001thank you yeah good afternoon everybody um before I turn this the mic over to uh President Fitzgerald I'd like to uh thank everybody for taking the uh Extraordinary Measures of fighting the traffic uh as we as we make our way around construction coming on to Wildwood into Jackson I really do appreciate your time today um little point of business today I don't have the lights on and if anybody's nervous about that or would prefer I turn the lights on and off I'll do that we got a lot of natural light but we've got two back-to-back presentations tonight and I'm I kind of leave them off so that everybody can see the presentation better again if anybody needs assistance please let me know but at this point I'm gonna leave the lights off unless somebody starts
002waving their arms frantically Miss Fitzgerald the meeting is all yours as always I'm going to start with a couple of comments before I call it to order um there are two things the first thing is maximum time for each speaker during debate or discussion this is for board members you may speak in debate twice on any motion on the same day each time may speak for up to 10 minutes you cannot save time however and do a five minute once and then 15 minutes in a minute you cannot speak until recognized by the chairperson and whoever makes the motion may speak first in the discussion and then one more time if someone's already spoken once anyone who wishes to speak must be allowed to speak before a member speaks for a second final time and
003I'm going to encourage you guys you get leadership magazine like I do yeah well I have really been reading it carefully the last few times because it's been so pertinent to our particular board um I want you to read the article on board Norms when I went to the conference in Lansing Lansing I felt about this big because they just beat us into our head we have to have more Norms period and then this article talks about a number of ways to do that and I want you to really look at that because I am going to ask you to consider a time to meet to go over the whole concept and we could have an masb representative or we could just all submit something we thought would be appropriate and go over it ourselves
004we've done it both ways already so whatever you think would work would be just fine okay that's it I had to call our meeting to order at this point and start with the I'll make sure that when you come in if you're going to speak that you fill out a form as soon as you get here and give it to Michelle okay let's start with the Pledge of Allegiance I pledge allegiance to the flag of the United States of America and to the Republic for which it stands one nation under God indivisible with liberty and justice for all harking back to my elementary school days at Trumbull school I feel like I should sing um my country to Mississippi after that every time okay Michelle will you please do the Roll Call uh Mrs Brown
005Mr Dobies Miss Acton here Mrs Mitchell here miss hunt here and Mrs Fitzgerald here okay let's go from here to approval of the agenda some of so moved second moved and Shalonda supporting thank you um any discussion about the agenda no okay all those in favor I I opposed okay motion passes at this point we will start with the super it will continue with the superintendent's report all right as you know um we have been doing Equity work for um some time now and this year we were lucky enough to enter into an agreement with Aaron Johnson from archetype Consulting um Dr Johnson I'm going to invite you to the microphone over here and if you could introduce yourself to the crew I know most of our staff have got a good handle on who
006you are you could talk about the work you've been doing with Jackson Public Schools and really some of the directions that that work has led us to believe we should be moving into all right am I good all right good evening thank you for allowing me to be here to speak with you this evening about the work that we've been engaging in this the school year regarding diversity equity and inclusion I'm going to first start by telling you a little bit about myself there it is ah so I um my name is Aaron Johnson I received all of my education training at Wayne State University I am a proud detroiter I was born and raised I started my career in education in the Detroit public schools and I received my um all of my training
007in education from a school that is in Detroit so um so that's a little bit about my educational background I think I here's a little bit about my professional work background in my public school experience like I said I started my career in the Detroit public schools I then went on to be an assistant principal in Hamtramck public schools and then in Farmington Public Schools so I'm assuming that the the superintendent at the time liked uh what I was doing and liked some of the movement that I was making as an assistant principal and she tapped me on the shoulder to be principal of Harrison High School which unfortunately is now closed I um I wanted to have more of an impact on the the policy the the the conversations and the decisions that were
008being made at the at the superintendent level and board level and so I sought out a position in Gross Point Public Schools as a director of secondary instruction but when uh one of the superintendents came back he asked me to come back to Farmington to be the assistant superintendent for instructional services so that's why you see a little bit of movement there in my professional work experience I have since I started in the field of Education I have been dedicated and I've dedicated my life and my work to the education of all children I I've always rooted for The Underdogs I've I have specifically made it my life's work and my life's passion to make sure that the children that weren't were not being served by public schools would be served and and I would
009help schools be better for those students along with the other students that matriculate through schools I have a little bit of a higher ed experience because I thought part of my mission was to give back to teachers who were coming up in the field so I took on um and I was talking to one of the staff members here who's who had taken on several positions at the higher ed level so I took on a few positions to teach pre-service teachers to teach teachers who were looking to get their masters in reading and so you see you'll see there some of my experience at the higher ed level so we we embarked on a pretty ambitious task this year and and in my initial conversations with superintendent Bill and um the superintendent's cabinet we sat
010down and we came up with um a list of outcomes that we would like to see for the school year for this work and the people that should be involved in this work traditionally you'll see that school districts they'll they'll train their teaching staff and they'll train their administrators um in in whatever topic that they would like to see move forward um I think it's I think it's ambitious and um Innovative in the fact that superintendent Bill sought to have people that did not work as instructional people inside the classroom also take advantage of some of the activities that we went through and I'll give a brief overview of that in a minute but we we had instructional staff and these are teachers in the classroom general education teachers special education teachers counselors and anyone
011anyone who had an instructional role in schools that took part of this professional learning we also had engagement with support staff so you'll see the list there of custodians bus drivers Food Service professionals paraprofessionals and secretaries and administrative assistants and then last but not least we've had engagements with principal administrators principals assistant principals central office leadership instructional technology and support services leadership and if I've left any group off of that please forgive me so we wanted to make sure that we maximize the number of people that we would be able to engage in this learning um and so we did five half days for each one of the cohort groups so we had about 30 cohort groups in total we explore the conversations around Equity bias culture race racism and we dug deep into many
012of those topics and many of the participants remarked that they had not had open conversations such as this that we had about some of these topics we participated in the whole group discussions so there were times where the group would be able to talk with one another they would be able to talk with colleagues that they don't frequently have the opportunity to talk talk with we'd have small group discussions and we engaged in a number of activities that allowed them to understand some of these topics a little bit deeper we've we developed learning intentions driving question that was presented back to the group before we started each session and we ended the groups with some personal goal setting we collected data and feedback from staff members to understand what they would like to see moving
013forward in this work what were some of the things they thought were challenges what were some of the things that they liked and how they would like to see this work continue oh these are learning or were our learning intentions and I apologize for the colors I'm trying to get a little Fancy with PowerPoint and it suggests certain things and these are the colors that suggested for this particular slide um but we felt like we needed to come up with and engage in this common language around bias Equity culture race and racism what do those things means we hear those topics throwing around all the time and so we we delved into the meanings of some of those things and what they meant to people personally we developed an understanding of how to create Implement
014and monitor environments that serve the needs of all students we consider behaviors and we we really honed in on this that we cannot change the behavior of anyone else so we honed in on what the individual participants could do to understand their own behaviors and then change those behaviors to be better for students we engaged in personal goal setting which was our culminating activity and then we developed ways and this is this is one thing that we maybe didn't get into as much as we would have liked to measure current state uh and progress through an equity lens and so we did a little bit of um data analysis and and trying to understand what some of the gaps may look like in in the Jackson Public Schools but we didn't we didn't get to
015a point where we developed some systems and processes to better use that data this was the definition for Equity that we continuously went back to in each one of our sessions I continue to remind the participants that they did not have to adopt this particular definition that they could use their own definition or apply their own understanding to what Equity is but this is the one that we grounded ourselves in and it's twofold that we wanted to eliminate the predictability of success or failure based on any cultural or social Factor unfortunately in the United States we can look at most school districts and predict how students are going to perform based on race based on social economics based on gender based on special education status and so on and so forth so the first leg
016of this Equity gender uh the first the first leg of this Equity definition means that we would like to eliminate that predictability the second leg of this definition looks at disrupting dismantling or changing the policies actions and behaviors that produce inequitable outcomes in the first place and so many times unknowingly in organizations there are policies there are there there's the unwritten culture their behavior is that people participate in that serve as barriers for Student Success so we explored some of what those things might mean on an individual basis and on a systemic basis on how Jackson Public Schools can look at some of those things that might stand as barriers for Student Success we looked at I said driving question but there are actually two questions here we looked at these two questions at the
017bottom but I'm going to first take you through what I asked the participants to consider first before they sought to ask to answer these questions to take some self and personal responsibility we can't make our schools and our school district better for students if we don't take accountability for our own actions what biases that they might have and this doesn't just mean racial biases we as human beings everybody on planet Earth every human being on planet Earth has biases so we explore what bias meant and how they can start to recognize some of the biases that they might have they engaged in self-reflection about how some of those biases may have played out and and the roles that they have and how they might impact students and then we ask them to look at these
018questions and how they apply to the individual individuals within the system the schools as an organization in the system as a whole and these are the questions what biases do I have and I I've been meaning to change this question how have they or have they contributed to the inequities for students how do I currently respond to the students in Jackson Public Schools and so again it's taking the look at the self first before looking at um others for the student assessment I had the opportunity to meet some of Jackson's finest the students are smart they love school they have great things to say but they also have ideas for improvement you know the first thing that you ask a student about how to improve the school they're going to say they want better lunches
019you know they're going to come up with some some things like that they're going to say they want more time off in the summer they're going to say they want more snow days those are the the surface answers um and they often ask me to ask superintendent Bill to call more snow days um and I let them know it wasn't that simple um but they also gave some really poignant feedback about how to improve schools for them they wanted people to know who they were as people as human beings they wanted they wanted their teachers and their administrators to understand how they learn and and to incorporate some of the things they would like to learn they wanted um the adults to be more responsive to their needs if they felt like they were being
020harmed they wanted people to speak up on their behalf and um we had some really great conversations with students they're so smart they they are looking for people to continue to have these types of conversations with them to ask them what they need in order to succeed so I asked some questions around these Five Focus areas how are their identities affirmed in schools how are the adults supportive and caring and I'm sorry supportive and collaborative in those learning environments do they have caring and supporting Educators uh with whom they can discuss issues and problems with regardless of whether or not it's academic or social or personal um how do their teachers respond to how they learn and and do they incorporate those things in their in their daily lessons and whether the school environment as
021a whole um didn't meet their needs this is an equitable learning environment and you'll see in the full report there are some uh student quotes and there are some themes that arose and there are some recommendations for addressing some of the things that um they told me here are some of the highlights they're not everything is not in here so you'll only see a few of I just capture what I believe to to be those standout themes these are for the adults the adults um said that there was a strong sense of community that they didn't feel like although the Jackson Public School Community the broader Community is a diverse Community they didn't feel like there was a um an animosity between people of different races and cultures and people that spoke different languages that
022came out was when I asked the students a similar question that came out in some of their their answers as well there's a there's an interest in having more conversations about equity in the district there's also a desire to have a broad broader conversation about Equity that includes more than just a conversation about race and so what you'll see in a lot of the recommendations that they are specific they specifically mentioned race but I want to highlight here that though those conversations those recommendations the the data that we collected did not specifically just focus on Race but because there is a theme of addressing and talking about race I lifted that up into the recommendations but when we when we talked about what Equity is we talked about Equity with regard to special education status
023and ability we talked about Equity with regard to social economic status gender Equity equity and um you know Equity between schools there were some schools that felt like they weren't receiving some of the the time and attention that other schools were receiving and so we talked about all of those things the adults also said that there needs to be more social emotional support to help students with trauma and I asked them one of the the culminating activities to provide uh the superintendent and the Board of Education with some ideas about what can be done um making sure that those things were feasible that was one of the criteria that they couldn't ask for you know three teachers in every classroom they couldn't ask for things that were not economically feasible but that would seek to
024serve the needs of the students so these are some of the highlights of the recommendations that are that you'll find in the report along with others here's some of the recommendations from staff and students provide more opportunities for staff to highlight and enhance the thing that the district does well what what I found excuse me one second what I found was that there are a lot of things that the Jackson Public Schools does very well and when you look at the recommendations you might say we're doing that we're doing that we've we've touched upon that we've started that we we're in the middle of that many of the the staff and students felt like there was not enough positive conversation about what you're already doing and so they like to see more of that one
025of the things that Rose to the top was to create a culture to openly talk about race and racism that this not this should not be um a scary topic the students are not scared to talk about it the students were very forthcoming about some of the issues that they face uh some some solutions to some problems that they're they're seeing um and so they want the adults to be able to talk more about what happens to them in many cases on a daily basis the district should take action to communicate the importance of creating Equitable schools so they like to see some conversation a broad message about the direction that you are seeking to go in this one is a student recommendation they like to see a clear policy with built-in accountability for addressing
026some racially motivated I'm gonna I'm gonna add a spin to this because even though um it these are their words with regard to race but but acts of harm that are perpetrated from student to student in many cases from staff to student they like to see a built-in accountability I don't know exactly know what that looks like but this is one of the things they said they would like to see and then individual schools in the district should assemble student groups in order to encourage value and amplify student voices in in all of the student uh conversations and Mr Patterson can attest to it because he was there for all of them they all said are you coming back are you going to ask us more questions when do we have a chance to talk
027more about how we feel and so they're looking for the opportunity to voice their opinions to voice their concerns or even say great things because I I didn't ask all negative questions I said who's doing it well who is who is the person that you can go to when you're having an issue or a problem who's the person that that teaches very well who's the person that makes sure that students get what they need and so they like more opportunities to have their voices lifted up so that they can be heard and be a part of the process be a part of the the decision-making process in the learning process kind of ended it there I tend to talk a lot and so I didn't want to go too deep into it and to leave
028some some spaces for questions in case you had any foreign where are we at currently we've collected the data we've had these conversations the cohorts have convened on multiple occasions what's our current status so um what you see in the final report is what we've concluded for this school year and so the The Next Step would be to really understand where you would like to go um in these next steps so I gave some recommendations for next steps that you might do I'm not sure if it's printed out here but there is a yes and so um it's a matter of um what you would like to see the next steps be I am more than willing to be on that to continue to be on that Journey with you but if you choose to
029go in a different direction I totally understand it as well on page 32 what does it mean at the very last sentence under recommendations create a list of what would Equity standards be what would those be should be used in instruction pedagogy and discipline decisions so what I've seen in in some school districts is they look at their strategic plan and if they don't have an equity goal an equity center goal or strategies to go along with that or standards to go along with that then they might add that as an addendum or they might even create a separate document that lists the the type of environment that you want to create your goals for Equity uh what some strategies might be to achieve those goals and so that's in a very general way that's
030what it was trying to say and then I had another question too um so under the the pie charts under administrators I was curious why you didn't put the statistics for a couple of the others oh I'm just curious why that wasn't there yes I didn't I didn't um leave it out it was just the way that the pie chart because it was a smaller number it didn't actually register okay and so um I probably should have uh made a little line with Statistics but I can certainly share that data and then I had an a question also um hang on just a minute the um the racially motivated acts of harm wouldn't why won't those be documented the children don't want to say something is that or is it are they afraid in in
031some cases they're afraid in some cases they felt like nothing would be done if they reported this because many of them said that they had reported things in the past and they felt like there was no action that was that took place as a result of them reporting them so in many cases they would say someone said this to me or someone did this to me but I I didn't say anything because I didn't believe anything was going to be done about that behavior and then the racial slurs are that is that more student to student yes I don't recall any student saying a staff member used a racial slur but they did they did say that many times when they're reading a text that a teacher would say a racial slur Outlaw if it's
032in the text and that bothered some students you mean in a book yes okay yeah they didn't I don't recall them mentioning a particular book but um if my memory is serving me correct they they mentioned that if it were in a book or something like that they would that's when they would hear an adult so yeah yeah I I like a lot of your ideas I I thought it was really good I I know that last board meeting there were some children that didn't go on a field trip because they didn't have the finances for it one of the teachers explained that so I think some of the some of the things there's some good ideas here thank you yeah thank you I think Dr Johnson I think one of the there's a couple
033things that just jumped off the page at me and I think one of the pieces is how staff react and how staff felt comfortable reacting I think it came off in a number of different places so it how staff react when they hear racial epithets thrown or used between student to student or or reported by student to student and I think some of how we respond it's it's certainly something that our teachers are crying out for more help with our students are crying out for more help with um I think that was one of the like if I had to and there's a couple others I think student voice was one of those that in my opinion kind of jumped off the page you referred to it several times and and there was some staff
034voice in there that jumped off the page to me um but and and my cabinet and I'll be looking deeper into this and we'll be bringing kind of what we said we would do bring forward our goals this is what we're what the work is guiding us to and this is what we're going to attack um and so we recognize that this is just you know if if you will describing an elephant in the dark and so we're just touching part of the elephants we think we know exactly what the elephant looks like and and obviously the more we dig in the better the picture we get of what this elephant looks like rather than just you know hold on to the trunk room hold on to the tail and now I know exactly what
035an elephant looks like absolutely absolutely but I think those are pieces that you know just just very quick high level takeaways and obviously there's data behind that um but I think we heard some of those things from staff from administrators and from students and so some of those common goals some of those common targets and and they're hard conversations it's not that it's hard to talk about race but I think people need the tools in their toolbox and to be able to do that and a comfort and acceptability to be able to do that especially when confronting racism and and you know it that right there is is part of the journey that we're on I believe absolutely 100 you lifted up a couple of things that I want to thank you for um this
036is a this is a snapshot we didn't interview every student in the district we didn't interview every staff member in the district we interviewed the people that were before us and so this is a representative sample if you will of uh of people in the district um that's the first thing and then um it was a common refrain I think that many times staff members themselves said that they didn't feel comfortable talking about race because they didn't want to say the wrong thing um and many of them gave me positive feedback in that manner in that I didn't point the finger at them I didn't make them feel guilty I didn't charge them for I didn't charge or indict them for anything uh but that we were we were in a co-learning space and that
037that's what this was all about this is about us learning about how to address some of that how to address some of the issues and how to enhance some of the things that you do well the other thing students are very cognizant of the how uncomfortable some of these conversations make the adults they're they're cognizant of it they would say things like I know it's awkward or so and so might feel awkward um when the conversation comes up so we tend to avoid it and that's why one of the recommendations was lifted up to talk more about it not in the sense that you are um trying to belabor a point that the more you talk about some of these issues the more you can address them the more you can come up with solutions
038to some of the problems right again my cabinet and I will be working through this report um we'll be making specific goals um targeted from Dr Johnson's work we'll be sharing those goals with the board and and how we intend to kind of work through that there's lots of work to be done and and uh so no shortage of of things to do um does anybody else have any final questions for Dr Johnson I think I see a couple um Miss hunt if it couldn't one last question so looking at your path forward statement one of the sentences State the process of engaging in this report also uncovered anecdotal data that there are some members of the community who do not want this work to persist how are we addressing that we have our teachers
039administrative staff that are in leadership capacities and if they're resistant or opposed to this work taking place in within the community how are we addressing that what I don't know I'll be I'll give you the honest answer I don't know but what I can say is that one of the ways that if I were to give a a recommendation off the top of my head um is to continue to work continue to do the work that you believe in because whatever work you do they're going to be resistors they're going to people be people that push back if you adopt a new math curriculum which math is sort of like the universal language right you doc if you adopt a new math curriculum they're going to be people that don't want it they're going to
040be people that believe that you should use this thing over this thing um but if it's if it serves the needs of children if it serves the needs of your community if it serves the needs of our customers if you will hey using that term but if it serves the needs of the people that who are who are supposed to be served by this organization then you continue to do the work that you know will bring you the best results to do that I appreciate your response while you were speaking it came to mind I was just thinking that for those teachers or administrators that are opposed to this work is there any consideration for individual work to help them navigate no we can't force yes them to embrace this wholeheartedly but I do think
041that some of the data may need to be captured with some of those staff that are opposed to this they may be some of the root causes to some of those slurs and some of that unfair treatment that our students are referencing so I would like to see that show up in our data yeah absolutely to make sure that we're capturing and either you uh Mrs Acton Dowell asked one of the questions about why some of the numbers were missing on some of the very low numbers there's some and those those voices should be represented I just when I transferred the charts the numbers didn't just transfer but there are some people that that rated everything strong disagree and I was I asked did I put up all of the outcomes for the year every
042session and someone put strongly disagree when we know that that was something that that occurred every session and so um there were some that for whatever reason might have been pushing back I didn't I didn't hear those individual voices but I'm open to that feedback if there's something that you believe should not continue as a result of doing this work then then your voice should be just as valuable as others uh and you you ask if there's opportunities for individual work um no you cannot force anybody uh but part of the work that I've been a part of in my past and that I continue to do is individual coaching so folks that would like to um continue this work on a more individual level can do so because sometimes in a large group it's
043it you know it it can be you know you're asking people to be vulnerable in situations where they don't feel comfortable being vulnerable um and so this is again I'll I'll reiterate this it's not to point the finger at anyone this is not to say you're a bad person um this is not to say our kids are bad this this this work is meant to make the organization do what it actually says it's it does and that's and that's true for any any school district was there feedback for the strongly disagree you solicited why they had strong disagreement yes I gave an opportunity to give narrative statements and in many cases those narrative statements were not written it'll say something like n a or it was not it was not a narrative to the feedback
044but when you can hit those radio buttons and say strongly disagree that's when people did that now will this audit be on our web on the webpage for everyone to see or no I'm not sure is it up there or not yeah we and we put we put the other audit on I this will fall under that category as well so it'll be on our web page we haven't published it yet because again we're still kind of digging into the data so but uh you know obviously you know we're working with with Dr Johnson we're still developing our goals we're still working with the board this is you know I kind of talked about it for months on end about we want to bring this report to you and I know that that Jeremy um
045Mr Patterson been working to make sure that we could bring it obviously we want to make sure we get this in as complete a form as possible yeah I appreciate you putting the scores down for proficiency because even on page 36 you said percentage-wise students across the district do not have high levels of proficiency in reading right writing and math regardless of race so but I very thank you for showing those results I appreciate that and I'll say this I know it's hard to look at um it is it's hard for any District to look at how their students are performing if if it if it doesn't tell the best story however we can't improve upon it until we know what it is that we're trying to improve upon and so um one of the
046activities that we did with the administrators was that we took a very hard look at this data and asked some questions around why they believe this this was the case and so um and again I only highlighted some of it I didn't include I mean it's already 37 Pages if I would have included all of that in there the the report would have even been much longer than it Mr Dobies ah thank you Dr Johnson for this report seeing a lot of like different recommendations to implement in your professional opinion what you've seen in other uh school districts how did they um drive those recommendations and ensure like the sustainability of some of these initiatives by uh in terms of structure it's a great question they choose one or two things and just do those
047things very well I have a lot of recommendations here and it's very difficult we know even I'll speak for myself in my personal life if I have 10 goals I'll probably only get one or two done right and so they choose the things that are for lack of a better word the low-hanging fruit the things that they know they can hit it out of the ballpark and they do those things very well um I I've worked with one District who said that they're going to make sure that they have every student reading at grade level that was their only goal for the district which is a an extremely daunting task which I don't believe they ever achieve however the efforts that they made to get the students to get there were tremendous they had tremendous
048gains for students and so I think if you if you focus in on on a couple of key things and just do those things very well uh my job as a as a in my in my role as a principal um I had a a couple of things that I wanted to do on a daily basis I wanted to impact student achievement I wanted to impact culture and I wanted to make sure that the community was involved in some way shape or form in every single day and so um I had to like if it was two o'clock and school gets out at 2 30 and I didn't get everything that I wanted to get done for that day I had to be very intentional about making sure that I I um accomplished that and
049so I think with a few few very specific very specific goals you'll be able to accomplish those awesome thank you Dr Johnson I appreciate it uh your your time and effort and I uh I know that you and I'll continue to talk thank you thank you very much appreciate your time here Dr Johnson has absolutely been uh true professional work with it's nice to have somebody who's got a wide-ranging school experience understands um the the work and the conversation that takes place with teachers administrators and at the same time uh works with students and has a professional background working with students so what a what an awesome opportunity we had and we were very thankful and I'm I'm excited about the report is as ugly as some of it may be the reality is I
050think it shows us some common things that that should be a path forward uh with that being said that concludes superintense report for the month of July and so uh I'll pass it back to you Miss Fitzgerald okay let's move on to the consent agenda I will entertain a motion to approve the consent agenda move approval second okay who is first okay Libby and then Derek okay call for support any opposed no okay motion passes okay we're now into the part citizens requesting to address the board we only have two tonight so I will just have you come up William Hastings and Nancy Smith well I wasn't aware Dr Johnson is going to be here tonight it's kind of unfortunate uh when we had the last uh Dei trainer Advocate lobbyist whoever you like to
051call them Dr Marx there was a an open Community event where everyone could come and have a dialogue and ask specific questions um we didn't have an opportunity this time in that regard so just a couple observations from the presentation the first thing I noticed one of the first thing I noticed is while there was a statement along the lines that student identities must be Affirmed um there's no mention of student and parental responsibilities in achieving academic success and success in school and I noticed this I've noticed this going back to the original Dei was it called survey from 2017 and I read through that and it explicitly explicitly uh denied and castigates the notion that students and parents have a specific role to play in their academic success the notion is it's something academic
052competencies and successes in school is something that's either given by students and administrators to student or it's withheld because they're ignorant and selfish and racist and wicked and I don't think that Accords with the real world so another thing I'd ask Dr Johnson is um since so much of di involves trying to put all kinds of different data points under a racial lens um is is there information have you reviewed chronic partyism at JPS by race have you have you reviewed and published information about chronic absenteeism by race because I think it came out in the last couple months that approximately half the students here missed more than a month of school every year you can't learn a darn thing if you're on the streets or at home and not and not in the classroom
053and I'd also ask is is information has it been reviewed or can it be published or shared about the attendance at parent teacher conferences by race and you can also put these on under the the Dual lens of race and income and um I also thought these are just I guess some off the cuff remarks I thought it's very interesting when um Dr Jones I think Dr Johnson um when he said teacher said when are you coming back when are you coming back and I think that really spoke to me that a lot of students are crave attention from strong attentive responsible dignified males and that is an absence that really can't be filled by any of us it's it's it's it's it's way bigger than that it's way bigger than that um yeah so
054as I said and I was going to say so this is this is the opposite there's other people engaged in very different forms of preparing their kids for life than di so I was doing some research today about South Korea and in Korea uh 80 of school kids in South Korea they go to work called cram schools which is After School academic boot camps sometimes to 11 at night parents pay between fifteen hundred and three thousand dollars a month a month that's like house payment and food and basic expenses to make sure their kids have world-class hard marketable skills in rap math reading and science um and I think these are the doctors entrepreneurs programmers and CEOs of tomorrow and I think uh Di is really it it's completely missing the mark in the priorities
055of schools which which have to be to imbue basic skills and I'm glad that um at least some mention is made in the uh report which I I haven't seen but I'll be looking for um about the about the basic uh proficiencies so thank you Mr Hastings Nancy good evening good evening my name is Nancy Smith and I'm proud to be a parent of a former student in JPS School of Choice student um she graduated in 2020 but that's not why I'm here I'm here tonight as a staff person for state senator Sue Shank and she's asking me to bring a couple of updates and reports to you for one thing she's very proud of the work she did toward um the recent new Michigan budget that has just passed part of the process in
056the budget was prioritizing input of residents and community members and organizations like JPS across the district and across the state and then using those perspectives to create the budget so just for K-12 education I'll report that the new budget includes uh five percent increase in education funding overall increase in funding for at-risk districts Universal School meals and fully funded special education programs so Senator schink is um just really happy to Bringing to be bringing resources to students and to school districts and I just heard from the office that um an email will be going out to all the districts across the county within a couple days so you'll probably get some details on that in addition in the summertime the legislators are not in session formally doing the law making they do other things and
057one of the things is called I guess you'd call it constituent Outreach and so we have been walking through neighborhoods these last two weeks in a lot in Jackson and just trying to engage with residents and ask what issues they care about and what they want Lansing to be working on when they come back into session so um you might see us out on the streets say hi and talk to us if you're not home we're leaving cards on your door and also I want to tell you that any of you are welcome to reach out including residents and citizens are welcome to reach out to the office at any time the senator works for you if you go to senatorshank.com that's a very easy way to um I think there's a contact me button
058which takes you right to her email thank you very much foreign then concludes public comment for tonight okay now we're into discussion items uh the special ed curriculum for discussion 23 24 6. and who's going to will you do that okay I'll introduce it so um much like we adopted curriculum in the spring we are back with some more curriculum this specific curriculum relates to special education and so we've invited indicted or invited we have invited a group that that's been working on this and and to help us make this recommendation our goal is to bring this back as an action item for purchase at the August meeting um but uh if I could will will you miss Armstrong if you don't know precious Armstrong is our special education coordinator and if you will kind
059of introduce your your crew let us know who's here so we can acknowledge them and appreciate their time tonight um absolutely good evening everyone I'm Dr precious Armstrong and it is my pleasure to support Jackson Public Schools with our special education programming and with us to this evening we have Lee Brar and she is from McGraw-Hill she's been absolutely amazing and then we have some wonderful staff who they were in the trenches making this decision for the recommendation that you have before you so we have Daniel newbound who is a fantastic EI teacher so as a teacher for students with emotional impairment and she does some of everything on top of that and then we have Kathy Wilson who was also an amazing teacher for students with emotional impairment and then we have Marley Neal
060who is another one of our teachers who Services both Parkside and 4th Street Learning Center and so these are some of the teachers and staff that were a part of this decision and so it is just a delight to be able to come before y'all this evening so let's talk about what we need so the reason why we come before you this evening is because we recognize that there was a deficit there was a deficit in how we were supporting the needs of our students and that we know that in order for our students to grow for them to have comprehensive increase in their skill sets for that reading that writing and that math we need to make sure that we have the materials for them and so to undertake that listening to staff listening
061to them saying I don't have it I'm going to teacher pay teachers I don't have it can you order this can you order that in isolation we recognize that that deficit needed to be filled and so in order to undertake that we went about the process of looking at what materials were available and for this particular piece we asked all the teachers in secondary land because we're starting off with secondary we asked okay who would like to be a part of this process recognizing that those individuals that are boots on the ground are who need to be a part of that conversation and so we solicited teachers to say who wants to join in and so we were really fortunate to have a number of teachers join and so with that we then went about
062the process of reviewing multiple vendors we had four vendors come and present and work with the teachers to decide what they wanted to try out and hands down McGraw-Hill stood out as they were excited and said I want this I want to see more about this I want to try this out and so with that that's how we came to McGraw-Hill it was teachers voices being lifted to see what makes sense and what the research supported and that's how we came to that recommendation to move forward with that and so why why this recommendation to purchase materials well when you look at the Continuum of what we had again we didn't have anything we have stuff that teachers have pulled together and it's probably been a good 20 years or more since we have purchased
063things specifically targeted special ed we have done an amazing job we have phenomenal teachers and support staff to support our babies day in and day out however being intentional about what materials we have that have a very clear scope and sequence we just have not had of recent and so they have been making things amazing really on a string on a shoestring and so recognizing again going back to that deficit we said we've got to do something that makes good sense and so what we look to do is identify those materials have a clear scope and sequence making sure that we are supporting teachers for delivering specially designed instruction and making sure that these materials are going to best align with increasing our overall achievement we know that one of the one of the pieces
064that was clearly identified with that TSI designation was that we have a gap where our babies are not as proficient as we would like them to be and that Gap Lays mostly with our students with IEPs and so how are we remediating that how are we building that Gap and so this was a very intentional step to fill that Gap so that we can see increases in our graduation rates increases in our post-secondary outcomes increases in how our babies are able to read write and do the math this is going to allow us to do that and so what are we asking for we're looking for these materials specific to corrective reading decoding and comprehension we're looking connecting map Concepts we're looking at re the expressive writing one and two as well as Essentials for
065writing why these specific things because these are the areas for which our students need that remediation when we look at how a student qualifies for an IEP we have 13 eligibility areas but they target specifically how that student is able to or having challenges with regard to how they Advance through the curriculum when we are targeted with our materials we can fill in so that when they're going into that genetic class and doing their history doing their science doing the General Ed math they're able to actually achieve what they're saying their tip more typical peers are because we filled in those gaps and so that's what we look to corrective reading that's we look to connecting math concepts that's we look to the expressive and essential writing because we know that the research says that
066that targeted direct instruction is one of the most effective evidence-based solutions for us to make sure that teachers have laid before them this is what I need to teach I can assess where my students start off at and from that assessment say let me then make sure that I am meeting those students where they are and Scaffolding them to Greatness and so that is why we have selected this because when we look at the research when you consider the packet there are links within it that talk about direct direct instruction and how there is numerous research to back how this works our students grow when they have this and so that is why we bring that before you today we're at Liam because Lee can also ask ask more questions because this is something we
067piloted so I can't pretend to say that I am the expert on it what I can say is that I am an expert of sorts I'm an expert on what students need that have IEPs and this is something I think we need here at JPS because we do amazing things already but I want to take us to the next level and this is something that our teachers have said this is what we need to make that happen so then what are the benefits of this so we talked a little bit and said with the corrective reading with all of these different curricular tools we know that they're they're taking direct instruction they're giving you the materials and saying now you can reach higher Heights and with that what does it give us we're looking at
068increased student engagement we are looking at that we are not kind of putting things together as a puzzle piece for math we're saying here is how you lay it out for our students so they can truly grow we are saying that teachers don't have to beg borrow and steal to have the materials they'll all have the materials they need in front of them we're saying that with this the teachers have taken the time to try out all the materials and are excited about it but I'm gonna let them tell you about that themselves and then what we're saying is that in reaching and meeting our students where they are we are looking at Equitable access to achievement that is one of the things that we have to strive to do knowing that our students come
069to us not raw material they come to us as amazing creatures capable of phenomenal things but we have to be able to recognize what they bring and then meet them and grow together this provides that opportunity it is also compatible with Google Classroom that we already use extensively throughout the district we have built into this recommendation Prof National development knowing that I can't expect you to fly if I never give you wings and so we will definitely make sure that there's professional development that would happen first as that initial onboarding and then continue to meet with our teachers because everybody has to have the tools and I don't know about you there are times that you'll learn something and then you forget you're like I think I knew what I thought I knew but maybe
070I don't really know it and so in recognizing that this is a learning growing together we'll continue to touch base to make sure that our staff have what they need because when your staff are supported they can make sure our babies do all the things that are possible for them and then making sure that there's a clearly defined Continuum this is a first step the idea with this is to make the recommendation for secondary and then to go back and have that conversation with our elementary personnel with regard to what they need within the special ed classrooms that we have in elementary but again knowing that there is a deficit because we didn't have anything it's been years probably more than 20. and we that need has to be filled and this is a piece
071that can help us get there so with that first I want to see do y'all have any questions for Lee because y'all have wonderful information yes ma'am I do um does this series align directly align with what we're talking about here with what we have for the classrooms that are inclusive they're not all special ed or all General Ed it's real important to me as we adopt these new curriculum this new curriculum that our students who sometimes go in and out of Essie classrooms that they're learning the same things along the way as the non-inclusive I'm glad you asked that because what this is targeting is our students that are receiving resource support specifically those direct instruction classes and so they're still getting their general led instruction within the General Ed setting however it's going
072over their heads and so we've got to make sure we Shore up those gaps so that it doesn't go over their heads so the idea is that these direct Studies classes would be utilizing this curriculum so that when they go into the Gen ed class whether it is a co-taught whether it is a full inclusion class whether it is a direct talk class that they're going to be able to go in and have a greater foothold on what they need to learn and so it is a marriage of how do I make sure that my Janet accommodations match up where where my skill sets are so that that we bridge that Gap most effectively okay so you feel confident that students who have an IEP or have a 504 or whatever um who are in
073jet end classrooms or inclusion classrooms they'll just say will be able to keep up based on what they're being taught in this curriculum I never want to say keep up because then I'm setting this Mark that is different for every child absolutely what I'd rather say is that the growth that we'll see will be significant to be able to move towards closing that Gap okay and the curriculum no if it didn't match it would make the Gap wider absolutely I wanted to make sure that we're tightening the Gap absolutely because what we're finding is our students that have IEPs that are not in our self-contained and it's important to separate that population because we have a curriculum for them we have a Continuum of service for our self-contained classrooms but where the where we're falling
074short is our babies that are in our resource classrooms and so it's making sure that we are giving those them those skills if I'm only ever getting pieces and parts of the puzzle I can never create the full picture and so this curriculum will fill in the gaps so that those babies will reach those higher Heights because what we're seeing is we've got babies that are in Middle School through high school that have second grade skill sets exactly and that means that the readability of our typical text within a genetic setting is fifth grade or higher they're not reaching that and so the accommodations are great because we have teachers doing phenomenal things with accommodations however you're not always going to be in a high school classroom you're not always going to be in a
075middle school classroom so you need to have the skills so that when no one's around to help give you the accommodations you have the skills to thrive this provides that opportunity it's wonderful I uh I teach writing at JC and I've been doing that since I retired as principal from here and I see schools sending students to us um without the alignment in pretty much an expected curriculum at the college level and I think that starts at what you're saying right now it starts much much younger than 12th grade absolutely thank you I think one of the most important comments um that was said that you hit on is the fact that these materials are designed to accelerate students and so starting with the Middle School in high school I was a high school special
076ed teacher when you have students that come to you and they're 16 but they're reading second there's a sense of well what are you going to do that's different than everybody else because I'm still they're aware how low some of these students are reading what's so exciting is that the goals of the program is to accelerate that so that they're more able to seek ketchup growth where they have not before and so they can access more of the core the whole point of these materials is that the students feel they're getting they're making gains and so therefore they're more capable of accessing whatever it is they want access so you can't incorporate this into General ad though because the students are real behind I mean I'm looking at some results right here is it or
077is there something else in place for Gen ad because I'm I'm really impressed right here it's really amazing results with direct instructions corrective reading in middle school and high school I was just kind of wondering so what we know is in a perfect world we would have co-teaching for every single subject and we would be able to break out into small groups and we would be able to remedy remediate because we know the research says hey we want to have them in that genetic setting as much as possible however this isn't a perfect world and so where we're at is we have babies that are getting to middle school and high school and regardless of all the amazing things that teachers are doing they're still not there and so now you're saying this 16 year
078old this 15 year old this 18 year old I'm in class with my typical peers and now you want me to learn how to read in front of them and now I'm not going to check in I am disengaged because I'm very aware of this I want to read but it takes a whole lot more bravery than most of us would have to be able to make that leap to be able to do that and at the same time putting that burden on that Jeanette teacher to say you're not only going to teach to that high level but you're also going to catch up with someone who is sixth grade behind and be able to adapt that the differentiation Gap is tremendous and so what we're saying is that in a perfect world yes but
079living in the reality of what we can do and what we know is possible this gives us that tool to make sure that when they are in that classroom it is not as bad that they're going to grow and they're going to feel better about making those chances making those leaps because we have built up what they have with regard to their skill sets thank you so what I'd love to do because they're the ones boots on the ground I want to have the teachers come up and speak to just their experience with this am I right ladies I'm sorry hi everybody you wanna go first no okay I'll go first be one to go first so one of the things that we really liked we looked at all of these programs and we came
080in and they were looking at it and um to go back a little bit I think when Dr Armstrong started working with JX in public I was one of the first ones to go like can you get me some type of like reading intervention curriculum I need a writing intervention curriculum I need something and I need something that doesn't look Elementary School I need something that my students will buy into and when we went through the uh trainings without in looking at all the other programs everyone had this sense of being too childish being too Elementary and I'm just thinking of some of my elementary my high school students who would be like nope not gonna look at it what the heck are you doing newbound would be the conversation they wouldn't say it that
081nicely um but it would be something along those lines of like I'm not doing this when we came across corrective reading in McGraw-Hill and all of their intervention this the system um what we've noticed is oh my gosh this is exactly what we're looking for this is presented in a way that is for these Upper Elementary for these for elementary for these secondary students right but the skills are at that lower elementary level um one of those things with students who struggle to read or have struggles in academics they know it and the biggest issue they have is trying to as special ed teachers that we have sometimes is trying to save their dignity as far as trying to help them without as long as Saving Face with their friends right because some are very
082embarrassed by it every once in a while you get a kid who's really proud of it and we'll tell you all about it um but they're few and far between we really felt like this program was to teach the students skills versus the curriculum and it also gives us a diagnostic test so we can have 10 kids in front of us and they're going to be at 10 different levels and we really have no idea where to start right so this at least gives us some type of assessment that we can give them that kind of helps us group and say you know these three kids should probably start at this level to start moving forward and then these two should go in this level and it makes it a little easier as a teacher
083to be able to go okay now I know I'm gonna do today and get that lesson plan and get through that instruction and on Danielle's Point um when I came over to Middle School from elementary I was like okay what am I going to teach because I really had no clue I'm teaching a group of kids who have emotional impairments and even though I've done that at the elementary level when I went to middle school I was like I have to match up to what they're learning at the middle school level what am I going to teach I had no idea what did I do I pulled from t-shirt Pay Teachers that's all I taught all day long because in my particular classroom I have kids who are out of Pre-K reading level who are
084still working on learning their letters and sounds two kids who are actually reading that eighth grade reading level in the middle school classroom so it was really hard to find something that I could hit all these skills that are needed for these kids and it also follows along with their math skills I had kids who could knock out Division and fractions and everything and then I had kids who literally could not know what two plus zero was without having to look at their fingers two oh I don't add any two so finding those things to work on with these students and knowing where to go with them these assessments help us with that and help us get those kids to a level where they could go into another classroom and doing it with the study
085skills students where they're going to be able to work on those skills to help when they are in those general education classes is going to be a huge help to the kids okay I'm gonna pick it up okay so I'm like Kathy and last year was my first year at JPS but I was teaching Elementary in Columbia and I still like didn't have anything there I was always pulling from my mom's class she teaches at Onsted and I moved here and I came and I was like okay Fourth Street I've seen my dad teach there I can do it right so I was all prepared for behaviors Behavior behavior and then I got there and that was like the easiest part I'm like okay now what do I teaching so I was always pulling and
086to go off what she said about the childish um things I was pulling things that I had in the past that was like all about stories about um animals in the woods making friends with other talking animals and I'm and my kids are like no it's not happening and I'm like I know I know I know but what I like about this is when you look at sample lessons or even you just go through all the lessons it's not the animals talking animals it's like the animal's habitat and what's in the forest and it's more um read to learn while learning to read which I really appreciated and in the past I've taught summer school back at onset in Columbia whatever and they've used a program like this and I used it in my student
087teaching as well and it the one thing I really like about it is it grows confidence so much um when you do in the lesson and there's group reading at the beginning reading like no one wants to read out loud but by the end everyone's reading loud they want to be the loudest person in the room they want everyone to know that they're going to be the smartest reader and they're gonna get everything right and that is like eye-opening and then another thing that I really like is you can really see your own growth so I'm all about tracking student progress and students stacking their own progress and they they'll see like I couldn't even make a plural word like I couldn't even read plural words now now I can see a word and change
088it to plural or I couldn't even tell you what one sentence summary of what I read but now I can summarize and tell you all the characters where the setting was like they see their own growth and they can go back and be like I got this like I'm doing a lot better especially at Middle School where everything you want is like fast fast and so when you can see those easy or not easy but you can see your growth quicker um like she said about accelerating it really is like phenomenal what you can and then the more buy-in you get so yeah that was my verb questions how long was this program piloted so it wasn't really piloted as much as it was we were looking through and trying to figure out what we
089wanted to do and what we wanted um we did get through and we did get like sandbox access to it right so we could play around with it and um I want to say for the last two months of school um I think about there was probably eight eight to ten teachers that were part of this group um and we all kind of went through and we had about two or three meetings where you would you know figure out which ones you want get the sandbox access and then go and use it with a couple of students and see um how they liked it and everything like that so and like I used it with a couple of my lowest students and they were even buying into it and so that's what I really appreciated
090because um my one who can't do any math that's one that I tested it with and he was actually trying and this is a kid who as soon as he sees work he shuts down and starts acting up and usually he's working his way out to get out of the classroom because he knows that he doesn't know how to do it so that is one of the things that I was impressed by with it um another thing I piloted at Four Street and one of the things that we deal with a lot is attendance there shocking um but I had the student that would come maybe once or twice a week and even just coming once or twice a week we still made progress and we have to go back a lot more but like
091and the progress was smaller obviously you're only there for five days out of a month um but even being there five days out a month we made progress so I thought that was really something that I wanted to highlight foreign ER or the students are making progress as they're a two-way dialogue that the teachers have with the student is that another opportunity where you're building their confidence and encouraging them to stay invested and committed to the work yes I also have um I can do that I also have um I put like graph charts because well one thing that we do is like timed reading and that's part of the fluency and the pie charts are in their binders and then they can go and they can show everyone like look I was here and
092now I'm here and so they like to do that too so that's also like a show-off kind of thing please and I will say this that in high school um what happens is like a lot of the shenanigans that happen in elementary school they tend to calm down when you get to the 9th through 12th grade and the real world starts coming at them quick and in a hurry and real life experiences start coming at them um I can share that I had a student who went for a job interview got the job which was wonderful we celebrated that with him and then a couple days later he said well I quit I said why'd you quit you just started what's going on well what talk to his parent and come to find out what
093happened was that he had to read a test or take a um like a test for like Safe Serve or something like that and he couldn't read it he was extremely embarrassed at the fact that he couldn't read it and normally he would call his mom and he couldn't get any type of and he didn't want to ask for accommodations or for help with it and so he just quit and ran away so that was kind of a big thing that really kind of helped push as well like not just so much that we're going to get him through high school and we're gonna get but we're also going to give them some survival skills to be able to function in the real world and these are real life functional skills that are needed everybody
094else um thank you for the the presentation and and for your uh feedback tonight I just I I just have to say oh my God like that the work that our teachers have to do um every day in the challenges that they have to face um with like materials that you're borrowing from wherever you can to deal with some of the highest need like students is like really incredible and um thank you for that uh it's great to like be updating uh with new materials new curriculum for some of our most vulnerable populations uh after like you know 20 years and hopefully we don't wait another 20 and continually like uh do this and provide you know our teachers with the support and resources that they need so uh excited to vote for this when
095it comes back uh at our next meeting thank you so some of the things some of the things you see just to wrap it up and they're fantastic I so appreciate them it's just rap just kind of showing you further this captures what they were discussing with regard to just having those tools available the easy onboarding piece with it how was developmentally appropriate so we just highlighted that with this feedback slide but they've talked about it and they're way better than any slide then it breaks down our proposal which is looking at we're looking at materials for all of our teachers so all of our 612 teachers would have these materials for them they'd have a classroom set for everything recognizing that our resource classrooms tap out at 14 students we have 15 per student
096per teacher to make sure that we're going to have people rotate the ideas where they're going to rotate up in that students should not stay in the same spot they should be growing and as they're growing these materials are going to rotate so but we don't want teachers to be scrambling to go find the materials we need them to have the materials on hand we don't want to lose that momentum we need to continue to push that envelope for student growth and so these are the pieces that just outline the proposal so that you know what this this pretty large amount but is well worth it that we're asking for and this is coming out of the Esser 3 funds and so that's not that General budget nor is it part of that pass-through that
097will go on the 4096 so that is a wonderful thing in kudos to assistant superintendent Leon for making sure that we have that piece built in and those are the pieces that we're looking at as next steps we would hope for your approval and then move forward with our purchase agreement and making sure that we get this all onboarded and then begin this process in the fall with the elementary group recognizing that we need to make sure we have a K-12 Continuum not just a secondary Continuum and so that will be that next step and so those are the pieces that we come to you today with I do have one question I won't say if when it's approved next month um what's the timeline to get the materials the turnaround is really quick 10
098to 14 days they're out of Ohio a follow-up question to that when with the onboarding and the professional development be scheduled once we get those um the next day the next day awesome thank you is that a full day are we anticipating a half day full day full day thank you Mr Dobies uh for the elementary curriculum what's the turnaround time on like pilot to purchase that's a different scenario because the Dynamics of Elementary buildings are a little different and so I anticipate that we will start this and have it wrapped up to have a proposal for you all by October we want to get this onboarded with y'all approval we want to get this taken care of sooner than later um because our children are worth it we need to make sure that we
099don't see more time go by without having what they need that answered my question I was going to ask about the Continuum between the K 5 and the 612 when they get between five and six you know well it's still mesh good I was glad to hear that thank you yeah excellent okay thank you very much thank you and I did notice the five of you two of you didn't get the polka dot memo I think that's so cute [Laughter] all right so just just to get this on the record next month we will be bringing this back for Action um the recommendation will be to purchase the 612 special education curriculum pilot did this past year uh for the amount of 155 635 dollars that will be paid for through our sr3 grant I
100know that that's already included in the application so uh once it's approved we'll be able to to move forward that purchase and uh again what we just heard is we'll get it in relatively short order it's really awesome really short ordered okay we move on here to action items and the elementary handbooks common pages Jeff and Jeremy will present for us move approval of the common pages for the elementary handbooks and secondary handbooks so just so I heard it and I'm good I also make sure that I get the motion correct is this to approve common pages they're the same yes just so everybody in the audience understands Elementary and secondary comment pages are the same your motion was to approve both Elementary and common at the same time which is fine with us I
101just need a second the second support all in favor I I pose the same motion passes thank you we go on to secondary handbooks coming nope oh you did both of them well aren't you snazzy a second time there we go all we have now are board comments anybody have a comment enjoy the rest of your summer thank you for becoming this has been very interesting thank you I've really enjoyed curriculum myself and I am just thrilled that we're putting money where our mouth needs to be excellent I really appreciate your time and I really appreciate you people coming and sitting through things that I'm sure the most exciting thing you've done in your whole life is listen to common pages and handbooks and Elementary curriculum um but thank you very much anybody else comment
102from board I really enjoyed again thank you absolutely excellent okay let's go on to our calendar we have two items our regular board meeting is August 15th again in the media center at 5 30. and there's an all staff welcome back the 22nd at Jackson high at 11 30. and that's all staff District all staff so that's always fun okay at this point I will [Laughter] support who's gonna support who supported Maryland Dad okay uh discussion those in favor aye thank you good night enjoy the rest of your July everyone this is