't show up at the school at the classroom level uh because the numbers are too small but when plcs put their their students together then they can see the patterns and also when you look at the at the trends that are

121there in the school data and then you look at individual the individual students in your classroom you may see a single single student who is struggling and think well that's not a pattern because it's just one student but because those students you know exist in different classrooms two here three there they accumulate and they and you see that reflected in the school data so teachers what's that sorry numbers can be hidden by smallness yeah absolutely but when everybody uh learns this process and begins the engagement then they understand that pattern that you just discovered that you and i are describing here and they see how their students fit in and it all starts to come together and i would you know if i'm allowed to can i share a screen here maybe i can share

122this like this is um something that's very hopeful to me this is from a teacher this year and it's reading data that's elementary reading data these are uh focus students from the teachers classroom african american students who are all struggling in this in this class and this is the average growth for the class this is grls this is on the pals assessment and these all students made positive growth this student made one year's growth and this is not even an assessment taken at the end of the year these remaining four students outpaced the average growth as a result of the fact that this teacher like performed an equity audit isolated the students that needed the attention triangulated that in different problems like recognize partnerships with the students families all of that showed up in the

123data and then in a very very targeted way applied culturally responsive teaching practices and was able to get positive outcomes like this we see it all the time and that's what we're trying to train teachers to do so just the bottom line for me is the your encouragement uh that we do it in smaller and smaller levels and we all become fluent in this uh is meaningful and i think it means that we can stop admiring the problem as you're prescribing at this at this high altitude and really dig in to the problem with where it's within our locus of control as as teachers so lars thank you very much for that and um and for all of the the participants was i think we had a very engaged group here out in the main

124room i hope that that you all were engaged as well out in the breakout rooms and uh before we get to our um to our questions that we were going to uh to run through i just wanted to one thing is kind of a way to to wrap this up when you looked at your equity audit you saw that stop sign there uh and you were only about a third of the way through an equity audit and i wanted to share with you some you know what the rest of an equity audit looks like and one of the things that i think it's important to note that equity audits are done at multiple levels you just did one at the division level the highest level that we have our principals do them at their school

125level our plcs do them at their grade level or their subject level and our teachers do them at their classroom level and with each subsequent shrinking of that equity audit the plan and the process gets more detailed and more specific down to the student level so for example i will show you one of the equity audits that came in for mid-year review and the second part of this is focus students this is one of our middle schools and this is at the school level and you can see that uh this principal saw that her gap group one her students with disabilities her black students and her english language learners were the students who were kind of showing up in the equity audit is not having the results that were the same as everyone else she

126worked with her uh uh with all the results and started to analyze what does that mean why aren't they achieving uh at those levels what are the areas that specifically they need some these students need some support in and in english it was main idea summarizing figurative language and text structure and we know that because of the analysis that this principle did on all of the data that comes from a system we call illuminate where we keep our mid-year assessments she analyzed the sixth grade math and saw that they specifically needed some support in fractions decimals and percents inequalities in order of operations and you can see on down the list uh that it really does provide some targeted um targeted levels of support as we scroll down the next thing that principals do is

127they identify problems and practice uh one of the problems of practice that this principle saw was content wasn't always relevant to students we heard that before in one of our equity audit examples how do we get more diverse resources in for students so that they get more engaged with their learning um and then she also identified some school-wise strategies uh to use um uh in all classes some specific to math some specific to english and i want to just scroll to the bottom of this because one of the other things i did and i apologize if this is a little tough to see let me see if i can blow it up so at the bottom here is an example of some of the work that she had her teachers do and when her teachers

128did their equity audits they get down to the individual student level in this section and we just pulled a couple lines from one of her uh teachers equity audits took out the teacher name took out the student's name but every student in that class is identified by any of the demographic groups for which they belong they identify specific areas of growth so this student had a reading comprehension area that needed to get some focus this student had a specific goal make expected growth in their reading plus work the student below had a different goal that student's goal was just to get assignments completed complete your reading plus assignments complete your class assignments you can see the strategies that they put in reading plus progress conferences chomp that's one of their um intervention periods and then

129for this other student we saw on time incentives partnership with the parents reading progress conferences partner with parents for an assignment checklist allow to work with a partner or a group these teachers also identified what specific culturally responsive teaching techniques and characteristics are am i identifying as being able to support that student and then what are the benchmarks i'm going to use for the rest of the year to see if that student is indeed making progress so this really gets down uh with each iteration more and more to the student-centered uh process our plcs compare their results with each other uh and they see you know what's working in your class why isn't that working in my class why did your students have different results than i did and as this process of equity audits

130becomes more and more pervasive in the county i really think it's going to have an impact on our achievement goals and so one of the things that i heard some board members say is we wanted we want to dig into some more specific data and i can promise you you'll have a chance to do that we are coming back for another work session um in september when we come in in september we will have our summative data for the year uh and we'll bring that we'll look at we can look at it school by school you can look at it grade level by grade level there's all kinds of different ways it'll all be up in the um in the school quality profile site at that point to dig into and help us set some

131targets uh for where we need to go the school improvement plan goals that we shared with you at the beginning of this presentation that's a five-year process learning for all is a five-year process and meeting our mission is something that's going to take time and we want to make a slow steady progress toward meeting that goal at the end of the year so i'll stop now and i'll bring us back to the questions that we that we decided we were going to use at the end of each work session uh and those are what further information does the board need or want from staff around this topic what are the next steps for the board around this topic and with the board priorities in mind how should this new information guide the board's decision making

132in the next budget cycle and what does the board want to remember and with that i'll leave that up so you can see those uh those questions and i'll open it up for comments before we close i would like to see the numbers disaggregated so that we can see the overlap with the groups so that we can you know if if if you look if you look at you know asian student and then look at um student with disability you could fit into both those categories absolutely yep right and so i i think it would be a better it would be a better tool of analysis if we saw those overlaps okay patrick i'd like to see um the example that you just gave us with the principal and the teachers at a certain school

133yes without knowing who that person is i'd like to see the results of that person's work you know what happened as a result of the work that the principal had proposed and also what had happened with the teachers to see whether or not we could see some growth in that one case yeah and what what i would recommend there mr page is is that we look at that remember this is a formative assessment this is these these sets of assessments that they looked at are designed to help identify those problems and for the remainder of the year put some practices in place that are gonna that are gonna lead to improved results so i would say when we get our end-of-year uh data that's in i think something that would be very interesting to see

134is where did we end up with in in terms of accreditation compared to where we were with our mid-year assessments um especially since this year was really the first year we've had these wide-ranging assessments for everyone okay yeah one thing when we see them in the fall that i would sure appreciate um well two things one would be i know this is the baseline for um you know the one that was done last fall um and you know they've in some schools these have just been given i'd love to see side by side comparisons and of the two uh different reports at least you know i'm looking at the one that that we did at the sixth and twelfth graders um you know to see uh if the numbers that are in purple at the

135top of the um of the column you know what what did they compare um you know from first coming back i mean mr bono made a great point about you know some of the numbers being relevant to just coming back into school after being basically out for 15 months so your your sense of value there and or valuing the education and your sense of safety and all that uh it'd be great to be able to uh to compare it absolutely um we didn't talk about the sort of about teachers individual teachers using the data in our group uh we just didn't get into that level but um one thing that i'm interested in with that would be um if we are sort of watching it happen if we're watching progress happen or if there are

136benchmarks and accountability metrics at that level or at that school level as well any other thoughts on any of those questions i'm sorry i had to i couldn't see who was i couldn't see if anyone was getting ready to talk with the screen share i don't have a ques i don't have a question but um i did like uh looking at the panorama and i really appreciated seeing some of the tools that you guys use because it's you know for me it's like all behind the scenes y'all just work your magic but it's really interesting to to see how you do that and where you get the data and all that thank you for showing us that i sort of have a comment um from the little video we had about you know students saying

137well i figured out some of our students were competitive learners and some were cooperative learners and that's how they were going to approach whatever the pedagogical challenge was it seems to me that my question is our schools are all very different environments i mean just looking across our um elementary schools we have a range of you know 7 to 72 percent low income and a big range in terms of having a lot of you know african amer you know african-american black or hispanic students or english language learners there's a huge diversity across our school division and so my question is really at the board level um i know we just had a session that talked about differentiated staffing but to sort of modify your games from cooperative to competitive learning it's hugely time consuming within

138a class so i know we've reduced class sizes and we have some differentiated um staffing to help address that i'm just wondering if our approach is refined enough to deal with the students we have across various schools i i beat this drum a lot but and it's not a question that can be answered tonight probably but that's my concern is there a bigger challenge in a school with 60 black and hispanic students versus one that has 10 percent and how how does that change or does it change or does it intensify the approach i don't know i don't know what it should be doing but i have concerns and one last thing uh maybe in the fall and this may just be me but i'd love to be able to see all the information all

139of these different things that were talked about here because you know other than the preparations i don't have much exposure to what days groups are what katrina's group saw and uh uh i'd love to know because this is a big thing uh very important you know to the future and i'd love to be exposed to them all that's true next budget cycle i'm not sure how much into the weeds we could get with this but when we looked at the reading data and the mathematics data it appeared that really we need some different types of materials to work with students in order to reach some of our students so i'm wondering whether or not we can even see some information down on that level it might be by school as to what types of materials

140are being used in different schools to reach kids who are really having a problem i just uh was going to chime in i don't have anything particularly novel but i wanted to emphasize the points that i found important i agreed well i found all of your points important but i wanted a second judy's comments about making sure that teachers are doing the work to look in their own data and how we're following and tracking that because they're ultimately the ones having to do that differentiation and practice change in their classroom to jono's point i agree i i guess i kind of and it's a question is like how accessible is this data um to to us but also i kind of to the population because accountability helps when other people can have eyes on it

141and draw out things that maybe aren't on our radar i know i looked at the school climate data stuff and i you know that was pretty eye opening and i i but i wasn't in that group and i don't know if the public even has access to that so i'm just kind of curious how we plan on using this data in the future and then one other person said something that i strongly agreed with but i can't remember who so just assume it's all of you any other feedback to give dr mclaughlin with either of the three questions just thanks for putting all this together right thank you i want to thank you all for uh for engaging with this tonight because this is um you know it's complex work it probably breeds more questions

142than it answers uh and and that's okay sometimes to to be doing that and i and i appreciate you taking the time to engage with it and i think this is a good um habit to get into with the board to uh to come to you all with uh with some mid-year data with some end-of-year data and really let you dig into it and um and give us some thoughts uh around that so i do look forward to september when we can um we can dig in with uh with our summative data from the end of this year right thank you and the entire team that uh presented this afternoon so thank you everybody and patrick i just wanted to say thank you also because this aligns with us doing our assessment and the goals

143we set as a school board to improve um the things tied to successful school districts and what their practices or school boards do having presentations like this um is part of it so thank you for bringing it to our attention and the tie into the budget is an interesting question so thank you okay all right our next item there was one thing that happened in the closed session that we needed to vote on that was sort of overlooked we need to vote on the rift policy and the practice is that well what the rift policy was asking us to do so we do need to vote on that policy as discussed in the closed session it's not the policy it's the action correct right i moved the admiral county school board accept the recommendation of

144the hr department regarding the job actions detailed in the closed meeting second a move by mr oberg second by mislea that we accept or approve of the policies outlined in the closed session related to reduction in our forces in a discussion on the motion if not miss johnston ms osborne yes ms carlson yes mr oberg yes miss lee yes dr a cuff yes mr alcaro yes mr page yes motion carried thank you thank you very much are there any other items by board members or by the superintendent so mr page i i have uh two items i see ms uh or dr acuff your microphones uh not muted did you did you have something you wanted to say okay sorry i didn't want to jump over you um first i first thing i want to

145do is just share my gratitude uh with our team tonight with dr mclaughlin and india lars shay leilani and let's see i'm looking at the screen here the the team that's still here even even dr domer hung around uh and and mr bonham stayed and i just really appreciate it because i know you all put in long days these are long this is probably the longest week of the year is this week of march you know as we get through it so i really appreciate it and you all really really did an excellent job with this work tonight and what i would say is that um i came to the school system in 2004 you are the first board that has had a mid-year data review of the school systems data that is the first

146time that this has happened this is the first year where we have had common pacing guides and common assessments for every classroom in the school system and last week ms collins brought me a report and we were just within a few students at every grade level of all students taking the assessments so we can see where they are so i know that it's a little bit like drinking from a fire hose because it's a lot of new information and new data all at once and also coming out of the pandemic it's not super positive in fact um you know when we did our mid-year reviews with the with the principals every principal uh started their comments with i know this isn't this isn't pretty but i know where we are i know where the students

147are and we know what to do next we know our next steps i i really think um your discussion tonight especially coming out was for me everything that i would hope for i heard board members talking about how do we adjust our accountability system with you know our evaluation system you didn't say those exact words but for me that's what i heard how do we have a little how do we look and set targets uh with principles so that uh they know whether they hit the target or miss the target and and work uh for accountability with their staff i heard a board member talk about can we really take a good look at what kind of materials we're using with our students and whether or not they're culturally responsive so that students see themselves

148in the kind of work that we're providing and i heard school board members talking about what is our role as we look at this data what is our role what do we do some of you want to get right down in there and really look at each student because you love these kids and you want to help each one by yourself you want to do that i know i know that feeling um and you're also stepping back and looking at the big picture and thinking about next year you know what kind of policies can we put in place to keep having a positive impact i just want to tell you how grateful i am for that because it's encouraging then to to get back to the work work through the year and then the one

149thing that i appreciated that mr alcaro said was i'd like to see all this i'd like to see it all together and when we do the state of the division report this year it will be tied to your strategic plan in the past it was kind of a alphabet soup of what do we put together from data so we can do the state of the division report everything you have in september in october november that we're rolling into the state of the division report for next year will be the data that is so that you could see all of it at in one place at one time so thank you very very much i know it was a long thank you but i i wanted to say and i appreciate your indulgence in letting me

150say it um the other thing i wanted to quickly announce is that uh our next uh school name review will be mary carr greer the purpose behind doing that is there is a lambslain campus master planning committee and uh as they're meeting and talking about uh near-term improvements to the lambs lane campus one of the things they're talking about is improving and enhancing all of the signage at the school sites and then also directional signs signs coming into that area so that it becomes more of a unified campus and um so we want to go ahead and look at mary carr greer we met with their staff this afternoon to let them know we were going to announce this tonight and so that process is beginning and i wanted to let you know that that's

151our next next school that's all i had mr paige okay thank you dr oz any other uh announcements from board members or comments from board members are we in the final session mr page is that are we doing the the last section for the night now yeah okay then i and and dr uh has i'm glad you brought up uh the lambslain uh lambs lane campus uh because i think that will enter into a motion i'm going to make um i move that we assign monies from one time funding to construct 50 parking places at western alberta high school and to modify 67 spaces at albemarle high school second it's been moved by mr alcaro seconded by mr um oberg that we take uh money out of one time we'll use one-time funding money to

152uh establish 50 parking spaces at western and 67 at al morrow any discussion on the motion i have something on chair page as dr haas has mentioned there is ongoing work with the lambs lane reimagining project looking at that campus we're working with a consultant and at the to develop short-term and long-term and perhaps some very long-term improvements to that campus including signage which is needed because jack jewett elementary will be journey as of the fall there's funding already approved uh county and the local cac for improvements in sidewalks but we also need to coordinate with the boys and girls club so with the caveat that the parking allocation have a nod toward what this final report is going to look like for that campus i would support this okay all right so i don't

153think that's an amendment to the motion i think that's just your reflection it's an amendment to the degree that the parking spaces at albemarle high school be be be allocated according to what final plan is approved so dr akov are you saying that we would we would wait on those parking places or we would uh and pending what that report says or that you would want to go ahead we anticipate the report by the end of april uh and and then we will look at that and if we can accommodate the spaces within what that right that's i just don't want us to create a lot of parking spots that will then change what that final plan might look like so let's just deploy where we are on the record that is parking places were

154done last year i mean two years ago you know in a gravel area behind albemarle high school which will impact what the um plan for lambs lane campus does okay all right um so you i just want us to be aware of what i would like to direct the staff to identify those parking places in the way that best accommodates the final plan okay so it wouldn't affect the motion with what you were saying for the staff okay it would just put it in a bigger context okay right all right given that any other discussion sorry sorry chair page thank you right you i'm gonna have to bring out my robert's rules of order and parliamentary procedure to sort of work around some of the things that we come up with related to motions i

155guess but anyway any other discussion well so and i i'm the last person to talk about parliamentary procedure and most like i'm very bad at that but so it sounded like though those two things are not um in conflict with each other because jono's motion was just about directing funds right there wasn't a timeline attached to it but he was specifically talking about the number of yeah parking places but yeah the answer is yes that you're understand is correct right okay thank you very good judy all right so any other discussion okay if not then we'll be working we'll be voting on 50 parking spaces at uh western six to seven at our mile with staff understanding that they're going to look to make sure that it's not in conflict with the boys and girls

156club area that's what we are voting on so ms johnston could you please call the roll mr alcaro yes miss lee yes dr acuff yes miss carlson yes miss osborne yes mr oberg yes mr page yes motion carried okay thank you very much any other business from board members if not our march 24th meeting is adjourned and we thank all of our staff for participating and also those people who made public comment tonight so thank you all look forward to seeing you guys in person right yes best of luck elizabeth it was great to have you with us yeah listen that's right