April 13, 2021 Public Work Session

001[Music] [Laughter] oh [Music] oh [Music] n call this meeting to order first I'd like to say welcome to everybody um for attending the Board of Trustees April 13 2021 Public Work session if we could all stand face the flag and say the Pledge of Allegiance I pledge Al toag of the United States of America and to the Republic for which it stands one nation under God indivisible with liy and justice for all thank you okay roll call trustee Miller and I am aware truste Miller is running late so we should see her shortly truste candle areia present truste Murphy present truste King we're here trusty zno is Pres present that leaves four out of five of us here I will turn the meeting over to superintendent Miller good evening uh good even good evening everyone

002watching online um Welcome to our April 13th Public Work session where we will be discussing um tonight the school city of Hammond's plan to utilize the federal funding that has come some of you may be familiar with that known as the shes act and Esser um and further funding we're going to be talking about our plan to address the covid learning loss and in addition we're going to be discussing where we are with some of our plans regarding the consolidation of schools such as sixth grade to Elementary and some of the plans we have at Hammond Central and Morton so uh we're going to get to it we have a lot to cover tonight um I will just say a few things that there's no one thing you're going to hear tonight it's a Magic

003Bullet or a silver bullet to solve every problem in Hammond but what you're going to hear tonight is the results of months of work uh going all the way back to last summer where we started to discuss how we were going to address the consolidation how we're going to address Co covid learning loss and when we got our first round of car's money so all those things that this is not a knee-jerk plan this is the result of my entire leadership team I'm going to be doing very little talking tonight and you're going to hear from the people who are supporting uh these different initiatives in the school City of Hammond so I want to thank them in advance I want to thank my team for all the hard work in preparation uh to get

004to tonight and and my hope for the trustees is that uh you will see that your leadership team and your Administration have done their due diligence in in in crafting a plan that will benefit all Hammond students and that's really what what it's all about I do have a section for for for questions from the board um after uh the presentations because I think you would find that many of your questions will be answered by subsequent presentations but you do have a binder trustees that has a print out of every slide and note sections so if you have questions I'd encourage you to use the note sections um as we go through and uh well we'll go ahead and get started and our very first presenter tonight is Katherine Dano our um executive director of

005federal funds with an explanation of the car's Esser and ARP funding welcome Katherine thank you good evening president Zulo School Board of Trustees and superintendent Miller I will be discussing our cares and Esser money and briefly mentioning our ARP money I'm excited for this opportunity to talk to you about some of the ways we've been using the money and some of the ways we're thinking about using some of our new money there are a few things you need to know before we start discussing money one of them is all of this money that's is coming in is all federal money so it still Falls all under the umbrella of federal grants what does this mean this means I need to respect the allowability of activities we can't just choose to use the money for whatever

006we want or think we need we need to follow procurement regulations for purchases and Contract Services and we need to follow federal guidelines for documentation and auditing purposes we also need to follow All State guidelines including application and Amendment requirements cash request requirements all of the deadlines the state puts out and with the car's 1.0 money the non-public Equitable share and involvement with the following two rounds of money we don't have a non-public Equitable share the non-public schools received their money through e so they took that money off the top and gave it to the non-public schools that way so our first round of money that we started to see at the beginning of Last Summer the car's 1.0 money was 4,535 46 the period of allowability dated back to March 13th of 2020 which

007is the day that the federal government designated as the start of the pandemic and we need to have all the money encumbered by September 30th 2022 so we still have this summer another school year and another summer with car's one money Sr 2.0 is the money that we're just starting to see now or just starting we're in the planning process with this amount of money now and that's 8,14 $221 59 that period of allowability also goes back to last year but extends another year past 22 to September 30th of 23 and then the third round of covid relief money the American relief plan 3.0 or Sr 3.0 depending on where you read it it still to be determined we haven't received um our planning allocation yet for that but that will be approximately 39 million

008and that will extend the relief for another year so here's 1.0 our original Money the 4.5 million we had two years to spend this amount of money as of when I ran the report yesterday we've encumbered and expended approximately 1.6 million of that which is about 40% which means we are exactly on track for a 2-year Grant you want to be 50% your first year 50% your second year we'll hit 50% of it sometime this summer probably before this summer because now that we know we have more money coming in we know we can spend some of this a little bit quicker but we are are right on track with how you should Pace out a grant um some of the things we've purchased with the 1.6 million I won't read all of them and

009I know you approve all the purchases when you do your Schoolboard reports and you approve all the bundles and financial transactions but some of the highlights are individual student supplies and teacher materials so that students aren't sharing materials some health office Renovations food service equipment to help with serving all those meals to the community over the past year um PP PPE PPE so much PPE face masks face Shields gloves dividers plexiglass all kinds of PPE more than I could have ever imagined when we started with this Grand and then obviously um another big area has been the cleaning and sanit ation supplies um supplies to clean buses supplies to clean the schools to clean offices sprayers all kinds of things so all of that has come out of cares so far um I tell people

010now that we're into this we're a year into this and we know we're getting more money and you'll hear about lots of other programs and things we're thinking of this is our kind of like our covid maintenance money like we know what we're doing we know how to buy PPE we know how to buy all the cleaning and sanitation supplies and equipment and this money is going to keep us going with all those things to keep us running and to keep everyone safe in The District um we still have some money in some of our areas we know that we recognize a need exists for example a phonic program for our younger elementary students districtwide and so we are researching different phonics programs we will we paid for part of summer school last year with

011it this year we have a comprehensive summer school offering we'll be using this money for as well as well as looking into more enrichment programs Saturday stem programs for elementary and middle school kids Arts enrichment programs we can use this money to pay for all those kinds of things as well Sesser 2.0 okay so we're in the planning process of our 18 million right now um 18 million is an incredible amount of money and we want to make sure we are very thoughtful about planning for it and that we know that we've covered everything and haven't missed any opportunities to help our students so the Indiana Department of Education has actually put together a very comprehensive planning I wouldn't exactly call it a procedure but planning help for districts and so if you scroll down

012dror Green we we can keep scrolling I'm going to send you the link to this tomorrow I'm going to send you an email with some links so you can look at some of this more in depth keep going okay I'll stop here first so the first thing is sr2 they gave us guiding documents and asked us a lot of questions about how we do things in our district and how we could possibly do things and these four areas are major areas for sr2 we want to support our Educators we want to work on accelerated learning to make up for the covid learning loss looking for sustainable Innovation so not just what you can put in place for two years but something maybe this money can help you put in place for the first two years

013but then you have a way to sustain it after that and then updating technology and other infrastructure and um buildings and operations kinds of things so we took those and when I send it to you you'll see you'll be able to click in all those bubbles and you'll go to some guiding questions but then also there are about 16 15 or 16 different 15 different areas that we went through we spent a day in focus groups going through every one of these areas and brainstorming all the different ways we could meet the needs of our students and community in these areas and that was part of our planning process we went through every resource they had for that um step two of that process means I'll be meeting with more District leaders and curriculum team

014showing them what we've compiled so far adding their input from their perspective and step three is I'm actually going to be asking you I'm eliciting feedback from the the board of school trustees you will be getting an email from me tomorrow with links to some of these websites and documents and it will be broken down into all the different sections and when you respond on the Google form it's very easy just you just click on the link and within the Google form you can click on it it'll tell you what to do it'll prompt you asking some questions and then you just type in your answer to me the feedback from you comes directly to me and I can compile that and add it to everything that we are doing so we know from your

015perspective what you would like to see and also how you're responding to the community and your constituents and people who talk to you about different things and so then we can take your feedback and roll it into our plan as well step four we're meeting with school teams including administrators and teachers and all of these steps can run concurrently there's no very specific order that it has to go in that we're getting all this feedback from everyone but we have laid it out in steps we will also be once we're closer to having the final product sending it out to parents as well through parents Square to get their feedback as parents and at that point we can finalize the application materials and budget and submit I can come back if you would like me

016to we can go through a very detailed breakdown of what was decided on the actual application is due by May 14th so we have about another month to get through the rest of these steps so in the upcoming presentations you will be hearing about some of our big ticket items that have come as a result of all of our very careful planning throughout this process including but not limited to building Tech infrastructure addressing learning loss in multiple ways creating a districtwide tutoring center to help meet the needs of our students that students and parents can request access to maintaining and repairing and working on the HVAC systems and air quality in all of our schools will be a huge component working on on getting a social worker or social emotional community advocate in every building

017to help with our students and families giving the schools some autonomy for to meet their individual needs increasing Family Outreach and working on a balanced calendar to help close the achievement Gap so as we go through this you will hear more details about those you will hear some some numbers is being thrown out um and you have to even though we're working on Sesser 2.0 right now at the 18 million some of the things you will hear about will also carry over into that third round of funding so some of it will be divided up if it sounds like if you hear it and think oh that sounds like too much money for this one it it will be divided out so that it works I would like to invite our next speaker on board

018our Corporation testing coordinator Adam White he's going to be talking to you about our data thank you Catherine you're [Applause] welcome good evening superintendent Miller president Zulo and the Board of Trustees uh this evening I would like to share the results so far from this school year for our uh formative assessment which we utilize exactly path we have completed two windows with the first occurring in November and the most recent occurring at the beginning of March exact path is a computer adaptive diagnostic assessment that is administered to students in grades K through 12 and assesses the area of math reading and language arts there are some important points to note before I share the current and comparison data all students took both windows remotely we did have some of our language development students um who

019were able to test in person with their teachers for window 2 we are eager to see the results of our third window in May and the comparison data next year as we welcome more students back into the buildings the assessment was only available during school hours with the exception of the last week of each window during that week the assessments were available in the evening for our asynchronous learners because this is a new assessment we did experience the greatest concerns from the kindergarten level and therefore we do question some of the reliability of our kindergarten data all right so the first um assessment data I will share is math for our purposes I have classified all students who score at 50% or higher in the National percentile rank as achieving Pro efficiency the national percentile

020rank provides comparison information on how students perform in relation to students at that same grade level across the country for example a third grade student who who performs in the 75th percentile is performing better than 75% of the students in that same grade level nationally for window 2 39% of our K12 school City of Hammond students performed that Proficiency in math while this is low it is an increase of 7% in our district proficiency rate from window one in mapping out how this proficiency rate trends across grade levels the green shows a decline in math proficiency rates after kindergarten to fifth grade starting in Middle School the rate increases and then holds fairly steady between eth and 12th grade um we can disaggregate the rates by school this is a lot of numbers so you

021might have to take a moment to digest it um we see the largest disparity at the top performing National percentile range there we see a 20% Point difference between the highest and the lowest schools the margins are more consistent in the lower three ranges falling between a 7 to 13 1% Point difference between high and low scores uh schools excuse me for secondary there is a much smaller margin across the national percentile ranks at both the middle school and the high schools ranging from a 4 to 9 percentage Point difference between the highest and the lowest performing schools in each of the national percentile columns in align with State Testing it is important for us to consider both proficiency and growth here we are able to track the average growth by grade you will see

022the blue does represent our growth as the School City of Hammond and the orange represents the national expected growth again our kindergarten starts quite high but our growth decreases from there however uh there is a slight Rebound in third grade and a more pronounced Rebound in 12th grade um two additional points to note with the proficiency grade Trend we saw a rebound starting in middle school with the growth Trend there is a consistent decrease in growth from K through 11th grade uh even though we do see small rebounds in third and fifth grades which were two of the grades that had the lowest overall proficiency rates and second you will notice negative growth in 9th through 11th grades According to adum which is the company that provides exact path while it is not expected negative

023growth is a greater possibility at the higher grade levels Adam just just to clarify the national growth is those numbers are were normed prior to the pandemic correct absolutely so the standard that we base our kids on in in setting growth goals was based on um a study that was conducted in 201829 so this was prior to the pandemic the math growth has also been disaggregated by both school and by grade what is most important to note here is the district row any box that is colored indicates a district growth that was below the national or the expected growth at that grade grades 1 through five did not achieve the expected growth with second grade having the largest disparity of 27 points between the district achieved growth and the national expected growth here secondary growth

024comparison can be seen again any colored box indicates a gray where the district achieved growth is lower than the national expected growth eighth grade came in 18 points under the average National growth expectation please note that edmentum does not provide National growth comparison for 9th through 12th grade at these grades teachers must utilize the individual scale score to set a growth goal however with national growth Trends in middle school going from 29 to 25 to 28 it can be assumed that the negative growth seen in 9 through 11th grades would be below the national expected growth the performance scores of our students can um be better informed when considering the proficiency rates of each tested skill for math uh students are tested over algebra and expressions numbers and operations measurements data statistics geometry and fractions

025and ratios here you can see the proficiency rate at each grade level for each skill overlapped this was important in our analysis as it helps us to identify which skill might be an outlier that is contributing to our low proficiency rate in math as you can see no skill negatively or positively stands out in a way that would give us a true direction for intervention the data shows that significant remediation is needed with each skill additionally please note the similar grade Trend Trend PA pattern as seen in the overall proficiency Trend with the decrease from K through 5 and then an increase starting at grade six next I will share our data for reading for window2 41% of our students performed at proficiency this is an increase of 5% in our district proficiency rate from

026window one in mapping out the proficiency rate trends across grade levels the green shows a similar decline in Reading proficiency rates after kindergarten to fifth grade as seen with math starting in middle school that rate increases and then again holds fairly steady between 9th to 12th grades to aggregating the rates by school we see the largest disparity again at the top National percentage range with a 23% point difference between the highest and the lowest schools and again the margins are much more consistent in the three other ranges falling between 11 to 15% difference between the low and the high schools in each column for secondary we see the largest gaps between schools at the lowest range the 0 to 24th percentile range however that Gap decreases significantly between schools for the other three ranges falling

027between a three or an 8% Point difference in each column um here we're able to track the average growth by grade um so again similar I I apologize I wasn't looking up so the colors were different than what I said for math I I do apologize but in this case the red um does represent School City of Hammond um and then the gray represents the national average so what we could expect that they achieved in terms of growth uh again our kindergarten starts quite high and our growth decreases from there for reading uh there is both a significant drop in average growth at seventh grade and a significant Rebound in eighth grade however the average growth does decline into negative growth during High School the reading growth has also been disaggregated by school and by

028grade focusing on that District row uh the colored boxes and again indicating a district average growth that is below the expected National growth are seen in grades 1 through five just like we saw in math for reading second grade had the largest gap of 26 points under the national expected growth uh here growth comparisons can be seen for secondary again 6 through eight came in under the national expected growth seventh grade came in 22 points under the average National growth expectation and showed an overall negative growth in Reading in high school 9th grade showed no average growth and 10th through 11th grade showed negative growth for stud excuse me for reading students are tested over reading foundations language and vocab ulary Reading literature and reading informational text and considering the proficiency rates of the tested

029reading skills as with math no skill necessarily negatively or positively stands out in a way that would give us a true direction for intervention please note that the reading foundations is only tested in grades K through four so that's why there's that that drastic decline there however students in any grade can receive those questions if the system determines they are increasingly performing at levels lower than their identified grade it should be noted that as the skill name suggests reading foundations is the foundational work for higher levels of comprehension and Analysis here we see a steady decline in proficiency at the core tested grades of K through four which must be taken into consideration with planning for curriculum shifts and Remediation finally I will share our data for reading for window 2 48% of our K

030through 12 students performed at proficiency for language arts correct for language arts yes thank you um this is an increase of 4% in our district proficiency rate while math had the greatest increase in the proficiency rates between window 1 and window two language arts had the highest overall proficiency district rate of the three assessed contents in mapping out how the proficiency rate trends across District across grade levels the green shows the familiar decline in proficiency rates after kindergarten through fourth grade however here we can see a stady increase in proficiency from fifth through 12th grade disaggregating the rates by school we see a more consistent gap between our high and our low schools across ranges um with the largest gaps uh 17 percentage Point difference between high and low schools at both the highest range

031and the lowest range for secondary there is again a consistent gap between high and low schools across the four ranges the greatest Gap in schools occurs at the 75th to 99th range at high school with a 12 percentage Point difference in performance between the high performing school and the low performing school um here we're able to track the average growth for language arts by grade um the red is uh School City of Hammond and the grade is the national expected growth um we can see two significant drops in average growth the first occurs at second grade and the second occurs again at seventh grade as with reading High School does have a negative average growth with the exception of a positive growth of six points in 12th grade the language arts growth can also be

032disaggregated by school and by grade focusing on that District roow the colored boxes again which indicate a district average growth that is below the expected National growth for the first time both kindergarten and first grade were higher than the national expected growth however second through 5ifth again came in below expected with second grade and an average of 27 points under the expected National growth here secondary growth comparison can be seen and again 6 through eight came in under the national expected growth seventh grade came in 16 points under the average National growth expectation and showed an overall negative growth in Reading in language arts excuse me for language arts students are assessed in language and writing in considering the proficiency rates of the tested reading skills uh the tested uh language arts skills excuse me

033as with math and reading no skill negatively or positively stands out in a way that would give us a true Direction and where to go next the proficiency rate for both skills do mirror the consistent grade proficiency proficiency Trend that we have seen in both math and reading rate with the decline from K through about fourth or fifth and an increase then in secondary therefore our data helps us to determine when to intervene and not necessarily with which skills to intervene first it is important now that we compare the diagnostic results with how our students are performing on state assessments as of right now the only large scale recent State testing data we have is with I read 3 um that window occurred in March for our district we had a passing rate of 52%

0342 years ago which was the last time our students took this assessment we had a district passing rate of 65% this is a 133% decrease in the passing rate that was already low to break it down further only 39% of our students who are classified English language Learners and only 20% of our um IEP students our individual education plan students um passed the I 3 um I I do want to say because I feel like it's um a lot of negative so if if I may um it's no secret that there were many contributing factors uh that impacted the data um teacher teach had to shift dramatically and significantly to Virtual teaching both windows of exact path had to be taken at home we had to bring students into the building many for the very

035first time to take IAD three and we are in a pandemic we know our teachers have encountered so many challenges this past year and while the state assessment data and the exact path data show that our students are experiencing sign ific deficiencies in the core content areas I do want to acknowledge the tremendous work our teachers have done over the past 12 plus months the feat that they were able to accomplish was nothing short of a miracle and as we go through this data I want to recognize these challenges in both ensuring our students show grade level Mastery and tending to the social emotional needs of our community while this data is not where we hoped we would be it does highlight the deficient area that are exacerbated by the pandemic and provides a map

036for where we need to head next we are armed with the best teachers in this country so I have no doubt the continued success of the School City of Hammond is on the horizon it is my pleasure now to introduce our brand new diversity equity and inclusion Champion Dr Johnny good fix there good evening president trusty zuno superintendent Miller Board of school trustees uh it is my pleasure to serve in this capacity as the diversity equity and inclusion champion and this is a position uh capacity I should say that has grown through throughout this nation not just in schools but in corporations especially within the climate that we're in within this nation so it's not uh a light undertaking with this capacity and how it would be beneficial to the school City of Hammond with

037that I want to go into what it means as far as diversity equity and inclusion and to do that I have an illustration here equal is not Equity just as separate was not equal you see four quadrants the first one equality second one Equity third one Liberation the fourth one inclusion when you think of equality everyone receives the same resources in this graphic you have three kids trying to see a baseball game all three kids have the same resources to see a baseball game but as you see just because they all have the same resources does not mean they all have the same access with Equity the resources are aligned to the individual needs of the kid kids that are trying to see the game when you compare that within the school district the resources

038are aligned with the needs of the individual Learners so they can have access to education when each one gets the proper resources they're able to see the game according to the needs that they have in order to see the game the same will go for Scholars within the district as far as their educational needs Liberation is one of the ultimate goals of Education storied author Paulo free writes the book The pedagogia of the oppressed in that book it talks about how education is a means for modulized populations of kids are able to use education as a means of Liberation within the oppression that they face so when they get that Liberation they're free from barriers and that's what you see as far as the Liberation for the kids who are watching the game but not

039only do we want Liberation we want inclusion we want our Scholars to be part of the game our Educators to be part of the game in order for us to win the game and ultimately achieve our goals this graphic brings home what we're trying to do here at the school city of Hamp with that there's Central definitions there's key things I want to outline within these definitions when you think of diversity you're thinking of a successful Community that's Encompass of different races ethnicities social and economic status religious beliefs or lack thereof geographical Origins gender sexual orientations but they all have knowledge and they all have experiences that can contribute to this culture and be a benefit of this whole Learning Community when you think of equity is just like we outlined in the picture all

040of those getting the the resources that they need to access the opportunities that we have throughout this District it also recognizes that you know there spefic specific Solutions and remedies which may be different but are necessary for these people to be successful for our Scholars to be successful for our Educators to be successful and our staff to be successful in meeting the needs throughout the School City of Hammond inclusion key thing about inclusion is it's a ongoing process but while it is an ongoing process ultimately it respects the diversity and different needs and the abilities and characteristics and also the limitations and learning expectations of all scholars in the community and It ultim ultimately eliminates all forms of racism or discrimination so that everyone could be successful what does this fit in the district plan

041from this part of the presentation and the next presenters that you'll en encounter you're going to hear about the different aspects of our district plan and how we plan to support the last report that you got from Mr Adam White our testing coordinator in Meet our Scholars and the multi-layer challenges that they have So within this goal specifically we're focusing on building the cultural responsiveness throughout the school city of H of Administrators Educators and staff we have a goal by the spring of 2023 that we'll see a 50% decrease in the number of community complaints as related to cultural competency practices as measured by the school City ham complaint process there has been professional development that has already been going on that's been through the global Consulting Solutions and also through our associate superintendent Dr

042Green who's conducted professional developments with our district leadership and also with some of the staff members within the school City at ham ultimately what we plan to do is conduct an equity audit an equity audit the goal of an equity audit is to identify instructional practices that produce discriminatory Trends and data that affect Scholars school districts conduct audits to analyze data in three key areas programming Equity teaching equality equity and achievement equity and there's four areas key areas to an equity audit the first one was when that analyzed the equity Trends throughout the district that encompasses a full data review districtwide pertaining to all aspects of equity there's survey data where there will be surveys given to various stakeholder groups in relation ship to culture climate and engagement a thorough policy analysis that examines existing

043policies not just at the district level but at the building level the reason for this analysis of this nature is to analyze and discover if there's any disproportionality that is embedded throughout those policies districtwide and building wide lastly culturally responsive curriculum pedagogy and Leadership examination where there's a thorough investigation of the instructional practices leadership practices and also if the curriculum is culturally responsive to the needs of our Scholars ultimately what will be a result of that Equity audit is the adoption of a district diversity and Equity statement the creation of this Equity policy statement would demonstrate the school City at Hammond's dedication to fostering Equitable outcomes for Scholars and adults throughout the district creating this policy or adopting this policy or framework will guide every operation throughout the School City of Hammond to ensure that

044we eliminate discrimination systemic um embedded things throughout and also create a better culture within the school City ham through transparency consistent communication and inclusion with our efforts I want to leave with this quote because it's a quote that is very relevant to everything that will be happening within this capacity achieving educational Equity begins with initiating some uncomfortable conversations about relevant data The Good the Bad and the Ugly systemic Equity can only be created in an environment that Embraces a set of underlying assumptions about the right of every learner to receive the best possible education and with that it's my pleasure to introduce our director of Elementary education Mr Tony Selenas as he talks about [Applause] mtss good evening superintendent Miller president zuno and Board of Trustees um it is my pleasure today to talk to

045you about our school Improvement goal number two mtss and you are going to hear lots of acronyms this evening so we're going to Endeavor to make sure you understand what all of those acronyms are because we tend to speak in uh acronyms in the education World mtss stands for multi-tiered system of support and so that is our uh Second District goal one of the things that uh led to this is uh designing designing the need for this in our district is where we were as a team in terms of delivering Equitable Services to students and staff one of the things that you'll see is that we have action steps and also measurable objectives I'd like to highlight an action step that's already been taking place which is establishing an mtss team to develop the framework

046for our district that has already been done the other thing that's been done is our measurable objective for year one it says that by the spring of 2021 100% of the district and building level administrators will receive professional development in the mtss framework that has also taken place already here in the school City of Hammond one of the things that you'll see is that we have uh an mtss leadership team that has multiple perspectives and diverse points of view uh we are chaired by Dr Michelle rushing and you'll see that the number of people here represent various uh parts of the school district as we make decisions for our multi mtss model for our school system we also took a look and thought uh we need to think about what is our wise statement as

047a school district and I'm going to read our wise statement uh as a district our wise statement is that we want to ensure systemic change with the objective of creating seamless optimal learning opportunities that are matched to our students specific academic behavioral and social emotional needs I'd like to underscore that as Educators we are no longer only responsible for the academic needs of our students we are responsible for the social emotional needs of our students as as well as their behavioral needs and we know that our students do come with us to us with these types of needs and so to do this we have committed to a systemic change Mr White did uh mention uh the data points that were um not so positive but it is a starting point for us to say

048what is it that we have to do to include a systemic change here within our school system Dr goodle mentioned equity and inclusion and you'll see that in tier one which is the Equitable access that all students should have regardless of status regardless of label all of our students should be uh receiving Equitable education and so as a team we decided what should be our initial tier one Focus for all students when we talk about tier one we're talking about core instruction that all students in School City of Hammond receive we ask ourselves should our Focus be academics should it be Behavior should it be social emotional or should it be an attendance focus and as a district leader ship team we had serious conversations about this and I happy to announce that we voted

049and decided that it should be a social emotional Focus focusing on the emotional needs of our students especially in light of what they've been through during this pandemic how do we ensure inclusion and equity for all students well we make sure that we include all of our students our special education students our multilingual Learners our high ability kids as well as our general education kids who may be identified as slow Learners or may have challenging situations at home we want to make sure we support all students and when we think about our mtss model we are not only talking about our students we are also talking about our teachers and our staff within the School City of Hammond with that I would like to introduce Lyn Lang our coordinator of leadership and development who will

050talk to us about our school Improvement plan goal number three Lynn if you would hold up one sec sure I'd just like to recognize that trusty Miller is present thank you okay good evening I am here to talk to you about our school Improvement plan goal number three which is increasing student growth and achievement Lyn can you move a little closer to the mic please sure okay as you can see our first goal is focused on an increase in students growth and proficiency what we're really talking about is an improvement in core instruction that will enable that growth to take place this is important because in a typical classroom It's Not Unusual to have a range of abilities of between five and six years between the highest achieving and the lowest achieving students this is

051true of our general ed students our special needs students and our English language Learners in addition to these ranges additional factors contribute to the uniqueness of each child such as their background knowledge and experience culture gender interests their Readiness to learn their learning styles and their levels of Independence in any year these differences profoundly affect how students learn and the nature of the support and Scaffolding that they need to support them throughout the learning process we also know that our data that Mr White had shared indicates that many of our students have experienced learning loss some have experienced learning stagnation and others have have continued to make gains we know that one size does not fit all in instruction or in any other way excuse me sorry about that there we go teachers and administrators

052understand this they know that differentiation of instruction is essential for student achievement the difficulty comes in the how we need to do that we know that relationships and knowing our students as key to and at the heart of differentiation and that it's a way of thinking about teaching and learning that puts the student at the center it is our goal to provide our teachers with the how of differentiating we can differentiate content that is what the students are actually learning process how students are learning it and product how students show what they have learned if you look at this cartoon here this is an example of how product cannot be the same for all children just as in this case it says for a just selection everybody has to take the same exam please climb

053that tree not all of the characters in this cartoon would be able to do that so our action step for this goal is a creation of a teacher leadership Cadre this Cadre includes teachers who are recommended by their principles as both instructional leaders and leaders among their colleagues and they will participate in training in differentiation and serve as teacher leaders for our district and with that I am happy to present to you our directors of Elementary and secondary education to talk about summer school Tony Selenas and Dr lesie [Applause] Anders good evening president zuno superintendent Miller board trustees we all know that during the summer our students experience a summer slide where their skills starts to slip and they have uh deficiencies in certain skills this has been coupled with the covid-19 pandemic slide excuse

054me with the co 19 slide given those factors we are going to be offering summer school in person during the summer summer school registration will be open in May the first session will take place June 7th through June 24th we will offer two sessions during each session the am option will be 8:30 to 11:30 the PM option will be 12:30 to 3:30 the second session will take place July 6 to July 22nd with the first opt option being the same as the first session we have decided to do this in this way so we can allow more students the opportunity to come in for summer school as opposed to just having one session or two sessions in terms of the curriculum instruction for uh the a summer school at the high school level we are

055going to be offering a credit recovery opportunity for students at the middle school and Elementary levels we're going to be focusing our instruction on current grade level standards and so what that means is that if you are currently a fifth grader your summer school instruction will be focused on the current fifth grade standards for this school year if you are a kindergartener you will be uh taught current kindergarten standards uh for this school year so that will be the the focus for instruction the other point of the summer is that we are going to be offering lesson plans that are created for all teachers teachers who have signed up to be part of our summer school program program will not be expected to create their own lesson plans the lesson plans will be created under

056the supervision of our leadership coordinator and our instructional coaches in the district we are also going to measure the effectiveness of our program as well as the progress of our students through a pre-test and a post test that will be administered at the beginning of the summer program as well as at the end of the program I also want to add when it comes to the curriculum and the lessons that will be offered to students students will be getting the same lessons in each session for example in session 1A students will be getting the same instruction as they will in 1B as well as in 2A and 2B Target instruction for the high school seniors who are short of graduation credits or need cor 40 requirements these will include most of your math language arts

057classes we also have those electives where there are a large population of our students who are lacking credits credits such as Spanish um world history uh government and econ we want to take a different approach when it comes to the summer school for high for summer uh sessions for high school want to take an approach where in the past they were placed in Plato put on a e-learning program and say go for it we want to take it from a different approach where the where the students will be afforded the opportunity to have a Content area teacher in that classroom where they will be provided with not only the Playdoh instruction but that will allow that teacher to take them out into groups to do one-on-one instruction to make sure that our students uh are

058proficient in that area that they're in ploh for and so they can get the uh credit for high school graduation students who were recommended by teachers based upon exact path data we heard from Mr White about the data and that right there shows you about the slides tells you a little bit more about the slides that have taken place due to the pandemic So based upon that data we will probably select students if we get an overwhelming majority of our students who want to return to us we'll have to look at that data to see who are our most neediest students and those are the students that we will give first chance at coming into summer school I also would like to point out too summer school is not just going to be for remediation

059and credit Rec recovery also going to offer enrichment uh programs that will take place through the ACC so we want to try to get as many kids as we can into these programs during the summer and tap into not only the remediation but enrichment as well a lot of times Urban centers we focus so much on the students who are failing that we tend to forget about those students who have high abilities so our enrichment programs will focus on those students um in their enrichment programs then we're going to open up once we gather all of the data and sort through all of that then it will be open up to other students in the district based upon capacity if I could elaborate on that a little bit the the the challenge for us with

060not just having every kid come in the entire session is Staffing um yes we that that is that is the main issue we are looking at alternative Staffing such as reaching out to retired teachers um looking at teachers who are in teacher preparation program um looking at what we can do with some of our qualified support staff but the reality is we have 800 teachers and our interest survey generated about 200 teachers who would who would be willing to do summer school so so we don't have the Staffing but doing it this way where we have the four sessions that allows us the opportunity for nearly every child to participate in some form of the summer school program how long till we get to ask questions I'm being good yeah it it's not for a

061while okay so with that being said we're also going to do our summer school sessions and clusters due to uh shortages staff and other factors we are going into a consolidation of our schools what a great time to consolidate during the summer so our consolidation process will start during the summer um at the high schools it will be gav and Morton students will attend Morton High School Clark and Hamond high will attend the ACC the middle schools Edgars and Clark Middle Schools will attend Edgars gav middle school and Scott Middle School students will attend Scott hopefully this will be an opportunity to start the wheels rolling start to do the team building so when they come in in the fall you'll have that group of students who are have formed relationships AC across the district

062and at the elementary level again uh to superintendent Miller's point we are going to offer summer school in the cluster uh fashion that is purely based on Staffing availability so we are going to offer cluster sites uh sites the elementary buildings are still to be determined in the Clark neighborhood in the gavit neighborhood the uh Hammond Central neighborhood as well as a Morton neighborhood uh and again this is all based on the availability of teachers Staffing and also the interest of students for the program and so with that we are going to go ahead and welcome uh Dr Don green who's going to be speaking on the balance [Applause] calendar oops okay good evening president zono superintendent Miller and trustees I'm going to be talking to you tonight about the balance calendar this is called

063the year round calendar this is an opportunity to meet the intense academic needs of our students this is also an opportunity to support our parents and Educators during a time that none of us could have expected when I worked in a previous District we used the balance calendar what it did was it met the intense needs of our students by giving more contact Points contact points are important during this time gives us the opportunity to have our mediation moments throughout the year shortens the breaks so what we know and I'm going backwards sorry there we go what we know is that during the break we see a lot of learning loss my predecessors everyone who's been up here has all said that we see that learning loss and when we see that our students aren't

064able to grasp totally what we're trying to teach them in the new material and so what we have to do is we have to have some points where we can actually get caught up what we are looking at doing is with this calendar creating an opportunity during those um extended breaks to allow our students to be able to come back in and get the remedial help that they need but it's not just remediation as Dr yander said we also have to look at our students who are high ability performers we need to be able to get them enrichment we need to have opportunities for all of our students to get whatever it is that they need and so by providing these remediation breaks throughout the year and a very intensive summer school we allow the

065opportunity to have more of those touch points as I as I discussed earlier with our students with our parents and for our teachers to get the students caught up but when you say year round schooling what if our teachers our students or our parents don't want this the traditional calendar without the remediation is still 180 days 180 days is is our calendar always so without the extra remediation of 180 days is still what the calendar would be but then we need to look at something else teacher supports we have all mentioned that teachers are burnt out they're fatigued they may not know how to deal with some of the things that they're going to encounter in our students as they return and so we are proposing with this calendar that instead of 185 days our

066teachers be paid to work 187 days that's still 180 student days but the extra seven days will be used for training getting them ready for dealing with some of the trauma that they're going to encounter when their students return to school you might be asking what trauma might they encounter students are coming back to school for the first time in a year some kids have not set foot outside their house in a year one of our administrators actually said that a student had to come in for testing and was terrified at the fact that they were going to encounter other students that they were going to have to go into the building imagine if you haven't been in your school for a year peer pressure all the different things that you're going to encounter are

067kids going to like me are my teachers going to like me that is a form of trauma and so we need to be ready for that so training for our teachers the remediation breaks though are our gem that's our time when our students can get that extra help that we had talked about that enrichment the ability for them to get whatever it is that they need in order to get caught up and if not get caught up to be able to see that school is okay and they're going to be able to survive in school we want to provide safety for our students year round as best we can we saw that in the safe zones our students are going to be coming to school now or some of them the ones that need they're

068going to be coming to school during every part of the year they get two weeks off at Christmas of course we'll have a twoe intervention break in the middle of the year a twoe intervention break at the end of the year and then we'll have our summer school that practically encompasses the whole year but the most important thing about this instruction Target it to what the students needs are Adam White mentioned mentioned all of the data that he has that tells us that our students have some issues that we need to resolve these are not new issues these are not new things but we'll be able to Target that instruction to where the students currently are and hopefully bring some of the students up we'll also help uh be able to help our parents find

069resources that means that we'll be able to direct them in the direction that the students need to go and make assist with things like homework help um letting them know what resources are out there from our Community Partners the key is that the more contacts you have the more that we can actually assist pros and cons you can see them up there we talked about some of the pros but there are a lot of things we really need to be concerned about with any change you're going to have some questions but one of the main things that we wonder about is fatigue are we too tired to do something like this that would be teachers students and even parents because they have a responsibility in that in addition you have to ask yourself will some

070people see it as punishment if they have to go to school more will it create imbalance will it look like some students are getting more help than others we have to ask those questions as well but what could it do we talk about the number of FS we talk about remediating our most needy students we talk about engagement and learning talk about a targeted data-driven learning approach we have that opportunity here and as Dr yanders also mentioned our high ability Learners how can we move them to the next level of performance let's go to the question that most of you are probably wondering about what would something like this cost let's just go down to the bottom of the slide and get that answered $3 million in startups $3 million in potential costs in order

071to start a balanced calendar most of those costs are going to be Education costs if you look at it it clearly states that this is going to be the cost for our teachers and getting people to work over those breaks that normally we would not have people working during it's also going to have a large chunk or something down at the bottom called social emotional commun Community Advocates when I said we needed to support our parents as well we need someone in that social work capacity that's actually going to give our parents what they need pointing them toward where the resources are allowing them to have those um moments where they can just ask or they can admit I don't know what's going on with my students and also having a liaison within the school

072who serves as that person that's between the school and the parent and the student and allows them to get the information that they need in order to recover from what we're seeing operations cost there's some concerns there too our buildings are old we know that we have some air conditioning problems we just saw the air conditioning AIT and we saw that there are a lot of issues there repairs have to be made how can we use those buildings year round we also know that as superintendent Miller just said we're going to be rotating our summer and what I mean by that is that not every building is going to be able to be used we just don't have the Staffing for it so we'll rotate according to repairs so we can actually do this um

073full utilizations of the buildings don't cost us anything cuz we still keep the lights the heat the air everything on so then you may be asking what about I don't know why I keep going the wrong way sustainability that's a big question because we know that car's money is only going to last for two years and so when those two years are up what happens to these programs what happens to everything that we're doing well let's take a peek at that the teachers basically it's a two-year commitment as a pilot program to be able to do the extra two days but what if we had to keep an extra day of professional development that's not the worst thing that could happen every time we have professional development we have to pay the teachers anyway so

074that's going to be title one you can sustain it through there or title two for professional development sum are remedial costs in teaching now there are a couple of different ways we can go there we know that there's a summer school Grant it doesn't pay 100% but we know it's there we can sustain that after cares has gone away but here's the other question what's this 21st Century Learning Centers Grant well that's a grant that we currently have um it's expiring this year I know that because I wrote it when I was at cat college and I included two schools within Hammond not to mention a couple of other schools in other districts imagine if we write that Grant again and we include our Hammond schools just our Hammond schools we can service more schools

075with that Grant during remediation times as well as after school not to mention the fact as we're serving s those those students it doesn't have to be all academics it can be things like the Arts it can be enrichment field trips whatever it is that they need so next Food Service staff well professional development that can be covered under title too so you can sustain it there after cares Food Service staff our food service staff the more meals we serve the more money we make it sustains itself Transportation we're going to have an increase to operations no matter how you slice it but it's good it's a good increase because we are servicing more students and if we're getting them here through Transportation it also gives us something else that we don't think about as

076a benefit our school employee category employees don't get paid when they don't when there's no work we work our we going to school for 180 days they only get paid for 180 days a year imagine if we have them working over remediation periods we have them working working summer school that's a benefit because they get paid for that time and they don't have to look for other work we don't risk the possibility of losing them so that is also a benefit um summer remediation as I said before we got we do get grants for that and some of that would be our state funding our custodial staff we have a slight increase there but we're already increased because of CO as Co concerns die down those costs will go away but right now CES covers

077that nicely so we would hope that in the future that would go down and then the clerical cost our buildings are going to be open over the summer anyway now moving forward so those are costs that we are going to absorb into the education fund so what does this calendar look like basically the calendar is as I said before doesn't change much it's still 180 days that's 180 days whether the balance calendar or regular calendar the difference is going to be in dates teachers will begin on the balance calendar on August 2nd they would go to school through uh June 9th that's 187 days on the old calendar teachers began on August 16th and they ended on June 6th 18 5 days um student days like I said remain at 180 if you look at

078August that full first week is nothing but professional development that's teacher work week no students first day of school then showing on the ninth but look at October that purplish color those are remediation breaks two weeks where students can come in for their remediation assistance go down to March we have another two weeks of remediation assistance all students are not in attendance that's going to be optional we can't mandate that same thing with our summer school intensive we'll have the three weeks just like we're going to have this year like they just spoke about but those three weeks are going to be an intensive Summer School St pattern the same way and allowing it or having it open to all students so essentially with this balance calendar if I choose that I don't want to

079be involved in this at all nothing changes for me I still go to school 180 days but if I choose that I want the help I have the opportunity to be in school year round that is the balance calendar so going with that what are some other interventions that we could have one of them is alternative school now we do have the app program and the app program is focused on rapid credit recovery and graduation we also have the crossing that we work with for our students that are in fear of dropping out but what we don't have is a program that is focused at our middle school and some of our younger high school and so what we really need is an opportunity to intervene with them as well the social workers that I

080talked about we want them into this program as well but imagine this if we could utilize the space we have over at the ACC for this school this would allow our students that are on the verge of dropping out that are suffering from trauma that are becoming young parents to have an opportunity to still remain in school so what does this look like we can continue our credit recovery but we could also have students stud who attend a half a day or a full day the whole point is that when those students are in this school they could formulate any type of study plan that they want um working with their social worker of course but they could formulate a plan where they are a feeder system into c um CTE and what I'm talking

081about with that is that a student could go gain credit and then in the afternoon become a CTE student and learn a trade they could decide that they don't want to be in a trade and can decide they want to go to college and just want to concentrate on reintegrating back into the high school or the middle school but the point is we're not losing them we're not giving them away and we're not giving up on them on top of that we need to consider the fact that a lot of our students are parents some of them are not coming to school because they are parents we need need to be able to provide them with opportunities where if it's something as simple as child care why couldn't we have a CTE program that focuses

082on Child Care these are all things that we can do at this time and we need to look at and if we do this program an alternative education program it is Grant funded for sustainability cares would be able to start us because it's a deterrent to Dropout and we could get it approved at the department of of Education within 3 months finally growing our own we need to talk about our teachers a little bit so our teachers are our most precious resource and we can't afford to lose them having been a licensing agent at a college I know how difficult it is to find teachers right now they're not enrolling in the program teaching is just not turning out to be that lucrative career that everybody wishes it was but some people are choosing it

083as they're calling and they're showing up anyway to become teachers but here's the problem we get them trained we get them in here and then another School District offers them more and they have to go there they have to do what's best for their family I get that how can we sponsor a way to recruit retain and create our own teacher pipeline basically through a pilot program through cares we would want to do um two years for this program and this is a program by the way that it could be sustained through title one and we know this because some districts are currently doing it but what we would like to offer is a way to utilize our University partners and um be able to offer some type of tuition support for our EP teachers

084EP meaning emergency permit emergency permit teachers make up 20% of the teaching Workforce in Indiana and right here in Hammond as well they're not going anywhere because of the shortage of teachers but some of our EPS have been here for years and if we know that they're going to keep coming back they enjoy teaching teaching must be their calling and so if that's the case why why can't we assist them in getting themselves licensed and becoming licensed teachers again this is a program that's operating right in our backyard and the success rate is over 90% of people actually finishing the program now what does that look like it looks like a a teacher would go um they have to get admitted into the college on their own um we can't take care of their past

085debt we can't take care of their past bad grade but we can't support them while they're in the college we don't lose that much think about it for a second we have EPS already but they're not getting any closer to commit or commit excuse me finishing their certification if all we do is just keep employing them as EPS so we would get an agreement from them and again this is something that is happening right now not just this dist but we get a commitment for them from them for two years where post finishing their certification we support them through their certification we Mentor them through the process we assist them with passing the test and this may sound like a lot but let me explain to you I sit in Human Resources every day and

086a lot of our teachers who are going through testing for the content test the pedagogy exam guess where they come for assist and we're not even helping them with their education they just come for assistance they come with questions we can formalize this process and make this work for us and so essentially this pilot program would be something that we would be able to advertise as an attraction to Hammond to Hammond schools again that's a 2-year pilot it can be uh a function of cares and it also can be supported by Title One is sustainability and finally our teachers and our staff are working very hard right now and we realize that things are going to have to change maybe some activities during the day maybe the length of their school day all of these

087things one of the cares activities that they have provided for us that we can do is we can offer a stien to employees why because we have to change the way that some things are operating and in offering that stien we don't have the details yet we don't know how much of a stien but we do know it's something that needs to be done teachers are working hard staff are working hard our custodians everyone our food service they're working hard and we need to be reminded of that we need to work or we need to uh reward that so therefore in compensating for that we will be working with all of our different unit to see if we can come up with a stien process further we have to have consideration for the difficult to

088fill in Hammond positions Hammond has some positions that it is almost impossible to find certified teachers for those positions are math science special education moderate that is severe profound and emotional those are the hard hardest positions to find in any district will will agree with that so what we want to do is do again some type of support for that um I think muster called it signing bonuses I don't really like that what they did was when people would come in they would give them a signing bonus of $10,000 what would happen is they would come in get the $10,000 and then leave so what we would like to do is we would like a two-year commitment from them once again and then that two years the first year we let them know you're going

089to get the stien at the end of your year you stay the whole year you get it you stay half a year you don't get a prate it but you stay for the whole year you get the first stien stay for the second year you get the second stien the whole point is we're trying to recruit you we're trying to retain you and right now we can do that as a pilot program and we can pay through it for it through cares but if we wanted to sustain that again that that is sustainable through title the whole point is we are trying to get teachers in here and we are trying to be competitive with some of our districts around us um when I mentioned that it's not only for the ones that we're recruiting

090by the way also our currently licensed teachers in those difficult areas they would get the same commitment and I think that's only fair they would be licensed and teach teaching in that area so um with that there is one other thing and that's the teacher compensation model we are going to be looking at that in the coming months um there are some issues with that over the last uh four or five years and so we are committed to start looking that over and start working through that process so at this time um that's all I have thank you and I invite Robert preo from special special education to come to the [Applause] front good evening superintendent Miller president Zill a little louder Mr freeo if you would please Board of Trustees I'll get closer to

091the mic thank you okay um no wrong way there we go okay so how the special education department plans on using the available federal funds uh is to provide something called Recovery Services Recovery Services is the preferred term that the idoe has put forth to address learning loss for students in special education this term is specifically for the time period for March through June when the schools were mandated to be closed due to covid Recovery Services will be determined if they are needed during a case conference with a parent during the case conference IEP goals will be reviewed and and determine if the student is making ad adequate grow growth or hitting benchmarks Recovery Services can be provided during the school day during the summer or after school or after school in the fall of

0922021 um currently our current plan for this summer is we've identified eight speech pathologists three occup ational therapy assistants one physical therapist three special ed case managers who are licensed fed teachers as we've reviewed files and met with uh parents and did case conferences that were going to provide those Recovery Services in the summer but it would continue so we would fund that with the grant um as long as we have the grant we can continue to do that the idea we when they put this Recovery Services concept out there really push to say let's go ahead and do as many services as you can within the within the day for example let's say someone had 30 minutes of math support a day Recovery Services could look like well he now gets 45 minutes of

093math Services per day so in that sense you you expand the services that that that the student is getting but if someone needs more than that or maybe that affects the schedule in a way then we have the opportunity to do it during the summer or after school okay thank you and I'd like to bring up Tony Selenas to give you a update on the ldp [Applause] program good evening again trustees superintendent Miller uh I am here on behalf of Anna verdusco who could not be here she did have a death in her family so I am speaking uh regarding the ldp program on her behalf again you'll see a couple of acronyms um elll refers to English language Learners DLI refers to the Dual language immersion program that we have here at Irving Elementary

094School and ldp refers to language development program some of the highlights that Miss ruso wanted me to talk about is the fact that um we have had a significant number of English Learners return uh physically to in-person learning uh beginning in March our beginning level students who are at levels one and two of English proficiency were invited to come back to the building um and also in April we had over 437 students reach return uh which is 28% of all of our English Learners additionally in February our dual language immersion students did return to the building for in-person learning the Dual language immersion program at Irving currently Services students in kindergarten first grade and second grade next year we will be adding a third grade dual language immersion uh component to that program that that

095is very successful at Irving Elementary School um also we also wanted to uh highlight that under miss vero's leadership she continues to uh spend her uh federal dollars on staff certifications uh the laws are changing on whom could uh provide services to English Learners no longer is it a general education teacher you do have to have uh specific credentials and in that area you should be licensed in English language uh learning and also in dual language certification and so there's a partnership that School City of Hammond has with Purdue West Lafayette to make sure that those teachers are getting certified in those areas professional development also continues under miss vero's leadership uh it has been delivered in a virtual uh model and also uh on a weekly basis the thing a highlight that they wanted

096to talk about was uh they uh in ldp are celebrating a 96% test completion rate of waa access that is the annual assessment ladies and gentlemen that measures the English language proficiency of all of our English Learners to have a 90 6% completion rate during a pandemic is exactly what we're looking for this is the kind of commitment that we got from teachers parents students uh and it it's very very very uh impressive so we're very proud of the language development program we could not have done it without the uh coordination and collaboration of the transportation department Mr poz was instrumental in making sure students got to school for that assessment Mr White was instrumental in organizing the assessment along with Mr Ruiz there testing coordinator and also a big thank you to the principes

097and the parents who were very Cooperative during this time so those are the highlights of the language development program and at this time I would like to invite Dr Michelle rushing our College and Career Readiness coordinator hey good evening Mr Kau president kusno School Board trustees and Mr Miller I'll talk to you this evening about social emotional learning so social emotional learning we have the seven competencies that we have been focusing on they're from the Indiana Department of Education we have five core uh social emotional learning standards that we also have been focusing on this is our cell District team uh we have continued to grow team we have included um social workers psychologists uh different persons from departments we want to use all the expertise in the district to make sure that we're um

098providing all the needs and meeting the needs of our students so promoting social emotional learning it requires that all students use this systematic approach and that is the focus of focusing seal in our schools we have to do it schoolwide as as well as districtwide and so we are working with the castle competencies as I mentioned and we're focusing on all students and using it through all departments so it's not just one Department that would be the function we have to tie it all together for all of our students with everyone involved so we're looking at managing emotions empathy helping our students deal with um culture making them aware of various cultures and be ensuring that we're working with all students and adults not just students we want it to be effective and we want

099to implement with uh consistency and Fidelity so the Lily Grant has tied Us in with in this great transition uh the Lily Grant was awarded to us uh 1.5 million 2018 to 2022 so we are in the third year of the the four-year Grant and it encourages the grow the goals of the Lily Grant uh increasing graduation rate and Al also ASA certification American School counseling Association so on our road to success we tie it all together with social emotional learning Mr Selena's talked about mtss I think all of the colleagues before me have talked about social emotional learning and the national model of a of Asa excuse me so when we talk about mindfulness and we talk about social emotional learning they are different but they work best in tandem so mindfulness works from

100the inside out mindfulness has to do with breathing exercises brain massage it's a lot of brain development seal deals from the outside in those are the I can statements the eye statements where students are learning those skills and Scaffolding them uh with the strategies so the focus for the competencies we have been focusing on all of them but our greatest Focus lately has been on connection because we know as my colleagues have mentioned relationships are everything and one of the phrases why should I content with you if I cannot connect with you so students want to know know that you believe in them you trust them you want what's best for them and that will move them forward looking at those diverse backgrounds and cultures were're able to move them forward so we started with

101um scl projections for the year and every month we had a goal um the Indiana social emotional competency for April it was collaboration we looked at the castle domain which had to do with relationship skills and we always included College and Career Readiness and that's when we had our career fair but we have focused on various areas not only college but career military CTE making sure um all our students are well prepar prepared to transition we provided uh possible activities we also included special holidays and events that could be focused in use so this was used every month uh and provide it to all administrators and teachers this is an example of the K12 virtual seal lesson plans that were used through daily advisory and morning meetings and the first line was focused on Elementary

102the second line of each date was focused on secondary so there were activities articles VI videos and it appears to be just one lesson but really we focused that month on a strategy and a skill so that we would be able to practice and utilize those skills throughout the entire month so yes there were a variety of lessons but there was a purpose and they built on each other we also every school created their own newsletter uh we focused on self-care and self awareness it wasn't just for students it was for teachers also because we know that we need to take care of our staff our adults and our students so we had a Friday Focus that um is provided by obana and elementary school every Friday uh Wednesday Wellness s'more newsletters counsel corner and

103the checkup from the neck up that would just be the survey to check in to see how everyone is doing and a followup depending on on the response Panorama that is a um program that was purchased as the threeyear program it's a self reporting survey it's provided four times a year this is the first year we've been using it uh it has a rating scale for students and for staff our next implementation will be April 15th uh this week our participation I'll show you some uh but our participation rate has been a little low because we've been virtual we've been at home but now that we're back percentage of our students are back teachers are back in the classroom we are confident that that April 15th the participation rate will increase so this there's a

104student focus and there is a teacher focus and it focuses on a variety of areas so this is just some data from the February uh implementation and as you see our participation was just a little over 38% but again we know it will be higher when we look at engagement so we look at grades 3 through five the engagement is 61% but in grade 6 through 12 the engagement is 30% we have a gap of 29% so those areas listed were the highest areas where the Gap occurred once we find out the results from the students there's a Playbook that can be accessed and students are provided with lessons that focus on that specific area and it has a reflection portion that goes along with it our teacher survey we have a little over 29

10522% and we look at grit self-efficacy and educating all students and the definition of those terms that were defined by Panorama are also included so we want to increase those uh numbers and we want to increase our staff so all of the questions were provided to administrators and teachers so that they could work with students on vocabulary they could go over it in advance of so making sure students understood uh the words that were involved and everything that was involved in the implementation class Catalyst class catalyst is a grant we received from geminus um it's for grades 6 through 8 Now ginus is working on their Grant again hoping to include fifth grade so we'll be 5ifth through 8th and this grant is over $50,000 that's provided for us to use with our students it's

106a simple checkin this is mindfulness they're about 30 seconds and students are able to learn strategies and coping skills to be able to help them to manage their own emotions this is just some data um from February and it shows each school um the response rate what you'll see is that um some of the schools the numbers might be higher is because they choose to use the program more than once they might use it twice a day a teacher may use it again just to reinforce the strategy but all of our schools are using it and uh it's the students are enjoying it and it's it's it's a simple program that can be applied the mtss district team Mr Selena spoke of that uh we have been meeting we continue to meet with our consultant

107Alicia stoval from the I AP Indiana Resource Center uh we actually have a meeting this week for a monthly meeting but in the image you can see it Focus is on tier 1 2 and three but that image also includes our um enrichment as well as remediation we were awarded awarded the school-based healthare Solutions Network Grant it's a grant uh awarded $250,000 over 5 years it was a stringent uh requirement for that Grant so we only had six schools that qualified I'm glad we were able to uh get those six in it will provide mental health professionals in those buildings that will focus directly on those students with social emotional learning coming back April 6 we conducted a welcome back student survey and staff survey and we asked a variety of questions but the ones

108that really stood out um are you happy to be back in school do you feel safe and with the staff are you happy to be back in school and how did you feel at the end of the day we had 62% saying they felt good none said they felt bad so this was a positive move uh for us we asked about their support system we asked if someone um said good morning to them did they eat breakfast is so there were just a few questions that we asked but it turned out positive because we wanted to do a check-in and know what was going at going on as they came back so our next steps uh to follow up with an understanding and use of the competencies we will continue to work and train on

109that uh focus on the effects of trauma and the impact on achievement we know that trauma can be a distressing event um that affects our students and so we want to be able to be knowledgeable and work with them consistently consistently uh we're going to expand the class Catalyst with geminus as long as the grant is approved uh the continue our mtss and seal alignment and our meetings Castle is updating the competencies we'll stay on top of that make sure everyone is aware of what they are and how they can be utilized continue to include school counselors and mental health interns from Purdue Northwest we have two now that are working with our district there's a option of having our SEAL team members take one of the competencies make a video or recording of that

110competency so that it can be referred back to at any time using entrance as well as exit exit tickets continue to check in counselors will continue to check in during scheduling uh we'll implement the school-based mental health network Grant and posters can be posted in the classrooms remember we want to see this everywhere with everyone so it can be in the classroom it can be in the office on the bus in the cafeteria in the gym we want to make sure we have the scaffolding of those skills throughout the building this includes some of the benefits of social emotional learning we know our graduation rate our attendance rate all of that will improve with the implementation of social emotional learning that has been mentioned by everyone we have a variety of resources that are available

111for staff students and family and now we'll have Dr lesle yanders talk about study tables for secondary [Applause] hello I'm back welcome back okay we've heard a lot about learning loss we've heard a lot about learning loss and you've been made aware of the data um from student performance academic performance with when it comes to proficiency and growth in language artarts and math one way that we want to address these concerns is through study tables study tables that are being offered at the secondary level yes study tables are a good academic support but there are also incidental relationships that are formed when students go to the study tables the study tables are being offered in the secondary schools after regular school day to respond to the learning law that our students are experiencing each School

112sent a parent Square message to parents which also included the application to register their child the study tables are open from 2:30 to 4:30 Monday through Thursday teachers are available to help students with homework and Remediation in 2022 it is HED that teachers will be required to host a study table once per week and it will be available before and after school before I started when I first started this I mentioned the fact that the study tables are good for the incidental relationships between the teacher as well as students our students have been out of school for over a year this opportunity has afforded those students to come in and start to form relationships not only with the staff but other students they're at home they're alone and now they get the opportunity to be

113at the study tables to get the help that they need also our parents are quite grateful that we have started the study tables on March 16th 2020 our our parents were forced to become teachers they quit on March 18th that lets you know that they really excited about any opportunities that we afforded our students to come into the buildings to receive extra help so with that being said I want to welcome back Mr Tony Selenas who will talk to you about the elementary extended school day Hello nice to see you again um so I am going to be talking uh about the elementary uh extended school day proposal for our elementary schools which encompasses grades kindgarten through six beginning next year um I'd like to start off by saying that this has been done before

114in School City of Hammond when I was a building principal at Columbia Elementary School we extended the day by 30 minutes and found uh great success a laf elementary school several schools have extended the day before that is back in the day when we had funding called stimulus funding uh and we had that kind of funding that's how that was uh U funded Solo's opportunities however that was not sustainable so we're here talking about how we can bring that back currently our B schedule at the elementary level is 9:15 to 3:15 our proposed bell schedule would be 9:00 a.m. to 3:30 p.m. that would be an additional 30 minutes of instructional time uh we do have to note that we have uh the minimum approved instructional hours uh per the Indiana Department of Education which

115is 5 hours that is the shortest school day in the state so with that that is what we have been operating on for a very long time um and we're asking if we could potentially propose extend uh the school day for our elementary learners with an elementary extended school day uh you'll find that we'd have the opportunity again for additional instructional time but uh as Dr rushing mentioned as Dr yanders mentioned this is also available time for students to connect with their teachers the relationship part is going to be key when we get back to school uh Additionally the remediation and the enrichment opportunities as well we talked a lot earlier about what tier one instruction means tier one is the core instruction that all students get before we send kids to ldp before we

116send them to special before we send them to any kind of intervention we have to make sure that we have a strong strong tier one core instructional program for our students and additional time would support that initiative uh Mr White talked about exact path one of the things that we would also have with instructional extended instructional time is dedicated exact path time while a student is working on their exact path which is differentiated based on their assessment results teachers could also be pulling small groups and working with students on enrichment and also remediation opportunities as well so while we have lots of instructional time for uh teachers there's also going to be lots of extra learning time for students during the extended school day and I will say that we have had the blessing of

117director potz who is the transportation director and he's assured us that this is something that we could do if we do go with again the uh 9:00 a.m. to 3:30 uh bell schedule or Elementary I'd like to welcome Anthony Selenas to the podium at this time time to talk about elementary standards based grading so I don't think any of us have ever received this much Applause so we thank you for that um we're going to talk a little bit today about elementary standards uh based grading and again I'd like to underscore this only impacts the elementary schools which is kindergarten through sixth grade this does not impact uh 7th through 12th grade this is not a secondary uh proposal this is for elementary so a couple of questions that for us to ponder uh at

118standards grades standards based grading what are we grading who are we grading and what does a letter grade currently mean to a student a parent and a teacher we all know what the standard procedure is for grading currently we have a a a letter system that that uh people are very comfortable with it's what our parents grew up with it's what many of us grew up with we're very comfortable with a c with a d anytime we do anything different the first question we get is is that an a is that a b is that a c parents have that point of reference that they want us to connect to uh and often times that single letter does not truly measure what our students can and can't do so with standards based grading uh it's

119grading that is based again on student mastery it focuses on learning and achievement it measures student learning to understand the effectiveness of instruction this is key because when we talk about grading we're not just talking about measuring Student Success this information gives teachers the information to go back and alter instruction if they know that Tony's having an issue with this standard that teacher can go back and modify instruction based on that specific standard instead of single grades as we're used to uh standards based grading breaks down the the subject matter into smaller learning targets here's an example of a pitfall when you think about um traditional grading a student averages uh are highly dependent on the difficult of the work of science so for example if a teacher presents only low complexity activities students can

120earn high scores with only a weak command of the of the material that does not mean that a student really knows the content an example of that is a student who gets an A in spelling when the teacher says write your words three times five times what happens when that student takes that spelling test and then you has to use those words in context the student has not mastered those words and so that's low complexity and so what the student is after is that letter grade not necessarily the actual meaning of those words in context or in reading and the opposite is true you could have a highly demanding situation where the teacher presents very difficult work resulting in a very low student scores and that's when you hear oh there's a curve in the

121grade or you hear the very powerful extra credit right so these kind of things happened because perhaps the content was too complex so here's a traditional grading scale you'll see and again this is what we're used to letter grades a b c d fs with percentages attached I do understand that many people are very comfortable with the traditional scale however if we're looking at standards based you look at a different way of looking at a Content standard uh beginning from a one all the way to a four uh with little or no Mastery all the way to an advanced Mastery of the standard so as an example I can multiply multi-digit numbers a student could be at a level one and have multiplied single-digit numbers but does not know how to approach multiplying multi-digit numbers

122that does not mean that that student gets an F at that point that does not mean that that student gets a d at that point that means that the student is progressing towards a level 4 with modified instruction or the teacher changes the the U method of instruction in order to get the student to a level four um if we could think of standard-based grading as a lab where students climb up a rung at a time and eventually reaching the top so at the very bottom the student starts at level one achieves level two and then gets to the advanced level but what happens here is the instruction changes the instruction is scaffolded there's support and instruction so that the student can ultimately be successful but nowhere along the way is the student slammed with

123an F to say hey you didn't get the the the the content and so you're done here the other part of it is the emotional part of it we've got lots of kids who have told us that they're afraid to take the report card home because of discipline ramifications or because of the fact that they just don't know how to explain to their parents what these letter grades mean one of the things is that no in no event can ruin uh students grades this creates an emotionally safe environment which is what everybody has talked about today social emotional learning where students are encouraged to stretch themselves make mistakes and learn in a letter grade system it's very hard to make a mistake because if you know you're going to get an F or a d

124you do not have any kind of incentive to do better because that takes all the life out of you in this situation you have the opportunity to increase and and get better and we talked earlier about this is part of making a systemic change that is best for students both academically and emotionally so under mtss our uh multi-stem tier up support we definitely want to include the conversation about grading so that grading does not become a detrimental emotional um negative impact on our students uh academic lives and again this was just uh referring to kindergarten through sixth grade this is not a secondary proposal by any means so with that I'm going to turn over to Lyn Lang our coordinator of leadership and [Applause] development good evening again I am super excited to talk to

125you about the leadership academy um I've included the names of our members up on the slide um these are instructional coaches throughout the district two of them are building are I'm sorry District coaches and the other eight are building level coaches but they have all come together to support our entire District especially through this pandemic by providing professional development and supporting our teachers we currently have Partnerships with the Hammond Police Department Dell Advanced learning Partners who are providing professional development for our coaches net new tech Network Panorama education Equitable Education Services class Catalyst and a new partnership with the H and public library and there are more to come these Partnerships have allowed us to bring professional development to our teachers from outside of the district we both coordinate and facilitate professional development at the

126leadership academy coordinate coordinating by providing the background behind the scenes kind of work for presenters who could do come in from outside some of them are listed here and facilitate by providing within the leadership academy our members are providing professional development throughout the district and these are some of the sessions that we have provided this year and I'm not going to read them all to you you can see them some have been a series of several um that built on one another some have been individual in addition to these there have been professional development sessions taking place at every building once we hold a professional development session we are recording them and then we are posting them on our resource site so teachers who are unable to attend a certain session can go to the

127resource site watch it on a time that's con at a time that's convenient for them and then there is a Google form there that they can fill out with a reflection on what they have just seen and received pgp points for that pgps are professional growth points on our site we also have resources for our teachers we have inspirational videos um and we also have the School City of Hammond Library of Awesomeness these are teachers who have been willing to record themselves teaching using particular strategies and then allowed us to post them on our site so other teachers can go ahead and see our very own teachers teaching our very own kids and learn from one another we have issued almost 4,000 professional growth cert Point certificates this year that means our teachers even though

128we know they're working harder and having to do all kinds of backflips and everything else this year have still given us almost 4,000 hours of their time to continue their own professional learning and I think that's amazing [Applause] much of our Focus this year has been on how to teach in online or Blended learning environments this is such important work because the needing the demands of teaching and learning during the P pandemic is critical and has been critical if I could draw your attention to the right side of the screen and with your permission I would like to read this aloud to you we gave Educators almost no notice we asked them to completely red design what school looks like and in about 24 hours local administrators and teachers Apollo 13 the problem and fixed

129it kids learning children being fed needs being met in the midst of a global crisis no state agency did this no so-called National experts on curriculum the local Educators fixed it in hours hours in fact existing state and federal policies actually created multiple roadblocks Local Schools figured out how to do it around those two no complaining and no hand ringing just Solutions and amazingly clever plans remember that the next time someone tries to convince you that schools are better run by mandates from non-educators remember that the next time someone tells you that teachers have it easy or try to persuade you that educators are not among the smartest most ingenious people in society and please never say to me again those who can't do anything else just go into teaching get out of the way

130but teacher and watch with amazement at what really happens yes I totally agree um this was posted on Twitter and I've shared it with just about everyone I know so that being said we are now faced with the challenge of making another shift in order to make significant and sustainable long-term changes our perceptions of what teaching and learning looks like must shift in order to promote growth and progress We are continuing to face obstacles correct our SI goals one through three are in line with this shift or actually this shift is in line with those three goals culturally sensitive practices mtss and increasing student achievement and growth the focus on tier one and each of these goals is critical to the other two so moving forward and towards this shift we will be providing professional

131development to support our sixth grade teachers in their transition to Elementary and that is actually starting this week we are facilitating updates to our Curriculum maps and creating assessments aligned to those Maps providing professional development to all School City of Hammond departments supporting all district and school school Improvement goals supporting the office of federal grants supporting Elementary and secondary education supporting initiatives for high ability and high achieving students and continuing to develop te let me try that one again continuing to develop teacher leadership cadres and super exciting we are growing we have more instructional coaches coming on in July 1st our library media Specialists will also be joining the leadership academy which will enable us to provide even more professional development and support to our schools and our teachers thank you and with that I

132am happy to introduce our director of Technology Ken [Applause] bennich good evening board just wanted to run through a quick uh view of some of the technology improvements we're looking at starting with the teachers and staff we've are looking at setting up teachers to have dual displays that way they can work some on something on their computer and put something up differently on their display in the room right now they can only uh do that and share we've updated all of our teacher computers our next step is to update the monitors teachers now have webcams to be on Google meets with their remote students they've had that since the uh remote learning started we're also looking at some new technology for teachers to record lessons we are looking at updating all Chromebooks for all of

133our teachers and our staffs to have the newest ones and fastest ones also there's a lot of uh laptops that need to be updated for those working remotely looking at new document cameras for all the classrooms to make it easier for teachers to share papers and things up on the display and then also looking at some new technology for the displays in the classrooms where a teacher can walk around the classroom and throw up the uh content on her Chromebook as she's walking around or they can call on a student and bring up the students's work on the displays looking at the student uh technology we're one to one districtwide our secondaries are takh home Chromebooks where our elementary students will have a device for every student in every classroom looking at iPads for our

134K1 tws for their individual uh uh individual station rotations be able to utilize that uh touch functionality we'll need headphones for testing and classroom work more many of our secondary students are going to have longer bus rides so we're looking at Wi-Fi on buses be able to uh have that enabled for them Project based learning 3D printers laser cutters and other stem equipment for student engagement and then looking at our libraries to help with their investment replacing lost popular books and adding stem equipment in there maybe a green screen in and recording devices so students can record districtwide many of our buildings are and are changing the way they bring students in and out the doors so we're working on getting those in our card access system to increase communication we're updating and expanding our

135district digital signage we're updating our wireless infra infrastructure to keep up with the expanded devices and also expand to outdoor spaces so teachers can go out in those green spaces we're having camera updates and security all of our district for the security system in our secondary schools we're looking at some cool technology to be able to follow uh students or um follows a bag that was left there and all that happens behind the scenes with some analytics so pretty cool stuff now with all the project the projected cost for a lot of these in initiatives is around $10 million next superintendent Miller yes thanks Kenan thanks for flipping es for me I'm going to talk about accessible learning in particular where are we sitting with inperson and e-learning for the 20121 2022 school year as

136we sit right now our expectation is the vast majority of students would return to inperson learning for the upcoming school year uh we know if if anything the pandemic has proved is that the vast majority of students the best place for them to receive their learning is in our school buildings that that that is without a out the data proves it that that uh Mr White showed um anecdotally we know this to be true um and it's what we do right it's it's what we do the state has said um that we should not expect to receive full funding for e-learners in the upcoming school year we were um fortunate enough that for this school year they passed that twice they did once in the fall and then another time uh most recently of the

137legislation that we got 100% funding for e-learners this year that's not going to continue so for e-learners uh moving forward um we recognize that having a hard like a hard stance on on e-learning is not the wise way to go and and matter of fact all the area superintendents recognize that we have to have some option for uh continued remote learning um what we don't want to do is what we've had to do this year like where where half the class is remote and the other half is iners and the majority of our students we want to encourage to come back to our in-person learning but I will still say that uh 85% of of funding is much better than 0% of of funding um so there are so many options for families to choose

138e-learning that if we don't have an option some option for e learning we're going to have Stu many students will just choose another e-learning I the school districts surrounding us are planning for e-learning and e-learning as you know is not dictated by Geographic boundaries so if they want to do the Indianapolis Academy or something else that's all there so we we do have to have some option but it's not going to be our primary option um next point please so we want to have an application process for an e-learning Academy now those of you watching say well hasn't SE had a virtual school for the past couple years and and the answer is yes we have we've had it this is the second year uh Mr White who presented the data leads our Virtual Academy

139um but we haven't had great success in attracting people to it and the the way we quickly implemented it was through a partnership with a company the company is AD mum and we have to pay a license of over $3,000 per child if we want to have them in uh the edmentum virtual school we've learned a lot of things we've we've heard about it um Miss Lang mentioned we've issued over 4,000 pgps this year we can do e-learning without paying someone else to do it for us we we don't have to have edmentum as as our partner anymore so my recommendation is that we will develop an in-house virtual option for those families that just for for just cannot come back into the school just can't come back into the school and we will utilize

140our own staff to do that instead of paying ad menum the 3200 we do have some ad menum license left over I don't want to be irresponsible with that so we would look at some of these touring traveling sports teams to use up the balance of our edmentum licenses so right now some of you may know we have a hockey team that that that pays to to come and we would continue to until we don't have any more amum license we could continue to Market that that that program with them but for school City kids kids who live around here we would look at our own program and again this is not unique to Hammond um the superintendent has been a lot of discussion that we know that that even as as far off as

141August seems there's a lot of families that are going to need that level of support through a ver through a e-learning Academy okay I want to talk a little bit about accessible learning and this is for in-person students so again this is the majority of our students and these are the students who have signed up to be back in school come August and and what's that going to look like for them and I get this question often um is like what do you think are some of the lasting positive changes they're going to that are going to change education coming out of this pandemic what are some of the lasting positive changes that are going to come out of the pandemic and this is one of them I think that we have to provide recording

142access post pandemic and here's some reasons why number one it builds and supports inclusionary practices thank you Dr goodlow for for assisting with this bullet point here but it absolutely does it supports some of our sick kids at home so if you're going to miss out on a day of school because you have you have sickness you're still going to be able to tune in and get your lesson instead of just getting uh what what typically happens is you know you're going to get some assignments or worksheets sent home home to make up but you're missing out on that instruction that high quality instruction that we know our Hammond teachers deliver how does it dramatically lower suspension rate well actually if a student has to be removed from the school environment but they can still

143access the classroom from home they are not suspended they've we've changed their their their the way they're accessing the class but they're not suspended under that and so we're not doubly penalizing kids here's what happens and some of you can relate to this who are watching when when you're put out of school the punishment is the fact that you're being put out of school the punishment shouldn't also be that now you're behind in your learning and you're never able to get caught up but the reality is for kids who get a a three to five day suspension they get that double punishment right now they can't get caught up and so what happens they come back into the school environment they're in a class they're disconnected from the learning because they've been out for a

144week and they can't get caught up and so what happens to their behavior because of the lack in engagement so you start to see more behaviors come up and they get into this cycle where they can't get out of and and then and then sure enough they're labeled as a bad kid or somebody who causes trouble all the time when in reality maybe if we treated the the suspension differently and we still provided access to the education then we would have a different outcome we have um Mr preo has presented before on our special education indicator issues um we if we don't solve uh the amount of suspensions coming out um then it's going to it's going to cost us it not only hurts the kids it's going to hit us in the pocketbook and

145we're going to lose considerable amount of some of our support to the tune of about a half a million dollars so this is something we need to resolve and it builds up this library right so if you're a teacher and you have a student who's struggling with a previous thing part of your part of your remediation plan for that student is hey I want you to go back to this state and watch this lesson like how do you do that how do you if if you have 30 kids in your classroom and each of them has different needs well one way you can do that is if you can refer them to the lesson that they need that's that's one way we can do this so this is one of my expectations U um go

146ahead Ken you put up the last one provide socialization for homebound students um not not to pull at any heartstrings but I think I have to tell the story because it's a real one and happened in School City of Hammond um we had a student at one of our elementary schools uh who his entire educational career he was medically homebound meaning that he couldn't come into the school to receive his education teachers had to go to his house to provide him an education um unfortunately that student passed passed away uh this year but before he did one of the comments he made to his teacher was due to the fact that he was able to be included with his other classmates that this was one of the first times the evil ever felt he had

147friends at school ever in in his whole Elementary career so I know that's not every kid in every situation but I know it's some of our kids and it's some of our situations and I do think that if we can do something simple like turning on the camera so kids that can't physically be there that day for whatever reason can stay connected with their classmates and their peers it is something we have to do so that would be my recommendation for for moving forward on that section thank you and next I'd like to call Bob meritz our director of buildings in grounds to talk about HVAC and filtering upgrades thank you superintendent Miller president J and rest of the board okay we had an audit of obviously you guys have read of dat pack uh

148most of our units are pretty much past his life expectancy that doesn't mean we can't put some upgrades in them going to run efficiently so I'm here to kind of show you what we can do with that use some of the monies and what upgrades we can use going forward most the upgrades since you look at the cost May somewhat sub stantial but it will bring back the air quality that we kind of need in most areas not fully because it can only bring it back to what the engineering specs call for next one we're working over at Scott Middle next year and this year so I would like us to go ahead and revamp that whole unit there it's been bad for years we're bringing new students in there it'd be nice to have

149nice you know new unit with air and heat and so on especially where we're going to revamp new pole area that'll be at 2.3 million now we have to look at what do we do to upgrade the rest of the school how can we bring more air changes with the system that we had well this is one solution it's the Halos what they do we have some already in Head Start as some of you probably already seen they're working quite well they give us 99.9% air quality and it also gives us up to six changes per minute which is above the government standards that's pretty much done with my so I give it back to superintendent Miller um Bob ju just to clarify so the the districtwide HF upgrades are to improve things like the

150amount of fresh air coming into the room yes and the Halo units are to address the concerns of of purifying the air and killing things that such as Airborne ill NES like covid influenza correct correct okay thank you you're welcome all right um getting towards the end of the first part of the of the presentation and I just want to give a shout out to some of our partners because part of the solution is certainly the work that you've heard um some of the directors present but we're not in this alone we have a lot of Community Partners that uh have been supporting us so many such that I couldn't fit them all on one slide so uh as you can see up there um we have everybody from the city to the library to

151the police department the Boys and Girls Club the Urban League uh Hammond Education Foundation YMCA all of them are are are saying how can we assist what can we do to to to be a partner our postsecondary partners IU ivtech Purdue um Upward Bound program we we've heard of some some of these things but we have spots we have things in the community where kids can plug in so for example here's here's just a real clear example if the board approves the balance calendar we have these two week breaks at fall around fall break and spring break well we could program with our Community Partners around those two weeks so for for because we're not going to be bringing 100% of kids in to Hammond schools on those two weeks but if our Community Partners

152know that hey those are two weeks twice a year where ham and kids need programming they'll do it like they've told me like hey when do you need it this is when we'll do things and this isn't just the why and the boys and girls club this is like the postc partners like Purdue telling me hey we'll put on a program for aspiring teachers hey we'll do what we we we can do something in our culinary program to bring kids in and teach them skills so we have enrichment opportunities with our partners as well as remediation and and you can see some of the partners up there are not just academics you got like Mental Health America who's been a reliable partner with us for many years in addressing the mental health and social emotional

153needs of our kids so we can't be everything to everyone but we can plug in with Partnerships and connections so our kids do get what they need um and I if anyone's watching this and I left your logo or name off I I sincerely apologize um but but we love you and we thank our thank our partners at this point though I'm going to turn it back over um to Ken Bennett to talk specifically about an exciting new partnership with the Hammond Public Library yeah as superintendent Miller said one of those Partnerships is the Hammond Public Library who approached us to say what can we do to help and we're working on anou with them almost completed to do a few things one to give teachers and students cards to be able to AC access

154all of their online resources as well as their book collection uh the the Hammond public libraries online resources are fantastic if you ever go on their site from learning a new language to encyclopedia uh there's a lot of resources that we're not able to provide but they have those and they're looking to uh share those with us we're also looking at book delivery so we're going to keep the most popular books in our libraries but if there's any library book that any student or teacher would want they can request that from the Hammond public library and we'll work on bringing those books to the school to be able to uh help those that aren't able to visit the library with no late fees for our kids yes absolutely we're also looking at Transforming Our libraries

155uh to more collaboration spaces that will free up some of that shelf space and and utilize the library a little bit more uh the Hammond public library has been great uh and they're willing to do full trainings of all of their resources they're working with u the leadership academy and and I think they have some of those scheduled for our Friday PDS already um they're looking at further Partnerships as well something that we can provide the students for a summer reading program or even a book mobile out into the community so uh we're working on that partnership we'll have some updates uh soon on that thank you so our La our last uh presentation for this first section is on repurposing Columbia we have a team coming up for that we have Linda full love

156with director of student services and Barb gussen director of Head Start talk a little bit about repurposing Columbia Elementary School and uh the first thing is for bar good evening president Zulo Board of school trustees super superintendent Miller one of the plans for Colombia is designed to support the elementary schools that are going to have some difficulties or challenges with numbers of students in the buildings as this year's fifth graders remain in the buildings for sixth grade and in the plan two packed head two packed preschool programs and two Head Start classrooms would be moved to the Columbia building prior to Lafayette closing in 2019 both packed and Head Start had classrooms at Lafayette the families that had students in those buildings were frequently Walkers and when Lafayette closed those families did not necessarily go

157to Wallace or Irving or Maywood due to the distance and transportation challenges having these classrooms at Colombia would put families that are in similar circumstances with an opportunity to have preschool Services again and would also allow for Early Childhood Services for the Colombia neighborhood as well good evening president Zulo superintendent Miller and trustees um I'm Lind full love I'm the director of student services and although student services is currently housed in the school administration building the Columbia location gives parents direct access to registration services for new students as well as transfers and guardianship information it provides a space where SC families will feel welcomed by elimin the barriers to information and services calling Colombia the Welcome Center communicates the expectation that coming to the building will be a positive experience and that students and their

158families are valued here in if you recall Dr goodl shared an image of students watching a game and ly Lang shared an image of students needing to pass a test by climbing a tree please keep this in mind as I tell you that the Welcome Center will be a key as we as a district move towards Equity inclusion and cultural responsiveness with a Welcome Center that will bring in services for our students here in School City of Hammond is we're starting with student services but we're also looking in the future as to what other services we can bring in to help eliminate barriers again for our families as they come into our district and with that move to Columbia the technology department will be moved there as well after families are done registering they'll be

159able to come get a Chromebook and be able to have those Services uh right there at Colombia we're also having our district training lab and some meeting spaces available something that's needed in the district so that'll provide that space with that I think superintendent Miller is question time all right Ken I I'm sorry I forgot to mention earlier in uh do you remember what the the the cost for the Columbia or if either David or Bob would like to share sorry to put you on the spot but I I know we've we've done some work on what it would take to reopen Columbia can you can you come up to them they wouldn't be able to hear you David uh um this is David Reyes he supervises um maintenance department good evening superintendent Miller president

160Zulo and School Board trustees uh the cost that we had gathered to do a full makeover of Columbia including new carpeting painting uh repurposing parts of the building uh reworking the entry to have the Welcome Center some MRI upgrades was about $288,000 and and we do believe that because this is addressing some of the the space considerations this is something that we're hopeful that car's money can pay for Katherine did we get that final approval yet yes okay okay so there it sounds like there will be a cost to the district but a portion of it we would be able to fund this move with cares funding the other thing is to uh of the buildings have shuttered right now Colombia definitely is the most desirable if some Charter School wanted to come in to

161um Hammond and open up an elementary charter and and occupying in in this way um where there's a legitimate need to use the space to provide this Early Education um we do think will will help us in maintaining the building in a positive way for the school system all right that does bring us to our thank you David that does bring us to our first U board Q&A and essentially what um if I can answer it I will if I need to call someone up um who might be able to answer better I will and if if we're not prepared for it I will have to get back to you but be happy to get back to you if we can't answer it live okay trustees any questions Mr President truste Murphy um I'm G

162to try to just ask a couple questions questions and then let other people ask questions and come back to me so on the first pres and that's what by presentation so I hear that social worker is going to be in every building but my concerns with that is we have different populations per different building so I would hope that the social workers would be based upon the population of students in there bigger buildings would have more social workers same going and instructional coaches um we're and several in them both of those to me are extremely important as people talked before when we've gotten money in the past both of those positions have shown um student Improvement in academics when we' filled those positions so my concern is is that the people that will be hired

163will be based upon student population not you get one because you have a building um I think that's a fair point and um we will we will just have to see the availability and and um in the budget to to be able to to do that I I understand that um and please note too that some of our secondary schools we already have social workers so it's not necessarily having to hire 100% at every building but um we do feel the need that every building culture needs that level of support but acknowledging that there could be as some of our larger schools maybe the need for more I agree bonx having had five kids and having them at Elementary over a 15-year period I've watched the pendulum swing between phonics whole language and come back

164to the center so and I had one child that had straight phonics and the rest had a combination and the problem with straight phonics is and Mr Selen can talk to this the English language is one of the most difficult because we have so many foreign words in it and so I know Spanish so if I know the Spanish alphabet it doesn't matter if I don't know that word I can pronounce it because I have learned the Spanish alphabet and so one of my favorite ones is the word maab so if I was on Phonics it's maab all right and one of my kids actually said that they went to go read it and they said maab because they had just straight phonics so when I hear we're going to spend all this money on

165Phonics I want to make sure that we're back in the center and that we're making sure it's balanced between whole language and onics Tony I'll let you uh respond to that but I I think the goal would be absolutely what you're talking about it's not a replacement it's a supplement but go ahead so uh absolutely the thing about phonics is that it cannot be taught in isolation if phonic is taught in isolation it is going to be just memorization of skills phonic has to be taught in context and it has to be taught in a very purposeful way so when I was in language development uh truste Murphy uh we focus on the scup model which mean that we made sure that students learn language in context it's not about learning it in in isolation

166the other thing is that sometimes students learn the meanings of words and they make they do not make the connections with initial sounds consonants and those kind of things I'll give you a quick example uh several years ago in several kindergarten classes you couldn't teachers wouldn't let you have access to a book until you became an alphabet star way way back in the day with research and development and and instructional practices changing we learned that it doesn't matter some people are going to be some kids are going to be great readers and learn phonics later the thing about that is that we cannot think that a program is going to fix every single kid because all kids learn differently but it is a component of literacy and as you saw in the presentation our literacy

167block is at the very minimum 120 minutes so phonic would be incorporated into the literacy block I would not advocate for phonics to be taught separately by any means no what I mean is is that we're still using whole language that we don't swing the pendulum all the way to we forget whole language and we're like we're just doing fonic it's going to be a combination it has to be a combination right absolutely thank you the data and then I'll let someone else is so we had tons and tons of data you know me I just love data so when we get all this data in front of us we've talked for years about root cause analysis and I don't want to interpret this incorrectly but I'm seems to be hearing that the data for

168this year the root cause analysis is covid but there's got to be other factors and that's why I don't want just the data I want it to be bound and even drill down further is why and times and um Mr White thank you when you started saying that okay you couldn't tell from some of the graphs they stopped testing and that's why the the point zeroed out on the bottom you could see some of the data points coming in it's like to a person that's not sitting on your curriculum team it's like well wait a minute this is down here why aren't we using this part here as one of the root cause analysis so that I would like to see more because it seems to me we are extremely datadriven school district and why

169we aren't coming up and there's got to be besides covid some root causes analysis and as is this at the point because I'm going to tie into to Dr goodlow where we're going to take this data not only are we going to disaggregate by race and ethnicity but socioeconomic status because when we start disaggregating by socioeconomic status we can start seeing true Trends and we can start seeing are we truly doing Equity between the middle class black and brown students the lower class black and brown students compared to the white students that are middle class and lower class so I'm asking the last time I asked for this was about four or five years ago and I was told our system could not break the data down that deeply can we do it now and

170can the next time we disaggregate the data do it that deeply Adam I is that something you need to look into or you feel comfortable answering that now something you need to look into or in terms of a exact path and mentum does not give us the opportunity or the option to break it down even by race um well let me let me correct that I Believe by race but I know we cannot break it down into the various subgroups um such as social economic status um the idoe state assessments does allow us to break it down far more by Race by English language Learners by special education status I do believe that there's even an option for us to break it down by social um social economic status but I believe that that is

171for families who have applied for um and it's slipping my mind for SNAP tan thank you yeah well that is a start you know I see where you're going on that um because you know where I'm going with this is to see if we're guilty of institutional racism and that the only way to do that is to break it down by socioeconomic status and so that's why I'm asking if the next if the board agrees that when we start breaking down this data further is that we look at that level that granular level also I I would just I I would be careful to not presuppose what the root cause is Trusty Murphy no that's why I'm asking to actually do the data all right and to break it down and I defer to anybody

172else before I I have like six pages here any other questions trustees yeah you want to go ahead okay um I I just have two um I had a question about the Halo units like how loud are those and how often do the filters have to be changed and are they something that like their rinse off ones or you actually have to change cartridges or maintenance like how how does how is that going to work so I'll let Bob speak to the maintenance aspect I I've personally been out to the classrooms that have them installed because that was my Wonder is this going to be a distraction to the learning right and you can you can hear a a small hum but I I asked all the teachers because I I was actually there after

173we brought back kids and I asked if it was distracting at all to to their instruction and they said actually masks were more of a a audio hindrance than the than the the rof units we can remotely control the the motor speed essentially okay to raise or lower the how how fast it churns the air but I'll let you answer the other part about the filters it basically it just goes down to a speaking decel that's how low they are so yeah I've been in the rooms too and these masks are definitely a lot worse than what they are uh is as far as the maintenance and is there a filter that needs to be changed and how frequently uh 5 years on the filters oh cool um yeah they're fairly easy to change there's

174three filters in them you got a charcoal filter first another uh sort of like a hea filter then a medical filter um murf 14 and that's what really takes up the rest of it okay and they're very easy to change just drop them down like you would your house okay and so those would be something we would just budget and plan for I mean cuz that's a lot to do all at one time so right like okay cool the units themselves have a lifetime heart warranty correct yes yeah cool thank you very much you're welcome um and then uh superintendent Miller my other question was uh on summer school I saw that we're going to start the consolidation over summer um and have gav kids at Morton and uh the Clark and Hammond high students

175you know together but my question is those students from gavit that will be going to Central will they have an opportunity to go to the ACC like are they being identified or will they all just go to so they you know what I mean that's when we're talking about building relationships that's a lot of relationship building I I exact I know exactly what you mean and yes the the gavit students who live west of Cy met Avenue will go to the ACC to be where they will be with the future group okay with the central students all right thank you okay I don't I do not have a question right now um I'll pass it on in a minute I just wanted to make a comment that in looking over everything that everybody did first

176of all thank you very much how detailed it was was the fact that we just spent a year in one of the worst situations anybody can imagine M teachers students administrators everyone what I'm seeing right here right now is a huge opportunity to take things and straighten them around get things going in the right direction so I just hope everybody remembers that and continue to work towards that goal so thank you any other questions Mr President uh regarding the the testing did it include all of our students or what percentage of our students in terms of all the data we have with the the grades and the learning loss does it represent all of our students or or what percentage of our students does it represent um for exact path I can speak specifically about

177the most recent window that we had um for math 80% of our students K through 12 completed the math assessment okay well I I've read that so that that's Bas that basically answers mine so I can just go back to that because in and initially I thought Mr Miller said these tests were done a couple of years ago it was is it current or is this based on 2018 2019 2020 know I'll clarify that real quick um what I was referring to was the national average for growth was based on prepandemic 2018 data so when we're comparing our growth to that national average they did exact path us provide us a national realtime average like hey like right now in the pandemic every other school is scoring like this they they don't provide that level

178of comparison so we are comparing it to the only data we can compare it to which is in 2018 growth data so obviously 2018 they they didn't predict this so and then I I think I need to hear a little more regarding the um how we're going to do the grades yeah because how ever we do it we have to be able to compete with students within the region within our Locale we we can't be an Island by ourselves and have a grading system or however you want to Define it and then our children will not be able to compete with the surrounding communities so whatever we do I think we need to rethink that look at that again and uh consider that in terms of preparing our kids because I mean k through six

179what in five five years they'll be ready for or four years they'll be ready for the new high school will they be ready if we decide to develop our own grading system or however you want to do that if I could comment on that one um so number one we we had when we had this discussion as a leadership team many of us are parents um and have kids in school systems throughout Lake and Porter County and and just today some some of us were some of the team was sharing how my child's in an elementary school in valarezo and they do this um um Dr goodlow shared a experience with his child where he he had um got a standards based report card on how they're progressing on the on the standards I'm not

180opposed to having both quite honestly that we have a summative grade at the end of the semester that says this but like we're it's hard to have a conversation around a letter grade because it doesn't mean a whole lot for them it's not as objective as we'd like to think it it would be like what does a letter grade really mean does it mean that if a child gets an a that they actually mastered every standard in that grade level does it mean that they completed all the assignments and got 100% on the assignments and quizzes that the teacher assigned does it mean that they complied with the expectations with that teacher and to what degree does that change from teacher to teacher what this does is normalize it all and says hey this is

181for a child in third grade like the example Tony gave is multiply multiple digit um multiplication facts okay can I do that or not and so when I have a parent teacher conference I can say something like hey we're seeing that this is an area that you could really reinforce at home like instead of just saying hey he's you know he's getting a c in this subject or he's getting a d or or an F we can say these are the type of things that we you as the parent you can help us out we you can reinforce these type of things perhaps it's writing perhaps it's the type of books but by by having that data um I think that so much more and we actually do it already in kindergarten my my child

182goes to Hammond School in kindergarten and we and I get a nice report that talks about all the skills they should have at kindergarten and and where my child is at I'm suggesting we extend that up through fifth grade whoops and and in addition to a traditional grade that we can have those Rich discussions about where a child is at because that that information is so much more Rich than than just is what a letter grade informs even if we think about the transitioning from one teacher to the next if I'm if I'm the fourth grade teacher inheriting the third grade teacher and I have this listing of every standard in third grade and where that child is at in in approaching Mastery Mastery or above Mastery isn't that great information for me to have

183as a teacher about differentiation we talked about one of our goals is to differentiate well how do I know to differentiate and how can I do it from day one well if I have all of that information in those data points I can do it so so I'm actually trusty King I'm not opposed to still having a summative letter grade but I think we absolutely have to have something that breaks down where those skills are at because that's one of the things we do know is that by if we don't address these skill gaps by the time they get to middle and high school even though we saw some data performance increases we know it I mean I was a secondary teacher you can talk to secondary teachers those things don't just go away those

184those skill gaps so unless we're intentional about addressing them while they're young they carry with them that through their entire educational career so I'm not so much talk I'm talking about the the scaling the scale has to be competitive okay that's that's that's where I'm going with that the scale and uh what are the Tims on this I heard some date uh I think Mrs danl was talking about she needed to know something about May 4th and you know we have to make some decisions about this all year school and um so I mean will there be a public hearing for for parents I that type of information should be in a regular Schoolboard meeting so parents in the public could could could address this I mean I don't want I don't want to just

185sit up in a work session then you're going to put the owners on need to make a decision without hearing from the public so I think this discussion again needs to be in a regular school board meeting so on an agenda or maybe not even on an agenda but at some point the public needs to because this is a big we're taking we're doing a lot of creative Innovative things which could you know it's all good but people we have to be more transparent about it I mean this is a lot of information we still got two more hours of information it shouldn't be that long the second the second half is is so anyway we need to know what the Tim taes are um in terms of what you expect us to do when

186and where and uh how and how soon so the biggest board decision has to be the balance calendar like I mean absolutely and it can't wait like it it really can't continue to wait because we have to plan school around it like I mean there's a lot of information yeah so that's that's the biggest one that requires board approval would be to change the and at some point we we have not yet put together our strategic plan committee and and certainly some of this should have been part of that strategic plan yeah we can't wait I mean yeah but that what was the purpose of a strategic plan was to be part of of this and now they won't be and that's unfortunate well I the only thing I can say I should have been

187part of the planning in my my uh perspective because then you have the stakeholders you know within our community bringing ideas to the table as opposed to we going to do it and then is after the fact so uh I have a little concern on that and at some point I'm probably going to request to sit down with some of the folks here to get a better grasp of what's going on rather than take up all the time just like I said with u Mrs pritchet and I'm like to sit with um Mr selenis and so that I can really grasp what we're which way we're really going because I heard what you want to do but I really didn't hear how you going to do it you know the benchmarks measurements and all of

188that that that's a lot I mean it's it sounds great but it's just like you know I I sip sip presentations we make we have we have a lot of expectations from that and then now we're coupled with this so you know you haven't haven't had an opportunity to reach those benchmarks because now we're we're we're emerging into this respectfully all three District zp goals were presented tonight and we achieved all of our first year goals in all three well this the first we've we've heard of this Mr M it's a lot of information so I will uh again we'll be requesting to meet with some of these folks so I can get a bit of a grasp of what we're doing here thank you oh and one other thing I I we need a

189a broader report on this Lily Grant we haven't had one on on that maybe one or any I mean where are we going I know now it's is merging into this but we need a a major update on the on the Lily Grant and where we going is are there any obstacles any barriers where are we with that M thank you trustee King any other questions president zono Trust candle area I have a couple questions regarding the summer school program please so my question for the summer school program is the registration opens in May so basically let's say if a family moved into Hammond during that time frame would their childt qualify for summer school or would it be for only currently enrolled students so part part of the issue which was kind of hinted

190at in the meeting is we we have concerns to be able to staff the summer school so absolutely if a kid came in in the middle of the summer and they wanted to be part of summer school and we have space for them they're absolutely welcome to come if we have space considerations where the demand exceeds the seats we're not looking at first come first serve we're looking at the kids who need it the most based upon the exact path data so the kids who we know are struggling the most are the ones that would get it if we can't now hopefully it won't be that hopefully we can accommodate all the demand uh but if that answers your question it does thank you um couple other questions sure regarding summer school as well uh

191we're going to have uh projects at the Morton Building Improvement projects M will that summer school interfere with those uh building projects during the summer um no is the short answer to your question um we will be able to work around the building projects the building projects okay and for the summer scho so basically are the parents providing the transportation very good um so it uh if it's within the the walk radius we will not likely be paring providing Transportation but for students outside the walk radius and it could be different because if you saw in elementary the idea is they have Regional things we will look and see about providing transportation we have we it's absolutely a cares funded expense so it's not a money issue or anything like that uh director po to

192said we can make it work we just need to know how many kids and where they're at so um you you for the people outside of the the walk radius we will be able to provide transportation okay and I have one more question and this one's in regards to the elementary standards based grading which it doesn't have to be answered today you could go ahead and email me basically my only question is like I'm curious as to like how many local school districts follows the standard-based grading in our like immediate area if you could uh whenever you get a chance like email me that information I just want to reach out to like the parents in the those school districts to basically do like my own research and see how they feel about it and

193stuff like that all right thank you that concludes all my question Tony you can you'll follow up on that one all right thanks thank you truste Candelaria thank you any other questions Mr President truste Murphy I wanted to follow up on what trusty Miller said about um where the students are going to go for the summer are we going to do letters or parent Square to parents telling us like definitively your child's going to this school Dr yeah the second half of the meeting is on the consolidation and Dr yanders will address that but yes we are to answer your question all right I want to go back to the report card again I have seen Port cards over a 15-year period and they have gone grades and they've been so I agree mostly with

194what you have said way and disagree in part so when we had the pure standard-based report cards and we had um introduction progressing Mastery those report cards were huge because especially like K through three you had so many standards and some of the standards weren't even introduced until the middle of the year or into the spring and so you had all these blanks and if you're a brand new parent I'm like my child has no GR why haven't you introduced this so if you want to be doing those type of recort cards that are pure standards based and they do have a lot of Merit I totally agree with you because when you do the um meeting with the parent and had a lot of those it's like okay your child needs extra work in

195this so I can tell you your child's getting a b but the reason they're getting the B is these certain standards they're really struggling in and the rest they're fine in so that b means nothing to me as an elementary parent I need that extra in there so I know I need to help with them but the report cards we need to be getting with the ptas on these and we did those years ago trying to make them more streamlined so I totally agree with you on the grades don't matter as much but we need to talk about what Mastery means to our parents now where I disagree is sixth grade and I had these discussions a lot these kids used to be fifth grade but now we're consolidating they would get into middle school

196and like boom now they've got grades so they're so used to the no grades whatsoever and maybe the parents didn't totally understand that they had a lot of progressing and needs Improvement type things that those pretty much would have been a c and a d and so now when they're getting over into middle school and they're getting hit with these grades all of a sudden they're really shocked so I agree with a lot what you say on the report cards but we need to have more discussions so the parents understand it more and then when they transition into Middle School it's not so much of a shock when they finally do get those grades they need to have some inkling that you're not doing that well so Tony Tony is going to talk about in

197the second half about the sixth grade to Elementary I think you might address some of your concerns in that uh again I'm not for the complete elimination of letter grades I am more for the addition of having data and talking points that really help get to the root causes of things to use your langage and that's the way IEP used to be IEP when you got your report from the state it was extremely detailed on the standards oh so your child did great in number sense but they failed every single one of the word problems so I could go back to the teacher and say okay what are you doing with this child of mine who can't do a word problem to save her life and so those type of information that gets really valuable

198for the parent once we teach them how to interpret them you got to remember not everybody has multiple children like you and I okay so we we get our first couple of kids through and we learn all these things they only have one or two children and so by the time they learn all this it's they're done so we need to have more information out the parents on how to interpret these report cards I I could foresee working with the PTA and with title one parent Outreach to do some seminars and lessons on if we going that way that direction all right um the equity statement love it um I hope we adopt it I hope you get something to the board in the near future on that and the district goals that were talked

199about tonight are those on our website I believe they are on the website uh I don't want to um fudge it though but I I I'll double check for you okay and they talked about enrichment at the ACC this summer like what is that so a lot of these things I'm not expecting answers tonight because everybody wants to get home at a reasonable hour but if we could just start putting to the side and get Lauren can you give me a paragraph on that please thank you um team building activities for this summer someone brought that up what are we going to do again not have to be answered tonight it sounds great that the kids are going to be getting together what actual activities are we going to be do uh Dr Green talked

200about using money for maybe field trips and I'm like that's a great idea because we don't have money for buses and I can tell you when they start hitting us up for15 $25 plus the um money to go to some of these places a lot of parents don't send their kids on field trips and so if we can be using car's dollars to add some fun I one of the biggest things I'm hearing tonight we got these kids coming back where's the fun all right they haven't had fun for a whole year they have been stuck at home they have been on their Chromebooks they haven't seen their friends I'd like to see us integrating some fun in there um you know I love buddy Barry and he talks about where's the Wonder and awe

201what is my child going to be coming home today and saying guess what I did in school today and incorporating that whole thing in there and you know what I want to go home too I'm going to send the rest of these to you in writing all right president Z know um that's kind of the we're actually more like a 2/3 Point did you want to take a five or 10 minute recess I'd like to take a 5 minute recess and then come back and let's finish this up okay thank you we'll see everybody in five minutes this meeting back to order all right this the the second part of our presentation is where we are with some of the initiatives surrounding the consolidation and um some of them tie very nicely and neatly to

202the initiatives we talked about previously but some of them are issues in decisions that we've had to make um that are specific related to the fact that we're consolidating and again for anyone watching who's not familiar uh this coming fall we going from four high schools down to two and as part of that to make it work into to two middle schools um sixth grade is going back to Elementary so our first speaker for this part is Tony Selenas to talk about the progress that's been made in some of the thinking around sixth grade to Elementary so let's welcome Tony you're going to have to get an Academy Award for tonight Tony best actor I'm sure so we're going to talk about uh Elementary updates regarding the consolidation and how it impacts the uh sixth

203grades students who are going to be remaining with us at the elementary schools and we're very excited about that uh so this is going to be taking place for the 2122 school year there has been a lot of preparation and planning that has taken place already uh here's the timeline of things that have done that have taken place uh way back in October our elementary principls came to us and presented to us what the physical layouts of their buildings were and and just verifi that they had the actual space that they needed to actually have the sixth graders stay in in their in their uh buildings uh after that after the winter break we had our sixth grade teachers actually select which schools they were going to be um going to to teach sixth grade

204and so that was an entire process that was led by Dr Green and so that that went uh smoothly in February we had to physically reorganize the buildings internally before sixth grade teachers can actually come in and start moving their things in so that was another phase that that took place and then we also with in conjunction with the leadership academy we sent out a survey for teachers to ask what kind of support they needed and so that is how we know what kind of support to provide to them as ly Lang mentioned that's going to start U next week and then in March the actual moves took place so believe it or not we actually physically moved the sixth grade teachers and their materials into the elementary buildings if you walk any of the

205elementary buildings right now you're going to see what we call our ghost towns and those are the parts of the building that are almost just empty because kids aren't there teachers aren't there because that's the actual sixth grade Wing now but all of the materials have been moved over so I'd like to thank David Rey and Bob for all of their efforts uh they really helped us uh with that transition and the support because we know what's going to be new and different for sixth grade teachers is going to uh begin in April and go through the summer and is also going to continue actually throughout next school year in terms of professional development for our teachers the curriculum instruction uh is a key part but I want to really underscore this first note please

206understand um that these current students were fourth graders the last time they were in school they were fourth graders the last time they were at school and now when they come back they're going to be sixth graders so these kids are not sixth graders that are coming back into the building they're not sixth graders that know what the Middle School experience is these are fourth graders that only know the elementary experience the only difference is that instead of going to sixth grade in another building they're going to be staying in sixth grade with their at their current school which is a huge win for the seal component of these kids as you heard a few of my colleagues under talk about a lot of kids are scared to come back to school and these kids

207were in fourth grade the last time they were physically in the building so they're going to be coming back as sixth graders and they're going to be in their building so again we're not bringing sixth graders back to the elementary schools sixth graders are remaining in the elementary schools that is a mind shift that we really have to think about relationships and connections are huge and a big component of the elementary school setting sixth grade will be self-contained I know that that is a little bit controversial because currently sixth grade teachers teach uh content-based instruction at the elementary level all sixth grade teachers will teach content uh in an elementary setting what we are going to do is we are going to provide a transitional uh opportunity for the kids in the second semester so

208that's going to uh provide a little bit of what the Middle School experience will be like we could also look at grading trusty Murphy in whatever it is that we want to perhaps assign projects and those would be letter grades but definitely giving them the opportunity to get that feel of what it's going to be like to go to sixth grade the remainder of the school year will be as follows all sixth grade teachers and students will be taught in a literacy block which is about 120 minutes a day science social studies reading and writing will be taught within that literacy block so students will not be taught content areas separately as they currently are taught in in sixth grade at the middle school the math blocks will also be at the very least 90

209minutes a day at the elementary level we also incorporate literacy into math lot of kids are great math problem solvers but what trips them up is they can't read math problems so at the elementary level we incorporate literacy into math so that's going to be a little bit different but that is the type of PD that ly Lang and Leadership Academy is going to provide for her sixth grade teachers we do want to eventually bring all of these opportunities to the elementary school for not only sixth graders but also our uh fifth graders and uh our younger grades uh intramural sports is something that we already have at the elementary level but we definitely want to expand those opportunities band is something that we do not have and with partnership with uh Dr swinsky we

210are going to bring band to the elementary schools uh this time it's going to be probably an after school situation until we can actually have it during the school day but we're very excited to bring uh ban to the elementary schools we're going to have haa combined events so no longer is haa only going to be a secondary initiative we're going to bring it down to the elementary schools which is really exciting as well cheerleading Science Olympia Lego robotics uh are opportunities that we're also going to have and a long-term goal is to bring foreign language down to the elementary level not just dual language or language development but actual foreign languages to the elementary schools again we've talked about professional development sixth grade professional development theories the leadership academy is going to be working

211out with teachers to support them not only in the areas of curriculum instruction uh but also theal needs of elementary kids we know that younger kids have different emotional needs we talk to kids differently we address their needs differently uh the elementary day structure is a lot different than it is at Middle School there's a lot of supervision we walk our kids everywhere we pick them up we drop them off we tie their shoes we do a lot of things at the elementary level and again these are current kids who last time were in school were fourth graders we have to keep that in mind okay and the supervision expectations of an elementary teacher are far different than they are of a middle school teacher so we are going to also support our teachers with

212in that area as well you'll see that some of our buildings are already welcoming our sixth grade teachers many of our teachers have been in the buildings they've been part of staff meetings they've actually been part of um instructional conversations they've uh gone to take tours the building they've moved into their rooms so they're already slowly becoming members of the of the elementary teams here's another example of team building that's taking place many of the elementary principles include all the sixth grade teachers and all their correspondents just to make them feel welcome into the building already and with that I'm going to turn it over to my colleague Dr Leslie [Applause] Anders let me see if I could do the speed version okay consolidation consolidation consolidation um we've talked about consolidation over and over again

213but what does it really mean it means to make stronger or more solid this is the ultimate goal of the consolidation process that is taking place with School City of Hammond um and to answer your question truste Murphy about the moves and the letters I want to get to that first so I'll make sure I don't skip that in this um presentation as far as our moves were take that are taking place our Middle School principles I'd like to highlight them at this time have been working diligently together to make sure that the plans that we Implement for consolidation and in the future are done with Fidelity so with that being said I have uh we have orchestrated the move process the move process will take place as such right now we're waiting for the

214sixth grade teachers to make their moves um during this month they have been told they were told given an email back in March 19th to start packing some of the teachers did come in over the spring break just to pack up their things and um label their boxes so this month is the intra building moves that will take place within edar within Scott within MO so they can make room for those teachers that will be moving into their building in May so in May will be the enter District moves so those teachers will be moving into Edgar into Scott and into Morton and then of course we have to wait till June for those teachers to move to Hammond Central as far as the letters are concerned to parents when it comes to notifying them

215what will be their school their child's next designated school we are working on that as a matter of matter of fact this week I've started to meet with them um every week to talk about consolidation and getting things in place so we will be forming that letter this week or getting that letter together so those parents could know what would be their child's next school for the uh 2122 school year all right the intention is the the new school principal will office will be the one sending the notification correct yes okay so two things about the consolidation plan um when it comes to consolidation plan this was in the works before covid even hit so consolidation is not because of covid um everyone seems to blame everything on Co why is the sky blue because

216of Co why is that plant green because of Co no consolidation consolidation was in the works before Co even hit the other thing that was in the works before Co even hit are the block schedules so the block schedules are um will afford US the opportunity to strengthen our relationships with our students I I'm a strong believer in that because we all know that students most of the time are motivated to come to school because they have a strong bond with someone in that school so you that's why you all you'll often hear me talk about relationships so it'll allow us that that opportunity to strengthen relationships and to provide remediation and enrichment and increase the selection of electives on here you see something down there that says R time that's the play on the

217letter R you can look it as look at it as remediation you can look at it as um our time together this is something that eras was putting in place before covid hit and those will take place they will be connected sort of to uh to their lunch periods if you all are familiar with SRT study resource time a lot of schools have that that's that our time that's going to be built in um on this block schedule speaking of increasing of electives um I'm excited to announce that we will be tapping into the resources of Junior Achievement for our career exploration courses they will supply us with the curriculum they will give us a video library um instructional materials I told you I'm trying to do the FasTrack instructional materials um they will also

218have experts in different career Fields come to the classrooms to co- te or teach a a class for our teachers so I'm very excited about that I don't believe in Reinventing the will if we can tap into our partners and use organizations because these are the people that also have a straight line to the workforce so if we can use them in our schools I'm taking every advantage of those opportunities so taking advantage of those opportunities has also been extended to Amazon um Mr bennich alluded me to the fact that Amazon has this program called Amazon future Engineers so I contacted them um and I am so excited that they were um they did approve for Edgars and Scott to be part of their programs so they also they too also have programs or curriculum

219for uh computer science and engineering programs that we can Implement in our schools for the next school year also they will train our teachers for free on the use of these instructional materials once again not re not Reinventing the will but tapping it into other resources and partners as we plan ahead we want to make sure that we are consistent and that the curriculum that's being offered by our partners and other organizations reinforces our intent ENT to strengthen grade level horizontal alignments also that will have an impact on our vertical alignment with the high schools that's one of the main concerns that we've had in our district for a while is consistency and Alignment so we want to make sure whatever we do that things are horizontally done ver uh horizontally done across grades as

220well as vertically for Middle School to high school so speaking of high school I want to take this time to highlight my high school principles who have been working diligently to consolidate our four high schools into two high schools um and that starts with our weekly meetings that we're starting to have on consolidation and the letters that I also mentioned as like the middle schools the high schools will also have block schedules I want to remind you that block schedules were in the plans preco and they were already planned to be implemented at Morton high school as well as Hammond High School it will have the same benefits as the middle school when it comes to relationships increasing opportunities for remediation and enrichment also increasing the selection of electives also with that they have an

221extended advisory we've talked about you've heard a lot about social emotional learning and our mtss plan this is the place where many of our students can get some tools and skills on self help um meditation mindful practice all of those things that will help them cope with let's face it they've gone through a lot we've gone through a lot everyone has gone through a lot so this would afford them the opportunity to pick up some skills and tools some coping t uh skills and tools that Dr rushing also often talks about remember how I talked about how consolidation will make us stronger this is the hopes for our Pathways our students will have over um will have when they combine in the high schools if you look at these Pathways that I've listed here we

222are giving our students over 30 opportunities or 30 Pathways if you include the many because haa has many different Pathways and which Dr sininsky will talk about so if you talk about those Pathways our students will have 30 different ways that they're able to gain credits they can gain credits just by get um in the school where they have CTE foundations where they remain in the building and they can get a multitude of dual credits we have the Early College oh okay that's our graduation pathway link that's something that our PR person put together that will be uh displayed or be posted on our social media as well as our website Dr um trustees you have in the in the side pocket of your your binder that document that Dr Green has on there it

223is a draft but it does detail all of the pathways that that we have including the CTE and the pathways [Applause] available so that's all of those I'm sorry to kind of threw me off because that wasn't there so okay so those are all of our Pathways that we going to be offering um in the high schools I want us our students to really take advantage of these Pathways even those students that pass the core 40 and they can just get the straight core 40 diploma not only do I want them to have the core 40 diploma but also leave with enough dual credits that maybe perhaps for example my my child she just graduated in 20120 and when she went to school this was her first year in college she had enough dual credits

224right now she's a sophomore so it's saving parents a lot of money and it also increases the child's chances of graduating college because a lot of times the uh graduation rate for colleges and universities is very low but when students go in with enough dual credits that gives them that hope and that motivates them to finish because they know I don't have to be here the whole four years our freshman and sophomore cies a while ago we this is some this is not something new to School City of Hammond our freshman and sophomore were in our high schools a few years ago um when I was the principal at Hammond High we had the Freshman academies and what it did was it increased the support for those freshmen and sophomores and in this case our

225class of 2024 in class of 2025 all freshmen will be placed on teams and we'll make every attempt to schedule students on the teams for 10th grade so I'm saying we'll make every attempt Because by the time they get to the 10th grade they're they're starting to really get into their pathway they're starting to use their electives to complete their Pathways freshman year is easy to put them on teams because it's pretty much a prescribed uh schedule of classes for them where most of them have to take some of the same classes this will also help us uh develop a mentoring program to support freshmen in South Moors once again the relationship peace it does not just end with the teacher sometimes it could be a relationship with a peer or someone in your school

226so that will also give us that extra added benefits it is shown that it increases attendance reduce the rate of failures and we can have those opportunities to have specific academic seal and career support how is this going to be done not only are our students going to be placed in freshman and sophomore acmy but this is a great opportunity and time for the school City and Hammond because now we can Implement some looping uh support in our schools as you can see the ninth grade uh each class will have one administrator and two counselors assigned to each grade level in each building which will help with that support by looping they will follow the student from ninth grade as as the student matriculates through school their support system will also matriculate with them giving

227them the extra added support that they need support doesn't just stop with the administrator or the counselors support is trying to is support is given to the teachers all the way around so we have other St staff support changes although we're a school and you all heard of wraparound services for students we're trying to put as many services inside the building for our students as possible to uh ensure their success we will have four High School instructional coaches language arts math social studies science and an NTN coach so to go to what trusty Murphy was saying where just having that one person you're correct there needs to be one person and not just the students need support but the staff needs support too so when we had um tap and I'm one of the people

228who were trained in tap so when we had tap we had Master Teachers and we had Mentor teachers the problem with that was um The Master Teachers a lot of times most of our Master Teachers were language arts teachers so when they went to uh coach a lot of the teachers some of the push back came from those teachers that were in other disciplines like math or science and they said well how can you coach me how does this relate to my content area by having these content area instructional coaches we can give them the we can kind of give them like that you heard of the term differentiated instruction for students you can give them differentiated coaching for the teachers that'll help them strengthen um their craft four Middle School instructional coaches will also

229do the same thing our population of special education students in the high schools will require us to move from one t which is teacher of record uh to two TS per grade level we're combining two buildings we're going to need more support and so when it comes to the Ts for those of you all that don't know a a teacher of record that is the teacher who is sort of like the the ad advocate for uh students for IEPs as well as a liaison um uh with a parent in the schools so they create the IEPs they make sure that the general education teachers have the I PS and are implementing them with Fidelity um they also set up the case conferences to review the uh progress of students with IEPs this our population of

230students uh who are engl English language Learners will also need additional support so we're looking at increasing the number of teachers our ldp Specialists per building um one for each grade level so earlier you heard superintendent Miller talk about special education and um student learning uh special education concerns and and things that we need to correct one of those things is that High um amount of suspension and exposion that we have we have a lot for our district and our special education and uh uh students in particularly so we want to include or increase our discipline intervention for our students once again some of these things we already have in place for example our suspension and exposion exposion interventionist we already have those but we want to make sure that we continue to use them

231um to the benefit of the students in our schools and hopefully reducing those suspension and exposion rates so the suspension and exposion interventionist assist students who are at high risk for suspensions and explosions they work closely with students and counselors to equip students with coping skills when certain triggers occur they also keep in constant communication with parents ASI conduct classroom observations they also use information from parents teachers and the student to create a behavior plan so when they let me correct this when they conduct the classroom observations is not on the teacher the classroom observation is to observe the student um in the classroom to see how can they help that student like what's triggered in that student what is going on with that student um as they counsel that student some staff support changes

232continues with our teachers and stud I mean with our students efforts and that's with that AB once again this is not something new we've had this in place uh prior to co uh we was just getting it off and running especially uh successfully at Morton High School so so the academic Behavior resource uh room is the new name for the ISS in schute suspension or Biz room behavior intervention Stone the ab teacher will provide direct instruction to students when their placement must be changed if a student has access to the curriculum via the Google classroom and access to the licensed teacher then the placement will not be counted as a removal or suspension from the education process what has happened up until this point up until the ab room is students have been placed in

233ISS or Biz room with a PA and so they have been sent to these rooms and sometimes the teachers send out work sometime they don't this will ensure that they will continue to receive instruction from a licensed teacher when they are removed from the classroom this will also reduce our suspensions just like the seis because in school suspensions will not be coded as removal or suspension in power school this this will result in School City of Hammond becoming compliant for federal indicators 4 a and 4 B so the ab staff structure will consist of behavior Specialists licensed teachers and parents we're not eliminating the pars from the ICBM room or the ISS room or the biz room we're using them in conjunction with the licensed teacher in that classroom and the exciting thing some of

234the things that are going to take place or that we hope will take place is the on um our social workers coming on board and using them also as a resource during this time when the students are in the ab rooms our College and Career counselors we've heard so much about college and careers and Pathways and things of that nature this is a tumultuous uh uh task that our counselors have to deal with so it's nice to know that we have someone that's kind going to concentrate solely on colleg and careers of our students and getting programs in the school and getting our students exposed to programs the primary responsibilities of the CCR counselors is to be a leon between School City of Hammond and universities and other post-secondary partners we will assist with the

235implementation of the 9 through2 CCR program coordinate with post-secondary institutions and businesses to organize field trips to college campuses College and Career Affairs tours of apprenticeship programs and Etc the CCR C will also provide support and guidance to the students in the early college which is key because right now our early college is housed in one location in the ACC and it's called the ACC University and that's our partnership with vinc University now we're going to take those students and put them in both high schools so they'll be in both high schools and we going to have those counselors right now they have one counselor over there at the Accu so now they're going to have a counselor at their own at their home schools which will be more than High School and Hammond Central

236new tech Network I'm not going to talk a lot about new tech because we've talked about it before in one of your previous meetings um but the new tech Network we've already started to plan um make a lot of plans and train for the implementation of these programs in our high schools on March 5th the entire staff for Hammond Central and Morton High School and this included counselors and everyone uh attended and um concluded their orientation training so what this did was this let everyone know what um um new tech the new tech uh network is about what are the expectations and things of that nature one of the things or a couple of things that uh contined to uh occur during this training was they emphasized student learning out outcomes deeper thinking and culture

237and climate so when we started uh attending residency last week on April 9th it also uh emphasized those same things the training will conclude on this Friday just for the residency part so the residence residency part are those freshman teachers who will start to implement new tech so we're going to start with the ninth grade teachers they're going to start to implement new tech Network or new tech um strategies and curriculum at a ninth grade level the 10th through 12th grade teachers however will not be left out so during the summer they will also go through training on pbl which is one of the components or is what new tech is about Project based learning so the ninth grade teachers have started training then they'll go to new school training and then they'll have implementation

238training where they actually will start to create those lesson plans where they can see uh how it's going to work in the school next speaking of the Freshman Academy I bring to you Dr rushing who will talk about our Rising [Applause] freshman okay good evening again so we're excited we're going to have our first district Rising ninth grade family meeting and it will be held virtually on Thursday April 15th from 4: to 5:00 p.m. via Zoom we were being proactive with this meeting and it's going to be held virtually to avoid any issues with connection because we do have some counselors that are still working remotely and to avoid Zoom bombing the meeting link was provided oops okay I see yeah one page yeah yeah that the slide with the link didn't get added but

239I can send that I will forward that to you thank you um a PowerPoint presentation was prepared and eighth grade counselors will take the lead with high school counselors working with them as a team to support pathway material during the presentation they will learn about the role of the counselor hence for success in high school types of diplomas what are high school pathways graduation requirements meeting all three buckets the diploma types demonstrating employability skills and showing post-secondary Readiness 21st century Scholars and how families can help so each school is advertising the meeting through their website parents Square newsletters Mrs Munos has uh been working with u us about the publicity the meeting will be recorded and replayed on Friday April 16 at 12: noon again via Zoom for anyone that like would like to rewatch

240it or missed it we are working to have the presentation translated to assist our Spanish speaking population starting our next week individual parent and guardian meetings will be held face Toof face or virtually based on the requests to discuss course selections and pathway details with individual counselors the same topics that are mentioned in the video will be shared and reiterated a handout is being prepared for parents and a mock parent conference will be held with Mr Miller to share details of the meeting every parent will be contacted for an individual meeting before the end of their 8th grade school year every effort will be made to locate parents by the end of the school year every student will have SE selected a pathway before entering a high school thank you so now we'll have Mrs

241D she's going to talk about next level programs of study and [Applause] Pathways thank you Dr rushing good evening president Z board members and superintendent Miller I am Lauren D and the ACC principal and also the CTE director for Region 2 so not only do I oversee the CTE programs in School City of you need to move up to the mic I'm sorry not only do I oversee the CTE programming at the ACC or Hammond schools but also most of Northwest Indiana that doesn't have Standalone CTE District so while the district has been consolidating like Dr yander said and strengthening themselves uh CTE has been doing the same thing Career and Technical education moved in 2018 from the Department of Education to the governor's Workforce cabinet so it's more aligned with Workforce Readiness and next

242level jobs and Next Level programming and with that came the next level programs of study so what you need to know about next level programs of study what's important to you is that it is a graduation qualifier it consists of three courses and it's over three years or concurrently there is a Capstone course which we will not be offering in the new high schools yet because it hasn't quite been developed by the governor's Workforce cabinet there are moving along as they can um on the following slides I have lots of reference materials for you I'm just going to highlight them but I they're for you to look at the pathways that'll be available so the 2021 Career and Technical education pathways are biomed science business computer science any of the multitude of CTE programming at

243the Area Career Center education professions which is brand new we've never offered that before and Engineering I would be remiss if I didn't get all the programs that we have at the ACC honestly slide so you know from Advanced Manufacturing in our own Annex to Precision Machining at ivytech and radio and TV that you all visited to record speeches those are all still our long-standing programs at the Area Career Center when we look at the programming that will be available in both Hammond Central and Mort Morton we have biomedical science which is looking at advancing medicine and research and development through laboratory work at the bottom let me go back to biomedical science are is the three course sequence so there's principles a concentrator a and a concentrator B and then the student can graduate

244using that CTE qualifier so each one of the slides will have that business management and administration which looks at running and overseeing the functions of a business typically on the back end the things that you don't see that make things run smoothly computer science which looks at coding and program development as well as networking and infrastructure that doesn't have its full Next Level program of study completed yet but that first course is there so we can offer that to students next year and when the governor's Workforce cabinet releases the other two courses we will get them in as soon as we possibly can our newest and most exciting pathway is education professions where we will homeg grow our own teachers um we'll be able to put students into that three course sequence and a Capstone

245which will allow them to get into our buildings and and do the micro teaching and student teaching that we all did um while they're still in high school and hopefully see how amazing Hammond is to work and and come back and teach our kids and Engineering we have looking at the critical thinking and application to real world problems um at some level it it deals it culminates in digital electronics at the pathway here which is what we'll offer in 2021 but it can be expanded to civil engineering Aerospace computer integrated manufacturing environmental sustainability there's all other options that start with that two course sequence and then that concentrator B would change so this is just the one that we're offering in 2021 as we get more qualified teachers to teach these courses we can offer

246more engineering Pathways in the both of those schools so that is our next level programs of study update and the amazing CTE offerings at our other schools and now I'm going to introduce Dr Scott swinsky with his haa Civic Arts fact trustees he knows that I love to embarrass him but uh a little less than two weeks ago um Scott earned his doctoral degree in education so congratulations Scott and now I'd like to read it to you thank you all for your patience and and following and and being patient with us as we get through this um Hammond arts and Performance Academy I'm just going to present to you basically where we're going with consolidation and then give you more of a detailed overview in the pathway so that you can have an understanding of

247where that's headed as well okay um the reason I show you these Graphics is because they're driven by students and so a lot of what we're presenting today when we speak about priorities and goals are actually driven by student conversations and things that the students want because the program really is there to serve pre- professional artists and Artistry in young people as we evolve so with that in mind um our our um slogan if you've ever read my emails for this year was Finding home and the students thought because of our climate in in America today in our world but also in being displaced due to the pandemic that finding home was a generalized theme the upcoming year they're kind of in a frenzy very excited about the consolidation and haa growing and moving forward

248is the idea of metamorphosis or change but journey to change or changing into something better and stronger which I think we want all of Hammond but selfishly I very much want for haa and its programming um our consolidation Pro priorities are one is cultural affluence which is kind of a hotti term but the you know we think it makes us sound really fancy but the idea is that we are a wealth of culture um a wealth of culture from demographics from race to Creeds to gender orientations to expression to whoever we want to be and that our goal in our programming is to make it so that we are constantly celebrating our cultural affluence so well it's great that we did a justifiable decent job of sending out something every day for Black History Month

249we didn't really meet the moment Hispanic Heritage Month and if we could actually celebrate those moments throughout the year and make it a continuity of Celebration it would be better than just finding an expressive time to honor people that we're constantly doing it with that that goes into Equitable service and extension one of the big platforms expanding haa that you've consistently heard in our consolidating is making sure there is equity between both institutions but also through the entire District so the idea that we are providing service and extension growing while also being Equitable an artistic home for all students I think that that is our greatest gift to our students is that you all allow us to have a platform that gives everybody a home um and for for many of our students and I've

250heard many of you express this previously you know school is often more of a home than their actual home place and we want to make sure that we are always inclusive and creating an atmosphere of that for our Learners and then the big thing that we'll talk about today is graduation and professional Readiness um if you don't know some of our students continue to excel in the Arts one of ours is going to Berkeley School of Music which is the top school in the world for contemporary music we had two students who got accepted to NYU next last year but we fell short with them because we didn't provide them the financial reciproc so they could afford to go there so we're constantly growing in that and I I don't want to fail them and

251we don't want to fail them so professional Readiness so that when they graduate and they have these great opportunities that we make sure that we're providing them the support to actually take advantage of them our prog programmatic elements I'm going to go pretty quickly is curricular alignment K through 12 because we're truly creating a feeder system and a matriculated motive to embody the idea of preparation of of making students better it should really be a line from K through 12 a realized Academy model with a graduation pathway crossgrade level teacher student collaboration I just want to highlight that this past year because we knew we were prepping for collaboration and because you allowed haa to become a district entity during this year has been great for us because our teachers have done a tremendous amount

252of collaborating if you've seen the amount of you know things and products that come out of them that's all teacher and student driven I don't do very much more than mediate their excellence and it really is due to collaboration and them encouraging students across the schools to do so um we're looking at creating Unified District extracurricular programming so that it's not just about this space or that space it's about constantly using it and having it open to everybody so that there's Equitable opportunity internships and independent study um oh my voice just cracked um it's because it's getting late for this Dad um we also have a commitment to guest Artistry we did a series called over the rainbow series which um explored um gender non-conformity um and cultural heritage and diversity we'd like to do

253more than that we had I believe 27 or 28 guest artists that were all done remote this year it'd be great if they actually were able to come into our schools so we're trying to increase that so our kids can see the different possibilities of the Arts in their lives districtwide space usage I just kind of mentioned that you know there is it's not about Morton school it's not about Hammond Central School it's not about Scott it's not about Edgars We Are All One and we should be able to use that fluidly to the best interest in best serving Arts you know I know that um trusty King one of her kind of ideas back back a while ago was to kind of create this room and make it kind of a Living Art Space

254and that's a cool idea and I know there's been a lot of inquiry about that that is the idea of using the space to constantly showcase kids so as we continue to redesign and renovate the room um you know we're using it to our advantage the last point is rental capacity with this great new space that we continuously hear about but also the amazing spaces we currently have such as the Morton Auditorium there's a great capacity for rentals for such things as you know we use it for the chess tournament but wouldn't it be great if we had other tournaments and other conferences um working with uh Dr goodlow and Dr Green we've already started to look at the idea of doing an inclusivity diversity training kind of conference Workshop which would be kind of

255the first district that does something like that and we could actually house it which is pretty amazing um so I'm not going to rese to what Mr Selena speak but Hapa will exist ideally as an enrichment programming in its first Inception to build a ban capacity um and then such shows like Wizard of Oz and Hammond holidays are examples of District wide events we have to do and also making sure that there's Equity across elementary schools if you didn't know some schools do three different concerts while other schools only do one and that's not really fair to the Artistry but it's not also fair to showcasing kids who might want to be showcased in their various creative Talent so we want to make sure there's Equity there as well um continu teacher collaboration is on

256both slides and that's because that to me is the most important thing we say it but it's really is true like we would have nothing without our Educators and they have to collaborate especially in the Arts um and in doing so it makes the kids so much more um invested in what's happening the middle school program offers Coral band and drama uh we will have middle school specific production and we're also going to make sure that we utilize those High School spaces for our after school enrichment programs because if our middle school kids get to go to the high school and see the possibilities there obviously they're more likely to invest in attending that high school and to continue our idea of creating a feeder system the theme that the students have come up with

257and um was Guided by our coordinator Miss Ali is two schools one home so the idea that we are you know two schools but essentially one program one home and it kind of if you think about it is our ultimate goal for the way we think about Hammond we are one home for everybody and I feel like we'd all be more successful if we realized we're all on the same page and fostering that so this was designed by students and is creating that idea for them the Hapa Academy model is 11 perspective major areas that all fall under the Arts of Music Visual Arts and Theater Arts um so you have band but you also have rock band and you have piano but you also have vocal you have creative writing guitar musical theater acting

258dance visual arts and technical theater um the Civic Arts pathway is in a way to graduate so if a student enters upon it they can graduate on that pathway as it's approved it is Equitable programming in both schools there is an independent study in Capstone component that is service oriented so one of our big arms is being service motivated so whatever they do do as our Capstone should be expressive and change a life or better somebody um post Tapper Recruitment and placement is a big push that we're working on um a full season of over 81 events that's how many events we did pre this past year um when we were actually allowed to be in the building and it's student driven through teacher Excellence I know you say the students a lot but all

259of our programming all of our shows are driven by students so if you see a show and you're like why did we do that and why didn't we do this my my response to you will always be then ask the students because they chose it and that's really the way should be they are young adults who are making choices so if you hate Annie the musical I'm really sorry but if they want to do it that's what we're going to do I don't want them to but that's what they're going to do and if we're trying to engage them in the art that they want to do um they're currently giving me list upon list of the the shows that they can do they also write their own pieces um we we initiated that student

260driven production and there will be two next year a musical and a play Civic Arts pathway so you understand what it is it's a locally creative pathway which means that we've created it here within the School City of Hammond and we get it approved through the state the cool thing about that is it offers us some flexibility the benefit of the Arts being the Arts is that there's a lot of wiggle room because people don't fully understand the bread of it which thereby means that we can kind of solidify our curricular offerings and meet it to a pathway of graduation that is exclusive to School City of Hammond so it it makes us Stand Out amongst other districts and it's something that we're really proud of um there's a project and portfolio means to graduation

261so a student can't graduate without showing what they did and there's an emphasis on service and obviously the Arts because it's the Arts the required elements are that there's a beginning intermediate Advanced and full year course so if you are in band you would take beginning band intermediate band and advanced band that fulfills that bucket then you have the option of taking two additional elective Arts courses which could be music theory and music musical theater or a visual arts class most of our kids take up to eight electives just just meeting their core requirements and because haa holds the largest amount of electives that are Arts based we're always going to have kids take more than that there's a portfolio element and there's a cons community service that's art specific internship one of our goals

262for next year is the hope that our seniors and Rising Juniors into seniors would go to be able to teach those enrich enrichment courses to the elementary school so so that they'd be teaching band and teaching drama to our early Learners and wouldn't that be a great way to kind of build in our community community that efficacy of service the last thing I'll leave you with is a quote that I really love and it's every human is an artist the dream of your life is to make beautiful art and with that in mind I'm going to introduce you to the ever fashionable and Dapper John Suarez who is going to talk to you about school security and safety before things been overused over here I think the battery life died on it or something a

263okay as you said uh my name is John SPS director of security and safety um it's going to be quick I know everyone's got to get home and get to bed um it's going to have two parts one is going to be the colid uh consolidation for this coming school year and then the second part is going to be the SRO program which is the school resource officer program currently if I get this going to work going the wrong way okay currently there's approximately 60 uh H police officers working at school city um as security officers on the normal school year there' be two or three officers working security daily at each of the high schools and middle schools and additionally uh additionally this year we will currently have police officers working temporarily at the

264elementary school level and we are as they mentioned before if we do get approved for the summer school we will have officers working at the security uh security at the summer schools consolidation for this uh coming year we're looking with the base uh with the fact that we're having two School we have depending on how many students are we should have five to six officers working at the Central High School as well as Morton High School we have two or three officers uh consistently uh continue working at the Area Career Center and then we will have three officers two or three officers working at Edgar's middle school as well as Scott Middle School and then what we've done at the elementary school level in the past and we'll continue doing is that we have three

265or four officers rotating at various elementary schools assisting with the dismissal times there's been times there's been traffic Ines in and so on ham Central High School and Morton High School will have an officer monitor the school uh security cameras that uh Mr Ben had mentioned earlier the other officers will be station throughout the schools um one at each end of the uh the floors when they do have lunch period then we will have an officer one or two depending on how big the lunch period is assisting the school administrators in the lunchtime during that time frame assisting what whatever may be depending on how many schools if we're going to have uh some school some students I know we've talked with Mr ver at the Hammond Central to having some go to adjacent room

266or so on depending on whatever needs to be done an officer will be assisting the administrator once School uh lunch is done and the officers go back to their floors and continue on doing security at agar school as well as Scout Middle School we will have officers monitor the hallways and entrances one officer will be assigned to the front administ uh exploring or I'm sorry uh just being know front where when people come and going into the school whether it be visitors parents or so on the other officers will be stationed throughout the Middle School to assist uh during normal school then once again during lunchtime they will assist one of them will assist the administrator during that time that is the normal consolidation now the SRO program is I said ear is the school

267resource officer something that we've been trying to promote we're not eliminating eliminating uh police officers it will continue working at the schools but the agenda for the uh SRO program yeah okay thank you that was you okay exploring to hire four officers to be sro's uh all must be Indiana Law Enforcement Academy certified uh who are familiar with state and federal law one SRO at each of the high schools one SRO will be uh at the middle school rotating from Scott to edar the other one would be uh rotating at the elementary school depending on what it is that needs to be done and so on the reason for that is school resource officers will be at the school so that they're most familiar and they'll be full-time employees and they will be familiar with

268the students I know when I work at schools and there's some other officers you get a good report with the students it helps out because they see a common face officers rotate shifts uh they move around you might see an officer a couple weeks and then you won't see one for or that same officer for a while with a school research officer it's the same officer repeated at the same school like we said she even mention her is just famili familiarity expectations of the officers they will teach the Run hiide fight which is part of the active shooter drill that uh we're implementing I made a with the ham Police Department assistance we made a video to train about the active shooter procedures expectations of the staff the students and administrators so on it will

269also assist uh with u teach safety to the lower grades stranger danger uh everyday uh safety I know that working at elementary schools a couple times they've asked me to assist or have other officers assist on some of that so this will be the school resource officers to assist with that as we mentioned earlier with Report with the students there's been many times when students came up to me and told me hey this is what's going on I've had this situation just was going on home if you've got that relationship already started it makes it a lot easier for them to come and talk to you so they're not afraid of the police even though school resource officer is part of the Hammond uh School District it's also someone that they know as a law

270enforcement type person that can assist them accordingly school resource officer will be lay s between students as well as the police department and fire department officers will be uh certified as school resource officers officers will also uh attend and participate in the and also become certified as Indiana school safety specialist it will be armed but they will be approachable in the sense that we don't want to scare them uh to be afraid to talk to us but at least they'll be in uniform that is be something that friendly that they can approach and so on officers will be assisting in schools before during after school but not responsible for discipline that will fall under the administration so they're not there to be taking care of any administrator that's what the administrator's job is officers will

271assist with safety planning in the school safety committees such as the crisis uh response plan the drills the implementation students in crisis uh weather uh they will assist in traffic flow plans before and after school uh supervision plans officers should know the roles when an issue Rises so they can assist with those uh situations officers might be needed to assist in after school events or sporting events I want to be able to have school resar officers that I know they're on the payroll that something's needed I know I can get them no offense to the police department I've been there for 24 years sometimes things come up and so on but I just want to make sure to have someone who is going to be there when we need something if something were to happen

272in the future part of that uh I'm sorry that's going to uh the officers will be working Monday through Friday either 8:00 to 4:00 p.m. or 7: to 3: p.m. fulltime basis as I stated they'll be part of the school payroll as a full-time employee and not just as safety as other police officers the last thing I want to bring up is a school safe visitor system these are installed in the schools already and this is an example of what they look like we're requiring that visitors when they come to the school whether it be parents or so on to bring this an ID whether it be a driver's license uh an ID card they come in they put in the machine take picture give gets the information runs a quick check something that we

273brought up and was approved before but this is the exal SE so we're going to be requiring as I said visitors parents or so on to bring the ID if for some reason if they do not have an ID card so on they're going to request that they complete a a form through the administration uh Department here and they'll do a background check and so on so that they'll be in the system already they'll get the sticker it's going to have their face date and time and it's something that we really need to get people permiss so it is accountability so we know who's been in the school buildings administration building and who leaves so it's way to monitor that and that is all for me Mr FZ for [Applause] traffic Got You Wish Mr

274[Music] Po we didn't leave no that's very obious um good evening still uh superintendent Miller um president zuno and school board members trustees um I'm going to be presenting on school consolidation Transportation projection needs for next year um and I hope that you all are pleased in the fact of what I originally presented back from October 19th um so the purpose of my presentation is to focus primarily on the secondary transport that um is being increased due to the consolidation of the secondary schools I will not be presenting on Elementary transport as I don't see it being impacted greatly in the 2122 school year because essentially students that were bus eligible to ride to the elementary schools will continue to be bus eligible as we go to grade six so it will be a small

275increase at the elementary school but the secondary projection is really going to drive everything so secondary transport is is going to be increased due to the consolidation of uh Clark and gavit going to edar Hamond Central Morton and Scott um the projected transport model that um we're going to be implementing is the multi-tier schedule which is using a single bus to do the work of two um originally when I presented in October 19 I I made a projection of 56 buses needed I've now learned a lot more about transportation and so um this is what's going to be the most effective transport and it is currently a model that we're using that Clark gavit Morton pretty much wherever we have a mass transit bus at so in this model the students um the transports of

276students will be will occur using the following schedule where students from the follow from the former Clark and gav districts would be transported using the multi-tier transports two pickups and two drop offs we will um the students that live furthest away from whatever school they attend will be picked up first so that we can try to avoid any um traffic barriers get them to the school and then we will use that same bus to go back out and pick another group um this allows for the middle school and high school transportation to be separated and um it's a definite reduction in the need of additional drivers Andor monitors and particularly add a need to add additional buses to our Fleet so uh transport is like the current model that we're currently using at Clark gavit

277and so students within the current boundaries of Edgar former Hamond High Morton and Scott they may or may not be transported with the multi approach it all depends on scheduling um but what is important is that there will be a need for adjustment at the school level to be able to monitor the students before and after school to be able to get that um multi-tiered transport model implemented this is a slide that I won't spend much time on but it's a current breakdown um and it's what was presented um previously but the the bottom slide is what we are projecting um as the potential enrollment for the uh secondary [Music] schools this is where we're getting into the uh heart of what will be our secondary projections so what you'll see is this is a

278slide on middle schools you have edgaras versus Scott um you see the enrollment but then most most importantly you see eligible Riders um we're projecting 444 students based on our current enrollment to be eligible to ride to Edgars and that breakdown is 353 of those students are coming from the Clark area 33 of the students are coming from gavit Calumet West which is that boundary split at C you met um I do want to note that while there's 90 students middle school that's been identified only 33 of them would qualify based on our current walk boundary and then Edgar's um current sixth to seventh grade students have um 58 students that currently qualify so they'll still be eligible for the next year unless they move um you see the same thing broken down for Scott

279where you see a um number coming from the gavit area and which will be eligible for transport to Scott and that 114 represents how many currently are at Scott and receiving Transportation so for both middle schools we're um I'm predicting the total bus needs of between 6 to eight um to do this transport for each school so that's anywhere from um 12 to 16 buses for the middle school high school Hammond Central and Morton um as you would expect the eligible Riders do pretty much doubles um we have 850 from um the Hammond Central area and 846 eligible for transport to Morton you you again see the breakdown based upon the area in which these students are coming from within the city um bus needs predicting between 11 and 13 um and so what I

280want to show you here is these are maps that I've shared with with the uh School Board previously but if uh Dr Green if you can please click on Middle School walk zones with border the second one yes uh I am currently working to get um Maps drawn up with uh that represents the the schooling for the 2122 school year but what I think is important here is that you see what's currently all of our schools and if you scroll down please all of that area right up top is what's now the Clark boundary now we're going into where you see Edgar's Middle School that Circle represents the walk boundary as you can see pretty much all of those students from Clark um qualify for transportation as they reside outside of the boundary um the

281edar portion is in blue and it's a small portion that we've always transported um but then that red dividing line is the split between the Scott and Edgar's um boundary that's where where I presented on the boundary um reconfiguration previously and so you you will see that that light brown section all of those students that are west of met um would have formerly attended gavit and that's where those 33 students that I spoke about in The Pri previous slide came from whereas if you look towards the opposite end of the map you see a green circular boundary this represents Scott Middle School walk boundary um as you can see pretty much all of the all of the students that would have formally attended gavit Middle School would qualify for transport for uh Scott and then

282we have that small section that's uh uh lighter green they would also be uh Scott students and they currently actually were at Scott so um if you can go back to the presentation um it's the same the the fourth one it's the high school walk zones with border I mean the the boundaries are the same for both the middle school and the high schools at this point um in terms of what we're feeding in so you again you see park now and then you see the Hammond high school and Morton High School and the walk boundary that is that is around that so as you can see we have definitely increased our need for transport moving forward so when it comes down to our needs in order to get this done the secondary transport will

283need to use between 34 to 42 buses for daily trans transport with the Middle School having a range of 12 to 16 High School from 22 to 26 um other transport for Unique student groups project usage of three to five additional buses whether or not we use some of these buses that I'm saying will be for middle school and high school transport all depends on timing and scheduling so um the projection assumes all students will use transport so when those numbers that I gave you is all eligible bus students and assuming that every student will ride the bus next year and so um I don't know how we can come up with a plan based upon the you the the industry standard of 70% ridership because what it would do if we planned our um

284transportation based on that if there was one student who was eligible to ride if we didn't make those plans accordingly we wouldn't have transport set up for them so our plan that 34 is bare numbers where this is one student in a seat bus field to capacity 34 buses would be needed but again we I do know that there's going to be some unforeseen things that come up that's why I giving you all a range of upwards of 42 and that's something we'll find out more as we get into the actual planning um that 34 is our Baseline even if 70% of the students ride only 70% of the students ride I do not anticipate needing less buses what it'll do is just allow us to be more flexible in our scheduling so I do

285anticipate putting at least 34 buses on the road to secondary transport for the 2122 school year um again these are some adjustments so and in order to make this happen we do need to increase our transportation staff when I originally presented this I was um saying 52 fulltime drivers with four release drivers um we currently have uh 34 um on staff with one on leaves so we're going to uh look to increase our driving staff from 33 to 38 um and again we will need uh and this is something myself and Dr yanders have spoken about and we we'll speak about is the understanding that the staffing has to be there to uh supervise the students to do those multi-tier drops so after continued analysis Transportation needs for school consolidation the recommend recommendation will be

286for the secondary to use a multi-tier schedule for transport utilizing this schedule greatly um reduces um what utilizing this schedule allows for middle school and high school transport to be separate which I know some of the community members were concerned about it also eliminates the need to increase the bus fleet and reduces additional staffing needs in transportation and then the pro the possible adjustments needed in Staffing and bail schedule which has already been sorted out is minimal compared to the original projection and other models that were um presented and analyzed so with that being said I thank you all and I will present ly sterl says on the power [Music] pointy and have slid here Don you want thank you Don you want to uh sure thank you okay so for Food Service um for

287the summer will'll be um serving from June 7th through June July 30th providing breakfast and the students who are in the summer school the waivers did come through so basically we will be able to do per but we'll only be doing it at three s oh that's right I'm sorry we'll only be doing it at three sites and those sites will be Edison Lincoln and Morton Elementary School um there are still some grants we're waiting on so that we can get those additional uh summer meal sites going up throughout the community and the possibility of serving remote meals also for school year 2122 we'll continue to provide high quality meals which they've done an excellent job of that they have been purchasing more of the Plexi glass um cafeteria dividers they've ordered more more still

288we're still waiting for some to come in quite a few of them on back order the department will be working at building the administration to coordinate the after school snack program I know several people have asked about that for the different programming that we will have um that is going to be a possibility with the consolidation of sixth grade meal patterns will be modified to meet the new age groups um so essentially they're saying there is that they do understand that with sixth grade going down to the elementary school there will be changes to the meal patterns and so that should be expected and then we'll continue to provide food service newsletter to the community to make sure that that information gets out there whenever TR changes are needed we made it we made [Applause]

289it um my my concluding remarks would be I I want to say a big thank you to um my district team and all the effort and time um this presentation was long but if you added up the hours that that we've spent in meetings and in discussions for the last year or so about these things you're talking about thousands of hours collectively of all of our work um uh to to come and and do a 5H hour presentation um but uh it's because we care it's because uh we love the kids in school City of Hammond we want them uh to have the best education possible we want to educate the whole child I think you can see some familiar themes through all of these different presentations and that's probably what I'm most proud about

290is is that you can see that that we are functioning as a team and working together and and looking to see how can my particular area of speciality tie into the overall all goal to improve ham in schools and we see a lot of that we see a lot of kids first Focus we saw a lot of things that were we're not adult centered but student centered things that that sometimes cause you know a a level of change and we're not afraid of that and so I'm excited about that um we do have on the schedule a second board Q&A but I would if if there's not anything super pressing I would be happy uh to answer any questions through email um unless there's some things president zul know that that are very pressing for

291this evening any questions from the board that you would like answered now Mr President I will keep it brief the rest will be in writing Mr Selena this Chess at the elementary level who left us out on your slide um the black schedule is my biggest question okay um the last time we did Black scheduling we had trimester and I'm not understanding are we only only going to have four classes a day four classes a day yes plus advisory but it's split over two days so I mean the the actual day is eight period eight so for high school it's eight credits a semester for every other day plus advisory every day all right that was not explained well in the PowerPoint that needs to be expanded um because that was like as soon as

292I saw that I was like how are we going to have four classes a day um because that was very worried is to me that is not going to help our high ability students so um so the way we look at it is I I really feel the best possible outcome for any student is to leave this is what we've done well with the Early College trusty Murphy is that that they are leaving fully College prepared also though with the opportunity to earn a credential and you know back even in my previous role part of the charge of the board was to get more Hammond kids with credentials and certifications and and and one of the benefits of the block schedule is it does allow you have a half day where you can fit in

293the career center you have credits to be able to do those type of things and we can have kids on Pathways that they're College ready and career ready and that's novel like that's not something that everybody has in other school systems and they don't talk about it but I think it's something that we can hang our hat on and to be a real positive um thing for all of our kids and families okay there there's reasons we don't do block scheduling anymore okay yeah so you want to go back to it so I'm going to send questions there because I remember why we don't have block scheduling anymore and I will send them in that vein because I'm not seeing it and I will send the rest an email and cut it off there because

294it is almost 10 o' yeah U please know that I have a lot of Administrators who've been here under the previous administration and we've we've we've discussed and had these conversations about why it worked and why it wasn't and and with the principles who had it in their building and were told they could no longer do it so a lot of that just for the audience was financial reasons um but I don't think we're in that same that same boat anymore so thank you trusty Murphy anyone else Mr President just a couple of questions I yes trusty King didn't didn't see um Mrs Dano when you reported the first time regarding the funds you gave us a written report will we be getting one with a breakdown as you did before um you you broke

295you broke it down by stiens and you know the whole nine yards okay so can we get that same type of report because I I'm curious in terms of how much did we spend on um parent engagement for for our pre for you know since we've been in this virtual uh capacity how much money have we spent on parent engagement because that I'm sure that was key uh to the low learning you know loss of learning that we had and just how much money I know the money according to suggested uses that was we could have certainly used some funding for parent engagement so in your breakdown I was just interesting to know how much money was actually spent in that in that area okay so are you looking for um a breakdown of all

296of the first round of cares money as much as much as possible I mean you don't have to Penny but you know um those type of things how much do we spend in stiens and uh and if if we're going to do stiens moving forward I would hope that we're we could be a little more transparent so everybody knows who's eligible and who's not eligible I mean we talk about valuing our our support staff but when they feel that they're not being Valu somebody over here got a stien allegedly this one got a stien so moving forward we need to be more transparent with that with this program and uh and in in terms of diversity equity and inclusion I don't know if we we don't we realize that uh we do not have a

297Hispanic assistant principal at the new high school and um I I can't imagine how that happened and if we're talking about diversity Equity inclusion we know we're going to have a tremendous Hispanic population at the new high school and they they certainly should have that type of representation at assistant principal level in my opinion if we're moving forward in that direction so when we do our our audit we certainly those are the kind of things we need to look at when it comes to diversity equity and inclusion and then one other thing regarding the funding and I think I'm through like summer school all these wonderful things going on it's not really I can't discern who's paying what it's either coming out of car it's coming out of general you know know it's sort of

298not clear I mean cuz like the uh sro's is that coming out of our our standard uh budget or is that because of the Caris funding so so car's gone in two years we won't have anymore so that needs to be in my opinion broke down a little more what what what part of money is coming in pan you know the certain Innovative creative ideas that you brought forth which is really really good but we just want them to be sustainable you know we want these wonderful programs moving forward and we're not clear on whether or not this is part of our original budget or it's cares or the other monies that's coming in so um again I'll call you Mr Miller to arrange some meetings with some of your administrator so I can get

299a better understand of what's going on here thank you thank you trusty King anyone else um I can email I will also email if any of my questions okay anybody make a motion to adjourn so moved second thank you everyone thank you