DPS BOE Meeting 2/13/2023

001tonight the United States of America and to the Republic for which it stands one nation under God an indivisible with liberty and justice for all that sounds easy right all right I moved to appoint aye producer yeah Angelina Barnes here here Nathan Hanselman here John tremontana here it's Truscott I am here here thank you Thank you Lisa if you have emotions support any discussion all right next item is a special recognition tonight I've already kind of spoiled it a little bit Christopher uh but it's really great I have a whole two-page doctor here I'm not going to read all the Christopher is the third generation Eagle Scout which is pretty impressive I'll talk a little bit about what this accomplishment lizard was his project was police and thank you and his efforts helped bring 50

002blankets to Children area hospitals would you mind coming up we're gonna we're gonna give you a little presentation I'd love to hear 30 seconds if you could just tell us about your about your experience yeah yeah um so I may uh hidden type of kids through a company called Facebook will make the blankets and then send that send them updates to them and that's all right two people of you so this just says to Christopher Neely a member of Boy Scout Troop 77 the Board of Education and administration of Denver public schools take great pride congratulating you on your accomplishment you're commended for your outstanding achievement so congratulations [Applause] thank you and other kids too sorry all right Jennifer branch of CeCe recently you everyone [Music] here which is having a couple of students to

003speak a little bit to their experience in our Career Technical education program my name is Jennifer French and um my name is Jennifer branch and I am the Career Education director at Clinton County Resa and I just would like to point out that I am also joined here by my boss Dr Wayne petroy at Clinton County recent who is our superintendent so glad you could join me this evening served a good long career in public education just so you know definitely been a great mentor to me I have some general updates and I believe in your board packet you have some data and some numbers in terms of enrollments and college credits that students have the opportunity to earn and what that saves them all of our programs have the opportunity for students to earn

004either direct or articulated or credit by exam college credit and a few of our programs even have attached to them in Early College option which means that they can take our programs in the 11th grade year then their senior year they're about half at their home school and half at the post-secondary institution and then they actually delay officially receiving their diploma even though they can walk across the stage and and have an open house and all of those things they have what's essentially a 13th year of high school which is entirely college classes and then they oftentimes can earn an associate's degree or an additional post-secondary credential through our program so we're growing and we're excited about that we have a few new staff this year we brought on board a new welding instructor that

005program is housed at Golden LC is direct college credit with mid Michigan College Justin Vanport is a St John's High School graduate and was in Matt's billings's metals and Welding classes when he was in high school so and then spent many years in the industry before snagging him he was a bridge welder for the Michigan Department of Transportation 104 in the state so they were not too happy to lose him but we were happy to gain him so math Feast is good thank you next Feast is our Sports Medicine instructor spent 16 years as an athletic trainer for St John's public schools and also ironically the other side it has a power repair business so go figure um Jennifer Strickland a St John's High School graduate graduated actually to meet many many years ago and

006it had taught many years at Laingsburg in English and language arts and as her Master's in doctorate Studies have been in curriculum and instructions great job for us and then right here at DeWitt our Visa program business management entrepreneurship Leslie Lowman I'm Kelly Williams's retirement is teaching that program so we've been teaching of our new staff there we do several things throughout our Career Education Department aside from Strictly our county-wide CTE programs one of them every year we have an annual mcraio College nights we've got over 40 post-secondary institutions and post-secondary options Representatives in the fall we honor the Statewide there's a manufacturing day and our students from many of our programs that are in the manufacturing pathway had the opportunity to visit some of those and then we had our annual we're so excited

007about this and thank you to DeWitt for housing us our annual career Expo we're all 8th and 10th graders in the whole County had an opportunity to come visit our presentation from high school CTE post-secondary and then business and industry it was great it was a great day and I know almost had a lot of fun you can see some students there putting together kind of an anatomy and physiology puzzle so we asked our Expo exhibitors to make sure they're doing things to engage student interests yeah these are just some of the work based learning placements in our programs that happen every year it's a long list for Education Early Childhood so I didn't include it on this slide I know some of those students actually are placed in some of our our buildings here

008in Dewitt in some of our elementary schools and so students get an opportunity as you can see to to put to good use the skills that they're learning in class which is one of the things that separates Superior technical education from other options that a student might have in their schedule and Ashley was talking with a parent year right before the meeting about her daughter who graduated last year last year and has an internship the only non-college student at the time that was offered an internship with Spicer Group after taking our Canada design technology so definitely making some industry connections and the students will talk a little more about kind of putting their skills to use lesson lopeman also supervises some CTE related work Baseline so these may be students who aren't directly in a

009CTE program but maybe have taken a CT class or a related class or their educational development plan warrants a work-based learning placement and these are some of the business and industry those students are placed based on their educational another new opportunity this year and I really have to give a lot of thanks to Kelly Williams and in my predecessor Pat Jackson who we work with to plan these types of events we have lunch and learn whenever a business and industry would like we try to gather students based on their ADP data we work with their high school counselors and high school principals and they reach out to students and the industry experts come in and can join either in person or virtually and speak to those industry experts about their their pathway things like summer

010jobs apprenticeships future careers and talk directly with them so this is me this year all students in Clinton County either through work that we do at CC Visa in conjunction with local districts or some local districts have this down to such a high I don't really need much help from us we we do gather volunteers for our senior interview days and so every senior that graduates from one of the high schools practice interviewing skills with someone from business and industry and then I mentioned the capital region technical Early College three of our programs Allied Health cyber security could not getting new students in there this year because LCC was unable to locate an instructor um and then education Early Childhood offer that early college to show you a little data here I wish Jennifer Penny

011were here with me she's our early college coordinator to give you uh the the real you know in ins and outs and in the trenches information about this data but it's pretty self-explanatory this shows um over the course of each of the years by the program how many new students came on board each year and where we're at now total so this year we have 27 students 20 home and Allied Health four in cyber security and those would be ones that were already in the program and three in education early childhood and then you can see by District all that's kind of gone up and down over the years by grade level how many students are in each of the different Marines so this year we will have 11 students that will complete their early

012college experience so it has nothing wrong and this is the most impressive Slide the number of Pilots credits that these students have earned being part of the capital region technical Early College so you can think about how much a college credit costs and you can see that that's definitely saving these students and their families but now the most important part I'd like to call up Merit dust in our Emergency Services fire science program and Lucas Perez and our business management and Entrepreneurship program and join me I did give him a question ahead of time because I didn't you know did not putting too much on this back so so yeah okay all right so and I'm going to direct this question if you will take a moment to answer it so what made you decide

013to take a Clinton County research Career Connections program uh well I wanted to learn more about what it was like to be an entrepreneur and how to start a business in the high school so I thought it was a good opportunity thank you what's been the best part of being an AC series of Career Connection program so far we get to do a lot of we get to do a lot of Hands-On stuff crawl around and like rescue dummies that we can pull out and stuff for doing fire scenarios three weeks ago together we do pretty well right yeah as in class we want to eat we won eight Awards I was a part of two of other place and uh it's a Rapid Rescue intervention Thrills is what I came in third place for

014and then for people aren't too serious and bugs and all these types of designs so my favorite part is being able to manage that and increase science through all right and what opportunities we think this is opened up for you that you might not have otherwise had it's only a lot of you like the different the different opportunities like I get it we get the MFR online uniforms medical First Responders before we start this week go inside it's a national license so once we turn we'll take the test and then if you pass the teacher they can you get it for the state of Michigan um so one thing that is really useful for this course is that a lot of stuff I learned in school is the accounting and the marketing I can apply

015that to everybody like business in this class which I think that helps me and how do you think that it better prepares you for your plans after high school it's open it's open a video last night with the license Area fire department and then they can pay for my other offline if I wanted to invite everyone 's licenses I'll be attending Michigan State University that's all and I'll be going to business finance area so like I mentioned before in the class I'll be able to connect it to my real life scenario that I thank you does the board have any questions to serve the public for just internally well we have a website so if you put in a order or whatever you want then so it's not just schools anthropause Cafe well thank you

016oh sorry just looking at the back so it looks like St John's has a lot of the classes are located I do think that location plays a part in it um because it is centrally located that we have a lot of our classes in St John's more and more we're seeing you know in some cases districts will run a van out to the St John's in the morning and we are looking at even for next year I've already got a survey out to council at a couple of classes in terms of placement you know can we house it here can we pass it here that kind of thing um but I do think you know the tough part for us is always with the locations whenever you move a program it might help some students

017and then other students can't take it because you move it to another location so definitely um and all of our districts do do have house on local CT which is the students from that District take that so do it as an addition to the anthropology here they have a finance programs and family and consumer science programs and so they do all of our districts have all the programs that are out there how do we how does how does the research compare to other surrounding areas in terms of offerings and then participation close to I think proportionally we're pretty we're pretty inspired in terms of our enrollment and based on if you go to England which obviously is a much bigger County than you have a higher enrollment but then again you're looking at a population

018one of these versus the population and we continue to explore you know new program opportunities as well we try to put some things out there uh you know we've had agri-science food and natural resources we have a lot of agriculture in our County so far we haven't had those few interests to make that be a full-time position but we continue to Market in the footage out there insurance and another one where I know that there is a huge need and we put that out there before we included it in our course guidance on our application we have two students sign up so sometimes the industry need is not necessarily not always easy to convince students for them so the programs are strictly within the county though do you do any Cross County programs as well

019like I mean could we have oh yes so yes so any program so like I know the way it oftentimes will send students uh for things that we don't offer as a vocational Village dollars okay yeah so if we don't offer here and if they can take it easy then it works out for them foreign [Applause] [Music] thank you I try to switch a laptop here and if the technology works right that's a little bit foreign [Music] minor changes in actuality I'm Brian Ducker the curriculum director I also serve as the sex ed supervisor for the District of one of my many hats here while I get set up I like I'm joined by several amazing Educators let them introduce themselves in their roles hi I'm Heidi Boveda I teach teach Health here at the

020middle school right on the other side of this wall six seven days right and I'm Elaine Blake and I teach family consumer science at the high school 9 to 10 12th graders and I'm Jody Taylor I'm the humanities academic specialist but my minors of health and so I've kind of joined in with the Stevens all right saw some pictures of my dog all right um so again the second Advisory Board we'll talk about that in just a moment here something that safe schools in the state of Michigan wish to you know as the grounds full of parents support or administrator support and so on as part of the safe statute that we have extra layers of really kind of administrative pieces in there to make sure that we are satisfying lots and lots of community

021input and we're upholding the values of our community so um that's something that we meet every couple of years at least and during covert they've got a little bit tough to do that that's why this is our first timer bringing new curriculum recommendations to business so for the pandemic but here are some of the roles of the sex Advisory Board we establish program goals and objectives right for people Knowledge and Skills that are likely to reduce the rates of sex pregnancy and STDs we review and recommend materials and methods to the board taking into consideration the district's needs demographics and Trends we'll get to that survey pieces later including but not limited to teen pregnancy rates STD rates and incidents of sexual violence and harassment the scab which is made up of mostly parents non-district

022parents and other members of the community evaluates measures and reports the attainment of program goals and objects that's something that's done by any of them so those are our goals from the sexual Advisory Board the actual sex ed and reproductive health program philosophy here developed for the last couple of years by our Educators myself as our mission is to offer comprehensive sex education and HIV slash STI prevention curriculum is medically accurate and age and developmentally appropriate for all students in grades K-12 including students with special needs the curriculum is designed to recognize and represent the diversity of our students community and aims to be inclusive inclusive of everyone regardless of the race class family structure religion sex gender sexual orientation gender identity and gender expression instruction will be implemented with a trauma-informed lens that avoids

023strategies that invoke fear shame or further drama so my dad we talked about that informs the sex ed Advisory Board this just recently here in the past year we've taken a Statewide survey called MiFi I'll talk about a moment Dr speaker and I talked and said this is going to be a review your might be coming out of covid and it's going to allows us to do something like this the Consortium we worked with out of eating Lisa who gives us a lot of guidance on this about the state law says and what our best practices they had developed a local survey we could give folks to give perceptions of what should be taught and when you know and the big one I'm going to show you here you know we had 406 respondents over

024roughly a month of that so that's quite a big in size with it to draw some conclusions pretty evenly distributed throughout the um parent group up and down the grade level so I was pretty happy with the responses we got and at one point we asked if a set of lessons in sex ed or reproductive Health were offered at an age-appropriate grade level would you allow your children to participate and as you can see you're overwhelmingly almost 95 of respondents said yes a little over five percent said no that's a piece of data we also know that when we offer sex ed and reproductive Health in our schools we have a typically have an outbreak which we'll talk about here in a minute too that when we by law teach sex ed we have to

025get everything approved parental notice has to go home in a timely fashion and parents are given Apple ample opportunity to opt their students out of portions or all of this exit curriculum um and so when we offer that we have this data piece of what kind of philosophically people are at when we actually have people opt out we find that around one percent or even less than one percent of the parents do after dollar so looking vote with their feet they're supportive of the program the last but not least I think it's important to note that you know some districts around the state don't have sex ed some had losses Etc or someone never had it because of the extra stipulations extra Hoops to jump through and Mrs bobeid and I were thinking here she

026was a student here a number of years ago I've been around since 2005 as a young teacher and we're trying to think about when this started and we're thinking probably the 80s maybe in the 70s so it might have you know at least have several decades of History a precedent here of the community wanting this supporting this and obviously that continues today the other piece of survey data is something that's given by any by any Elite to most schools in the state it's called MiFi it's the Michigan profile for healthy youth it is an online student health survey offered by the Michigan Department of Education and Health and Human Services to support local and Regional and successful so we give this the students at grades 7 9 11 obviously the topics will vary as far

027as maturity level but it asks about behaviors including substance abuse violence physical activity nutrition sexual behavior and emotional health and again the grade 7 9 11. Apostle measures risk and protect the factors predictive of Alcohol Tobacco and Other Drug use environments and again like with all of these pieces there are notices that go out with the parents while in advance and then several parents every year you left their students out that is communicated and students can in student families can and do opt out at certain points when we get the data back and it's kind of hard to read and that's not the point is I want to show you like kind of this is more about the lots of data we get back in we kind of have to meet that's one thing the

028seav does um to make sense of the data stock trends from from former administrations and then talk about how that's going to feed forward into our recommendations into changes we might want to propose either the lessons units for curricula and I'll give it to the middle school we give it to the high school the questions change and become a little bit more adult obviously to the high school and then Mrs olvida was going to give you an example of how we did that so we take up these big massive tranches of information and from the 2018 submission to this last fall um okay so a nice takeaway something that we we think that we made an impact on so again I'm Heidi bovita um I pulled just one of the many questions from the sexual

029health portion of the MiFi and at the top you can see 2017-18 one of the questions has to do with all the students who are sexually active um who use which ones use condoms during their last sexual intercourse and at that time of 36 students there was 63.2 percent um reporting use of a condom and in our previous update to our curriculum one of the areas of need that we noted was more education around condom use as prevention and um we updated that lesson and I was very excited when I'm looking at these numbers to see you know of course this is all to do with my lesson teaching that this number went way up so we have actually less kids who are sexually active in our 21-22 data pandemic I'm sure had something to

030do with that but even with that the number of students reporting increase and so that's being an abstinence-based District our messaging is always that abstinence is the only 100 effective method of protection that's always the standard however we are absent in space which means our duty to teach forms of protection and at the eighth grade level condoms that's what we're teaching this the reason we included this particular item is because one of the items we're looking at updating at our high school level which Elaine will talk to you about is to provide contraception kits which show and um provide additional information and visuals of different forms of contraception that line up with the lessons that are already being taught so our thinking is you know they're listening they're paying attention I will tell you they

031lean in they're looking at me they are raising their hands so they want to know this information and it's encouraging to see that it seems to be getting approved so just one example we can pull from from our most recent update and again this type of data forward into one of the recommendations from the sex advisor board call back at the most recent sex ed Advisory board meeting we did in addition to look in my fine in addition to looking at some of the other factors of program goals Etc we looked at the current curriculums which you can access online and we have curriculums at herpeson Woods or if I building our Middle School the 678 building and of course our high school and again those are all really shaped by what is age-appropriate at

032that level because we really try to have questions was done in Earnest like if you were given choice of having age-appropriate attraction to your student we strive to make sure that's the case and I was a big piece of the survey to see where the community at was as far as what is age-appropriate of course that can mean a lot of things and to add to that it all lines up with our Michigan health education which are aligned to the national health education standards so that really ensures that age-appropriate the piece under here is written as like I said in the scope of things a couple of minor recommendations from the scab at the C this year one is an updated HIV lesson which we'll talk about in a minute which will be taught at

033fifth grade and then another is our contraception kits at the high school so we'll talk about that these are links and when we post these into the presentation on the website you can look and kind of explore and poke around the different curriculums um and again we utilize a product and that kind of correct people up here the title of this but it's very effective good good curriculum it's called puberty The Wonder Years um for fourth and fifth graders and it's a really good introduction to changes in kids bodies and this emotions and feelings and and all done under the age-appropriate level one thing the state has mandated since the 1990s is that we have an HIV lesson about uh let's communicate that not a communicable diseases but especially HIV at each level so an

034elementary lesson a middle school lesson and a high school lesson and so as long as we teach once and those three bands we've satisfy the state law we have done that and we have an HIV lesson where we had one that was about 20 years old and we thought it was about time to get updated on and so we have selected an HIV lesson again you can click on it and review I should mention at this point too that once the scab recommends changes to the curriculum by law we're bound to have two separate hearings people can come out examine we kind of got our seventh grade science fair and got some placards out and some poster board and just you know posted a couple of nights here when I'm in January one on February

0351st and really describe what the changes were here I've been available for um and to ask questions in The Gather feedback so that happened and again we were asking for an HIV lesson and again folks were able to look at that on those tonights and again if you wanted to click here you could take a look at that the lesson here is put forward by the Michigan model curriculum which is the most by Far and Away the most common health curriculum used in the state so very mainstreamed and that's done by in cooperation once again with the Michigan Department of Education and the Department of Health and Human Services so it's kind of a Michigan oriented Michigan created in four Michigan students so all we're asking for tonight the board is asking for approval is

036statistic of the updated lesson play at the middle school we reviewed the current curriculum and that's where Mrs bogie would teach us so we looked at that and then we also explored some changes to core curricula down the road we're not announcing changes yet or we're just looking at saying current in that space in the country with our lessons so right now no recommendations from the sex Advisory Board as far as the Middle School so finally get to the high school and we do have a recommendation here again we have links about the ninth grade health class which covers healthy and responsible relationships HIV other STIs pregnancy prevention we have links to the goals and objectives the learning and the learning SLO student learning objectives and then also we have the class steps Mrs Blake

037teachers the family and consumer science parenting and Child Development personal living family and Society these are all getting all Livelinks more information on this taught what is being recommended for board approval by the sex Advisory Board are two items one is a contraceptive kit and another is a guide to contraceptive kit and want to share that contraception as you mentioned right has been taught for several years it's been approved I don't know in a long ago here by the boards that's something that we've taught in the winter probably in decades as well and then this is not only just able to talk about it philosophically it's going to be able to show kids what we're talking about when we talk about contraception this is something that when we get together with our Eden Risa folks

038folks from Whole and Haslet and Lansing schools Pokemon almost everybody else has it's already approved and they're kind of like you guys need that that's a really important thing you know if we want to help make sure that kids are knowledgeable making good choices so here are pictures of those two things um one is yeah I'm gonna say so I think we have a Dr crankton Who is the obit who is our OB GYN on RC um these I sat for several weeks to contraceptive kits and um these were two that she thought would be really good I asked her which one and she said why not vote and I said yeah that's a great idea because they're two totally different kids so one is only both of them focus on efficacy so of course

039we always want to know you know which one is how well they work as far as prevention of pregnancy prevention um the one on the right will actually have manipulative spikes of the students can see them hold them um manipulate them if you will and then on the left hand side it has a lot more data so again efficacy rates and it also shows which part of the body that that certain contraceptive piece goes to so yeah I'm just really excited about it and I think it's time and that was more of like a showcase or the other one has like parts that okay one of the things Dr Kramden mentioned was that a lot of adults come into our office not having any idea about what any of these things are and options they

040have and so I think that was kind of our wake-up call that um that's kind of scary to think that an adult is walking into an office and not knowing about the options in their own body so again this is done with the background of you know our entire programming is abstinence-based right so this is the foundation is that um waiting yeah sorry there's a very critical question are these going to be available to students on an individual basis are they just available in classrooms for them to look at just in classrooms during the lesson so as as Mr doctor said we the lessons are already approved so right now I'm literally teaching them off of a sheet a worksheet this is a condom this is the advocacy way it was a diaphragm this is

041the efficacy way and of course if you're being used correctly consistently so now it'll actually give an image and a picture that's what they're learning about on the worksheet thank you mentoried and so before the students leave the classroom you have to make sure that all of the materials are left behind that no one's walking out with anything that there's there are some precautions that have to be taken when you're demonstrating no did you hear those things in the right-hand tip they're all they're all fake they're not real devices they're meant for being in classrooms for modeling and I think it was mentioned this is all opt out so anytime apparently about this lesson so that's really it again like I said kind of a minor ask in the scope of all the different things

042that have been approved over the years um I think we have good rationale there but be very open to the feedback I'll just a little bit of feedback I have to create a daughter right now who's going through a portion of this curriculum so far the last several years and I just want to say thank you all doing the very requests and it's nice to see for maturity to come home and ask responsible questions not only about herself and her body but about others and have it in a conversation in a very unsure way that I did not expecting to thank you all for that that's why we're here all right thank you guys appreciate it thank you thank you it's on the remote you just press freeze again thank you I know you have

043a lot of presentations tonight so just kind of in the interest of time we'll move through the budget update fairly quickly but certainly ask questions along the way if you have them the governor released her proposal um Adobe released your proposal late Wednesday morning so we spent the last couple days trying to digest that see what's there I'm still waiting for House and Senate Fiscal analysis to come out with that is a fairly detailed budget that will help me sometimes pick up mutts and things I haven't seen in documents that are there but what we'll do is we'll run through the proposal at a higher level and then we'll we'll dive down a little bit into what it's looking like at this level as far as the numbers go so the governor's proposal the first

044item essentially proposed a five percent increase in the foundation allowance and that translates to a 458 per pupil increase over this current Year's budget and she's also a proposed an increase in special education category called as well as the at-risk categorical and that goes back to some research collaboratives that were done over several years proposal for this year the retirement rate which has been relatively flat the last two to three years is up substantially it's going to be up three percent but what you'll see the two bullets below that they're continuing some retirement categoricals so the first one is the uaal and then if there's cost offset those about on the books for a number of years even those consistent uh year over year but they're putting more money into the retirement normal cost offset

045categorical which is a lot of words but Facebook it means some dollars of offset at three percent retirement rate increase so although we'll have an increase on the expense side we'll have some offense on the revenue side to help mitigate some of the assets and then the governor's proposal is continued with the early literacy and vocab categoricals that we've had for a number of years below that we talk about some continuing programs that are new in the fiscal year that we're in right now so 22.3 like the governor had dedicated through the state budget process 150 million dollars for both mental health categoricals as well as school safety categoricals they're increasing that to 300 million dollars in her proposal and 318 million on the school safety side but it's notated that that's used over a

046two-year period of time so it's in essence putting 150 million into three fiscal years worth of budgets we finally got our hands on our numbers for this year so February this is the 13th we finally saw what our numbers are and I'm hoping that they'll show up on their state report and then we can start really moving forward with the planning for the dollars that have been allocated for this year that we've been spent next year and then also starts with a look at some planning for future years if this does carry its way through the entire budget process then this next slide is really a laundry list of some new programs with some substantial dollars tied to them they're all one-time funds unless they're located that it's different within those uh the line items

047the first is 160 million dollars of State funds that would go for ongoing funding for free breakfast and lunchtime Debbie regardless of income level every student that walks through the doors would be eligible for a free breakfast or lunch uh next bullet is 300 million dollars and we're trying I'm trying to get a little more detail on this so 300 million dollars but it's over two years so 150 million for 2.324 and 150 million for the following year for early literacy curriculum review and assessment as well as training for pre-k through five teachers coaches at that level as well as administrators at that level that's a lot of money a lot to put into training alone but it does talk about some curriculum assessments so we really need to see I think a more fleshed

048out proposal from the governor of what she might anticipate districts using these funds for uh the next 12 points 300 million dollars for it's an Inception to Supple that up for this year but can be used in like it would be used next year for what's being called the my kids back on track program and she's kind of pivoted from Lost learning to now it's called unfinished learning you've probably heard headlines of tutoring and some of those types of services that's really what the intention of this line would be I got my hands on something this morning that says though that you have to districts are going to be required to match the funds to be eligible for this what I don't know is what is a match requirement mean if you're doing some things

049that fall under the criteria can you count that or would you have to allocate new dollars towards being eligible um it's it's kind of a little one-line sentence in the legislation and that'll be another area that we'll really have to watch and see what that means I didn't see that until this morning so I think that's important there's 500 million dollars for future School infrastructure projects a couple years ago there was some money that was put into a reserved one for this purpose she's proposed putting another 500 million into it the thing that I liked was that it also talked about a mechanism for how those funds could be dispersed so it wouldn't necessarily mean that they just get dropped somewhere and then trying to figure out how they might be able to access them

050so again that's something that we'll want to watch and then there's 300 million dollars for what she's deemed health and safety infrastructure but it does know that this is needs based and my history of being in this district for a dozen years is that typically when it's a need space award we either are not eligible or we're only eligible for a fraction of an allocation so that's another one that we'll have to watch the governor's put 150 million dollars into matching grants for electric bus purchases unfortunately everything I know today that does not address infrastructure I think you're not addressing infrastructure it's really hard to move forward with any viable electric bus program so again that's something we'll have to watch I provided feedback actually to our business officials organization saying that that'd be something

051that I think they really need to look at to build that infrastructure before you can really get some of this off the ground and then the governor's proposal has 245 million dollars for sorry for the worthiness it's called back-end School District support activities consolidation so that's basically consolidating Services business office Transportation um and this one to me was interesting because you typically see that proposed from the Republican um so to see it from a governor who's a Democrat that was that was an interesting proposal so when the house of Senate released their budgets will be I'm curious to see if they'll have similar proposals in there and then the bottom two are really monies that they'll put into some Reserve funds so they're allocating Fire or the governor's allocating 500 million in her budget proposal

052sort of Medford Reserve plan and again mentors is the retirement system so it's to put it there almost for a rainy day some of the feedback that we've provided so far is wouldn't make more sense to put money into the system now to help blend it versus setting it aside and not letting it be used for the program so what we'll see where that goes and then finally she's proposed 900 million dollars into a school aid for any day fund state has a rainy day fund but this is the first time that anyone has proposed a separate rainy day appointments specifically tied to school day so that's again a lot of new programming there's a lot of other smaller programs that have been identified in her proposal but those are the largest ones and then

053looking at how this currently would translate into our our budget picture and again some of these numbers numbers are going to be subject to change as we learn more but we start with our budgets for 223 we have a budget that will improved the Surplus from about 344 000. if we have a foundation increase of 458 per pupil that's about a million for additional Revenue uh the increase in the specialized categorical is about forty one thousand dollars uh that's an estimate and increase the app risk is estimated to be about 27 000. the next line item is at memster's category policy increase of offset the retirement rate increase this is a number that I'm guessing will change I don't know up or down but I had to try to extrapolate out but I thought that

054would be based upon the trend of what we're receiving this year the increase in that line item in the budget and just kind of said okay well that's what our increase will be the House and Senate fiscals do a good job of doing some District comparisons of what they expect districts will get those have been released yet but I'd like to will compare that against the number I came up with and then the number below that is a decrease for our special ed prior year categorical adjustments so we always talk at the amendment time that the state's a year behind how they reimburse special life costs and so this year we had a higher than normal dollar amount so we'll still be positive next year this won't be as positive as it was this year

055interest continues to Trend well we know that the best performed the radar began in anticipation of one or two maybe Quantified basis one increases this year so I'm projecting some increase in interest incomes we talked about that earlier with with Jennifer Branch uh but uh last year so at this current fiscal year for the prior fiscal year we had a retirement or a resignation I think it was of one of our vocab programs I unfortunately couldn't find a new teacher so we had to sub that for the year that translated into less Revenue that received from CC Reese for vocad now that we have a key term in place I expect that we'll get back up to pretty close to what that level was two years ago so we put that back into the budget

056we put some estimates in for DEA EAA Jessica and non-affiliate wage adjustments we've also rolled off teacher steps longevity and lateral a we've moved insurance so we moved to the hard caps on automatic call and then an estimate for dental and vision and then that increase that three percent in retirement expense right now is projected to be about 571 000. I'd like to dive into that a little bit more and see if I can't maybe drive that down just a little bit that's ballpark before we'll land utilities will have some rate increases for next year and then with the maintenance building coming online so things with construction with air conditioning I'm anticipating some increase in utilities I hope it will have some cost savings because we're shipping at herbison during construction this summer to LED

057lighting throughout the buildings so that should help bring some costs down but then adding the air conditioning and bringing new building online we'll have some increases in costs there if we don't get our property casually increase until usually May or June but I'm anticipating an increase in cyber security continues to be a much trending driver of insurance costs so that's just an estimate at this time and then I've also built in an increase in our teacher substitute grade so if you remember we had a fairly substantial increase this year because we hope those rates were so long because we're trying to stay within the Consortium rates I would prefer to do some small incremental increases every year so we hopefully don't ever have to come for the substantial increase in any one year so this

058would build in a small increase for the substitute rate for next year and as we slide forward we take that subtotal from the last page we have some master three funds this year that we're using to also get back off and then we've had some one-time Equalization expenditures that we've been using for technology for filling some other areas that we have to pull off as well um likely we won't well 6 13 this year we have a large textbook adoption that likely will come next year we want to try to hold some of those dollars on my back from off the budget and then when we get in the amendment for next year we'll actually we'll replace what's actually left and then finally just 11t so we've got in the budget the 11 key revenue

059and there's a bit of a mismatch with how we're planning to spend those funds with our Specialists and the pairs and the EAP so when you take the 11t revenue into account kind of back that off and then add in those 11 key expenditures we're really at a kind of a structural balance of about 273 and again that's really high level um so that's budget and it's starting to drill down to the district level and so finally uh we'll have to continue reviewing enrollment so we have February account was last week so we'll work through that and that starts our process of rolling grades up and seeing kind of what sections are going to look like how many students we have school choice decisions that we'll make bring to the board and that will play

060into the reviewing of Staffing we actually have a meeting with the principal this morning to talk about some scheduling and Staffing at their building Senate house budget proposals we're hearing right now Hospital late art like the early April for those that get released and that will really help us see how available line and think they're going to be fairly close without gives us a chance to see where there might be some differences to really get a sense of what that project might shape up for still likely a bunch it won't be approved by the state people tune because they like to get through the May Revenue estimating conference before they finalize but I think I think you're going to find that they're going to be fairly annoying in April and I'm just kind of waiting

061for that may see back and then finally we'll continue to work with cabinet on Staffing and other issues we'll schedule finance committee meetings with the board as needed and then if there is new information we'll provide an update on March 13th and there's a lot of information fairly quickly um are you are there is there a discussion of any policy changes that would affect our health care costs or any anything else possibent that have been relatively stable over the years and the other question is what is I mean look at your crystal ball and tell us you know three years down the line are we going to be seeing 450 increases per pupil are we going to go back to normal for a couple maybe a hundred dollars yes I'll start with the second question

062I I would be surprised if we stood with 450ish dollars and increases going forward we're in a kind of an unprecedented time where there's billions of dollars available from the state and that's why you see things like this um you know it's a little little unnerving someone saying in a finance seat is we haven't seen the balance sheets yet but they basically spent everything um I'm hearing that the general fund might be in the 20 million dollar range um if all of her proposals to go through school a fund might be down to a couple hundred million which I don't know overall cute 13 15 billion dollars might be something billion now it's not a lot now there is 900 million in a rainy day fund that could help smooth some things out but um

063they're spending the money and so yeah it's a great point I I would not envision next year nine billion dollars yeah yeah I mean when you look here I mean just on this page alone you're at what three to four billion dollars I've had one one-time fund uses so yeah it's they've spent a time and that's where I'm waiting for the House and Senate Fiscal reports because they get they'll they'll provide those balance sheets but msbo has basically said the numbers that they're looking at they pretty much spent everything down so that's a great question no I don't anticipate some foreign hopefully we don't get in any type of recession but I think we're going to be back more into a you know one maybe 200 um it's the first question and then the first

064question that you asked uh yes they're likely going to be proposals we've heard rumbling so moving away from from a hard cap to maybe an 80 80 20 which is with one of the options that is available in the district media and to get fully covered and so we'll have to watch and see how those play out how quickly uh because if they pass something now they would I think would be two-thirds both in the senate for immediate effect which means you're kicking it out a year maybe two depending on how quickly they've been through so those are things that we do have to watch as well beyond which is just proposals today and given those policy changes I mean what I because I've been around since those things were enacted 10 12 years ago

065what is the typical kind of phase-in for something like that is that I know the law fakes might take a little while but I mean does that is that like a three-year thing like in three years we need to start worrying about this or is that like a little bit quicker yeah I mean I think once the legislation starts moving we're probably on a crack of one to two years of meeting that you're planning for something and it depends on how they roll it out and what the requirements are but you know I think the only thing that we would have going for us as far as slowing that down is I just don't think they're going to be able to get anything with the media back is that all these skills and all the

066legislative session yeah yeah and that's true and I've heard that I think hopefully they can think that through because play both ways um but yeah I agree they were not happy with what happened on the floor last week that's a good point [Music] the question is thank you basketball game so I'm going to be leaving I'm gonna turn things over but John has no kind of reflection okay I would have taken offense [Music] that's it foreign I'm here tonight to give you our bi-annual update on our benchmarks this has been something that this is the one for February we'll do this again in June um we'll always pass in September 2021 it basically required this right this has been something that a lot of school districts have been doing us included there's about four or

067five different vendors that offer benchmark assessments we are partnering with NWA so we were running kind of role when this came around it's always been recommended sometimes we were even given reimbursements to do this but it was never required until the pandemic and the state legislature decided that was the best way to get an idea of what was happening in districts where learning was at learning laws Etc so what we'll do here is follow the state statute and I'm presenting our updates tonight February and again in June now last June I was already present and I got covered so Dr sticker helped me out so hopefully in June when I comes time to do this again I'll be hail and healthy and ready to go so anyway so these are going to be some familiar

068slides we've been doing this you know four and five times now over the last few years but I do think for folks who have not seen this before or we post this on the website for context there is important to have these slides in here and probably for those of you who are in the trenches every day in education and having that jargon down it's probably better to kind of feel a little bit of a preview of over what all these acronyms means so when we talk about NWA that's our Benchmark assessment that stands for Northwest evaluation Association they've got about a 50-year history they're out of the University of Oregon and thereabouts and they offer a product called map which sustains for measure of academic progress it's an online assessment that is lying the

069Common Core one thing to note about map is it's computer adaptive so it's not like testing took when we were in school students on our computer and a first grader can progress for grass to address and reading until they hit sixth grade seventh grade eighth grade wherever their level is and it finds a spot where they start to get kind of every other one or fifty percent of them right and wrong so they kind of level out and that's how they decide okay the student is at this grade level all right so it is adaptive some tests especially like you know you used to give a version of act called act Explorer at the middle school and because there was a static paper pencil test I had a little bit of a range I could

070see if a kid a sixth grader was like a ninth grade learner but I couldn't see if they were like a post College learner it was kind of capped either way nice thing about a computer adaptive test is a less students find their kind of age age level grade level of performance up and down kind of the range there so benchmarking um what we want to do for a goal and I'll talk about we chose a rigorous goal and that'll be important to keep in mind here across our system our goal is to have at least 80 percent of students performing at or above grade level and this is what someone is like an RTI or mtss triangle or pyramid the idea is that if you have 80 of your students operating at or near

071grade level responding for that tier one down here tier one core instruction that everybody gets that's a healthy system and if you're at 80 that means the students who inevitably don't do well even if they're nearly proficient or not proficient at all are kind of far behind you'd have an 80 15 5 kind of breakdown there that gives you the resources the time to strategically address the kids who are in that kind of near proficiency band and the five to ten percent of kids are at that kind of lower um you know they are well below Benchmark type of thing and we call them tier three um you know if that's only kept to five to ten percent our system can absorb that and we can intervene in a more intensive manner so we like

072to think of 80s to 15s and fives is kind of our ideal Parts you'd like to have every student right be proficient but lacking that this is kind of the lowest we want to go and have healthy systems there so that's a little bit of a background on why I'm going to show you some 80 threshold and what that means that's our goal for the 2022 to 23 school year very similar last year um we like to cut each represent respective shortcoming uh relative to our goal of 80 of students achieving at grade level at least in half for example if 70 of a grade level are average or better on math that's going to details we want to close that Gap to at least 75 by the end of the school year and again

073state law says you need to show growth I'm telling you that almost all of our students show growth at one time or another and certainly in aggregate we show lots of growth I'll give you a table on that later but this is the way it doesn't want to be easy wanted to be a little more rigorous than that I'll show you in a moment here we will work with thin tiles a lot um at the kind of um building level District level and I thought why not take those things that are happening internally and talk about it to the board and more to the public so we have chosen the more ambitious goal while some districts out there are saying hey we'll show grow up and as soon as students show growth like check we've

074picked a very ambitious goal s the quintiles all right so these colors are important and the names here for what I'm about to show you NWA and their math reporting break students into they compare us to a million or so students who take this Nationwide um and then at that point they break us into uh percentiles both for achievement and for growth and so the lowest quintile is red and is known as low the next Clinton tile from 20 to 40 is low average is orange then average yellow high average it's green and then the 81st to 100 percentile is completely high performance and it is blue so those colors and those labels will manage so we'll look at a report here and this is a sample district and I believe the N here is

07516 so this must be some kind of a classroom breakdown um this is a great level here but you see what happens here we've been for years given this we say hey we want 80 of kids in blue green or yellow and that's going to say that they're either f grade level proficiency above grade level or near it so that tier one are four Universal instruction is designed and we'll be benefiting those students all right so that's that's the type of thing that we saw aha we're going to start really paying attention to this and holding in on this possible another spot where these show up lots and lots of reports coming out of NWA summer for district level leaders like me some are for students some for parents uh there are above Avenue there

076are four classroom instructors um like this one is a new one called class report you can tell say an English teacher could tell once their English class takes math take a look and say all right what's the distribution like amongst my students do I have a in this case it would be heavily skewed towards achieving students how am I going to respond instructionally what am I going to do for the students the few left that are a little bit behind um you know you see all different types here sometimes you see kind of a bimodal where we have a lot of mid to high students a lot of low students and so you kind of got two classes in one and that will impact hopefully what a classroom teacher decides to do pedagogically within their

077classroom so and then finally student reports you may have seen this one as a parent this is a rainbow report we call it uh just kind of locally and you see those colors again you see where a student progresses it's just a particular student started in that average progress to the green and the uh High average high and then back to the high and it's kind of maintaining that there's a few years back but this gives you an example you see proficiency lines or where there are many proficient PSAT m-step where their grade level is performing where the nation performance is a really useful and it's a dynamic you can hover over things click on them and see different things is really useful when teachers are looking at the history performance of students all right

078so that's the quintiles that's NWA map again lines of Common Core we we use it in math and in reading a through eight when we talk about test scores I'm a former Middle School teacher Middle School principal High School principal and I know I know I know that this is just a sliver of who students are and we're going to talk about ex-students with proficient and so on I want to keep it in perspective take the global view here a little bit that we're talking about reading and math only we're not talking about science social studies Arts physical fitness etc etc in achievement really represents only a slice of what we do at DPS on that student experience so the underwrite the curriculum where people give Rich experiences and form great relationships and teach really

079important rules about how to treat each other all up and down our system that's not captured right but we know I know I walk these Halls every day my students come home my three students are in this district and talk to me about the lessons they're learning and a lot of times they're not lessons about math right the lessons about how to treat each other how to be a good human and so again I know people get riled up here a little bit it's a slice but it's also important slice right how are kids responding from Common Core are they learning to read and write at an appropriate level so now this might seem like dub I think it's a useful to look at so if you took the Nations all million kids to take

080the NWA math this is what the distribution looks like right and so when we achieve and what you'll see here is our [Music] green sorry blue green and yellow we want to stretch up to the 80th percentile so we're trying to be above the national average here and we believe we can do that but just to give you the perspective there and again why do I put the lower scores up top well that fits our triangle model where we're saying we got a core in the green yellow that's a smaller number and even smaller red so this would be for students that are responding to our Core Curriculum tier one tier two students who need some targeted they were almost they're right there and there's some targeted intervention and then students who are well behind

081hopefully they're only about five percent of the population and given a great level of course whatever we're going to Target them for intensive um intensive intervention so that's why I kind of flip it around here when we do this kind of Staff bar chart here so our key we talked about SCD because part of the law was the breakdown by demographics so SED is socioeconomically disadvantaged swd as students with disabilities and SOC is students of color one last thing before I get to those charts that I want to again give you perspective this allowed a novelty book over here but this is what after 2020 they did new new Norms NWA and said this is where the average student um in Kate and gray k for winner should be scoring around a 150 on that

082risk which is the the kind of scoring system that use them in so you can see where you should be so if we've done already encrypt this from a chart that Dr spicker had put together for you last year when I was ill and you see over on the left I find a good perspective again that our scores for this winner are down the middle and then on the right are the 2020 National Norms you see in most cases we're above the national norm and in some cases were well Above So cases were closed and I want to say too this is my other caveat is that these are pre-covered norms these Norms were developed in 2015 16 17 and 18. we are comparing ourselves to students before covet and that's okay you know I

083think that's we want to get back there so we want to be preparing ourselves and and driving that Improvement I think it's worth mentioning that across the state Nation what I've seen what I've read what I've observed what I've talked to local leaders students right now are not performing where they were pre-pandemic and so the fact that we're comparing our performance now to pre-pandemic we have to keep that in mind right and if we see something where we're really rocking it like that's a big a thing to celebrate because it's like wow these are kids that hadn't dealt with that you know we're still rocking that grade level now in spots where we're a little bit uh you can see some more growth or a little bit behind um you know again we're comparing ourselves

084to kids that are that did not have the pandemic to deal with um as they were developing all right so now the meet of the presentation here um so we want to do first a fall to winter uh comparison here so what we have on the left we didn't give a presentation it was posted on our website um but I did not give a presentation on by law on the left hand side was our distribution k8s around 2200 students or so that took in those grade levels and on the reading tests this is how our distribution wins we kind of right at our goal of 80 of students right there um either in the high kind of high average and average and then unfortunately what we've seen over 2200 students is a slight backslide and

085we did this we went through this last year too and it's disappointing we don't like it and we're trying to Rack our brains and talk through you know what might be causing that students basically here right we said of 7.8 students that are in the low up top now 7.9 are etc etc kind of read there and those are real kids those are real kids slipping against their peers in the country and then we want to get to the bottom of that now I did want to look linner to winner and I did that in this moment here too and then some of the numbers of a little better so we're still trying to make sense of that as well so this is our reading recording of where our students were in aggregate k through

086eight from fall to winter and this is the same graph but for math all the math graphs are blue there's a lot of common saturation those are blue and the other are our goal and you see here very similar back in the fall we were right on track and we slipped back a little bit now again you'll see here in a moment NWA expects growth so it'll sound like this is a sad piece for like oh these kids must not have grown at all the ones that slipped into different categories some you know they they very well they probably did grow but it's not the point that end up being was expecting or wanting Etc but we still we're still within Striking Distance rate of our goal at those three levels so what we did

087see last year was a little bit of a bump back in the spring so we could have a lot of discussions about we tested right when we got back from a two week break and how did that impact um some focus and Readiness Etc and we are having those conversations we may adjust in the future maybe given a week in between some of those conversations is about when when and how we're asking kids to do this what what what might be behind that winter slump is it the lack of sun vitamin C I don't know um things we do up in Michigan right now I did want to look it was an interesting thing to me too to see the winner to winner comparison so I just fall to winter but now we're talking about

088I mean we're talking about grade levels the grade level so it's last year's seventh graders to this year's seventh graders last year's second graders this year's second year so we look at these type of things um we're looking at last year's tests in the semi-year and all the kids that involves and into this year's test in our some new kids so here's where we scored last winter we can see we're a bit below as well the 80 threshold there with the average performance and then we did I'm happy to say this year's winter performance did did op strip last year so while we did fall against ourselves in the fall year on year on our winter performance we're up a bit so I thought that was encouraging right if it was something we can build

089on so we are slightly ahead of where we were uh again last winter in the math different story very close virtually similar kind of Stood Still last year maybe even in loss of touch as far as people sliding back against the national averages this is one piece I wanted to preview for you folks that I'm looking at as well one thing that our teachers are doing a lot of is not so much looking at the quintiles but each student is given a growth score like in the winner here and in eastern will be getting a growth goal for the for the spring and so we can we can track whether or not students are making their goals or not how much uh how many points they were supposed to gain on each Administration and test

090and how many do they actually gained etc etc so let me just give you an example here so this is our Ka aggregate winter to winter so last winter scores so this winter scores um this first of all the first one is winner 23 our achievement percentile was 60 percent um at the average so I took all the 22 2200 kids just took that column and averaged it 60 percent of students that was the average of where they're performing against their peers in the country so above average right or whatever and then the same in math and then this w2w is that winner to winner so I look at the average growth percentile so a girl percentile is saying give them you know say my seventh grade daughter if she scores a 54.2 percent in

091growth that means she's growing at a rate higher than 54.1 percent of her peers across the country and the remaining to 100 there right 50 45 plus percent are growing faster than she is okay so that's a growth measure and again so if we look at the average growth measure for our reading scores again um growing above the national average as far as Grove 54.2 percent uh winner to winner for our K-8 and 50 right great Smackdown middle uh average in the country and growth in a man then it's interesting to me again each individual student said they should have grown this much this is what NWA says after these millions and millions of data points the students scoring here in the fall it should support by ear in the winter they should gain 8.9

092points and what we found is when we added all those up the projected growth and all the observed growth the actual growth that people made that students made we found it from winner to winner our students actually grew 9.8 percentage points it should be 9.8 rip points versus 8.9 points so they achieved 110 of the growth they were intended to make or NWA thought they would make in that winter to Winter period and then when we see with mapping see where some of this is spooky accurate right where they've looked at our 2200 student where they scored last winter and said hey by next winter they should grow 10.1 points and sure enough 2200 students grew 10.1.70 or 100 percent of our expected growth um so those are two pretty good measures again and we're

093talking about pre-covered um you know measurements or expectations there so our students are still achieving in spite of it all yep cool question Brian um as you mentioned about the growth and we said earlier that you know the levels can go up and grade level doesn't go up until they start getting questions wrong so if you're in a high average bracket is there a is there a cap it's how much you can grow or because of the way that it can exceed grade level expectations of their unlimited growth potential for those students as well I think at some point at caps out in high school you know 11th 12th grade but you know if you're a fifth grader and you're growing into the suddenly left the 12 you'll be at the 99 title you know

094science your questions and if you if you go back to the NWA chart um you can see that there's a lot expect less expected growth so um in these only go up to 8th grade so once you get up to 90 10th grade you might only see a two-point Road whereas if you're taking a look at kindergarten it's more like they feel from a winter kindergarten to Winter first grade they're expecting to make 20 points in a row right that makes sense and just we know what we know from Child Development is kids start to make marginal marginally less gains as they grow with everything uh kindergartners preschoolers three-year-olds six-year-olds are like super Learners right they're just soaking it all off them in and that gets marginally tougher to move kids as we but it's

095also stay on this for a second because parents who are really interested in this and look at this and especially some students who get fixated on the data the standard deviation is higher than what the growth expectation is so kids need to understand that if you didn't row or you slid a little bit that that might be error not that you're not as smart as what you were you know so that's a good question because parents will ask when they get their graphs at home right well my kid made this huge junk of looking now they're in the 84 percent type of reading that their growth is pretty low and so I know that some students especially higher grades may get a little discouraged by that but I just wanted to make sure that we're

096all looking at the same numbers and parents understand what those mean that's a great example I know when we get reports and the student scores of 200 on a red it's you know really they scored somewhere between 197 and 203 with a 80 chance like that that's likely right that's kind of the strikes on there so we talked to our own children about that all the time sometimes they'll kind of like Drop slightly or plateau and I say that's one data point and we can take it for what it is but it could be that you've grown and it's not showing you right right it's based on you know where you're at in that margin of error it's like polling great thank you these are all good questions here so again any other questions about

097this here and again what we can project NWA projects they actually observes and then the percentage of that I think is an interesting metric to say basically in NWA we had 100 you know 10 points of growth out there and we achieved 100 of them right or left 20 on the table or five percent Etc might be something that grade levels in the building levels could put you on all right one piece two that the state uh by law asking to do is break this down by demographic and I won't spend too much time on you know I've taken a lot of time already we've had several presentations um this is our K-8 winter Benchmark uh by quintile but then at the bottom you see there are six different stacked bar graphs here one is

098for overall one is for our male female breakdown K8 and we have our students are economically disadvantaged students students with disabilities how they perform with respect to others and as students of Hope and we see the same groups yes it might be a dumb question but what if you're a student that falls into all three of those categories you're then showing up three times it's a little bit skewed or no you are showing up three times but what it does is say you know with our SCD we typically have 15 of our students are STD and so what's taking that big end of 2200 and breaking that down to 300 students and it's showing in the quintiles within that and so yes you're being you're counted but I don't think it's a double calendar this

099is a different category we filter down from the 2200 are you a student with a disability yes you are so you count this one too you're represented here vowing us to being talented multiple times put it has a disability and a student color yes absolutely they will be showing up for representative all right someone for winter or student similar for math and then by building I did it for you as well and then by tomorrow when we post this I will break it down by grade level as well so this will get even more of a accordion here and spread out but this is available online this is available this is shared with the board and the board packet and so I will be labor on these pieces but you can see the relative scores

100and apples to Apple seabird the buildings are operating now what are you doing in terms of interventions for students with disabilities and looking at that obviously that has the biggest Gap in the purpose so what are we trying to do to help improve those scores a little bit for that particular population yeah I mean that's where you know I am a parent of a student with a disability so I can speak to this from uh from the heart really from from experience but also as a 20-year educator and someone who goes with who does big heart for those these folks um you know the federal government mandates that we have advocates for them at school and their case managers so special education teachers all have a case flow and they are really responsible for making

101sure that they are getting all the interventions that they need when they write that individualized educational plan the whole team of different psychologists and social workers counselors parents teachers um so on and when the kids get older kids play a big role in it too really talk about their experience talk about where their deficits are on a scientific level and say these are the interventions I'm going to need so a lot of times interventions for special ed students are dictated by that kind of legal document um but yeah I mean when you have students you know this is kind of a misnomer too because of students with disabilities responding one model I mean that could be someone who has trouble walking but argumentally or just fine it can be someone who has a disability in

102that reason you know so there's so many different shades almost at the service that's how they ask us to do it but disabilities come in all different shades right so we really try to individualize each student about what they need to be successful as they can be and the sad fact in these conversations I've had in his parents Salon you start to have conversations about what is the cognitive limit of a student with disabilities and sometimes you know scoring in the average might be a great success you know for them so sometimes the the bar you know they're being compared here against their their peers without disabilities in some ways this is just very unfair right so I think it's a good question but we do have a very robust system to make sure that

103students with disabilities have federally protected and individualized but anybody receiving attention for say special education would be in that group yeah if the NWA allow you to compare those subcategories to their International subcategories where they only just give you different I've not seen that I've not seen that but that might be that might be a better kind of apple staff comparison right but again you know every school district's going to be different every desire special ed as soon as this Billy's makeup near the nation I mean you have to think about that do we have more kids who are otherwise Health impaired or have learning disabilities or physical disability or disabilities a little more straightforward yeah yeah I agree so but again why did I choose these um well these are interesting subgroups so you

104know they'll always keep an eye on anyway but um that's instructive about maybe gaps in our systems or Equity um but also the state requirements so again I want to paint a full pictures really quickly I'm not going to spend too much time on this but there were some mixed bag right and NWA is trying to remind folks of some other pieces we also give and K-5 acadians testing which is kind of like the nuts and bolts of reading the science of reading critical skills for early readers we've been doing this for the way a decade or more acadians and a precursor like in the middle school Ames web is another similar program Dibbles used to be called but I've seen since I've been here this is the first time when we show these kind

105of tests assessments of basic reading skills across these grade levels this is the first time I've seen growth in every from Fall of spring at every grade level okay so this is a very good picture now obviously we have one outlier here in first grade and that's something that the folks of shady are very concerned about and are interrogating and investigating about what's what's going on there and what they could do to kind of help get those kids up but if you look at I've always said I'll look at third grade for example when you move a kid a group of 70 percent of students we have roughly 250 students per grade level when you go from 70 to 79 that's roughly 10 gained that's 25 students it's a whole classroom of students that are

106now already at grade level learning and are on track so just by virtue of how what size we are it's always easy for me to picture like wow that's a meaningful entry a whole classroom of kids are reading at grade level now in a span of um four or five months so when I give kudos to our elementary teachers against some of the NWA stuff is kind of hit and miss some successes some some kind of setbacks and things that we're examining but these this measure looked very good and as good as I've seen since I've been here now I've been here for covid so we'll take that as well between ourselves and msf this is even more information this is going to be more for like afterwards you want to look us up tomorrow

107but I did compile both for m-step which is our state tests engagement rates K uh three through eight and the nozzle and 11. there's some science and social studies pieces that get tested there and then excuse me PSAT s-a-t which is given from eighth grade on um and when I looked I saw um the mde had given us tier districts to compare ourselves against you can see them down there schools like Chelsea Dexter Gold Lake Hamilton et cetera et cetera et cetera and we looked at our m-step scores and proficiency rates on average we were a plus eight points higher of uh proficiency on reading and writing in plus seven against those peer districts across the board in grades three uh through eight and then also 11th grade as well so we performed very well

108and that someone did peace whether that's m-step whether that's sat against our peers schools that are our size have our relative affluence have a similar demographic so you look across it those are schools that the state has identified as Superior districts to us and we do very well in comparison if you want even more breakdown I've got this today but you can see that amongst that group we average in math about 6 out of 17 I think it is as an average central tendency of proficiency rates and we're even better with third amongst that group of peers madawans the marquettes and these very high performing districts around the state uh we're third there so we're doing very well on that essential let's give you the full picture and then when we prepare ourselves to Local

109Schools our size we do even better we're about 15 percentage points on the average better than our local peers in ela and around that 16.5 in math and again I compared us to Charlotte East Lansing eating rapid etc etc and if you notice we're consistently third but a close third I mean we are gaining on East Lansing and Okemos like nobody's guitar excuse me Haslet and Ultimus like nobody's business so that is something to celebrate into what's right so you see if both math and reading were nipping on their heels so so that's kind of where I was a picture of achievement I didn't want to just kind of stick with some of that and what is it you know good or bad type of thing with nwas which of course we're working on which

110I address in the slide here our staffs have continued to work I was on the phone today with a very concerned principal talking about okay what are we going to do we're going to meet next week with this team and then we're going to build an action plan and we're going to test that plan uh getting more materials sharing materials across grade levels to help out you know certain grade levels that might not be as performing as well teachers are continuing that great at that student level trying to get those students communicated that the meaning behind NWA or m-step and helping them set meaningful goals and reach those goals and again the school level leadership teams grade levels departments our own curriculum team that work with me where I work with them seek out root

111causes hypothelize Solutions and that's something that we do annually we do several times a year we develop those and kind of work in the plan so any questions Brian thank you thank you for putting this together I know it's a lot of work um but I appreciate knowing all of this stuff or at least you know you know pressure on ripping you're at so thank you you're here like me I mean I'm telling you go to one of these streets and kind of like see where the schools are at even the students with disabilities rates graduation rates for all you know local districts I find that very fascinating but um everybody's not late that's great thank you I really appreciate it thanks Brian yeah thanks for that okay moving on to item six uh discussion

112Memorial sign nomination and so as I shared with you on the update um forgeology 7250 kind of outline Memorial Stadium and how and I can get added to uh the place so some of those requirements are that a person needs to be nominated for their service to the district they have had to have been deceased for at least one year directly associated with DeWitt Public Schools and then they come on the board for discussion names listed and you can't act on them tonight but they can appear on the next agenda where action can be taken so those nominations that were submitted for our three nominees are also in your board packets I did have a question that was brought up we're not looking at remaining the stadium so I know one of the requests was

113that by rename the senior with the person's last name it's Memorial Stadium but the plaque at Memorial Stadium does List names and that's that's what we would be asking for here so there's already a list and yes so um who whoever um actually um you know I I think a couple of them came to Mike earlier but then he asked he went back to those people who nominated and said would you feel comfortable holding um so we could bring them all at the same time the board couldn't do a committee or research you know based on um nominations training how are the denominations solicited um no they affect people who come over to life and so um yeah so I'm familiar with two of them but one it doesn't seem to have information okay so

114um there are some links um in that one for yeah and so he is a he was a retired teacher and so the um the fire breathing Panther and several of the Arts metal work around the district so there's more there's more information thank you foreign Ty winners in between the girls and boys basketball games the winners were highly Burly and Dr Thompson from February 8th to February 11th it's like students organized a play called dog and dog students began their class registrations for next year and about those classifications campus so they can be officially reviewed by counselors and they do that over this next week there will be information if there were even more informative meetings held on both February 1st and February 8th for students who are interested in taking more actually this

115Wednesday the school day the school day will be finished at 7 A.M because it is a CLT Day first where teachers and staff through shop miscellaneous auditions for next usually Oklahoma we held on February 27th with sports and Athletics the girls varsity basketball team played against Chicago City Central High School and won 54 to 37 on those February 11th their next game is on June 13th at home against application home game is on 18th against East Lansing High School the boys swim and dive team on February 9th with senior night for the boys and they it was at home against Grand Ledge where it live on a total of 131 points the next meeting against very much again Memphis for wrestling on February the 11th the co-ed wrestling team traveled Flint she's a individual districts

116meet where three of the most qualified regionals their next meeting is on February 18th from girls Regional location the boys ice hockey team on February 11th played against Portage Northern High School and 11-0 February 17th at home Swan Valley industry clubs and student government is attending its annual Mas masc mahs States conference from Saturday February 25th to Monday February at this conference they will meet with other student governments and class councils across the state to discuss accomplishments for our school year there will be keynote speakers who attend to speak to students in each school will also be able to vote for any position voice which is a slice two group of students who have a stage in front of everyone and discuss experiences in their lives or something people are interested uh the student with

117most votes from the audience receives support Chris wolf at our last at their last meet our JV and RC who's bowling teams both Latin 3-0 JV running against Hastings Catholic and Williamson and Forest what sustainability is a new club that has been proposed and the club will act as a climbing the menu in the school because sponsored by science degree energy teacher Mr Hanks the club will be focused on the expansion of private protection and recycling their plan they plan to attend private conferences across the state their first meeting will be on February 22nd during seminar for more information you can contact the advisor Mr Speaker to support the founder of partnership any questions I just have a quick one that's appeared you may have the answer to you said that you know that Twitter

118dance was about half of what you usually at homecoming do you think the students on why that is if people just not as interesting I think it's they like see there's homecoming and there's prom and they'll just make dances and then they see better passes like kind of smaller and just no even as interested we don't know exactly why that is because we try to take it about the same for homecoming so I think people just kind of see this pass along in a couple of years I was just going to say I think they exceeded expectations right what they were planning for so any other questions or comments thank you okay Public Communication or items found on the agenda okay we will close Public Communication we will move on to the consent agenda it's

119a recommendation by superintendent Dr Thomas cooker at the Board of Education approvement not acceptable following items for me implementation and appropriate action is presented approval events from the organization of regular meeting in January 1923 curriculum Improvement committee January 1923 Treasurer is reporting bills confirmation obtained in the month of January 23 Treasurer has reviewed the checks ACH debits in the purchase card for the month of January 23rd overnight and out-of-state trips for DHS student governments the leadership conference in Grand Rapids April 25th PHS business Professionals of America state competition Grand Rapids March 10-15 2023 DHS Model United Nations Club Toledo Ohio April 22nd 23rd 2023 the HSP or Department in Chicago April 27th October 30th Street survival motion we supported any discussion all those in favor please say aye aye aye any opposed motion carries next

120we'll move on to action items first is the 2023-24 DeWitt High School curriculum guide the good High School curriculum guide is in draft form each winter DeWitt High School brings updates new courses and any changes for board approval recommendation by superintendent Sean spickard is Board of Education approved the 23-24 DeWitt principal curriculum guide as presented discussion I mean I just didn't want to speak on Brad's permission I actually have a lot of questions on this um so I apologize in advance but I can group a bunch of them into one primary questions it seems to be uh throughout the entire guy there's multiple striking of references to AP credit and the ability to get college credit for our AP courses so I think why that is and so Matt's here he can kind of give

121an overview of some of the like an overview of the big changes in there and and why and and maybe address that specifically um are you speaking uh yeah obtaining the credit with the scores so yep so it's that last sentence that struck on about all of our AP courses that say the score is three two three four and then it says they may be eligible for college credit and then they go on to say that uh as accepted or potentially accepted by that University or whatnot so it's that General language at the end of all of our AP courses and I'm wondering yeah every every college or university can reserve the right to Grant credit and that has changed typically a three or higher than most universities and colleges in the state will get

122you entry-level credit um there are other institutions that it takes a four or five and I believe now there are some that won't necessarily take them um so my understanding is we're striking any language that implies that if you get this then this that might be different based on the college and based on their admission process which is also evolving as to what's important and what they take into consideration when accepting students does that answer your question so so it's not that they're not going to have that opportunity at the institution's discretion they can still put that forward for AP credit I'm just trying to think why would you take an AP course ideally you take it to get college credit and you save money because that's what we parent so but yeah that's my

123dream yeah I think and I think that's what most a lot of most parents are faced with the dual enrollment versus the AP question and I think teachers in the beginning were very concerned that oh my gosh you know this new enrollment how could you pass up free tuition when an AP score isn't necessarily guaranteed and I think what you're seeing and this is previous district and what Public Schools is that the parents and the students still want that rigor and to be honest with you the advanced placement courses in Clinton County and especially this District are far above rigorous than most of the entry-level courses at LCC and or even in MSU so I think that if you truly want to be prepared for college and we have a very high percentage of our

124kids going on to four-year institutions than those AP classes is really where it's at and through the admissions process um and you don't let's say you don't know what you want to do yet which is a lot of kids then dual enrollment might be better for you because you want to get some of those General credits and you want to save save dollars but maybe if you have an idea you know where you're going to attend you know that they do accept those credits then AP is going to prepare you so it really comes down to that decision most universities in the state will accept and you will get credit with a three or higher it is still atypical to require I'd say a four or five within the state of Michigan so the language

125is being accepting University isn't that still true every time EP is mentioned um this one is specifically on page 20 in connection with EP English language and composition it's it's the same sentence with every AP course it says past means receiving a score three four or five then in parentheses it says potential for receiving a score leading to college credit based on the accepting University and I'm just wondering why we're striking that last part of the potential what are you say Matt just varies so much at this point that it's tough to that wasn't describing every kid's uh situation or some some universities I mean accepting AP courses anymore yeah that's pretty rare I want I just need to look at them very visualize sure pick page 20 18 English language I have a hard

126copy would that help no I'm almost there so anyway one of the things to think about you mentioned three four or five institution which doesn't break so that there's a difference there so I do think you'll have to be careful what type of information they've been before Advance situation assuming that that they have earned credit because we say a three but a three won't necessarily earn any credit and i would support striking all of that about the scores but I'm asking about the last sentence says potential for receiving a score leading to college credit based on Sundays and I think it's that that statement was causing confusion that there was an assumption that they got a three four five they would receive credit but even though it says it's four and told them there is

127potential for receiving a score that could lead to college credit or that could be accepted not based on University I mean I guess I don't want if you strike that whole thing and you're taking an AP course there's no mention whatsoever in the EP course if there's any potential for college credit that's I mean or on the flip side people might assume that they can credit no matter what or they're not sure if they take a thinking they'll get the credit and what else appears on the subject not just a unit within an institution so like MSU for example may allow agree to to give you credit for any English but it might take a report for physics whatever it is like that varies an institution but also subject so if we strike all of

128this and just stay out of it which is is what's proposed again is the message to students who take AP courses you're going to have to check with any institution or college that you go to and that's okay that's it that you need to check what the requisite college or institutions and determine whether you do anything with this course directly to the university they're going in and they check out how much credits they'll get if we even suggest they take it so the kind of that that's what people do like an AP Chemistry probably only 20 maybe 30 take the AP tests okay we don't recommend a whole bunch to it because if you're going pre-med we want you to get the Four Points in college to boost your GPA for med school and I

129that's why I shook my head not everybody wants that because we had our kids taking AP classes but only to help them get higher GPA in in actual College not to test out on the classes so you're saying that only 20 or 30 of people in chemistry for example take the test from the people who take the course my own daughter didn't take experience with Alex as well he took the AP course but then that penalty because we didn't take the time I think the explanation for AP courses is higher up in the course information on page five and then I saying because I think the the past and again this is probably a question to teachers and administrators do you you don't have to get a three four or five to actually pass the

130class right right now so I that's helpful that's why that's yeah I read that as in order to pass the class you need to get a three four or five like which is not on the test okay which is correct okay I just wanted to make sure that going through and striking all of this language and our AP courses but there wasn't some big change into its curriculum that all of a sudden the AP courses we're teaching you are not eligible I think earlier up to just kind of clear up for some that may be true though depending on your institution like if you take a specific topic for AP that might not be accepted by institution a but it might die inspiration okay are we eliminating AP as an independent study it looks like

131that's completely stricken did anyone use that as an independent study we start the portion that says required courses study to allow for really the discretion for any course even courses not mentioned so we struck the sentence that says required courses cannot be taken into the penetration so now you will let required courses the independent study mostly because we have practice yeah and this is you won't normally see this we I think that I mean a Mr biasburg Speed the last time it really dove into the curriculum guide and change prereqs oh yeah because it was such an old document changed over to a Google Document so it could be collaborated on so there are a lot of formatting updates there's some rearranging updates and then each individual course my questions are mostly substance so the

132Striking under advanced placement classes it says on occasion students may be able to take AP courses as an independent study in this option that should be discussed with student services so that's taken out and so I read that to mean you can't take an independent an AP courses an independent study no I think if you so if you go to independent study on Page Six that should be in there that Ascent you know the language should allow for I think it says where they can't take the AP courses right looks like all abortions open up again yes okay yeah now that would be rare and it'd have to be a special right I mean every situation my my question is I'm sorry Andrew you're good I'm not good at it overall I asked a lot

133more questions but you can go ahead if you want to go now just the 31 credits for 2012 and Beyond why is it why did that change so if we were at 31 credits prior to covid and we the board must have approved a reduction in credit so that was my understanding so with um with the current freshman class for the graduating the seminar wasn't offered at certain times so during covet we removed those credits and so we couldn't have that as one of our credit requirements because it literally and now now it's back again all right so um page six to talk about how scheduling Investments as a change in the word must in May and when we'll make scheduling adjustment and so it says under scheduling resources changes must be made for academic

134graduation requirements now it says may be made for academic graduation requirements I just want to make sure that if somebody needs something for graduation oh absolutely okay that one to be honest with you I'm not sure why it would go from we're just saying yeah oh H7 uh we changed the testing out so it's the students must score they used to say 78 or higher to demonstrate to demonstrate coefficiency now it's to 85 percent so the the state sets the minimum so the statute is that is the minimum we feel that in order to take a comprehensive exam to get credit for a course that do at high school you need to get so we'll kind of raise the bar there from the same minute of minimum to 85 to test out the other change

135there is that the grade that the student earns onset exam would be the greatest place on the trains the statute um I don't even know if it gives a percentage if I believe it says Plus I mean I just think that it's the rigor of the students going to test out we want them to get a meeting on page me to talk about the Michigan virtual University I'm going to change that from all needs for 10th and 12th graders is that based on what Michigan virtual University allows or is the reason we're taking particular area no um this is so those are the grades in which we recommend the student is in a different situation as a personal curriculum whereas something I guess that would be atypical then of course I believe with 21 up

136that could be a possibility for any student 6-12 London well I think the the grade levels are the highly recommended or the anticipated grade level in which they would take it in Bad Case so the courses that are taught by our teachers but we would not actively encourage a freshman coming in to take Michigan virtual course for several different reasons but there are situations that do I think one of the popular ones is being able to offer offer through Michigan virtual as the world comes still required to T1 online course in order to graduate so you need to have an online experience under high school advantage yes there's a lot of striking there on teaching by our faculty and courses are transferable is that so align back with that whole role it may not transfer

137based on the college or university that's part of it the other part is you know our teachers don't teach the high school Advantage courses um that's usually Lansing Community College adjunct professors and then it is dual enrollment when we clear the high school Advantage is because we have so many kids enrolling that if we have 15 which I believe we have more 15 is actually a cost savings going through that so if I do enrollment if I do have a card at LCC certain tuition costs but if I had 15 kids that want to take the internal social in terms of site it saves the district [Music] we're not we're temporarily changing that because we have a new teacher we do do some programming um python specifically but I want to get her up to

138speed before we put something official in fact enforce catalog we're eliminating the happiness and power and positivity um they we have some anticipated Personnel changes um again I said I say anticipated um but we we wanted to look at we added some new nine-week electives and I think that we can achieve some of those core themes in a um in a different style I've taken that class you can take it you I don't know if you still do it for free but during the pandemic oh yeah we are so page 23 there's elimination of the education careers year one in educational career your two teaching field experience yes I just have a little bit of concern yeah shortage that we're eliminating practice um so that is attached to a state initiative that we need a

139certification for and the Miss Blake actually who presented was was going to be our certified teacher I'm not sure if she ever reached that point but I know currently she doesn't because that's that that's something that she and I talked about um because she teaches a full load and I if we're ever able to make an additional tire there or if sections of her schedule can get freed up and she regains that certification then we would absolutely bring that back at age 30 and 31 and advanced Community training I used to have a leadership development component in there are we picking that up somewhere else or is breaking their components that deal with them [Music] PE one underwent a whole and I can speak to you more than that but um I just wondered if

140we were going with the theory that most of these courses integrate leadership yeah yeah so that actually that one was I thought that was one I put a lot of thought into because not only do I like the title of the other one more um what we're trying to do is be is is being very targeted we noticed a lot of students as far as engaging in PE there's there's a section do and there's a section that don't want any part of it which is one of the reasons that and I don't know if it's part of this but looking at marching band four years of marching band covering the PE credit I'm for that and I'm saying yes I I don't and that was a question that recently came up and there's some proposed

141other changes with um our Band program good good changes that I need to seek more input on before I bring that forward but I am a support of that and then um the PE so looking at it as you know you have a you have certain kids who become very interested in that lifelong Fitness you have groups of kids who want to go to the next level want to be very specific in their training we are specialized now now and what these kids are competing in athletically but also people who are very competitive people who love to participate in these games so what are we we wanted to be more targeted and specific in what you're going to be doing in these courses um so that instead of just one course in PE that is

142the foundation you get the credit for now as an incoming freshman you can take two or three different courses that will give you that foundational credit and then as you grow and mature by your junior year or even before you could be branching off into that I really want to go into some specific specialized Advanced weight training or I want to go more into my lifelong Fitness Nutrition all those things are being talked at but we're trying to meet the and you know it's very uncomfortable when you're in a PE class and and you're a very different levels of competition as a 15 to 18 year old gentle switch from eliminating co-ed Fun and Fitness and then going to Lifetime Sports and the statue is at least a c plus so that was just us

143well that has to do with our students to take our classes with their amazing teachers right yeah oh yeah any other questions exit is a recommendation by superintendent Dr Sean speaker of the Board of Education this afternoon DeWitt Public Schools sets education curriculum as presented earlier this evening removed I think we've supported any discussion okay all those in favor please say aye aye any opposed motion carries that is good for Action items onto public Communications for items not found at least Parker ever propose to you that these courses the the chamber choir and the marching band while chamber choir is a whole year course in March nine week course uh they both pick up a massive chunk of times and the marching band starts all the way to May of the previous year and it

144was until November competing in competitions and rehearsals throughout the coast that time as well as participating in three people on expand period as well as chamber taking up the whole year from August to may as well as their performances as well as their gigs and stuff like that as well as the rigor that it takes outside the class that she rehearse on this stuff a lot of the students in the chamber choir are a part of other you know report information such as musical or the Cabaret which is because I'm coming up here in the next month I wanted to propose a change that removed these two courses which are advanced in rigor to allow for a an honors level course which would apply a GPA boost for these performance arts courses for students who

145are being hindered by not being able to continue of course physics governments APS history you need the calculus which are all offered during those set times that we have for a chamber and um marching band that those students that want to take those courses can't and are being hindered by that by our schools online um class policy that we use throughout the year or our new enrollments I'm fortunate enough to be taking enough sections of dual enrollment right now to help with my um college transcripts however uh the AP is starting to elude me more as the chambers is keeping it more time so I just wanted to bring a proposal that removed these higher rigor courses and a lot a lot of time out of school um to some sort of honors course so

146thank you um our YouTube audition for both of those or do you know this is required uh goes through an audition process um and the marching band doesn't do as much of an audition process but you have to attend the band camp which is a week long but there's other preliminary things as well as things happening at home for everybody but thank you but there's potential for students to be cut or not make it I mean if you only have the foreign next I'd like to talk for a little bit about the issues going on in East Lansing schools although none of us have all the details and stories reports are very concerning both students and teachers talking about regular fights in the Halls concerns over their safety lockdowns someone had a gun in the

147parking lot the other day certainly sounds like there's a complete breakdown on the basic safety for both students and teachers all I would ask the super on the board to please follow what's going on and make sure we don't go down the same path yourself second I believe that we should have a policy or practice we're not playing sports for school until we have confidence that our students and parents can be saved we indeed saw violence breakdown in their last football game at East Lansing allowing our parents and students to go again knowing that there is a safety questions should not be acceptable I know the safety of our students faculty and parents your number one priority and I appreciate it oh I'm so sorry Amber Warner so just to follow up with Will Lucas

148needed a really nice job with your presentation you should be very proud of yourself um so yeah where there is no discipline there will be chaos and so following up with the East Lansing situation the reason that I started singing to the board meeting a couple of years ago first was when I heard here looking for a new superintendent that caused concern because that will lead to change um also the observation of issues going on in schools around our district things and it concerns that in the implementation and theories of the um a few weeks ago we heard about East Lansing the public was made aware of the Republic of massive violence going on I've been hearing about it actually for years over in East Lansing I believe that East Lansing students are all victims

149of diversity equity and inclusion the theories and the policies that are being implemented last fall DeWitt students fell victim to the careless policies during the football game at East Lansing where students were physically assaulted and by East 19 students I would like to propose for the safety of our students that you would not participate in sporting events where their schools are dealing with violence I would also like to ask that you look into the DI theories and policies that might be implemented and how they could negatively affect artists I think we'll move on to the superintendo to set update on our strategic plan how we're doing in our public areas from First Communication hopefully you received your February more to your door and the foundation of Pride awards were highlighted there we'll also be featured

150in the chamber of magazine if you received that links we've had several safety eight safety updates that have gone out as well as our family staff and reception surveys and last but not least the pride the points of Pride was also set out for February as far as academic programs and middle school and high school mentoring ships has been running and has been highly successful and we are also doing our map which is the NWA accelerated pilot for grades two through eight to help with some of our one or or who are performing really well on that assessment as far as safety and operations we have been working on our emergency alert system and notification also our drills and the language that we've been using before that I fight and how we're varying those drills

151and then the different cyber safety training has also commenced four staff with some modules to help us make sure that we're keeping our systems secure and then all of cabinet we're also trained last month in Narcan so and we worked through that we were to be able to get supplies for each of our buildings throughout the district for learning environments if you're mentoring as mentioned earlier is going very well the DeWitt Community Partnership hosted a cultural panel well attended and continues to get used because it was reported and we're able to track that the zones of regulations and PBIS or positive behavioral intervention supports as well as our new screening tool which is called Savers so those are some things that are helping making sure that we're keeping that positive learning environment and culture as

152far as Personnel we have started our edges staff para subbing and so just to see if we're actually getting more care pros and then also an orientation for our instructional assistants to kind of help those therapose to understand the job and different disabilities so events coming up there is a community conversation at CC Risa on March 1st on school safety as well as mental health and then I have sent out I think I shared with you uh an invite to our legislators inviting them to celebrate March's reading month and we have had three different legislators is there an opportunity for us to do that as well like we used to be this through covet occasionally board members would come in for various classes oh um absolutely so those March and 9th and 10th are kind

153of dates that uh principles are kind of keeping on their radar as far as there will be some guests so if you're interested in one of those days works for you let me know and we'll get you a sample you can let me know what grade what grade level you prefer to do as well yeah for those of us we used to be able to go do that as a group so the selected officials we'd love to have you thank you well the legislators are invited to have lunch at the high school and answer questions that maybe our students may have or yeah so the planning is still being done but if you are interested let me know thank you for informing us thank you for working with Mobile area law enforcement thank you for

154reaching out making sure that our parents understood and we're dealing with the narrative passed in your room so you are in a good place in terms of knowledge and for having a plan that if we got into a situation that we would feel comfortable so thank you as well thank you uh anything else