Board of Education Work Session - Mar. 4, 2024

001e for e good evening everyone it is now 6:32 I like to call this meeting to order Mr boo will you please lead us in the pledge 4.01 Schoolboard recognition Miss D um during the month of March communities across the state will honor the dedicated service of their local Board of of Education during school board recognition month we should put these in front can they go in front sorry I'm just talking go ahead uh so during the month of March I'm GNA repeat some of what you said Miss Shar um during the month of March communities across the State honor the dedicated service of their local Boards of Education School Board recognition month is sponsored by the Missouri school boards Association tonight we are recognizing the dedicated energies and countless hours devoted by our Kirkwood

002School District Board of educ ation these public servants are elected by local constituents and do not receive compensation for their tireless efforts the goal of this celebration is to build awareness and understanding of the important function of an elected Board of Education uh which plays a huge role in communities and schools all Missouri citizens are asked to recognize the important contributions of these men and women and focus attention on the vital role these public officials play in the education of Missouri's children tonight each member of our Board of Education received a giant thanks in the form of a giant greeting card decorated by elementary students from throughout our district with that um if you guys don't mind can we get a photo I'm thinking if we could just come around to the front here yeah

003I think that would be cute they had a whole month in three two one in three two one thank you and thank you all right thank you very much pleasant surprise all right next up is 5.01 state of the equity task force report uh Dr map or you going to queue it up go ahead while Dr map is making his way up front um I want to make sure just to remind the board that uh when Dr map presented the Staffing report in December at that time he made the commitment to come back to the board this month and give a state of the E educational Equity task force report I don't want to steal too much of his Thunder but the time is right uh and it's a good time now to revisit the

004report which is from 2016 um he's going to spend a little bit of time talking about the things that have happened um the good things that have gone on um as a result of that report and some of the work uh even before 2016 um and then uh really use that as a launching point for uh to talk a little bit about a process he's followed and then finish it up uh with some the focus that he sees from his role of the task force moving forward Dr Matt thank you DR or uh good evening Board of Education president churn um I believe a happy birthday to Doc uh director Andrews happy birthday today um we wanted to take some time and bring the board up to speed on where we are in terms of

005moving forward with our educational Equity task force um and so we're going to take some time and go through what I have to present present to you um and I welcome you all to ask some questions at the end and and just kind of think through and see where we are uh as we as we go through this report here today so um to get us started of course we want to start with our strategic plan and as we talked today I want to remind you that all of the work that we do and the things that we talk about today are definitely going to reflect back here um the things that are in the task force report the things that we do in relation to task force report are all things that relate to

006our annual goals and the things that we do within our strategic plan um and so we will Dive Right In in terms of the report which goes back to 2016 and so yes that is now eight years ago um and so this report is linked here and I wanted to just kind of highlight some things from it which is that this report actually comes from work that was done in a smaller similar groups that were convened in 1990 and 2003 those reports all focused on uh unfortunately a disproportionate achievement in relation to our black and African-American students compared to White students in our district and so this is not a new problem this is a problem that uh our district has seen and worked through um now as you can see over 20 years um

007that we've been focusing on this and so there are seven objectives that were outlined by the task force in 2016 and those objectives are what you see there on the screen now um from this uh we're going to really kind of dive into where we as an organization have seen progress over the years um I will remind you that I see Equity work I see the work that we do to learn better about ourselves and how we become better people as continuous work um it's not something where you will arrive it's work that you have to be doing every day um and a culture that you have to set and I think that that's the biggest thing that I hope to continue to have happen across our district is that we focused on our culture

008and we focus on how we continue to improve that culture so I want to start by outlining uh one of the objectives 1.4 which focuses on how collaborative conversations and work um impacts our schools and so the Highlight that I want to give is the the equity and Justice Academy and character education um we now have three schools at the end of this year that will have been through this year-long process where the building leader and then four or five members of their staff work to think about equity in their buildings um this looks like opportunities to connect with uh teams of the same model around the entire St Louis region there both middle schools high schools elementary schools that are all part of the EJ's program and so every year there's six or seven

009schools that are part of it we've had two both of our middle schools and then one of our elementary schools went through it within the past couple of years um and so one of the things that really comes out of it obviously is just the opportunity to collaborate and talk about what's happening in equity in their buildings but also see what's happening in other buildings that they are they're working with as a part of as well and so being able to see that collaborative opportunity and thinking about what are the next steps and how they move their buildings forward is a really great way that our buildings get to think about and see Equity come about in their buildings through this process um the other thing that I would bring to light is work that

010this board has put together uh supported um in the form of our education Equity audit and so we talked about from there the four things that uh beloved gave us to focus on one of them being shared voice and shared power and I think that that is very evident in being able to have this process part of the EJ's process is incorporating student voice and incorporating how things like clubs things like Affinity groups things like all those things that create the culture of your school how you continue to improve in those areas and again how that happens to be improving in other buildings around the St Louis region as well so looking back um I'm going to look back and you'll see a few slides slides that you have seen before and they're specifically um

011from our most recent work session um where we talked about where our things are in relation to the work for this specific school year and so I would just again highlight the things that we've been doing to focus on belonging specifically for our black and African-American students and even our families um that includes things like Affinity groups that are opportunities for staff and for students to be able to feel seen valued and heard in our communities um things like clubs that are able to be much more robust and able to be specific to what students interests are and then just that intentional conversation and focus um I think that one of the things that definitely the report talks about is the importance of centering the experiences of each and not just an experience of a

012of an all or an overall um and so being really specific and intentional in that and then um we've also had a group um uh keep cha chaos which stands for keep healing and overcoming struggles that has worked with our high school students to be very specific and intentional around looking at how the culture and environment is at the high school and how we continue to be reflective and responsive to the things that happen um and so we're very excited about all those things moving forward and how they will impact belonging um for each of the students throughout the high school as well um one of the things that is in objective 1.7 is specifically looking at Best Practices and uh recommendations from other organizations to further gaps in our work and opportunities for growth

013um we had an opportunity where a number of our staff members were part of the state of black educator Symposium and so learning more about how our region continues to see areas for improvement and how we can look at things around best practices to help move our work forward um and so we are very privileged uh to have an opportunity to be a part of that work and to continue reflecting on how we address the things that need to be addressed within our district um real quick I'm going go back for a second thinking about some other things there um I've also had Le LED opportunities for staff to participate in the book study of the book called teaching for black lives um which really looks at a number of historical things that we don't

014unfortunately teach all the time in education um and helping our staff be able to be learn more and be more reflective on those things throughout the um their work within our buildings and so that's a very important piece to me an opportunity for our staff and so we'll talk a little bit more in the future uh slides around not just the things that are opportunities that are voluntary but also what are the things that we know everybody needs um and so that includes thinking about things like conversations around bias again we'll go a little bit deeper into this but this is something that we have had opportunities um Dr Williams within our uh C cni team and myself have worked with some buildings and looking at bias and thinking about how that impacts our classrooms

015and how that impacts our Educators and how we can use that to be able to help us guide us into a better Direction moving forward so the next one looking at our data teams and protocols and thinking about how we are again able to be very intentional around each student um this is something that definitely you know it's in our strategic plan very clearly um and the couple of slides that I will look at we will look at specifically look at um math and reading and looking at that typical to aggressive growth and so thinking about our things that we have in place like our plc's that have worked very in very specifically around Network this year things like our mtss processes that continue to be very aligned to that and our problem solving teams

016that happen without within each of our buildings as well um we also have our again looking back to our educational Equity audit it talks about Audits and access as another piece and language as another piece and so those things being interwoven into how we continue to support making sure that each student gets what they need in terms of the responses to achievement um and so specifically I think about and look at um our again that typical to aggressive growth in the area of reading and in the area of math um you know we will definitely continue and you can see the numbers there so we can be very intentional around where do we have room to grow um and as we see those things happen that's when we continue we will be able to say

017that we are truly achieving that educational Equity that we are looking for um and being able to make sure that we're seeing that growth will be the way that we know that that happening for our students um looking specifically at 2.1 um Audits and uh Pol of policies and procedures um the board worked uh thank you the board worked last year to approve an opportunity for us to look at our J our student policies um and then the Board of Education was able to approve two policy changes last year uh in regards to our student policies to make them more Equitable and again make sure that we are not having harm or unintended consequences um now looking forward looking at our G policies or our Personnel policies to again do that very same work um

018again being very intentional around where do we have room to grow um and being reflective on how we grow and to make things better looking at expanding Early Childhood opportunities um very very big piece of this report and definitely something that we have progress that has been made um looking at the new rooms that have opened at KCC within the last month um having removing all barriers to early childhood education and expanding opportunities for those financial Partnerships with the district to be able to really make sure that kids aren't starting behind um that includes another opportunity that we started last year um last summer having the kindergarten jump start opportunity for families and kids who have not had the opportunity to be in kindergarten um or had not had Early Childhood experience um and then

019again even being intentional around the early year fests which we started last year opportunities for us to connect with our community um and just have Early Childhood students be able to come and be a part of our at our Turner building um a part of the work that we get to do and and just connect with our community and be very intentional around that area of belonging um specifically 2.7 uh outlines uh the role in which I get to serve in our district and so I get to now be the second person that has a a district level position in the district um where we get to focus on the work of equity um three things that I can give you very tangibly that my role is able to do as a full-time employee is

020to be able to bring things to you like the quak building leaon um when I look at that idea of belonging for staff and again it's not just our staff of color that's where our focus is but even for all staff and making sure that we have opportunities for belonging opportunities for reflecting on how we improve um the work that has gone into that is definitely something that this role has been able to allow the time to be able to really focus on bringing that to us um looking at our parent Equity groups um I can tell you um that I've had a number of conversations with many of our parent Equity groups over the last couple of years I provide opportunities for them to connect with each other um on zoom and then to

021even hear about um the things that our district is doing and allow them to be able to connect to the Dei goals and the things that we are doing as a district by having that understanding from hearing from me directly and so um very evident opportunity for us to connect with our PTO and connect with our um and connect them with our buildings and and how we continue to further the district's Mission um and then finally really just that opportunity to be in buildings um those of you who know me uh know that I spent time in buildings here and just to be able to really focus on the idea of equity and inclusion on a day-to-day and kind of provide really kind of on a spot coaching for our administrators um as they're dealing

022with issues that are Equity focused and that are Equity based um have being a problem solver being a person to connect with them and think through those ideas of where they need support um on a day-to-day basis is something that I'm able to provide by being available to them in the buildings as well um some other ways that we have done this work of making sure that we connect with our broader Community um include Consulting with some outside professionals as well again we talked about the audits a couple of times and area specifically of restorative practices um we've had the international institute for restorative practices and uh Eric Butler from Talking piece that have both been very intentional around us being very supportive and thinking about how we move next steps with restorative practices um

023and then opportunities to connect with pedagogy and action as well um supporting buildings and building leadership teams as well um to be very specific and intentional in that work um of supporting um areas of equity and really being intentional around what that looks like to move um achievement 2.8 looks at our uh District Foundation uh and specifically it outlined the support of the task force to close opportunity gaps there we've been very fortunate um last couple of years we've had donations uh from a specific family in regards to uh their family members who they wanted to remember through specifically donating to the K talk scholarship um and so being able to help them support them in doing that um the tman store has been very intentional around doing a Black History Month um store during

024the month of February so that they can also get those proceeds that then again go back to the K scholarship and then um connecting the scholar or the foundation with diverse staff members to be able to support um their scholarship committees interviews as they've been doing um even more recently um making sure that they have some diversity in that group um in 3.1 being able to have P intentional and persistent two-way communication around the task force um this is definitely I would say this is definitely where I see a lot of opportunity for us um we do have the board appointment committees part of our website where people can go and be able to look at the information of what we do but even this presentation tonight is an example of one of those opportunities

025for our community to see what are we doing in the area of equity um and to be more transparent about that and I think that moving forward we can do more of this opportunities for people to know um and be more transparent in the things that we do in the area of equity and that we are doing to make sure that our students are seen um and see that their uh achievements are things that we continue to expect from all of our students um looking at 3.4 establishing opportunities for families of color to engage with our buildings again um our PTO have been very intentional around this um two of our PTO have had PTO meetings have had or are soon having them at the Turner building uh to be able to make sure that

026they can be closer to the community if there are community members in their uh their part portions of the attendance area that can would like to be there um we have had I would say definitely an increase in our parent Equity groups just having them visible um having them be able to connect with their communities and be able to really uh provide opportunities for students to be able to be uh or families to be able to connect with their buildings um and then finally I would highlight the fifth grade fifth grade student Affinity Gathering um it happened in May of last year and we are already making some plans for next year or this year's as well um for fifth grade students who are students of color across the entire District to be able to

027come together and just have a meal and see other fifth graders who are moving on to Middle School um and see have that Affinity space and so was a great uh event last year and definitely one we look forward to as we move forward next this year as well thinking about our community um looking back to how we continue to Foster this opportunity one of the most uh highlighted ways uh some many of you maybe saw over this past weekend in terms of many cultures one Kirkwood um a fantastic way for our community to be able to see who we are and all the different ways in which we show up for one another um just yeah it's it's phenomenal event and one that we definitely highlight um thinking other ways that we partner with

028our community um we have heart-to-heart tutoring that uh does tutoring over in mein Park and also at Robinson as well um many of the different churches around the region that are working to connect with um and be part of the work as far as seeing students be have achievement um continuing to connect with the me and Park neighborhood Improvement Association unfortunately their meetings happen on Monday evenings and so most of the time that we are here unfortunately uh those are times when they're meeting But continuing to connect with them on the events that they have um and being supportive of them is something that we definitely continue to do um some of our other local organizations s like ketchup like Horizons like um our MLK celebration that we connect with our uh community over with

029the uh the soci social justice Coalition for Kirkwood um and other community members to put on that event at the high school um just continuing to see more and more work that we continue to connect with our community um thinking back not want to go too far in the the memory but um even being very intentional during covid times of having shots and testing available at the turn building to be very um ex be present in our community and know that they are part of Kirkwood and that they are um they're valued and that we we see them um and so from this um we took time and this actually this picture is actually from um a race lighting professional development that Roberta and I were able to lead uh in our one of our

030preg sessions last year and so um I definitely want to highlight and bring to light just some of the people who have done this work for very long and in this District um I mean and you all even thinking back to even some of our board members that have done this work very long in this District um this is again I look back it's 2016 it's 2003 it's 1990 this is not it's not new um and it's something that we have to continue to be very intentional around thinking about our next steps and so um as we prepared for this work um on January 31st I led the education task force through a protocol where we basically said okay we have these seven OB objectives and we have all these outlines things within those um

031we can we can continue to put things on paper that we look good and that uh we we say we will do and we can also think about what are the things that are attainable what are the reachable goals um what are the things within that action steps that we can take um within the work that will that will show that this has happening um and that's what we're going to focus on moving forward um so looking at our objectives we pulled out again specifically I had the committee Rank and we pulled out what are our areas one area within each objective that we believe we need to put the work forward um and this one was the first one 1.2 um that aggressive Outreach and um learning from those within our community um one

032of the big ways that we see this it get it is it is within our strategic plan um it is something that we have done in terms of even think about our idea lab for example um we had students we had uh nurse practitioners who were from uh I met at the me and park Improvement Association um in the fall and they came and presented to students at uh in the idea lab to talk about their careers we've had other women being again very intentional around our goal of women and people of color supporting that work um being a part of those opportunities and connecting with our students so that they can see where the future can be for them um continuing to have those administrators uh we talked about the work that uh Dr

033Fields and myself have been doing this year in terms of our HR and Dei conversations with principles I'm continuing to move forward with our keys work to be very intentional around where these Equity opportunities within that um as we move forward within those next steps with those those documents we will continue to highlight where those things happen um and where we have up room for our Dei pieces to come into those those roles um one of the other things I would highlight definitely again thinking back to ways in which this position makes a difference um I get an opportunity once a month or so to meet with Dei directors across the entire region um and again just the Ser same conversation of what we talked about with ejs the opportunity to hear about how things

034are going in other districts think about what things we can continue to do better um and really provide those opportunities for growth um and just and connection um is is really powerful for this role um I would again highlight um you know where where we would see the work of this these two things happening um is a true change in our school climate and our culture um as we move to make sure that those things happen um things like the you know the belonging sign that you that we have here in this room in this space um things like restorative practices that can truly have given time and given truly the support that they requires can shift culture and shift the dynamic of the space um that is where our work is and what we

035plan on continuing to do through having that intentional Focus um one of the things that I would definitely highlight is again um we had the international insute restorative practice come in and support the ICL coaches and myself to be able to be trained people to be able to lead restorative practice of work um RCL coaches actually LED professional development for all of our counseling staff social workers and um educational support counselors uh a couple of half days last week and I could read you all the feedback but in short I would say it is it was phenomenal um the staff was very pleased to be able to spend two half days out of their space learning better about how they continue to do this work um and it leads to us thinking about again how

036do we continue to create these opportunities for that learning for our administrators and for our teachers as well so that again the culture shifts it's not just a few people know how to do this work but how does everyone know how to do it and how do we make it truly the culture in which we are living in our buildings um looking ahead um to 3.2 um looking at those in the African-American community and Leadership to understand issues experiences and feelings that impact and inform District efforts um and then 4.3 looking at highquality training for all administrators to ensure they're prepared to lead in the work um a couple of things that I would definitely bring light to again both both of these are very clear and evident in our strategic plan um they are

037things that we have as a focus and that we have put um our work behind um looking at the opportunities that I get to lead with our administrators um for example last summer um I read with them a book um because we as adults even need to have opportunities to be read too uh read aloud is not wrong for adults either um and we read the RO the book Steamboat school um which specifically talk about how black students weren't allowed to be taught in schools in the state of Missouri nor in the state of Illinois and uh John me John Barry meum um said well I'm going to put a school on the water because the water is not in the state of Missouri it's not in the state of Illinois um and so those

038were opportunities and areas in which we have to be reflective of that's those are the that's the ground we're trying to till that's that's where we're trying to come back from and that means that we have to be willing to confront the things that are are here um I will show and look back 2016 we said focusing on bias privilege identity and understanding diverse cultures um being able to very be very intentional in that work um is something that we have to be able to do and so for our administrators um having them attend the leadership and racism Institute uh for both this summer and next summer all of our administrators will have done that over the next two years um and that is that's the work that means that we can we can expect

039that um where we can confront our bias confront our privilege confront our identity and see how it impacts the work that we do every day um and being very intentional around how does that them play into their work every day and how we continue to reflect on that to continue to move us forward um again as we see those things improve I believe that we will be able to see that belonging for our staff particularly our staff of color um will be something that we will see improve through having opportunities Dr fields and I and our HR and Dei conversations have had our principles do some stay interviews and better understand what is what makes people stay um and through those conversations we can build how we continue to support staff um thinking about staff

040development and conversations around Equity um being very intentional around again those four areas that were just outlined um and then I look back even thinking back to our the teach to lead work um Dr Fields and I took a group to Florida a couple years ago to uh focus on where are we seeing opportunity in the area of teacher retention and recruitment um and we talked about our work with KT talk we talked about we've had this exist in existence for six years and then from that work is kind of really how we even got to this idea this building liaison piece of how are we going to continue this work forward it can't just be one person that does some belonging pieces a couple times a year how do we make this something that

041is continual and that again changes that staff culture um PD that I had an opportunity to be at that State of black educator Symposium had had this quote that I felt like was really really impactful Dei misfires when there is a gap between leaders as organ leaders or organizations's outward commitments and their inward beliefs or courage to do the ongoing work um and I I believe that we have very good things in our task force report and I believe that the the the change that needs to happen in order for us to move forward is the change in the inward beliefs and the courage to do the ongoing work um and so as you see the things that we talk about doing it's around how do we do that culture change how do we get

042those inward beliefs and courage to be able to do the things that we know will make the difference and not just look at it on paper um looking at 5.2 all staff being able to participate in ongoing fresh development to promote again I will say as it says they'll shared understandings around bias privilege identity equity and cultural competence um these were things things that were evident in the work that we said in 2016 um and so if that's going to be evident then then we have to be willing to be make it evident and that that's what we're doing now um and so being willing to say as we look back again at our Equity audit um it talked about that area of belonging and so if we're going to have belonging for staff of

043color then we have to address these things um that get in the way of Staff of color being successful in predominately wide spaces um and so being very intentional around how we look at our 6.1 curriculum for example um and how we are able to Center The Importance of Being represented um and being seen and valued in the spaces in which we operate with our students um it's going to make a difference again for our students it's going to make a difference for our staff um it's going to make a difference for how we move forward if we can allow that culture to be something that we can realize um and finally um looking at again having that change in that belonging again that culture shift I believe believe we'll continue to see these things

044continue to improve and we look at how well do you belong feel like you belong at your school again this is specifically for all students and so seeing that culture shift across our buildings I believe that we can see that happen that Improvement in those areas of belonging for all of our students moving forward our staff and our teachers as well um the last area um and where we said that we would like on to set priority is looking at our discipline data and disproportionality um we looked at and talked about um before um thinking about how bias gets in the way of how we uh discipline students how we respond to situations and so again having that restorative conversation having those restorative opportunities allows us to be able to again take that inward look

045at ourselves how are we contributing how do we make sure that we are being responsive and learning more ourselves so that we can always be the best for our kids and not always just expecting them to change um and so as we continue to focus on that one thing piece of data we looked at before was that our black and African-American students and students with IEPs and our goal to make sure that we reduce those number of office referrals um would begin be an area that we would want to make sure that we continue to see improve um so as we focus and move forward um I really would I would I would bring forward these these recommendations these areas in which I believe that we as a district can focus in to make sure

046that we are focused on our students from the from the place of this educational Equity task force um and that is to have inclusive learning environments committed to the success of all um and I believe that that would happen when we have students the number of students making typical to aggressive growth will continue to increase um again there's no arrival place there's just the fact that we want to always continue to see growth and so we have specific measures where we look at and pull out students who are black and African-American where we look at students with IEPs again continuing to see that growth increase is what we would expect to see if we're going to have inclusive learning environments Equitable practices uh policies and systems continuing to look at our policies practices and systems

047and again conduct those audits that we we don't have time to do in a house um and that we have an opportunity within looking at organizations that can do the work that do the work Across the Nation to continue to be looking at how do we continue to do that work better um and look at where we have room to grow um and then finally looking at all staff being able to meet varied needs of students um this looks at and it means that we have to be very intentional around our professional learning um we have to be very intentional around looking at those pieces that the task force report of 16 looks at and looking at bias looking at privilege looking at identity equity and cultural competence and making sure that we are responding

048to where those things happen and how they improve the outcomes for our students each and every day um and so finally um I will end with this quote um which is that we can lead a school that is racially and economically diverse but if our diverse school is full of racism and class inequity we can't say it's Equitable robust healthy diversity and inclusion cannot exists without equity and so we have to be Equitable we have to be responsive when we have things happening that are not at the best interest of kids um one of the things this this book uh Gorski and swallow SW swall Well's book um is fix Injustice not kids um and so we have to be willing to say that we have students in our schools and we owe them the

049best that we can give them and the best that we can give them is Justice and so our goal is to figure out how do we make it the most just education that they can have so with that I'll open opportunity for questions uh turn it over to uh to president shurn thank you all right I'll start to my right Miss Motika thank you for all this Dr Matt um a couple of questions and a couple of comments um thank you for including the numbers of students needed to meet the goal um I know we've talked about that before with in a whole bunch of different reports and that really really make sense and credit to the team for that I can't take um and I love how you were um you kept talking about

050intentionality and and aggressive Outreach and I'm I'm very excited about that um I really like the way that you are using the Turner building to reach out and to connect to the community with having PTO meetings there I love the fifth grade Affinity groups um I know a number of years ago and I'm not sure if you were here then um and I know because I participated in them as a member of um the Kirkwood Human Rights Commission we did Equity walks at the schools and as a as a community member I found it really interesting and I'm wondering if anything like that is happening or on the horizon um to see I think it'd be interesting to see how they've changed since I wandered the Halls you know six years ago um and so

051that's just a question for you and both of the books you mentioned Steamboat school and fix Injustice not kids are there copies of that available that I could read I would be happy to make sure I find a copy and and get one towards you absolutely thank you absolutely thank you thank you you for all of this it's great did you want that question answered or the Wy walk or was the word yeah and that was definitely something we and actually looking back our uh task force did courageous courage ladder at the end of last year and one of the pieces from that was even our Equity walks and so I do know that that was something that was done it was prior to me yes but definitely um something that we we can continue

052working towards we talked about looking at what are our look forward and how do we create that um one of the things that actually KCC had uh an outside organization come and do an equity walk of their building this year as well and so we can definitely um and and I think it's it's reasonable um to make sure that we again how do we get our community I think I think like said a good way to get our community involved in that as well all right Mr boo um so I'll start with just the concern obviously the teacher belonging numbers are not where we'd like them um to be and I know that's a focus of yours too and of the administration so I appreciate that and uh look forward to seeing what more we

053can do uh on that and related to that but to the whole presentation I just would encourage us um to be willing to uh try more things even understanding some of those things can fail and that's fine in terms of what attemp are made obviously it's great that you're talking to other districts and hopefully we can learn from them failing instead of from us failing that's always the better way to go but uh to not be afraid to uh try some things and maybe they just didn't work but that means that we're uh trying about the right number of things instead of um just trying to make sure that everything we do is perfect uh because obviously the the end result the outcome of uh what's going on with the kids and with our employees

054is uh more important than any particular one event or or thing that we try thanks Mr Cathy yeah I appreciate you um weaving in the data because I believe I'm paraphrasing you probably a direct quote but you said if we see the growth in the data we know that what we're doing is working right so I think that's that's great to see that I think your last Focus area we will ensure all staff members can successfully meet the varied needs of diverse Learners I I think that wraps it up perfectly um to me and I want to kind of bring this back to last week when we were here getting the exmi information um this is just a comment um and I'm far from the expert but where my mind goes is that's kind of

055two pieces you spoke a lot about providing our teachers with the knowledge skills and abilities to do that work the other piece is do they have the time and the capacity to do it and I think that's very important so to wrap it back to last week again I'm just offering this as a thought we had a lot of data comparing ing to um both local and comparison siiz data um districts in the state it's important to know I mean are those districts doing this work do we have the same expectations of them as we take the information in from E exmi and I understand we'll take that in and formulate our own kind of final assessment that's a big piece of it do our teachers have not only the knowledge skills and abilities to

056do the work but the time and the capacity to dedicate to doing it um so I really want to drive that Point home [Music] um the last thing that that came up was just the the keys so the evaluation system so it sounds like that continues to be in in the works will that be something that comes to the board when it is finalized and and rolled out I'm just curious how potential changes in the evaluation will will look in the future as part of this work bringing Dr Fields up to give some light on that good evening uh Board of Education also happy birthday um Miss Andrews um essentially when we talked about this being the first year for collective bargaining that was one of the top items that we had which is looking

057at the teacher um evaluation system if you recall there was a committee that was formulated last year we did a lot of great work and then this notion of collective bargaining did come into play and so now that we have completed our first collective bargaining agreement uh which deserves celebration I might add um we are looking to have conversations about what will the teacher evaluation sound and look like um essentially we've been in Partnership having conversations about that but when you say it's part of this work this is a separate piece and that's going to be an element that we're engaging with the teachers union about and so that would is that separate from keys so Keys is specific to administrators am my understand that correctly is it's all the same it's essentially all the

058same it's the evaluation system that we're looking at Okay so if I'm that's still work being done and it won't be finalized I'm hearing until it's correct wrapped into further correct collective bargaining negotiations correct got it okay thank you absolutely uh Miss Andrews okay thank you for all this um as you said Equity is a journey um that always that we're always growing and improving um with that said we also know that this work doesn't just happen um we have to be intentional and we know that there are specific areas of focus um that we are focusing on such as anti-bias training um implicit bias um and we know that everyone's on a different in a different place um but my thing is is we have to ensure that we have a plan for our

059staff and that our our staff's being um trained where they are in their journey and what areas we want to train our teachers and staff on um and I've said this multiple times um about in my head how I look at it is a road map um because we're all on different places on the road um but without a road map we have situations like we're kind of currently in which is um we have years um like for years ago we um really did a huge investment in in chrai Holly and if you were lucky enough to be part of our staff during that time you got trained in that but anyone who has been hired from that point on has not received that training so if you're new to Kirkwood you haven't been trained

060in that um I look at I think it's great that our administrators are going to um to the oh it's escaping me now the leadersh okay the leadership and races Institute um but if if we hire someone the following year that person wouldn't be wouldn't have that training we have to have an intentional plan so that this work gets done we can't leave it to you weren't here that year so you don't get trained um I don't know how how to do that um I just know that it's got to get done and I I would I would definitely say that's a focus of what I would say we have here is it's not it's not a it's not a training it's an Ono yeah I mean that's it's a journey but at the same

061time it can't just be you're on a journey this journey has because we know what the components are of the journey correct and so so I guess I'll get off my Soap Box on that one um so I guess what I would just like to see going forward then is a plan that I as a board member feel confident in that if I H if we hire a new Kirkwood teacher that that new teacher is going to see receive some type of training because we're going to be expecting that teacher to be successful um so that's I I'd like to see kind of that nugget of road map or whatever um my other question is what role um with what role do you play with our our Dei groups at um at the schools can

062you speak a little bit to that do you uh you mean specifically Affinity groups or no I'm thinking the parent groups oh um so I mean again I would say mainly as a liaison to help them know and understand our district strategic plan um and then just being able to be a support and connector for them um I think that they have opportunity I I they it's important that they get to connect with one another um and work collaboratively to do that work and so um again and so one of the things at the secondary level for example um they're to my understanding there are parents who are working together at all of the secondary buildings to be able to be a parent Equity Group and have that opportunity not specifically in each building and

063so those opportunities are ways that again we provide the opportunity for them to connect and know each other so that they can do the work together okay yeah I I believe that you can be uh a great connector like you said with these groups and it's um and give some guidance and directions thank you Miss Pangborn perfect thank you Dr map um I really appreciate the recap on the progress to date I think it was really thorough and recognition of the work that's been going on for a really long time I just I really appreciate it and I think to that point I think you know one of your you know what we are going to do better on is more communication and I'd love I'm I'm excited to see what that looks like right

064I I don't know if we've always we've celebrated small winds through the way but how do we celebrate all of this at once because what you presented tonight was really strong so I don't it's not really a question just a comment but um it just really hit me um I also really like that you asked um the equity educ educational Equity task force to prioritize the efforts I think that really says a lot about setting a strategy here to make more progress building on what we've already done I I I just wanted to highlight that um and and um I guess I have a couple of questions maybe but during the equity task force hiring um presentation that you gave a couple months ago um you talked about having State interviews have is that do

065those fit in any of what you presented tonight yes so Dr Fields and I have continued to follow up with our buildings on the state interviews that we've had building the principles conduct um and so basically we're we're we're getting that data together now um and then we'll bring that to the the board but in short um just hearing about you know what what makes people stay um and then what are their concerns that that that need to be addressed for them to be able to stay as well awesome okay yeah I look forward to seeing that I was excited about it then but again just seeing how that can fit in here um is is fantastic um and then similar to miss Andrews I did have a question about onboarding new staff and I

066just I like what again you're noting especially it looks like it's aligning with task 5.2 in professional development but I do think that's a really key you know in intentionality that we're carrying forward constantly um so I two other questions my first is you mentioned that there's an affinity group before for fifth graders going into Middle School um you know to just get together meet each other is there that opportunity for 8th graders is going into high school so that specific event was brought up by one of our social workers that led that charged to be able to do that um we have not had something similar that that we've had anybody lead for for e8th grade but definitely I can I can look further into um if anybody might have interest in doing that

067I just as kid in eighth grade you know eighth grader just like huh that that's kind of an neat idea um again two big transition years so just thought it was a really cool I sounds interesting um and then my last question is um on your last side you said ensuring the needs for diverse Learners um and really again sorry let me go to it so I Stay my question right um You you yeah uh yeah staff members can successfully meet the very needs of diverse Learners so um in your in your discussions through the task force and the tasks that you identified as priorities are you coordinating with like curriculum committee or cni to really be thinking about what diverse learning looks like it means that's definitely something that um I would say I

068do it and I would say there's room to improve um I definitely work with our curriculum facilitators to support them anytime that they bring something out but I think it it it's also right the work that we do to as we talked about the aggressive Outreach and so I think just being able to connect more regularly and intentionally with that is definitely continue to be a growth area for us I would say yes okay and I think as there may be opportunities there to bring forward for our teachers for for training or again what could come out of that I would love for that to come to the board personally toar he about those opportunities to help our students so thank you Miss Bernardi well thank you thank you Dr M thanks for acknowledging the

069people who've been on the task force for many years so I appreciate that that that would be me and I've seen a lot of work and I very much appreciate the engagement and also as Miss Port Said the communication back out to the community but one thing that always remains the same in all these reports is closing that opportunity Gap that achievement Gap and one thing that I noticed you showed was aggressive growth and math and reading for those students and you also mentioned Horizons so I have to connect the dots there because I so appreciate the district's partnership with Horizons and looking at how those students have improved and so I think you all know what Horizons is because I talk about it all the time so it's a six- week summer program for

070students uh free reduced lunch eligible and behind a grade level in reading or math so this wonderful program is for all our Kirkwood students so I just wanted to invite you to look deeper into that data and correlate perhaps how effective that Horizons program is for those students because as you you've shown there with some green squares it um it is working and I know from The Horizon side I I've seen the impact that it's had on the students as well um and I also want to thank you for reaching out I always see you at all the community events at Mee and Park neighborhood Improvement Association and it's always nice when Kirk with such a great community that we can connect together and then let people know what what our wonderful district is doing

071so thanks for that and I just have one more thing about just one it's a different topic it's quick I don't I'll talk really fast but your office referrals and discipline policy so a few years ago we restructured the discipline policy and went to restorative practices which you mentioned and I I know that we used to talk about the school to prism Pipeline and many years ago we made a commitment to eliminate our um referrals from K through too and I just want to ask you an update on that cuz it's really important and you never want to lose sight of how impactful that work is and that I would have to collect that data but I'd be happy to look and make sure that we do that um I do I mean I recall

072I think I was coming in the district when that first announcement happened um that that was something that we were expected to do and so yeah I again it goes back to the conversation we had before of like is it just a training that we say oh this year we're not going to or is this the ongoing thing um and so I will definitely well we make sure we revisit that number thank you and thanks for all the equity policy work which is very important too thanks thank you okay so I have a couple of questions and comments I share with everyone else thank you for this information page I think it's three it's the increase students and parents identifying as black in overall measures of belonging I just had a question at the bottom

073where it has the percentage of families um that took the survey was there a favorability percentage or how did they score uh yeah I think that's it yes I was just wondering so like at the top you have how the students um what the favorability was this just lists the number of families that take took it sorry so I was just wondering was there data the 83% is the favorability that is that is the 83% had the favorable response in terms of belonging really that's shocking compared to I'm just saying what I know to be true from family that's okay I'm happy to look back out of four so 27 families okay gotcha all right okay 27 families 83% 83% is the favorability response gotcha gotcha gotcha okay yes thank you abolutely and then um

074on the I think it's like maybe two or three pages the students making typical to aggressive growth in math and reading can you explain what those I the numbers are so like all six I guess that's the number of students 6 62 out of 800 yes so yes so for example and I'll let Doc miss lock maybe join me as well as we look at these um because this was from their presentation uh last month but so 662 of 842 students at the K1 level right and what's the 78.6 and the 78.6 is that that uh Stu that that area what is the where are we at currently in terms of typical to aggressive growth if if I'm correct okay correct okay thought it was fun um right so for that first row K1 right

075that was the number of students which represents 78.6 of students 78.6% are at or above oh this this is are making typical to aggressive growth the goal is for 67.2% so were gotta exceeding at this point in the game okay I'm sorry I'm not up so I just need a little help with I was looking at this like what in the world am I looking at okay okay and and just to be clear the reason that I mean because again this is data that you all had and that we talked about last month but again I I think that the work and the goals of what we do in Dei have to be aligned to the work of our strategic plan and so this is this is exactly that's where we will when we see

076that growth and that achievement that's when we know that we're doing the right thing okay um I also just had a question about the goal for office referrals and this is more so of your opinion um and I know it was it was based on I think grade levels or where is it right just total number and I'm just wondering is the having a goal um preventing proper discipline from taking place in buildings that they feel that they need to hit a number or stay below a number I I would say no and I would say that because honestly we're I mean I you know we always want to meet goals of course um but I don't know I mean I wouldn't say I think yes it says as we're on track but again we're

077we're approaching some of these areas in terms of the numbers and so um it it doesn't change how we do the how we do discipline it changes that we pay attention to how we're doing discipline um we look at what is the number and not just we give out discipline based on just whatever um it's being very intentional around yes when we have a discipline infraction that we have a consequence um what I will remind people and especially in think about restorative practices and even where where we made that goal years ago restor practice doesn't mean that you don't have discipline there's a consequence that goes along with the restorative work to restore the community and bring back the harm that has happened and so um I don't know I I wouldn't say it changes

078if people are giving discipline or if if if consequences are being had um I think I think absolutely it's still something that that we see and um and honestly I mean yeah we we would want the number to be lower but um even if we don't meet the goal the goal the point is we we have a we have a Target and then when we don't meet it we how do we continue to do what other steps we put in place we shouldn't meet it right well well in that instance and and yes but I'm saying even if we if we go above yeah then what what what what about what we did wasn't enough what about what we did didn't actually change the behavior and that that's what we want to get to if

079the behavior is still there then we have to give a consequence for it correct correct but the goal is how do we change the behavior okay all right uh go ahead did so sorry I asked a similar question a few weeks ago and I guess my understanding of it and you correct me if I'm wrong is this doesn't mean that we're not doing something which is what I think you just described so I think one thought might be as we look into next year is do we need to measure the alternative method that we're taking um and so I'm way outside of my Lane Now by asking that question but that's just where my head goes this is good we weren't seeing success with High numbers of office referrals we shifted and based in policy

080and practice and potentially maybe we need to measure where where that's gone so it's just a thought not not even a recommendation but that's my understanding of what the data means goad it's a work session um so I think that Miss shern asked the question do you think that this is impacting how people are disciplining and and your answer was no you don't think it is and I would just push you a little I would just push and and ask you have you ask your people have you ask administrators have you asked teachers um to ensure that that is not the feeling out there um awesome okay and so then the next I just have a couple of comments um one to you uh been well to kind of um you mentioned like if we

081are will teachers have the time to do the extra work and just if Equity work is done correctly and you know efficiently then it's not extra work it should be ingrained and kind of to um both Andrews and pangborn's position like if if you're working with cni on how to connect and show and teach give professional development to teachers on how to integrate equity in the classroom is while you're teaching um or like social emotional it all goes hand in hand so if it's done correctly it shouldn't feel like another thing it should just be who we are not basically what we do um and then also with the to I believe miss Andrew spoke to this um of needing a road map like I appreciate the information um but I'm still feeling like where

082what are our desired outcomes like is there a could there be an equity strategic plan like where are we and where are we trying to go and how do we get there and how do we know we're there because kind of I think to Mark's point Sorry Mr boo um a lot of these things we've been doing right um for years and so what's the new thing how are we what are our goals what are our desired outcomes um how do we know we've not necessarily arrived but we're we're we hit this Milestone let's go to the next one and I I definitely um I would I would definitely let the board know that we we do plan on continuing to look at yes what does that road map look like for our next steps

083and how do we make sure that the task force report is that road map moving forward and so we do plan on making sure that we look at you know within the next year how do we create an opportunity for there to be that that clear outline of where we're headed um and and again I will go back to and it it it will very very closely align it it goes in tandem with the Strategic plan and where the things that we're doing um if the outcomes are happening for the task force then they're happening in the Strategic plan and so that that will be the alignment of how we will make sure that that report gets to you all okay so yeah so we we just like every other department and then I don't

084even know should it be the task force still I don't I don't know I'm just thinking of like how can we if it is part of the Strategic plan you know I think that's I think that's yes I think that's the point of um of what the Strategic plan was was that it's right it yes there are the four sections but they work in tandem together um and so yeah like Equity can't just be this office and so how do we make sure that that Equity piece lives out in all of our offices and I can tell you with my with this team I I I I have no question about that um definitely they they reach out when they have questions and or or I can be a resource but again I I I

085think that we the reason that we went to leadership and racism Institute as a team is because everybody needs to have again that inward belief and courage to do the right thing no ABS it's beyond the commitment of outward what's on paper and so I trust that this team does that and has that in mind and that's why we're moving towards the next step how do we make that trust happen in terms of our principles and then how do we continue to move to that trust happening in terms of our staff and again I would I I know that the word you know it's just those two words of short to practice but if I'm being real when I I believe that when we have a culture of truly being restorative not just in terms

086of discipline but being restorative in terms of how we operate as a district I believe that absolutely we will be much closer towards being a more Equitable place for all students I 100% agree but I'm just saying on the point of like the equity task force is that it's been in existence for over 20 years so now that it's in the Strategic plan plan do we need it and then if if they if it is it's should it operate as any other committee does and they're not doing the planning or anything like you go and you present to the board or not the board but the committee and they just give feedback like every other committee you know I'm like I absolutely how is it yeah I think that absolutely that's why again I go

087back to as continue thinking about what does this look like what's the road map I I go back to the Strategic plan because I believe that that is the road map I believe that that the things that we do within the work of equity should be the things that we will see the results in the Strategic plan being coming to life um and so absolutely I think that we we can continue to make sure that we have the task force to support the work but I think it has to be everybody's work I think that yes like you said that there has to be an opportunity for us us to think about how does this get lived out in CRC how does this get lived out in budget and finance and and that's that's where

088the pieces of equity happening is when all of the pieces of our organization are doing that work of equity so am I hearing that we'll have um like a equity plan for for 20 for she 2425 school year absolutely okay we actually talked about that this morning yeah we can we can definitely make sure that this board gets that thank you absolutely all right thank you thank you all right next [Music] up oh okay I had already turned it uh 5.02 the success ready student Network update that's Dr Bailey and Dr Grana all right good evening to the board and community so we are back presenting on the success ready students network uh we have this unique opportunity uh to reimagine and reshape our education system in ways that provide better access to educational opportunities

089for every student and with this mission in mind the Missouri State Board of Education tasked the department of Elementary and secondary education with exploring Alternatives that replace a traditional time-based educational system with a competency based system and this group which we are a part of is the srsn and we are part of the sdz 2 of course all of this work is tied to our vision and Mission where every student is engaged empowered and ready for success and to equip our students with the skills knowledge and understanding to be empathetic successful and to Value all people the success ready student network is a reimagined way of looking at high school college career and workplace Readiness and the two main areas of focus for us as we continue with this work our Competency Based learning and

090market value assets our Y is truly to design a better way for each student to engage in meaningful learning demonstrate individual growth and prepare for future success so as we have shared previously there are three zones the systems design Zone which we are a part of is dedicated to and charged with creating a reimagined accountability and assessment system so the Innovation zone is for districts in the initial stages of their learning um about the srsn and the collaborative network is made up of state and Regional educational organizations and universities that are ready to support the work so there are officially 40 districts that make up the system design Zone the sdz and over 70 districts that are um in the Innovation Zone our district has been recognized as a leader in the state of Missouri

091and together with these 39 other districts we are collaborating to design a better way for each student to engage in meaningful learning and demonstrate individual growth and prepare for future success so as you can see here the traditional Missouri accountability system it's not meaningful for students it's not actionable for teachers and it's not personalized for each student oftentimes we receive map scores and EO scores well past the school year so we are getting this data and our teachers can't take any action on it because the students are really honestly not even in their classroom to be able to act on it so what we're looking to move forward um to is designing a system that's meaningful for our students it's actionable for our teachers it's personalized for for each student and it's meaningful for our

092parents and our families and what this means is that we will create Clarity for our students our teachers and our families through Competency Based learning and the market value assets the overarching goal is to ultimately shift away from the APR MIP 6 accountability system and the Missouri map test in order to do so though we will create a new accountability and assessment system so we envision that The Benchmark data that we report on now which you just saw previously and is listed in the Strategic plan will continue to be part of this accountability system while we create and ultimately take an assessment that will replace the map test and so the goal of this is to make sure that we have actionable personalized and meaningful data for our students teachers and our families so as

093you can see here our Focus for the next four years is to receive uh board approval to participate in the Innovation waiver request we want to continue to engage our district and Community um in this work by continuously um communicating with the board our building leaders and our teachers and then we want to create this accountability system that's better to support our students in learning and school Improvement and then help design a new state assessment to replace the map test which is why we are are a part of the sdz 2 so here is the timeline of our work starting in Spring of 2024 so very soon here um hopefully we we would receive um board approval to participate in the demonstration project in the summer of 24 sdz 2 we would submit this demonstration

094project waiver seeking approval to participate in the alternative APR process to the state of Missouri and then in the summer of 24 as well the Missouri Board of Education would approve that waiver and then in the fall we would begin identifying qualities of a reimagined assessment system or the map assessment and then really the next three years we would be waiting on that Federal um approval to help us Implement um this new assessment system which means we would be able to move away um from the map um assessment so I think big picture like looking at it in steps we would need board approval to participate we would then need State approval to shift away from the APR and the MIP 6 and then we would need Federal approval to move away from tap from

095taking map assessments so uh depending on the speed of those different organizations would determine when those things would happen for us so I think it's important as well to point out that whether we receive the state and the federal um waiver we will continue to do what is right for our students and we will continue to provide curriculum instruction and assessments that are aligned to the Missouri learning standards so with that turn over to Dr Bailey thank you uh as Dr granon mentioned there are some accountability pieces and the board has seen this slide before but we want to continue to emphasize this so there's Federal legislation that every student succeeds acts Essa that requires every state to have some sort of accountability measure in place for their students and in the state of Missouri

096that's the map test which really is grades three through senior year the Missouri Assessment program at the grades 3 through eight it's called grade level assessment and then high school we have students that are required to take four end of course exams algebra government English 2 and biology um what you also can see is that those areas then contribute to different levels of accountability and so there is a federal accountability that as a state the Missouri state is required to meet and that Federal accountability currently is met under map and under EOC there's also the state level accountability so when you guys remember that we presented or talked about our APR at 90.4% that's part of the state accreditation and the MIP 6 is the current iteration um and then I'm I could say I'm

097old enough to know when there was MP 1 and so um makes me feel not good some days but uh M6 as we've gone through and then the APR is a part of that and we'll talk a little bit more about that but that state piece is really leading to State accreditation so in the state of Missouri currently a school district can be accredited provisionally accredited or un accredited and an unaccredited school is um those schools that have consistently scored below a specific percentile on those aprs um Kirkwood is familiar with this and that a couple several years ago there were two districts that were uh found unaccredited and students could transfer out there are certain rules and laws that go into a place with accredited and unaccredited schools just for uh knowledge base a

098provisionally accredited is still considered accredited and so there aren't the same rules that are there and so that state accreditation really determines a lot of different factors and so it is a very important piece and so when Dr Grana mentions that we would be looking at an alternative ap please note that that doesn't mean that we would be pulled out of accreditation that is still something that is a part of that but the factors and we'll look at that on this next slide but the factors that go into determining that APR would be slightly different um the challenge with that is that as you saw there are 40 districts that are currently a part of this process leading this design work so there are 500ish or or 490 districts across the state that are not

099um at this point and so if we're looking at a a different formula to figure an APR it is no longer an apples apples comparison it's apples oranges um so we would certainly not necessarily be able to point down the road at some District whose colors may be orange and black and say that our scores are here year there compared to them on an APR um but we would certainly be able to look at how we're doing on our own growth and our own Improvement and then there's also the local strategic plan that those local measures of accountability that we put into our our place as well just so you all know part of the APR is that a school district is required to have a CIP or a strategic plan in place um and

100that's actually one sixth of the total number of points that are available out of 180 points and it uh C is 30 of those points having that in place uh proud to say that as Dr ol is aware this year we got the comment of this looks great we have no no suggestions to make an improvement from the state on the one that we submitted so we're in a good spot um but that would look slightly different as we move forward so for the board's sake and for our public sake because we want to be very transparent because one of the things that we're very very proud of often is being able to say that we got second highest or the highest or whatever something may be in different categories and so looking at this

101it would be slightly different so on your left of the screen is the current MIP indicators that are put into creating uh APR score the top level ones the ones above are all about performance data so how have students performed on an EOC on a map test and that is the success or the status achievement and the growth achievement so the top area there status achievement is has a student either met proficient Advanced or not it's a yes no on that what's the percentage of students that that are proficient and advanced for all students and then for subgroups and those subgroups could be based on uh race or IEP status or free reduced lunch status or whatever those PE might be that's lumped together growth achievement is one of those that's probably the most confusing

102to explain uh but it basically is looking at an individual student taking a map test did they make growth from the prior year to the current year the challenge is that there's a very complicated algorithm that the state looks at to say did they make growth or not not and in some cases they're looking at an English test compared to a social studies test because there is no prior social studies and as Dr granta mentioned all of those tests come far after a teacher can make any instructional moves uh to do anything when you look back at the original intent of the map test it was originally intended for districts to get a pulse on their curriculum implementation and how their students are performing on standards not as an individual student measure uh and that

103was with the previous uh No Child Left behind but then with every student succeeds it had a bit of a shift and it becomes more of a student measure um which again it's hard to make individual shifts for students when you're getting those results September sometimes later um and students aren't even in those classes anymore so that that is certainly a challenge and then you can see success ready students I know that sounds a lot like what we're talking about but that particular category is what are students ACT scores dual credit scores um are they looking at college career sorts of pieces it sounds a a lot like what we're looking at actually today but right now that does make up 10% and then graduation rate pretty self-explanatory that is a fouryear fiveyear six-year or

104seven-year graduation rate uh based on whichever number is the best the reason why it goes higher than four is because we do have some students that stay in high school in order to participate in special education programming Beyond uh age 18 and the state didn't want to hold that against a district for having students continue in that and then a follow-up rate is the it's only 2% but it's the one I get the most uh frustrated about personally as a former High School principal what the graduation follow-up is is that 6 months after students graduate we call them and say what are you doing right now with your life are you in a two-year College four-year College military work and then we get scored for what they're doing after they're out of school so that's

105the one reason why I get a little frustrated because we have the least amount of control but the goal is that you've done a lot of planning to help students land where they're supposed to land and that's what really a huge focus of the success ready student Network work is is are we getting kids to the place that they had intended um that they get to the bottom part we won't talk too much about not a lot of that is necessarily going to change when we move forward with some different systems but a lot of that is kind of the district documentation and the district planning processes that we put into place so what this would shift to and and already there are system Design One schools that are in this spot but instead of

106of uh getting scored based on a map test we'd look more at how are students performing with the market value Asset which we'll talk a little bit more about end of course exams and that is only because right now there's not a u fast Bridge version for high school so they still have those end of course exams in place and then we would look at our students becoming secure in their Mastery of priority standards also known as are they getting high school ready by the time they get to high school and we look at that with growth through Readiness which really is here's where you should be as a high school student are you making progress towards that growth within a year so that we can still see if a student is making progress within

107a school year um and then growth AC cross years and really in Kirkwood the ways that we look at those we look at those skills um using fastbridge but then also there are opportunities to look at common formative assessments that are surrounding um specific standards rather than just looking at specific skills so when you look at fast Bridge you might look at reading fluency reading comprehension but when you're looking at standards you might look at can write a three to five paragraph essay or whatever the specific standard May be so it'll be a bit of a shift the best part about it is it's in real time so teachers can get that data the next day they can get that data the day of they can look at some of that common formative data and

108have conversations across buildings have conversations across content areas have conversations within grade levels and really look at what's working what's not working and how can adjustments be made and not have to wait until September or October to have those discussions so we want to spend a little bit of time on these eight areas is because a big Crux of a success ready student network is looking at Competency Based learning and Competency Based learning really says the amount of time that you spend on something isn't nearly as important as can you demonstrate Mastery of that topic so all of us know high school for example a student would sit in class for an entire semester and under many current systems if they do just enough to get a 60% then we're saying quote they've passed class

109and that they've they've mastered that content which I know I know M you taught high school we may not always say that that's the case we wouldn't be confident that they're ready to do that but they've they've kind of met those pieces what this really looks at is not just high school but all the way down what are those specific skills and standards that a student needs to master to show that they have got it basically and do we need to provide opportunities for students that can move more quickly or students that need some remedial support or students that have splintered skills where something moves fast in one area but other support areas are needed rather than saying nope everybody's getting this from A to B to C even though you might be able to

110go from a to c and skip skip that b section so really when you're zeroing in on this Competency Based learning one of the ways that Dr o and I heard it described last week was think of uh an opportunity like badges if you need to show Mastery of algebra by earning eight badges could those eight badges be earned in various classes like you were in your engineering class and you earned badge number three or you were in your psychology class and you're doing your stats unit and you earn badge number six those kinds of pieces really uh gamify some things as well so when we look at the Competency Based piece students are empowered daily one of the things that we hear a lot from the schools that we're talking to is that not

111only do students know where they're at but they know what they need and they know what progress they need to make the goals that they've set um and they're able to have those conversations maybe not as U keenly at a kindergarten level but as students progress up they're involved in that and and you see that with some student-led conferences and some past experiences or students setting those goals um and and being able to apply that knowledge so that's a huge priority assessment is Meaningful so right now we have lagging indicators a lagging indicator of the map test in the EOC means it's too late for us to make some changes for that individual student but if we have meaningful assessment as Dr Grant mentioned that is empowering a learning experience then we can make those

112adjustments and we can make those changes as needed um and also there's opportunity for retake there's opportunity for redo there's opportunity for demonstrating competency preest testing out of all kinds of different opportunities that would be available students receive timely differentiated support we already have a lot of that going on in our Workshop models at the elementary level and then with opportunities through home room or after school or any other engaging time where differentiation is happening a lot for our students and based on the needs that they have those students are getting specific instructional support report during that time also students progress on evidence of Mastery not seat time and so yes a student could uh demonstrate competency in third grade math without going all the way through third grade in terms of time and and

113looking at different pieces um and so we've see that in in a few areas already with some of our acceleration processes but we could look at different skill sets and and look at what ways we can progress students through again earning badges or demonstrating Mastery in different ways uh one that excites me students learn actively using different Pathways and varied pacing I just had a meeting with a student today who said that online learning for example worked well for her because she could take her time reading something it didn't have to be within the 50-minute class period that she had it could be on her different schedule for some of our students that looks like they're already they're already doing a lot of this now where we have students doing some college classes some students

114doing online classes inperson classes uh being able to retake some courses do summer school courses lots of different Pathways using STL caps using uh South Tech so we've got a lot of pieces like this in place already Dr map's time uh presentation is timely and that we would ensure equity for all students and embed that throughout the structures we would also have RI rigorous common expectations for learning so you'll hear us talk more not just tonight but in later presentations about common formative assessments proficiency scales these types of things so that we could say that what is proficient at one school is the same at another school is the same at another school um and come to those common expectations and then in the state of Missouri we've added this number eight where students engage

115in Real World Learning experiences that support high school college career and workplace Readiness and this one you'll hear us talk about market value assets but it could also be that we're doing Career Fairs or we're doing guest speakers or we're doing just getting to know yourself as a learner or understanding what jobs you may be interested in we've see this uh at our elementary level with BizTown or Junior Achievement or are things that we really get kids excited about opportunities but also recognizing that kids can learn outside of the classroom and so getting engaged in internships externships uh you know those sorts of opportunities for students uh provides just a different feel for those learning learning situations than just being in a classroom so this is hard to see I know but what we what

116we did and wanted to capture is that we work with our principles to say based on those eight and I'll go back based on these eight areas of compeny based learning what's currently happening in Kirkwood that you think would fall under those one of those eight areas and you can see that nothing is blank and that's a good thing we've already got a lot of good things going on in each of these areas uh that we feel very confident about so we've talked a little bit about how none of this is going to be dramatically new um that really we're we're focusing in we're we're kind of creating a funnel of how to work through some different pieces uh one of our principles described it as we were doing this doing this EX exercise and

117they said I'm waiting for the big you know the big aha what what are you going to drop on us that's that's wow this is different because it sounds a lot like things we've already done and we said you're correct there's no big that is the big aha is that really this is talking about taking what we do what we do well what we know Works what other research has shown that works very well refining that making it a priority and really ensuring that everybody has the the skills and the tools that they need uh to zero in on these pieces so I won't read all of these but you can see that we have something under student empowerment like Pursuit week at North Kirkwood middle here when we look at meaningful assessment standards based

118grading our mtss process has fallen there our common um common formative assessments even The Benchmark letters that our elementary families and Middle School families are getting differentiation we look at that through our mtss processes Project Lead the Way flexible grouping you walk into any Elementary or middle school or even high school teachers classroom you're going to see this in in a various different ways uh evidentiary or evidential Mastery really how do we know they got it and that is the number one question you ask when you're doing a PLC is what do students know need to know and be able to do and then how do we know they got it um and so we're seeing that work throughout learning Pathways you can see we have individual student plans IEP goals even mtss systems uh

119different supports that are available for our students our Equity inclusion speaking of affinity groups and and uh inclusivity and belonging common expectations we have seal benchmarking CFA stands for common formative assessments and we have a lot of I can statements meaning I can do this I can do that as a way for us to give students that empowerment to indicate Mastery um and then you can see quite a few under Real World Learning including classroom jobs career exploration uh we have different schools at different levels of Biz toown right now I'm looking at our steam experiences uh we also have some students that do what's called a school Flex program where they're able to get a job and get school credit for that job currently um but we know that we can grow this opportunity

120Dr olar and I uh were at a meeting last week with u Chris lay the executive director of the Kirkwood depair Chamber of Commerce and he is very excited about the opportunity to connect um we certainly came to him and said you know he he talked to us about how some businesses have some fatigue because people are only asking for things like donations and we flipped that and said that's that's not what we want instead what we need to know what you need from us um what can the school do to provide support for the business Community what can the school do to make sure that not only businesses but students and families have what they need to be successful contributors in this and and he was just very very excited he He is wanting

121to take field trips on his own to connect with a couple other schools and communities um and other Chambers of Commerce and and I will tell you that the United States Chamber of Commerce is very much bought in to this work as well so he is going to be a huge asset to us um and a good person for us to connect with as we continue to work through some of our planning processes so we talked a little bit about a market value Asset you will continue to hear this and at a different meeting we'll take an even deeper dive into this market value Asset but if you think about a market value Asset um really is a Cornerstone experience that provides a student an opportunity to prepare for future learning and employment so as

122a teacher one of the things that I did was do an internship student teaching hours um and you got to see what it was like and some people made a different career choice after doing their student teaching hours and others did not um but Chris lay was a great example when we met with him he said that he had a totally different plan when he was in high school about what he thought he wanted to do and then he had an internship opportunity and his plan changed I told him I'm an example too I thought I wanted to be an architect uh and when I met with an architect I realized it just didn't while I really love the work and I still actually enjoy those it just didn't meet the career career goals that

123I had and then I took a class that I thought was going to be an easy a so that I could stay eligible for sports and all kinds of stuff and it would be calling a a teacher Aid and uh I got placed in a classroom I even was smart enough to say put me in class where my mom is a ta so that I can get an easy a um and it happened to be in a a classroom with students with significant special needs and that changed my life and career trajectory but had I not had that experience my freshman year of college would have been much different for me so we were able to redefine some of those things based on those experiences we currently have students that are in market value assets

124because it could look like college credit hours it could look like some mentorship opportunities it could look like internship I was talking to a mom today who's very excited about her senior being a part of the STL caps program and the biomedical uh program as well so we really want to focus a lot on providing these opportunities and we have a lot of great school districts that we can tap into who have plowed a lot of this ground uh already but then having a connection like Chris lay with the Chamber of Commerce is going to be huge uh for us to look at and I do want to emphasize that market value Asset is not just exclusive to high school it really is something that has to be stretched and looked at and weaved into

125woven into all of that we do from prek all the way on in fact if you look my igd under meaningful assessment is a prek assessment that we have in place just as an example of we do have things even at the prek level where students are are connected Ed um to this to this work as well turn back to Dr gr yeah so our next steps are continued district and Community engagement and so right now um with our building leadership team we are meeting monthly we're providing professional development on and through the srsn network we're proactively communicating um with our building leaders about the vision and the direction for our next steps throughout the process our district committees um we want to continue that communication as well most recently we spoke um with our

126key Volunteers in the district and our district professional development committee so our next steps are to take this information to the CRC our Wellness committee finance and educational Equity task force and then teacher voice most importantly um throughout is to keep our teachers informed and have their voices at the table specifically uh through our building principles so ensuring that they understand the vision and the next steps um through faculty meetings and other opportunities that provide space and time to engage with with our teachers about this work so we will continue to Foster the work also of our plc's and we are continually looking for districts who are leading this work in the state of Missouri and Beyond specifically we're looking um to head to Iowa here in April and potentially Wisconsin in the very near

127uh near future nothing in Hawaii so Iowa and uh Wisconsin will have to do so um as we've shared with our principles um so much of this work is what we are already doing uh Competency Based learning is very close aligned with standards based grading which is something we already do K8 and market value assets um is something where our students are engaging in those real world learning experiences that support that high school college career and workplace Readiness and so many of these opportunities like we've said are already in place we offer dual credit Early College AP experiences the St Louis caps program where our high school um Juniors and seniors are given the opportunity to participate in those High skill high demand professions like bioscience engineering entrepreneurship and technology and then in addition to

128the programs that are offered through our South Tech High School experiences and opportunities so I liken this work as you you may see here to a marathon not a Sprint we want to be thoughtful about the load that our teachers carry and thoughtful with our communication to ensure that we are engaging stakeholders regularly throughout the process so they know what is occurring and where we are going and with that we'll take any questions that you have thank you I'll start to my left Miss bernardy oh thank you thank you for all this exciting work I have a couple basic questions and you could probably fill us in so the success ready student netw Network in Missouri right now has about 40 districts as you compared to the 500 total districts so I'm just wondering how

129does this compare to the other states you mentioned Iowa but is this the trend um in education and do you have someone to look for as a model or best practice right now there is a school in Wisconsin um Kettle Marine that is doing this that is we have a connection rights that is doing this work um and they have they have been nationally recognized and that is one of the schools that we would like districts we would like to visit um I don't have a specific answer as far as far as the data Trends but nationally there is um more of a focus on this Mastery based Competency Based mindset because it is student centered and it is about different ways that students can demonstrate their learning and like we shared previously it's meaningful

130it's meaningful for our families our students and our teachers to be able to respond to and M Mor I'll also share internationally as well if you look at some other countries they they typically will have different Pathways that students can take and start to specialize a little bit earlier um using their High School experience is something that they look at if you look at uh some of the Asian school district or school systems um being able to zero in on something like that provides that but really um this isn't necessarily new new it's really saying what do students need when do they need it and how are we going to make sure we're giving it to them um and and what opportunities do we have what I would say is a bit of a change

131is when um some of the No Child Left Behind information came out in Missouri especially we made a really hard push and it felt like in Administration a hard push to say College college College college what is what is what do we have and right now um the impetus in Missouri is that there's a bit of a Workforce um development de development challenge is that we've got we were talking to Chris again about about Chamber of Commerce and he said he hads a plumbing company as an example where they can't find anybody under a certain age uh to be able to come into those fields and really looking at um you know college doesn't necessarily have to be the pathway for every student that's not the main focus of this what this is is how

132do we help students find what it is they want to do and what's the best Pathway to get there so yes and it used to be called I think Cooperative education as well that was another name for your market value um analysis so it's very very important and I guess the only other question I'll ask you is about rankings for high school and if Missouri does this or some other states do this then our high school students compete with students from across the country for admission to those high level colleges you know we lost our ranking for a while while there and now our high school is ranked very high so how do you see this playing out in that in that area because we want to be sure uh when you when you get

133to it and also the interim I'm wondering about the interim before it actually moves forward so yeah a lot of those rankings are based on things that are going to be totally still a part of this looking at dual credit opportunities AP student uh test scores and participation um graduation rates reading scores that are within there act and SAT scores so none of those would come out of this at all um and and those aren't necessarily when they look at those um America's best high schools for example they're not necessarily looking at what percentage of students are taking those tests but more so who are earning those qualifying scores that they have and so some of those very best school systems that that are that we're looking at are similar to this and that they've

134given a lot of individual support and attention to students for that planning uh but those measures like ACT SAT AP um if anything they get even more emphasis in this because we want students to be able to have that plan secure so I don't know that we would have a significant impact on that well that's that's great to hear and then the last question is about these opportunities that are going to be coordinated throughout the community which is very exciting and I hope you you're going to get a person to do that because I know the teacher gr I'm just Kidd gr if you need any help l Grant you call me because I would love to help you so thank you for your work we appreciate that thank you Miss bernardy Miss Pangborn now

135she's excited wh wow Kettle Marine um that if you need a place to stay I have lots of recommendations um so um but on on that and I heard a lot of details about things that they're doing and I haven't heard SSR or I haven't heard these words but especially at their middle school level um has like they're leading the way so I highly recommend looking into that um I'm really glad that we are looking at this though and something that's really more personalized for students because we've been asking for that information since I've been on the board and again moving away from the map test and how confusing that is the timing of it related to you know other assessments so I'm just I I I really feel that this is an exciting opportunity

136for us to be a part of at this time to really move towards meeting the needs of our students um and I think you know my my question though I'm not really sure if there is an answer today Dr gr you said that some of your next steps are really putting together that communication plan especially for parents um and I think that you know there's so much excitement that we could share about this I'm really interested in what that narrative and messaging is um and I think the slide on page 12 Dr Bailey is really detailed right like you look at what's in that table yeah that is I mean sharing that information with our parents or our community like this this is really well thought out this information to me is is huge so

137I'm just excited on how this can be worked into that communication that narrative and getting the word out about this thank you one of the things I want to add is that we also did an activity with our district leadership where we looked at District initiatives within the same context and so this is just straight from the principles but we would also be able to add some District level initiatives onto here as well but I agree that um especially when you see a lot of the things that are already in place and that maybe we could could advertise or you know celebrate a little bit more um it gets exciting to see and and one reason why we also wanted to look at this was to assure people that this isn't uh a whole new

138plate as we would say when you're adding things to a plate this is just reorganizing what you already have on there uh with more efficiency okay perfect and if you need a need anybody to go with you to Wisconsin I'm going in a couple weeks all right just kidding thank you Miss Andrews um will we be using our current Benchmark that we give right now that's the plan okay um so this will essentially allow us like you said the map test looked at 3 through 12 this will allow us to look at potentially prek through 12 then potentially yeah the new system that would be designed yes okay um and then um I know that BizTown has been mentioned a few times um is that at every school as far as I know every elementary

139school but I'd have to follow up I'm not 100% I know that I know that uh around what's it called Valentine's Day that some folks were doing a field trip to Biz toown other folks were having Biz toown in-house field trip to ja but we can follow up with the elementary principles just to check so that would be great yeah and what what grade is that right now we go interview fifth grade and so that's the that's the typical focus and I know that field trip at school was fifth grade okay um and then I just want to you know you had mentioned the chamber and um we had the privilege of meeting one of our students who is um doing some work with the chamber and um it was just such a delight to

140uh meet this student and hear about um how excited the student was about all the work and um I I feel like the student really did has done a lot for the chamber as well so um I would just say that the way that you um two have ruled this out is very thorough and well planned out and I just want to thank you for your leadership on this we're certainly not alone in this work and and everybody that's with us along with our district leadership team everybody behind us in front of us and you all will be integral parts of this as well and so we appreciate that I do want to say the student piece too that we had gotten word we visited Washington Missouri and there was a student that we we

141met there that's been handling a lot of their graphic um social media graphic sort of things putting things out there graphic design and she originally wasn't sure she wanted to go into something like that or marketing and just getting that experience she's she's fallen in love with that and so the superintendent was excited to tell us that they're getting a new scoreboard for their football program which we were like why are you rubbing that in getting a new but she said but the best part is that they had that student the the student designed the back of that scoreboard the kind of graphic that'll be facing the street that everyone will drive past and she said so that student's work is going to be on the back of that scoreboard for probably the next 10

142years um and it'll be kind of an exciting thing to see so the students that we spoke to in the different settings have been very excited and very engaging within their projects and you forget that they're high schoolers when you're talking to them for sure um when you're when you're listening so it's been it's it's pretty cool to see Mr Cathy yeah I appreciate you guys bringing this back and keeping us updated uh consistently I heard it three or four times I think I finally have it um so I think what I heard right um in terms of keeping our teachers in the loop in terms of the concept and what is eventually becoming their way that's that information is disseminated through the principles is that correct it will it will probably be a joint

143effort I think um we've talked a lot about going to the buildings as well and giving the same presentation that was here just so everyone has a common message um we want to be thoughtful of that time as well it's March and getting the information out is important but being thoughtful of our our building leader schedules also great great um my other questions related to just the timeline so fall of 24 we start identifying we not me I'm not doing it but you the team starts identifying the qualities of the reimagined system and then between 24 and 27 that's when we you know obviously send it to the feds and they hopefully approve it but how long do you guys foresee and I'm just curious I'm not holding you to this but how long will

144it take to develop that assessment system is that a a full year months honestly it's probably at least three um and and part of that is because the number of schools that are in the sdz one and two while it's about 40 school districts it does represent about 34% of all students in the state so there's a good sample size so part of the process is they'll have to Pilot those potential assessment questions and get um uh you know error standard error and measurements and all the stats about it to see if it if it aligns with everything so because that process takes a while I would imagine that we're looking at at least a couple years um of that work uh to be able to put those pieces into place we are working directly

145with Marzano and and their organization who specialize in a lot of different areas but assessment is one of those areas that they can zero in on um and so I would would imagine that it unfortunately isn't isn't going to necessarily just be one year so and am I correct in saying while it's being developed we're still going to be uh using the map test as we know it now yes that's correct okay now I'm just trying to get a time we asked the question and we didn't necessarily get an answer which was if if our APR isn't necessarily based on map test what do those scores then mean when you get them and and we kind of got a um so we we don't know because um but we'll find out because the districts that

146are currently in sdz one such as Lindberg um this will be the first year that they would be having that same situation so we'll we'll be able to see what what that impact is on on them prior to us okay and then the last piece that I'm still trying to just wrap my head around I I understand you know kind of um kind of testing out of it forward and the flexibility in like the high school environment what that looks like but um just thinking about and this can be talked about I'm sure you guys will keep us updated but what that looks like at like the elementary school level where I I've never taught a day in my life but I feel like there's more constraints and not as much flexibility so it's just

147a thought in in my head I'm sure you guys have got that on your list of considerations but um just looking forward to hearing more about that in the in the future so and we we did a site visit today with um another District locally and the proficiency the compet based proficiency skills are there but that flexibility is not just yet so I think you're correct I think the secondary level it lends itself to it much more naturally um and I think that the the elementary level is something to be considered later in the plan for sure you give yourself some credit you've been a coach so you have taught it it you've taught students how to play the game right so I was also going to share as well um Miss lock is incredible

148with data and understanding assessment and as a part of the sdz 2 her voice will be at the table every single time this assessment is looked at and created so we have this incredible opportunity to bring the expertise in our district to the table to create this assessment for the state boo um so I'm a little torn first because it's a lot of fun to compare ourselves to Webster um but at the same time it's probably about time we stop acting like they're comp to us uh but at the same time I'm also torn because uh I think this is really good this is judicious risk taking that I is very encouraging I think for us as a district and uh I'm very excited about where it will lead uh at the same time it

149is still risk-taking uh and so I guess my the question that hasn't been addressed yet is uh if we find it's not working either for our students or as the state of Missouri that the state finds it's not working um I'm just curious about what sort of the commitment is in terms of uh not suggesting that we do this not suggesting I have um you know an expectation that it's not going to work uh but if it doesn't work kind of what unraveling it would look like or or our time frame for that sort of thing if it's just not working for our kids sure I can speak to part of that and I can tell you the good news regarding that is that when it comes to high quality instruction high quality assessment High

150quality experiences for our students whether we're srsn you know Essa whatever that is those pieces would continue and probably look very similar we've talked before about potential plans even before we were looking at srsn when it comes to the accountability side of things those wavers are certainly not forever there's some time limit that's one reason why there's a three-year on that Federal one uh because it's kind of hey get this figured out within that we haven't really had a discussion at the point of what if it doesn't work um so we're assuming that everything's going to to look really strong um with everything else but I know that we always need to have backups and then backups to that backup so my assumption would be that we would have to revisit that waiver with the

151state um and and look at what those other options are so but the good news again the student experience should still be very strong and very uh positive and our teachers this is the right work to do and the right thing to look at for not only our students but our our staff and our our community and Mr boo I would love to have a concrete answer for you and I think that that is deserved um so I think we will press the srsn to get you Clarity on that question for ourselves and the district Miss Motika um couple questions the other sdz 2 participants do you regularly get together with them how how often how how does all that collaboration work yeah so there is a Statewide meeting that I feel like is almost

152every month that we we have um in Jefferson City I have bad experience as our last drive down there because my cursed truck got a chip of the windshield um after other things so yes somebody didn't hose their trailer off and I was upset but we meet usually uh usually monthly with the big with these with uh sdz 2 so those other 20ish districts there's also monthly meetings around Real World Learning and so that's where Dr or and I were last week a couple of our principls weren't able to attend uh but our our second principles have been attending that and so that is specifically focused on the Real World Learning pieces of it there's also I forget the exact name ipl4 or whatever that is that's focused a little bit more on some of

153the Competency Based piece and then there is online um engagement that happens as well so frequently is when we're meeting with different um different groups that are that are part of those pieces the system design Zone work that we've been connected with directly where it's building out the system we've done monthly meetings in Jefferson City all day all day Mee meetings with that group and those have actually been some of the just really cool exciting uh spaces that we've been into to connect with Educators from all across the state um and and be able to see the good things that they're doing great thank you and then um step four where you're going to identify qualities of a reimagined assessment system I know I saw it up there somewh Focus thank you oh or is

154it the timeline yeah the timeline we had it okay step four um where you uh identify qualities of a reimagined assessment system who who is part of that work it would be all of the the districts that are in sdz 2 okay um the Marzano research group will help us do that as well um we'll probably at that point be looking at an assessment platform so right now we use um fast Bridge there might be involvement with a company like that who's providing that work as well um and obviously the collaboration of all of our our districts okay great thank you and um just congrats to everybody for bringing this forward I'm as a former teacher I'm jealous that they get to do it and I don't so this is really cool thank you thank

155you and yes again I share everyone's sentiments this is a game changer CU my myself to as an educator in a um Al alternative space but in a high school like we've been doing education the same way forever and kids are burned out and they need um different ways to show their learning and so I think it's going to be a great outcome Mr W for our kids the real world experiences different J support all of that um I did want to look I wanted to to uh give you Kudos as well on that um the chart right here yes I I love that collaboration on that but I would be remissed if I did not look I'm sorry I it was the first thing that came to my mind when I saw this were

156the two parts that have the least amount of um spaces which are Equity uhoh must still there um I can't hear myself okay Equity inclusion and then common expectation and so I think that just speaks to um Dr map's presentation of that need to you know be able to intertwine or or um have have expectations but also make sure that we are aligning um all of our efforts cuz like plc's I think could be like equity and inclusion um just different places that are within there and the building leaders aren't necessarily see that so there's an opportunity there that I think um were there and then also those common expectations but overall I'm excited to see where it goes so thank you and we'll continue to come back and take a a deeper dive into

157a couple of these topics because we can there's there's Competency Based learning we can spend more time on taking a deeper dive with you all and then market value assets just to continue to provide you information and then everyone else information as well so that we we can ensure understanding that is the goal to to keep you up to date we appreciate it thank you all right I think we're at the end okay I need a motion in a second to reenter close so moved Andrews second MOA all right Bernardi yes Pangborn yes Andrews yes Cathy yes boy MOA sh yes