001good evening everyone I'd like to call this meeting to order uh Mr boo can you please lead us in the Pledge of Allegiance thank you um first up on the agenda is the Kirkwood High School presentation welcome good evening know you want to start it up all right so thank you very much as the board knows this is uh the uh now fourth in our series of leveled um meetings that we have an opportunity to hear from Administration and hear the wonderful things that are going on in our schools um and so uh we're going to turn it over I'll let uh uh Dr Bailey we'll start with a quick we'll call a little bit of a preamble and introductions and then we'll turn it over to the folks that really matter when we want
002to hear about the high schools so uh thank you very much for being here thanks again to the board of education for your dedication uh for hearing straight from our folks at each level to hear about what's going on specifically as it relates to uh the work that the board directs through the Strategic plan Dr Bailey thank you very much I'm happy to sit up here with our high school team uh in Kirkwood as you all know there are multiple elementaries multiple middle schools but just one high school um and so tonight you'll see some wonderful reports about not just student data but ways that the high school is working with impacting their staff um and this is one of the places where our students get multiple Pathways and multiple processes that they can use
003uh to really find themselves and find that future opportunity so uh as Dr harell and his team introduced themselves we'll turn it right over to them but I'm happy to be up in supporting this team good evening uh thanks for having us my name is Dr Seth Herold principal of Kirkwood High School my name is Mike Gavin I'm a grade level principal Kirkwood High School hello I'm Dr Ford grade level assistant principal I'm Stephanie Owens I have the junior class class of 25 Dr Sheree Ain I am the assistant principal of a Pioneer Pathways Dr flues is uh currently back at the building we have a a senior parent information night tonight so he could not be here with us this evening but again I just want to thank you guys for the opportunity for
004having us I know you guys are doing a lot of busy work uh you got a lot of things that you guys are working through and so I appreciate the opportunity that you guys take to let the schools and and the school leaders come and talk about the great things that are going on in this case the great things that are going on at KHS uh while also allowing us to to talk about our strategic plan uh this is my first time obviously talking to the board and I just want to tell you guys how gracious and thankful I am to be serving as a principal Kirkwood High School uh I'm I'm very very proud of the things that I've been a been able to experience so far all the traditions and the history of
005of this great School uh it's been awesome to be a part of that uh I'm proud of a lot of the work that we're doing and and I thought it was important to obviously have these guys serve a role in this presentation because they're the ones in the trenches doing a lot of the work that you're going to hear about this evening and so uh I'm very excited for for what we're going to share with you guys um I I truly know and understand that we have some really really great students um we have some great staff members we have a great community and a great parental support report uh and that's what makes a lot of these things that you're going to hear about happen so uh very very very thankful for what uh
006we have to work with and then ultimately we appreciate that your all's support of our students and and our staff because uh that that goes without saying it's very much appreciated um I I want to start just rolling through a few things that that you're not going to see on the slide just yet this is just some talking points the first thing I want to just go over is just our prop R Construction update uh we're pretty much at this point uh done with everything on our campus except for our athletic fields uh the west and North connecting hallway is is completed and that's made such a huge difference to enclose that in uh and allow our traffic flow to come through there that's been really really huge um having just that extra classroom space
007we're able to move in there uh over break uh towards end of December end of January so our fax classrooms are now uh in their new spaces in the new building our ACT prep class is in there we have a math class in there our engineering uh classes are in there and so uh still some movement that needs to take place and some things that need to happen but uh that's been really really good our Esports room has been completed for a while and uh towards the end of first semester I think somewhere in November uh we had some students compete at the state um championship for uh the Missouri Scholastic uh Esports Federation and we had two students I think one in Smash Brothers which is a game they played I think one took
008uh ninth in state and the other one took second in state uh with his two losses being to the to the state champion and so uh it's neat to see the district invest in that space and then and then see that immediate impact from our students and so that's been really really good um the athletic fields again the upper Fields uh those are finished and now uh they're just really working through the the baseball and softball fields and and they feel like that they're going to start laying turp this week uh and those fields will be done uh probably middle of February uh and that's going to be good because they'll be ready uh for hopefully our baseball season um couple things that that I I want to go over just so you guys know
009and these are things that we've talked about as a team and things that I talked to with the staff as far as things that I that I and we feel are are important to focus on uh as we approach the new school year and a lot of that aligns to uh what we're going to talk this evening uh some of the things that I talked with the staff back in August is just ultimately our strategic plan uh I firmly believe in this work our team believes in this work and just knowing that when you put that stuff on paper and you track it and you're looking at the data uh that's going to help guide your leadership and so uh that's important for us obviously the PLC process uh Dr Gavin's done a really good
010job of of continuing to work with that um and then School culture just ensuring that we have a positive School culture and that starts on our end from supporting our students and our staff and that's extremely important um the Panorama data is is a lot of things that you guys are going to see and we'll talk on this evening that's where a lot of our numbers come from uh that was really important to us because a lot of those questions again relate to our strategic plan and and relate to effective lead leadership and so uh we firmly believe in in that Panorama data uh we really worked to ensure that we increased our participation that was kind of a focus of ours and so we had 832 students that completed that which was up about
011127 from last year um our parents uh faculty and staff was down a little bit uh and not sure why but definitely we tried to push that out there as much as we can because obviously the most input you receive I think the better data you're going to have um some of the things that I just briefly want to touch on as far as like the the highest uh category with with favorable responses at 90% it was a 5% increase and that's in supportive relationships and so that's good to see that 90% of our our students that filled out that survey felt like they had supported relationships or at least the responses were favorable the largest increase from the the fall of 22 was in positive feelings at 67% that was a 12 point jump
012uh from the previous fall um the lowest favorable responses was in um sense of belonging and so um that it was a two a two point increase from the previous year but it's still sitting at 44% so we know in the work that we're doing that that's definitely an area that we want to continue to focus on student enrollment is important to me because I want to ensure that um we're keeping our students at Kirkwood High School I want to ensure that the students that are going to knifer and North Kirkwood are enrolling into our school uh we're in an area that our families are blessed with with uh several great educational opportunities and so uh we are no doubt one of one of the best in that area as well and so I want
013to make sure that we have the best teachers and the best staff so we want our stud students in Kirkwood to benefit from that and then ultimately you want you want people to feel that they can move to your community and feel like if they do do that uh they belong in that community and and they can be a student at the local school so that's important to me uh and you do that with with staff retention and making sure that that you're you're keeping your people uh and you're coaching them up up along the way so if at times we feel like hey we may need to get better in a certain area either on our end or our staff's end we just want to make sure we're all working together uh and Coach
014up our people um that way they feel like this is a place that they want to teach out each and every day uh and I think that's going to have a huge impact on our our students as well um if their teachers were also their older siblings teachers uh or their parents teachers for that matter so that's important uh student discipline is another thing that I feel is extremely important because we want to make sure that we have as As Leaders The and and teachers as well the appropriate response for student Behavior and making sure that we're following our District's policies as it relates to student discipline uh and making sure that we're doing that fairly and equally uh and so that's really really important because in high school it's just a different animal when
015you're dealing with with maybe some 14 year old students and then you have 18 or 19 year old students and so there's a wide range and there's a lot of distractions that students are exposed to and so we just want to make sure that um we're doing everything we can to help our students navigate High School uh and focus on their behavior either positive positively or neg negatively uh trying to find the best outcomes for Success um we wanted to establish a culture of leadership team which is a group of teachers just kind of helped us with some of this work and we'll touch a little bit on that communication was really really important and so we've tried to really uh be consistent with our communication to our stakeholders to our families to our students
016and we've created some newsletters uh to help us with that instructional leadership is another area that we feel is important and we're doing work at the district level as an admin team with the center for educational leadership uh really focusing on that vision of learning for students and then that that culture of of of teaching uh from our teachers uh attendance I we I feel attendance is very very important because I feel like students uh should be at school as much as possible so it doesn't interrupt their learning uh right now we're at 94 I think first semester we're at an average of 94.74% uh when I looked at Infinite Campus which is up from 94.3 6 last year and it may not look like a jump but it is because it it's hard to
017move move the needle uh with intendance particularly increasing intendance and so just to see a little bit of an increase this year is really really important um I'm going to go over a few just celebrations some things that I I felt like were were just awesome first semester it's hard sometimes when you start talking about celebrations or some of the things that's happening because inevitably uh you may leave something out and so by no means do I mean to leave anybody out but uh just some of the things that that I want to share with you guys um you know we had four students that were selected as National Merit semi-finalist and that's huge to have that uh some high schools don't have any some may get one and so for us to have four
018that's really really good and ultimately that's that's based on the students performance and the in the PSAT we offer that um to students that want to take it and and that's the direct result to that and in talking to somebody that uh is very knowledgeable in the field they feel like that that PSAT really does and the National Merit really does have somewhat of an impact on college applications and so I think that's important that we can offer that to our students uh we had our German exchange students come in November and that's that's a program we've done for 20 some odd years but I think it's been a couple years since they've been on our campus and so that was good to have those those 18 German students in our buildings and interacting with
019our families that's good for our community it was good for our school uh our journalism program uh they were named um a peacemaker finalist which is one of the the 47 best high schools uh it's basically the best of the best when it comes to journalism uh that's from the national Scholastic press Association Our Youth and government students went to Jeff City and December did a great job I think we had a student that served as the governor um you know between our band our our choir our drama drama just had a trip in Kansas City a thespian State thespian trip in Kansas City that was really beneficial uh the end of last week and so those Performing Arts are doing a great job Orchestra will present later this month uh at the me mea
020uh conference which is kind of a big deal uh with music and so there's some great things that are taking place uh on our campus and we're just very proud of our Student Success again there's a a lot of other things that I could touch on but I I wanted to highlight a few things that I felt was really really important you know at the end of the day our goal is ultimately to graduate our students and make sure that they're at their best when they graduate um just in the last couple days I'm hearing stories and and and seeing some of our students who have been accepted into college I mean it's kind of that time where they're being accepted and and I saw a student walking in with a Nebraska sweatshirt on and
021I asked him I said Nebraska what's with that he said that's where I'm going next year I'm like well good for you um we've had uh we have a student um that was accepted into Stanford uh and I was told that we've only had two of those in 10 years so that's phenomenal be able to do that we have a student going to Princeton that's going to be swimming have a student going to Northwestern um it's talking to a father over the weekend where his daughter's already been accepted to Kansas she's been accepted to Missouri even though she's not uh favoring Missouri which I would do that over Kansas but that's her choice um she's on a waiting list at Georgetown she's considering Indiana and so um that's good to see uh this morning a
022student had a butler shirt on and and I asked him about that and he's going to Butler so that means something to our students and I think that's a credit to our families that's a credit to their peers and that's a credit to our teachers that we have students that are that are that are in my opinion prepared for postsecondary Education they're going to some of the great universities around our country uh and Kudos uh to to all that have have played a part in that uh We've also had four students that have already been accepted to was you uh which I hear is a pretty good number for the early uh decision period for those schools to already uh put that out there and so that's good for those those students that are going
023to was you um college is is important and that's a path that is definitely uh something that that we want some of our students to be on but at the same time we also realize that uh that that may not be an option for everybody and um as a district you know we're going to be doing more work with the success ready student Network and maybe looking at some of that Workforce stuff and some of the skills and things that maybe we can IDE identify with our students and help them uh maybe on their path uh post High School the thing about uh the unique thing about uh our students when they come to us um we're got about 94% of students that come to us uh as freshmen that already have high school credit
024uh and that's huge uh 383 students out of 408 is the numbers our counselors got to us uh 232 um incoming freshman had at least two or two and a half credits uh and so that's good that our middle our our junior middle schools have that type of programming that our students can come to high school prepared that's huge and I think that makes a big difference because that gives us and the students a lot of flexibility and what their their uh High School path is going to be in the courses that they can take uh we have 30 students with over three credits and so just a kudos to our middle schools um I think they do a great job of preparing our students and and ultimately for us um it's about making sure
025that each and every day we're tracking our student progress and ensuring that everything that we have in place is designed so it's helping our students be successful I'm now going to reference the um presentation uh I'm going to be on the third slide uh we'll Begin by just talking about some of our goals um that we have for this school year uh I'll start first by talking about goal 1.2 and that's for us to ensure that instructional practices are student centered and respons Ive yielding positive outcomes for our students I'm going to do the first goal and then Dr Gavin will do the second goal the goal I will cover uh cover is the percent of 9th through 12th grade students that are on track for graduation will meet 90 or meet or exceed 90%
026as measured by report cards and transcripts um this particular slide just gives you those numbers of of where we are uh again we want 90% or above um and so you look at the different grade levels and where they are are starting with the class of 2024 we're 92.7% and then uh you move on down the list there uh ultimately getting down to our freshman students who at 98.3% uh and so with freshmen again coming in with with with credits and really barely having one semester under their belt uh there's not a lot of separation between those that are on track and those that are not once you start getting to Juniors and seniors you'll see a little bit more movement there um ultimately with with um with with this stat we want to make
027sure that we're trying to identify students as soon as we can and start working with them and and any High School you're going to get to senior year and you have some students that may just need a little bit of uh extra assistance and support in graduating and that's what we're currently working on um this next slide where it says on track for graduation class of 26 we're not I I kind of already went over those numbers this is just to show like you want to see that trajectory just how you see it where it's it's improving each year and so that's bro broken down from each semester so this would be our sophomore class uh next looking back at their semesters in their ninth grade year and just kind of going up uh and
028so that's really just what these graphs are the numbers you've already seen I can come back to them if you need to but I'm just trying to show this is a class of 25 so are Juniors and again you're you're seeing that line start to go up and it will get to Point sometimes around junior senior year where that may level out a little bit I'll now jump to the slide with our seniors and you can see seniors have more data points so that's why you may see a little bit of fluctuation um with our senior class um but again 92.7% that leaves about this this charts probably a little bit more important and this is what you we would see with all of our grade levels um so this as our 33 seniors uh
029that are that are currently not on track uh which is identified basically by the number of credits that they have um so there are a couple credits off of what their peers may be as they start their senior year so these numbers are going to be based off a senior year if you look down where it says graduated we do have two of those that have early grad graduated that were in that list of 33 we've had two that transfer out of the district so they're no longer with us uh we currently have 10 that are on the Missouri options track which we'll talk a little bit about here a little bit later uh we have 17 that are showing progress uh on the traditional path so again they've been identified as not on track
030however uh they are still progressing and there's no doubt in my mind they they'll ultimately graduate uh and then we just have two students that um we're just not seeing much progress out of um this is just one of our counselors who's who's working with one of our students um and and I'll talk on a little bit um you know a lot of our work is done with conversations and and with with our our team meetings it starts with each gra grade level having problem solving meetings and in those meetings we have our social workers we have our counselors uh Dr jins is in those meetings uh and it is they're they're weekly and and they're scheduled at the same time same day day and it's bringing that team together to discuss our students and
031then try to identify are there adults in the building that we connect those students with uh what kind of supports do they need what is the issue are they struggling with attendance is there things going on with their mental health uh and so we're having some of those discussions uh Infinite Campus obviously plays a major role in those discussions from an attendance grade discipline standpoint but then also uh our mys saers data U you look at that you can see um how how some students and again not all of them have answered that but you can start seeing maybe what are some things is it is it social and emotional is it attendance is it academics what is really impacting that student uh and and the APS and and and their team are working to
032address those needs and and some of that revolves flexible scheduling where we're looking at if there's any gaps course gaps or course failures we're looking okay what do we need to do now uh to try to get that student in in a a better academic situation uh and you'll see a little bit later our Pioneers Pathways with Innovations Discovery uh online virtual learning learning how that's kind of helped us we have had some movement where something may not be working for a student in a particular class and we make some adjustments uh and put them elsewhere so they have some added support um implementing our our study blocks or our study Focus classes uh in our independent periods for our students so those are um classes that students basically have a little bit of extra
033assistance and support and they have it's it's not a structured in in the sense that it's not a required class from anybody else but it's in a student schedule they can go to particular room and work on their assignments they can go to the pride Center which has been a huge help for us because we have teachers that are in the pride Center in every content area every hour uh that's one of their responsibilities and so students can go there to get assistance our testing center is another great resource uh to where if a student needs to make up a a test needs to retake a test uh they have a specific location um that is is um in a in an area that I feel like is not around any distractions it's ran very
034very well um and allow students to take those those assessments so those are just briefly me running through some things that I feel like uh we have in place uh for our students obviously Credit Recovery is something we can do um with with any kind of on online programming we also allow uh in certain situations um students that that maybe they didn't pass a class first semester um and and we're to the point like we would be today and they're close they they got above a 50% they're close to earning that credit uh in certain sit situations um the teach allows students to get some of that work turned in or get that test made up or that essay uh turned in so they can pass that class so we extend um that that semester
035so to speak for some of those students and we'll run that through February 16th uh so that gives them a little bit of time to get that up so they can earn that credit instead of having to make up that entire semester so that's been beneficial and some of the things that that may address uh those numbers that you see here uh at this point I will let Dr Gavin talk about our act which will be go 1.2.6 okay good even evening yeah uh 1.2.6 is ks's annual act super score average will be above State and National averages so related to this we have a couple of of big things we're excited to kind of report to you guys on tonight the first is that we are in our inaugural year of the acct prep
036course uh and we are slated to have 172 students take that course it's a semester long course looks like we have 91 students in the first semester 81 in the second uh 23% of the students in the the first semester course uh were uh students of color and 18% of the students in the second semester course were students of color so uh both in terms of the total number of subscription but also in terms of targeting and making sure we're supporting students will be best positioned to benefit both from the course and then the result on the test uh there it is another really exciting thing that transpired this year was we had been using uh a vendor for our Practice Act for a while and uh we didn't really have a lot of access
037to the results of those tests and so through conversations with some area schools including Lindberg uh we secured a new P act vendor and it's just been really terrific because the vendor communicates the kids progress to students and and parents in very uh concrete ways in other words your two questions away from Raising this score in this line and then attached to this are all the different places and ways you can improve that similarly and maybe uh for our end uh as importantly is the school is in possession of that information right away immediately uh so one that helps if parents have trouble finding that data we can quickly respond and provide it to them but uh then secondly and as importantly is now we have uh data on how our students are doing to
038both kind of provide that to our teachers and to our problem solving committee a group as Dr Harold referenced um so as I said you know in our problem solving meetings which Dr herl referenced we also use edge of climber which is kind of calculating and grabbing all sorts of data for students to then kind of create a watch list but it's in those problem solving meetings where we will review some of this data and identify and Target students to encourage to take that class uh the photograph in the slide uh is an image of Ted Huff who's one of our two Ed plus Consultants that's supporting our plc leaders and that's some PLC leader teachers speaking and so you know the second part of this is that with the data from our vendor we
039can see these are the two or three topics that our kids got the lowest score on the topics they got the highest score on and even down to a breakdown of like what wrong answers did kids pick and so that is a both allowing our plc's to have some uh greater focus with some of their Improvement and and goals and it I think is also just bringing into the conversation with Dr grana's team as we're revising curriculum kind of connecting all the dots in terms of how we're moving kids along uh so that is uh something that we're uh super excited about um just see if there's anything else I guess the final thing is that we are in process of looking for a new assessment platform which is means by which we sort of
040internally test our kids and track their growth and kind of calculate and see are we making benchmarks and we're excited about uh that opportunity because I think uh where we end up is going to end up with better information more easily shared and really supporting our PLC process which as I've highlighted here is helping us with the ACT but I think in lots of other ways too thank you uh and I guess I I wanted to pass it off a little too soon um I just wanted to kind of show uh this bar graph shows uh the historical data in terms of how our kids did uh on the ACT and for the uh 2223 school year our total average was a 23.22 um our male average was a 23.3 n our female average 2304
041our white average of 24.24% I'm going to show you with this next slide though wait in the inim here's some new fun pictures uh both in the fax building which we were so excited to get to have our first semester students begged to have one last La their last lab in the new building and that happened uh this this image on the leand side is of Angela shears room but we benefited from Dr Denise Ford's presentation on one of the professional development days about how to help kind of students and so Angela was practicing some of the strategies that Denise shared with us so I thought that was a little interim this CH chart back to the AC and this is some there's some new information or that that we've tabulated in a different way
042um if you if you notice in our P data similarly uh now mind you these scores are a little bit lower because the students are taking that test in September whereas then they're going to ultimately take the test in April or May and so the score is better but 20.6% for for the total 20.3 s for men males 19.7 for females 20.9 for white 16.5 n for for black students that's going to be a critical detail because now we're going to have for the first time that sort of pre-test indicator for that and so that's going to drive a lot of stuff both in terms of how we act but also reporting and sort of uh detailing back the other great ad to this was again that's because we were shared this data with with
043a person uh the vendor is our average uh score on the P act for students with IEPs is 15.46 so that's actually the lowest score of those that we reported and I think again just the more information that we can make and identify early and then sort of kind of have some accountability and do some tracking to determine is another opportunity to better serve students and uh promote you know their growth in those outcomes y the next slide here um goal is priority objective 2.1 ensure and expand access to educational programs and opportunities to intentionally Foster Equitable Readiness for all students goal 2.1.3 I've already covered that's just a repeat goal from what I did earlier uh and then 2.1.4 we'll cover that here in a little bit with Dr jagen so that's again that's
044another repeat goal that's in another area um and then moving on to the next priority objective 2.2 this is going to be the next slide ensure and expand access to educational programming and opportunities to intentionally Foster equable Readiness for all students again um 2.2.1 is what Dr Gavin just went over so that's a repeat goal and now we'll we'll uh Dr forg will discuss 2.2.2 um which is the increase participation uh in the 23 24 school year by 10% in enrichment and advanced learning experiences amongst underrepresented demographic groups of students in programs like South Tech caps Early College dual enrollment college credit AP and honors classes we all right good afternoon good evening everyone uh to Dr Ford so um some of the information that I am presenting um I worked with the guidance department
045and our data teams to compile this information as well as some of my uh um um colleagues other administrators and one of the things that we're looking at is uh through an equity lens also is to ensuring that not are not just are we U providing access high level access and opportunities to all of our student bodies but then trying to break down and drill down in who's actually getting the access and what are those results and um what intentional steps can we take or do we take to improve or increase those numbers so this this is our at test participation these are the not just people who've taken the class but actually took the test and so this is the breakdown um by race from the reports Asian our students in 20221 and 2022
046so that's a um look back at the data that we've had in the past um and how students have scored on those score on those tests by average by race or ethnicity and then if you look once again this is some more um historical data 2022 to 2023 um information and if you look on that right side we're looking at um our total number of students that um identify as Asian that number has dropped um the average score has as well um our population of students that are black African-American uh total is at 19 and um the percentage of KHS AP so that that column represents the amount of students that take total amount of students that take the AP classes um that represents a three and a half% of those students being African-American um
047and you can continue to look and see that um our white population is our our greatest population um which mirrors our overall School population as well and so our AP data um as of yet we have 1,100 one students rostered in AP courses and what that means is the total distinct column speaks to how many individual students are taking that many classes so there's 591 students and they are total um for 1,100 so one student might be taking two or three classes so they may show up multiple times and so when we look at our black African-American roster students we are at 33 which is an increase of nine uh from last year which represents 3% of our total students rostered um and a black and African-American students are um in actual 28 students taking
048a total of 33 AP classes uh multi-racial 37 students taking a total of 83 classes and those are increases across the board as well I keep waiting on somebody to turn it it's actually me um our honors data um is presented the same our total distinct we have 729 of our 1,744 total students that are taking honors classes that are assessing our honors classes uh 28 right now are black or African-American and 46 right now or uh multi-racial our dual credit and off-campus uh education this information is a bit tricky because students can be enrolled in a dual credit class but not be taken to class with dual credit if that makes sense and so we have um we have we work with Missouri State we work work with um slooh we work with umel
049to a variety of universities and they all kind of have different ways of enrolling or different time periods so we don't have the actual number of students that are actually going to or plan to uh actually earn that credit that's yet to come um so at the bottom part you see the the as States we don't have the number or the datas on those who have registered for college credit with the university so we can access who's in the classes but not necessarily know who's taking the class for credit yet for college credit yes and so as we look a little deeper our dual credit and off campus so this references southtech STL caps in our early college program um there's a total of 83 students in those programs um 7.2% of those students are
050black as well as multiracial 7.2% % 4.8% of the students are U Hispanic we have one student that is Asian one student that is Indian um 12 students which represents 14 and a half% uh total are black or multiracial um and then 78.3% 65 total are white and out of all of those 21.6 of 21.6% of students in these programs students of color another option um towards to ensure that we uh are working towards our graduation goals as our Pioneer Pathways um this represents as listed Discovery Center which is our tier three um options this past semester we service 29 students in the Discovery Space which is on campus alternative and then Innovation Center is a tier 2 um educational path in which students are um maybe identified may be requested parents May request it
051um and also parent I mean teacher input we currently served uh 119 students in there and those are only for core subjects so in Innovations um it's not there's no um electives it's only the core subjects and there's those teachers are there and that's loated in our library in Missouri options we have 10 students currently which is a pathway to uh graduation as well questions got after you okay so I have uh 3.1 Foster climate of belonging and culture of dignity across all Kirkwood schools so a lot of this is going to be measured by our data from the Panorama survey and um sh will come back to the second part of it so yeah that's really small writing so I apologize on that um but really like if you look at the second bullet
052point so when we look at that Panorama data unfortunately two it is six through 12 so we don't get a breakdown of just 9 through 12 um that actually might help us sometimes because I think sixth and seventh graders might take the survey a little bit more seriously than sometimes our high school kids so um obviously not sure but so at 6 through 12 so we had that 51 so I kind of put in there like three different years um or three different so we had 51 in this I'm sorry two for this one but 51% in the spring we had 505 responses and then as SE said we went up to 832 for this fall um you know an increase from 51 to 54 it's an increase it's small but we got to take
053baby steps to you know make some progress and then um there was no fall of 22 data I tried to go back because that was just not a question that we asked so on the Panorama survey you know we kind of to control what questions I mean I think at the district level controls what questions and that question was just not asked in the fall of 22 um and then the one with teachers School climate again we increased in the fall of 21 um 50% we only had 63 responses we did go up in the fall of 22 to 126 and then we went back down to 88 um and we went at that point to um a 58 so again we're we're still climbing so that's good and then this one was a little
054disappointing where we talked about our family school climate um with 60% in the fall of 21 243 responses to 62% in the fall of 22 154 and then we dropped to 58% this fall with only 110 so um you know we I don't know why the the big jump from 243 like fall of 21 to um fall of 23 I would be interested in knowing like if we imple did we first start doing the survey in Fall of 21 people kind of our more going ho and then it's like kind of gets old and people stop wanting to I don't know just some thoughts um I get them for my own kids school too and I think I sometimes you do it and sometimes you don't so just a question you know we kind of
055talked about um before I kind of get in and I'm not going to go through all those but just looking at um some of the data though you know as a former science teacher and looking at all the data um one of the things that stood out to me and Seth and I talked about this a lot is like a lot of the questions are on either a seven-point lyer scale or a fivepoint so watching some of the kids in their class take it like they don't want to take it and so it's just like where's the middle of the road and if I just keep clicking the middle of the road it's kind of straight down like and some of the questions like just one that stood out to me there was a question
056on there um something about like your spaces at your school are um I don't know if the words were like pleasing or something and and then one of the middle option was they're either not or they either it was kind of like the eh they kind of are but they kind of are you know kids like yep yep so that one question that that just stood out we had 23% on the favorable side that CHS kind of that six or seven on the like Earth that said yeah my spaces at at Kirkwood High School are good but 51% of our kids chose that middle of the road and so just like thinking of that one data point if 51% would have just gone one I mean you're talking to go from a 23% favorable answer
057now you're going to be up in the 74 so um you know we just looked at a lot of those data points so just something to think about like you know looking at the data and and we try and tell kids like take this seriously because we have actually do want to like do things based on what you say but again when you just tell them like after you finish the survey you can do other things like it it seems like sometimes it's clicks but um so we really have implemented some new things this year that we were all really excited about and we feel like our kids were good um or they were appreciative and some were student initiated but the first one is not really with the student piece so we have a
058collection of different things here um that some are for specifically staff some are specifically for family and then students but the first one is just our Prof professional development days around wellness and belonging like um as you guys know at the high school it's very hard when you have 200 staff 200 plus staff like they're divided in a hallway so like they know their hallway right like the math people know math and English people know you know and so um we purposely put them in groups to try and get them to like there are other fun people in the world out in Kirkwood High School besides just your little hallway so um they were definitely hesitant we know that right like because that's who I feel comfortable with just like kids and we tried to
059even make that connection of just like your kids come into your class classro every day and they may feel comfortable with certain people but they're not in those rooms so we need to be those models for that um so like even this year we did a back to school carnival um I think we do have some pictures later we had a dunk tank um all the administrators got in the dunk tank oh I'm sorry some people did not um but I think some of them lined up were like this is your chance take it out now like come get us um but we you know we have had fun on those well in this belonging days um we did start as Seth mentioned the staff and student family newslet letter which um some of you
060are our parents and get those um but we think it's very helpful it's um we're using all the same format we're all using s'mores if you are a parent of multiple kids so you can get one link that you then can click on you know freshman and juniors um or if you're just like hey what's to come for next year I'm looking ahead at the senior one like there is really good information so we've gotten really good feedback from those um some of the kids it because we're sending it different some kids don't really open them as much we used to send them directly from us so we had to make it an adjust to now send ours directly to our kids because if they just got one that said like KHS newsletter they're like
061no um but they know it's important now it took a while um another one that we did a new student social as we set up there we had 72 new students in the fall to Kirkwood High School that were not coming from our middle schools and we thought it was really important to say welcome and like get them to know to know their their classmates um our PPO is phenomenal I think Seth reached out and said can you like provide donuts and the next thing you know like this spread I wish we had pictures um and we do have we just didn't include all of them um I mean they came in with this whole table I mean tons of food so what we did is we paired up we brought our 72 new kids
062in and then we brought um a group of about I want to say 20 kids that we collectively as a admin team got from all these different groups and um I'll just tell you one quick story when we got the kids what we did is we reached out to about eight or 10 different clubs and said give me two names of kids right we were looking for a diverse group of kids and I heard this one boy and girl stand over there talking before they really knew how they were chosen and the one kid said um how why are you here and she's like I don't know and he's like I think just I'm I'm the autistic kid they just had it and I said and I said hold that thought I was going to
063tell you guys all at once I said but you were actually chosen from the um from the uh Esports he's like what and I said Mr Evans chose you and he thought you would be great like advocate for your program and he was just so he was just shocked he was um because he had in his mind what what people saw him and he thought that's why I'm here and I said actually I don't know that about you I just know that you were chosen from the Esports group so he was really excited um but anyway we had about 20 kids and we just said find a seat and we tried to say like you know one or two of our current kids at a table with five or six others they ate we gave
064them prompts they made little um little craft things but it was really good um and that was yeah 72 new students we do have a picture of that later and then just a couple others I'll hit on um our Hispanic heritage um two two girls came to Dr flores's and they wanted to just say hey during Home Room can we have our own little celebration for Hispanic heritage we just want to keep it with our club in the hallway in the um World Language building and just invite you know some of our clubs and we're like What or some of our members we're like that sounds great however can we make it better right like why you already have a small group of people that are in a club that all care about the same
065thing and and like the same thing we want to go bigger than that so with um kind of our encouragement they they were very good though they had to come in front of all of us kind of like we're doing with you guys they had to come to our team meeting and they had a presentation and then we asked them questions and we probed them to try and say can you think bigger and they were like kind of um they were so grateful that we were offering bigger one of the girls' mom like made all this food um I don't know you guys how many kids you think came to that probably 150 um yeah we do have some pictures um but it was great I mean they planned everything they had music they had
066table decorations they had um games on the tables they had balloons just everything everything it was really it was really exciting um and then I'll just hit on one other one our Difference Maker cards we realize that in our daily lives unfortunately a lot of our stuff is just on the go um maybe sometimes not seeing our kids in the best situations um having to you know put out fires a lot so we started these difference makers Difference Maker cards and all we did is we took our business cards and on the back of them we put um a little sticker that says differen maker and it just says something about like thank you for making a difference at KHS we recognize you know the the efforts that you make to make this place a
067better place and so we just kind of carry them in our pocket and give them to you know students as we see good things happening whether it's like befriending a new student picking up trash um giving directions to somebody and then what they do is they take them to their grade level office they bring them to our secretaries and they you know she just kind of says um well what what what's your story or what happened and then they turn in their card so our secretary sends an email home that just says you know Shere you know talk to Sher um find out what great thing she was recognized for today that way it's also increasing that parent to student or parent to child communication of like sh what' you do today I don't know
068Miss son just gave me some card well you had to do something you know so that's why we try and have them tell the secretary and then they get a full-size candy bar so um we're trying to take that one step further we're just trying to see what that looks like we just started it like two months ago um it might be something where we ask businesses for like gift cards of like drawings even more so but um but kids have liked them so far so um couple other shal hit on um we also did make some enhancements to our seventh and eighth grade nights um we've got a couple pictures here that's our new student social that you know some of them didn't want to POS but that was just outside after breakfast um
069this was our seventh and eighth grade night we did do it differently this year where we tried to get kids in our spaces because we felt like we used to do it in the Commons and they just kind of like talk to people but it's like we have great things to show off we have great spaces great teachers great you know activities that you can do so this is Phil di doing something with I think he was lighting his hand on fire and he actually did burn a few hairs he told us so um this was also that seventh and eighth grade night a student was actually making a homecoming dress she made hers and another students um and then this is just one of our ways that we connect kids like these two boys
070um sat alone at lunch a lot and um we tried to and the one on the left was a new student and so I found the one on the right and I said you know well would you be willing to you know talk you met him in PE class and he said Welles I really kind of like my quiet time during lunch and I said well can you maybe some days and he's like how about this how about I split half the time I get quiet time and then half the time I'll spend with him and now they're like best friends and they eat together every day it's really cute so okay I know I talk fast but you're up Dr thank you so this slide um as Miss Owens talked about belonging with students
071We Believe belonging with students and staff is just important we want our staff to also feel like they belong uh the current side slid you see in front of you have questions um for students and staff um students and staff were surveyed and the responses are as you see um one question was how connected do you feel how connected do you feel to adults at your school and you can see all students all teachers all staff participated in that how well do you feel like you belong to your school all students teachers and staff so we did well we increased in our eras except um the very first Roman numeral one and it's actually no change so we do want to continue to work on those areas because we want our students um along with
072our staff to F us if they belong right Staff feel like they belong they do better with our students um so with that being said um talking in regards to student belonging um Miss Owens mentioned a few clubs that we have so I just wanted to mention a few things that we have as well in hopes that all of our students um over a thousand students that we have here at the high school will find something to be a part of one neat thing about Kirk High School is that if we don't offer a club or activity that is currently listed students have opportunity of proposing one therefore all students should have a chance to feel like they belong in some areaa but just a few to stand out uh Dr HL is actually um
073introducing a new dance this um this fall more work on the aps but that's okay the fall no the fall the spring when is it in a month in month okay February 24th feel free to come to the dance okay so DRL has created that and uh Dr Gavin and Dr Flores will be working on that and I think one neat thing about that is Dr Gavin has been intentional about trying to create an expanded Court which means let's Identify some students that are not always recognized um how do we get this court to reflect um a bigger population than maybe normally you would see at a dance so Dr Gavin is working with Dr Flores on that um we had had some students that said hey we would like to sing some different songs
074so they've approached um one of our music teachers and he has volunteered uh Andrew clar Gibbs to actually work with a group of students to sing different songs that we would probably normally hear um in Choir concerts uh some cultural type music um additional clubs uh BAC is strong as ever the black achievement Culture Club is still there um created by Miss Ramona Miller um we have we have about 84 students on our roster and we are doing some great things um this semester also just the clubs and the sports the normal football basketball pomies things that we have of that nature but I think the be the big takeaway from student belonging is that if we don't have something that's offered you have an opportunity to ask for that um so this is a
075picture of our step club uh kudos to the PO they gave us a donation last year uh to purchase uh any items for the club we were ecstatic about that uh just more pictures of our uh football team um working out with our special need students um BAC last year we took a college trip and that we're actually in the front of University of Alabama and the neat one of the neat things about this there's a football coach that coaches at this school everyone wanted to see his house Nick Sav that's his name so we we we were able to drive past there so we had a great time and this picture actually consists of Webster girl high school and Kirkwood High School together oh how do I go back that's the Heritage that's a
076picture of the Heritage celebration that took I'm sorry Hispanic heritage celebration that took place in the comment staff belonging which is just as important as student belonging we also want staff to feel like they belong because again staff feels really good then they will do a good job for our students so just a couple things um the custodial dinner we had uh BAC actually sponsors the custodial dinner that provides an opportunity for our students and administrative staff to give thanks to our custodians that work extremely hard every day so we want them to know they are seen um we had a nice dinner with shaving dishes multiple desserts and gift bags so we did that for our custodians um Miss Owens and I with the permission of Dr hurl along with the rest of the
077administrative team are trying to put together a nice Teachers Lounge so Miss Owens has put together several surveys in regards to send out to teachers say hey what would you like to see in the lounge what would make this uh a more comfortable place for you uh Kirk with teachers of color uh this is my second year here in kirkwell high school and I really appreciate uh the opportunity to be involved in this organization um uh Dr map and Miss Roberta uh macwoods does a great job with providing professional development opportunities and that is a complete sense of belonging so I appreciate that um these are just a couple pictures there's the dunk booth that Miss Owens referred to earlier and our custodial dinner and then a couple staff members um having some time so
078belonging for student staff is really important here at the high school that's our Teachers Lounge is not quite as comfy yet but you can see the vending machines which is a start all they cared about maches in a space and then um Dr hurl um had his own um Survivor crew so they all feel like they belonged um in that particular picture so a lot of neat things going on and um just trying to ensure that our students in St I feel like they belong at kirkwell high school so I'm going pass back down I'm going to briefly run through uh priority objective three .2 uh this is one that we kind of added on um earlier in the in the year I felt like those three particular areas are definitely important for us to
079continue to focus on uh this this goal deals with that be able to identify develop and provide social emotional and Mental Health Resources and learning for all students and so uh we know that that high school can be challenging on our students so it's important that we keep this goal in mind uh 3.2.1 that's the number of students determined to be at risk for social emotional concerns we'll decreased by 2% or more as measured by the my Sabers assessment data uh from late winter 23 and then into 24 and so if you look at um this particular chart you can see that um I don't think so we have spring of 22 spring of 23 uh I don't think we did this um in the fall of 22 I could be wrong on that uh
080but then we have the fall of 23 numbers there so you can see in the fall of 23 compared to Spring of 22 um you can see uh numbers either increased or were very comparable overall uh our goal was to increase 2% we were able to increase 3% so that's good uh and then I just tried to in bump those numbers up another 2% for the spring of 24 just and that would be what the numbers should show uh if we continue on with that goal and again that working with those students goes back to the problem solving meetings and the um the supports and interventions that I mentioned earlier in the presentation um um the the next priority objective is to reduce the number of students with multiple office discipline referrals by 10% um
081just really like uh putting this out there to see what does this goal look like for the high school and one thing you'll see about the high school is very rarely do you find students um that are sent out of the classroom or or repeatedly are having issues uh the majority of our students may have one particular referral maybe two often times what their referral is going to be as as that's logged into the system is going to be due to tardies potentially skipping a class um not being at school so a lot of it attendance related with high school students and so um to me yes it's something that we're well aware of we have attendance meetings every Tuesday Morning where we're sitting down with families and and counselors principles that student we have
082the parents come in and meet so attendance is important but really for us trying to look at the number of students that have like two different or three different behaviors that that's becoming an issue again um our our um educ climber will help us with that um and just our problem solving meetings and so for me I just wanted to just try to put some numbers to data just to see where we are uh one of our focuses uh is obviously on on keeping students in school and so out of school suspensions is something that we always want to make sure uh that we have a very good grasp on when we're you using out of school suspensions and making sure that we're using it appropriately um really what this graph just shows you is
083just a decline from the 18 19 school year so there's been a lot of work done I feel like in this area in the last couple years uh and that's why you're starting to see the uh the numbers reflect that um I'm gonna go ahead and move to this next chart which really is going to kind of break it down and this number uh this information is is out of educ climber which aligns with Infinite Campus so again you look at the 1819 school year uh and and where some of those numbers were and you can see each year it's decreased with last year being the the the lowest uh this is all fall data so this is I I want to try to keep it consistent so these are all numbers from August to
084December uh in the last 5 years did not do uh 2021 just simply because that was a unique year and I don't think we were in session at that point in time uh so incidents uh we're a little bit higher uh OSS our out of school suspension uh is a little bit lower um and then that's going to be the breakdown between our black and white students so that's something I felt was important for us to take a look at making sure that we're Equitable and and how we're um are managing our students um and when you see substance there that's that's related to substance debuse so that's going to be something with whether somebody has a a vape pin on them um maybe something with drugs and alcohol it's going to be in that
085category and then ultimately I have fighting just to summarize that category but that's kind of uh a discipline code that we have that could be like aggressive behavior or just like physical Behavior Uh and I just term that the term fighting uh where we truly don't have uh I I don't recall having an actual full-blown fight but you may have a situation that falls when when you code that discipline it may fall in this category um and so again our numbers are pretty comparable and still relatively low in those two areas and that's definitely a focus of ours making sure that we're continuing to work on addressing um those areas uh the last one is going to be uh 3.2.3 and this is to increase student indicators of safety by 10% as measured by the
086spring Panorama data um and so if you look at that um the one thing that point out on that um first off I want to go back because I before I move forward on this I got a couple talking points um I I had mentioned um the out of school suspensions and one thing that that we've really made a effort uh is to to make sure we're putting a lot of focus in re-entry meetings and making sure that when a student um has by chance um been excluded from the school setting that when they come back that they're sitting down with either principal counselor uh someone that they can connect with and talk to uh to help them kind of transition back into the school setting um and so that's important for us um another
087thing that I do want to highlight is uh we attended a disproportionality uh Summit uh hosted by SSD because ultimately uh Special School District was flagged as having disproportionate um numbers as it relates to out of school suspension and that is a reflection of the 22 school districts uh that they work with um and so uh our numbers um I feel like were're really good compared to other schools but it's definitely still something that we need to make sure that we're keeping in mind we're obviously doing some um our our diversity equity and inclusion work uh we had a a professional development day here on January 3rd helping helping us with that helping our teachers with that restorative practices is another area that we've received uh more support and and uh training in that area
088and that's going to continue to be a focus of ours and then ultimately working with our oural coaches and so uh there's been a lot of work done in those areas and and I I I need to make sure I mentioned that before before I moved on here so those are just some things that that we're working on uh as relates to the relationships we're trying to build with our students uh so they're successful at our high school and again now getting back to in the the goal that I referenced a minute ago 3.2.3 increase student uh indicators of safety by 10% as measured by the spring Panorama data and those are the specific questions um that were asked of the students as it relates to that work um I I will say um School
089saf was the second highest um area that we had favorable responses so it was 69% responded favorably which really was no change so uh there's been no change in the school safety category um looking at some of these specific questions you see all of them that are in the 75 or above well there's one at 71 so those are really really high uh the first one says how often are people disrespectful to others at your school uh that's at 39% which is a decrease however I'll point out that in the survey only 22% responded either or almost always being disrespected or frequently disrespected so only 22% responded with almost always or frequently uh 39% selected like Miss Owens referenced kind of the middle of the road so one of the options was sometimes they're disrespected
090and 39% chose that and then 38% chose once in a while or almost never so overall it's going to show 39% didn't respond favorably however 38% chose either once in a while or almost never so um just in trying to figure out how how that's really calculated could be a little bit confusing uh but overall if you look at those questions you can see where uh in every other category um we've seen an increase increase in in two different categories we may have dropped one or two% but very favorable compared to previous years I I also want to mention because it got brought up is uh and then we're done and I'm happy to answer any questions we'll be happy to answer any questions but a huge shout out to Stephanie Schmidt and Sam cod
091with our po because they have been a huge support to our high school and our students and I know they do a great job with communicating uh on social media and keeping our parents connected to our school so uh I definitely need to give a shout out to our po so that's it any questions thank you um I will start to my right with Miss Bernardi great thank you thanks for the great presentation that's that's a lot you're doing a lot of great work and I especially want to thank you for the welcoming of the students who don't come from our middle schools that's a really big um situation 72 students thank you for that mine were actually in that category so thanks for that and I just have two questions areas um one of
092them is about the ACT prep course and I just want to ask you how you'll be sure that the right students are taking that class because in the old days we had to pay for that and it wasn't very Equitable so you have a plan to make sure you target the students who need it the most yeah um and that's something that we really just tried to figure out what that what was that going to look like over the course of the semester and really getting the word out there for students to know that that's an option uh and it's really we're going to have to be intentional on who we're reaching out to to try to get students in that particular area and so it's my hope uh that just through conversations with our
093counselors with our teachers and knowing that that's an option that that's going to help some of our families uh I I I was pleased with our numbers first semester considering uh it was a brand new course and really kind of got added almost even after the scheduling was done last year our scheduling is going to be a little bit later this year so we're going to start that process beginning of this semester and I hope by doing that it's going to allow us to promote some of our cour offerings more uh for the fall so uh that's definitely an area is making sure that we're reaching a student population that may not have the access to that particular court and then make sure to measure the impact I'm sure next year you'll see how what
094a great impact it had after you after you do it yes so far 20 I think 24 maybe out of the 89 students if I remember correctly off the top of my head uh showed an increase in their their Assessments in that course through the semester with the average Point increase being 4.5 oh that's that's students so that's great um my next question is about the AP um and I just wanted to ask because over the years we changed our theory about AP classes and we uh let is it access for all students can all students take those AP classes now so you're measuring the participation yes as as you outline yes so then you gave us a lot of numbers of students who are taking them and you had a breakdown so you mentioned
095the word mirror so I'm just wondering if um the number of African-American students taking the AP classes the percentage mirrors the percentage of our total population so yes so and one of the things that I thought about while I was speaking is just some something that doesn't show up in this data is that's in honors courses um Advanced courses and not AP courses now um I'm currently the sophomore principal so um my cohort of students having um accelerated or should I say matriculated up to that many level of courses but often times it comes down to students being identified um to take the courses but then they get into the classroom and they see only themselves and so often times we're having conversations in an office uh with a child saying well I don't want
096to take this class because there's no none of my friends are in this class or I I'm the only one that looks like me basically is what they're saying and so sometimes another part of this that we're combating is um trying to strategically uh Place students in classes so that they don't feel the um as if they are alone or so that they don't feel like they can't do it because no one else looks like them that are doing it and so sometimes students are um selected or um recommended for the course but then they uh go home have a conversation with their parents and then they move out of the course so that's another thing that does take place that doesn't necessarily show up in these in these numbers oh thank you thank you
097for that I know that's that's very important too and um overall though that AP participation was identified as a ranking measure for us news and world world reports about five years ago and there's a lag so I just want to challenge you to find out if those measures are changing to include more students it's something we always have to keep track of uh to make sure that we we address those so than thank you for that just to reiterate uh again with the scheduling process at times we would start that work first towards end of first semester and it was kind of a challenge I felt like to to now be thinking about what you're going to do the next fall when you're in that same semester so now by doing it this semester and
098we'll have a stop day on Thursday Wednesday and Thursday of this week where each teacher is expected to go over the course offerings in their class and we've specifically tasked them with uh encouraging students to take those enrichment or Advanced learning courses uh and to give it a shot so uh our our black representation is a less percentage than what our overall percentage is so we do realize uh that we need to get that number up um and one other thing and then that's all because I know I could ask you questions all night but I gota let my other friends ask you too but you do such an amazing job of getting credit you mentioned the credit they come into high school with but my my graduates my three had so much credit going
099into college if there's a way for you to measure because they actually started as sophomores in college because of all the credit that they got from Kirkwood and I know that recently um you've also begin to measure the dollar amount of scholarships offered to our students and not just the one they accept but I know students are offered a lot so I just I know that's a really big number but I just want to throw that out there that you're doing an amazing job and that might be good measures for you to look at so and thank you for all your great work and my three great graduates thank you Mr Cathy thank you guys I'll jump right to the questions so we can uh get through this um so appreciate all the information on
100the ACT prep course my question is that's a new uh incremental ad uh to the offerings is that you know curriculum that we've developed are we purchasing that like what drives kind of the methodology used in the class throughout the semester yeah we're we are currently using as a backbone of the course the launch course uh and the reason behind that is we had asked you know the ACT goal has been on the school Improvement plan in for a couple of years and so uh a couple years back we had begun conversations um with central office about probably the need to find some ways to to grow kids within our setting and so we uh were awarded that FTE in the spring of last year um we we chose ultimately to use launch for this
101year just because we couldn't get to to the board the our own curriculum uh to to to deliver to you and rather than wait a year on the sidelines uh the teacher that we've hired is using launch as sort of a backbone but she's also integrating her own pieces and she's working this semester with a person in Dr grana's office uh Dean Fitzpatrick to create our own internal Kirkwood curriculum which will come to you guys and so once that's approved we don't need to have launch attached to it but the launch course is what gave us standing to be able to offer an award credit to the course given the timeline on how things things unfolded last year so that'll come prior to next school year curriculum okay all right thank you um can we
102go back Dr Harold to the the last slide right before your thank you yes so I just want to make sure so for example the the second line how often do students get into physical fights at your school 75% it's been a long day so like how what is that to tell us 75% of students feel that students get into fights that that is 70 those that answered the question and the choices they had to answer that specific question there's some criteria that says that they responded favorably so 75% of the students responded to that question favorably so it's the inverse which is which is an increase got it okay yeah yeah so said had and that's where I was going because you know one of my questions on the the incidents was I love
103seeing the number of incidents decrease but my question to you guys and maybe it's just something you can take from here is are truly the number of incidents declining or is it the way that we're responding to them and I do think that the way that we respond to it we can always learn and find different methods to respond to to help the kid ultimately decrease the number of incidents but truly are the actual number of incidents inside the building decreasing because it's a stark decrease I mean you look at that and those numbers jump off the page which is a good thing but when you see that I want to make sure that we really feel comfortable that the actual incident itself is decreasing and maybe not just the way that we coat it
104or respond to it because I think that's really what we need to dive into in terms of the the nuts and bolts in terms of what's going on does that make sense so I don't know if that's really A Conversation Piece but I wanted to call that out because those numbers really truly jump off the page as a positive but when you see that you want to really make sure that we're understanding what that data tells us um of true yeah there's there's been no change I mean what is different is that problem solving process in the adults that are in the building to support kids with those social emotional issues so that as we see something possibly going to to cause an issue we can head it off sooner whether that's their academics whether
105that's sort of what they report on my Sabers whether it's what a teacher reports through to sayy I think we need to talk about problem that's how I would interpret we're we are not coding something any differently than in the past a fight is still a fight is still a fight um it's just I think we're doing a better job of sensing problems earlier and heading them off um at least just based on one guy me likeing not in this District but coming from a middle school Muse your microphone please um coming from a middle school as a teacher and administrator myself there's so much more in middle school that happens that like yeah to see the difference between even our own middle school is here and then high school it's like well how can
106this be the same kids if they had so many in middle school and then they don't like I think there is something when they get to that High School level and those kids in middle school that were you know giving all the Middle School type behaviors there is something when they get in these classrooms and they're like oh this isn't what we do here and and that now it's high school um I've noticed that myself again coming from the Middle School level to the high school um we don't have as Dr Harold said we don't really have classroom um issues I mean in my class I can say that I've seen probably four to five kids over the three years have any issue that has been reported from a classroom teacher so to my question
107you would say and again you weren't here in 19 but I don't know if I heard two different things but you feel like the actual number of incidences that are taking place is down as opposed to just the way that we're respond I think is a combination right of like what Dr Gavin said because we also have a a form that teachers can f out like a problem solving like hey I'm having a problem with Stephanie before I write her a referral can you guys problem solve with me right and so maybe to the combination of our answers maybe in the past they didn't feel like there was those supports or problem solving there it was more just like send them to the office let the principal deal with them whereas now we're saying like
108hey let's work together and figure out like how can we help you before you write Stephanie an office referral like how can we work together and and I surely don't want to belor a point I I feel like something with uh how we would code a standard eight with substance abuse or any kind of drugs or alcohol those are going to be pretty consistent so those serious infractions those I mean when you come across it that's going to be coded that way and I think those so if you look at these numbers here on the board they're they're relatively consistent in that area 11 13 17 13 22 maybe is a little bit high but those are consistent if you look at at fighting uh I do think some of the work that we've done
109the last couple years is helping there but again you go back and look in 181 19 22 you know there's they're relatively close 10 16 19 um the incident is is where I do think there's some effort I think of one instance with a girl that got worked up uh first thing in the morning you know uh raising her voice like kind of creating a disruption that was not logged as an incident it's just something that we had a conversation we we all we had walking counselors we all kind of intervened we headed that off we made sure students were ready and prepared to go to class and we sent them to class other years you may log that you just it sometimes I I think discipline data is a little bit tricky at times
110to your point uh that very easily could be logged as a as a disruption uh but no consequences but in this case we had a conversation with our staff and we moved on and let it be and so uh I think I think we're trying to do more of that of of not necessarily just letting things go but just trying to find as I said earlier the most appropriate response to that student's Behavior so I would say um just listen to what uh Dr herl had stated in remembering that situation um term I guess you say growth mindset and some of the professional development that we just recently had that really relates to this talks about restorative practices and that is something that has uh in the past couple of years have grown um to
111play a more uh major role in schools professional development um I know at plus does a lot of things and so helping even us as administrators uh going through trainings and then um our staff going through trainings and understanding what a consequence is and some sometimes people think that a consequ like you got to try to Tar and feather a person um because they did something wrong versus seeking to understand um what was done wrong and what the horm was and then how can we um reconcile it to move forward and so I think that plays a major part in it as well which is a researched uh a research based strategy sure thank you and then I'll wrap up kind of two questions together so Panorama and my Sabers are both voluntary for for
112the students to complete so my question there is um and maybe just a point to make is if we Panorama is throughout our strategic plan in terms of how we're measuring the outcomes what I'm also seeing is a significant variance and the number of respondents from year to year so I think something to think about as we continue to strongly embed that into our strategic plan is um and I deal with this in my my professional life is how can we drive responses if we're going to lean so heavily on this to really gauge our outcomes I mean we're seeing half as many responses one year and then it'll double back the other year if I was looking at the numbers correctly and so if that's the case how heavily can we lean on this
113to really feel good about where we're going as a district there's some really good things but we really want to make sure it's representing what we we feel is taking place so maybe something to take away from this and and we did incentivize participation in both of those places well B based on because we had a window that was open for two weeks and so what we did as we said The Home Room with the highest participation by grade level got donuts or just sorts of things that we're we're looking to increase the number of of people who completed yeah thank you Miss Andrews um Dr Harold I'd like to just welcome you to Kirkwood um I want to thank you guys for being intentional on focusing on enrollment because families do have choices and
114um being aware of this um will only have a positive impact on um continuing to keep kids at Kirkwood and to attract kids at Kirkwood um one of the things that you had mentioned Dr Harold was that you all have extended the time for kids to complete their work for the semester and in the past students were allowed to like work on specific like chapters or units that they didn't pass um and I believe this was managed maybe by the summer school principal um and I just wanted to check in to see if that was still available to kids yes okay same process we'll do it first semester then also end of school year we'll do it in the summer as well okay perfect um and then um this is probably a Dr ol R
115question um so their Panorama data isn't bro or is sixth through 12th grade is there a way that we can work to help them break that down yeah you might have seen my clicky clacking over here when I I uh emailed uh Jeremy map Dr map over there with regard to that that number that is reported is broken out by by that by High School number I don't know if Dr map if you want to uh add to that at all but that is a high school number SO2 students okay okay um okay and then I would just say Dr Al um just as um kind of a reminder that when we come back and have the summary at the end of the year um just making sure that um it's reported to us not
116just percentages but actual um student numbers because that you know n 90% can 92% can seem really good um but when you break it down into actual students um there's there's a difference so um thank you all again um I know that um as I look at your team you you all are are fairly new to Kirkwood uh and thank you just for working together and um doing a great job for our kids thank you Mr boo yeah um so a lot of my questions were answered because um Mr Cappy had the same sort of question concerns um so I won't belabor those you know I think um it's really easy to brag on the success that you guys have had uh and some of it is in this presentation some of it you can
117see uh when you try to find a parking spot on any week night uh at Kirkwood High School uh you guys got a lot going on and certainly appreciate that as someone who has two of his most valuable uh and most expensive investments in your care uh most days of the week um you know I did want to highlight on the ACT scores I think it's great that we if you compare pre pandemic to post pandemic um not only have we improved compared to the national average by basically a full percent full point not percentage point but full act Point uh but the progress for our our black students outpaces the progress for uh the student body as a whole uh from last year's numbers at least and I think that's a testament to the
118dedication uh you guys have talked about here too and I also appreciate uh basically all of goal three uh and proving to people that um you know focusing on these issues doesn't detract from the academics it it enhances the academics and and at worse we can walk in ch gum at the same time um but really we're we're all working to solve the same sorts of problems uh I did want to point out on the on the AP class utilization and demographics you know I think that's an area where uh it's it's really cultural in terms of whether um a student's going to choose to take those courses like they'll take those courses if they see their older sibling took them or if they they they're on the tennis team and they saw the kid
119a year ahead of them on the tennis team took them those sorts of things uh and sort of co uh erased that cultural board a little bit and we got to rebuild that um and you know that uh better than I do too but that's that's an area that is one that I'm certainly looking at and then on the issue uh that Mr Cappy talked about in terms of discipline it's less an issue you know I don't believe that our students today are four times better behaved than our students were five years ago right uh nor do they need to be uh for us to be sort of satisfied that we're making progress in the right direction but certainly as a board uh we've been supportive of a certain discipline um mindset you know that
120has at this point been established throughout the buildings as you know uh and we want to make sure that that is is at least directionally moving things in the right and at least not the wrong directions in terms of the actual outcome you know if you walk the Halls um does it feel uh better at least not worse than it did sort of what before we implemented that process so uh don't necessarily need to feel like uh again our kids have become just magic Angels right um but we do want to make sure that um when we talk about restorative practices and those sorts of things that that actually the proof is and the pudding and it's not just um not just the way that things are coded but it's its actual behaviors are uh
121improving uh or at least not getting worse so thanks thank you miss m first of all thank you um as Dr Gavin knows and some of the rest of you might not um I taught at Kirkwood High I love that place so it's great to hear all the wonderful things that are still happening there um and my question sort of relates to Mr Cathy's and Dr Bailey this might be more for you and I don't expect an answer tonight but can we when we hear you know 88 people responded to this Panorama question I have no idea if that's even a statistically significant number of responses so you know how many people blew it off um and because these numbers really matter and we're trying to extrapolate a lot of information and make a lot
122of important changes and adjustments based on these but if if those 88 responses only are 5% of the people who could have taken it I don't know how important I don't know how important that information is that we get the validity of it you know so you know with Mr Cathy's suggestion how do we incentivize people to take these because I think a lot of times um people will either res people are more apt to respond if they're sort of irritated and say oh I can you know tell people just what how bad things are um and so that was just one of my questions is when we get these numbers is it a statistically significant number yeah I think it's very valid I will say Donuts always work for me but that doesn't mean
123that it's going to work for everybody else um so we can look and see the statistically significant side of it one thing I do want to emphasize too that that the high school has a great benefit of is that a lot of the opportunities to get feedback from students is not just captured within Panorama but there's often meetings with students we have um in fact some discipline pieces Dr Ford and Dr jins and Dr map were part of uh a student initiated discipline discussion that is that is transformed into some just terrific professional learning and and learning for our students as well with Candace Cox and and being a chaos Ambassador so a lot of times you can also go straight to the students and get some of that as you know as a former
124teacher at the high school get some of that information as well but I agree and I know the high school team is committed to looking at that so one of the things we'll probably end up doing is asking the kids what would make you guys complete this you hate to say that it's being former High School principal you don't want to get to the point where it's like you cannot travel until you finish this because then kids are just like CC see see see you know filling out the middle um but trying to continue to emphasize how important it is for them and how important it is for us to be able to move some things forward I agree with you as well that most of the time if somebody is very happy or they're
125just content they're like no I'm good and I'm not going to fill anything out um but we want to hear that because we want to see some of those positive moves that that are occurring so I think just continuing to use um student feedback and I know the high school team especially is working on uh increasing that but but um getting high schoolers to do anything is always that that it's a challenge uh getting them up without a bed but getting them to do something that they think is not going to impact their ability to graduate is really what it comes down to like do I still graduate if I don't fill this out yes so that is is a for sure challenge but we'll keep working on it to make sure that we can
126move forward and I will personally take any of the donuts that the students don't eat and um as a motivator for me as well but I will say I thoroughly enjoy that aspect of being able to get with and connect with the students I know everybody that's sitting over here as well does that and has those direct connections with kids so we are probably getting a lot of additional feedback through some of those other means as well thank you and I would say one thing with the teacher part is what I've heard as someone will say it's too long like it's about a 20 minute survey um so to find 20 minutes to and then you know the typical answer are like our changes going to happen or you know um but I will say
127when I sent out one at the beginning of the year that said okay what do you want for our staff PD day do you want lunch on campus or off campus do you want to work here or here I got 156 so like you know what they took was important right like it was also much shorter but it was and that's what we kind we keep trying to tell them like we're listening but we need your responses you know and they need to be thoughtful and important thank you the other thing I would the other thing I would add is uh one of the things we do um is in our student advisory committee the superintendent student advisory committee we do review of this uh this data with them uh at the appropriate time after
128we reviewed it with the board um and so that's one of the thing one of the questions that we have asked in fact the incentives some of the work with the incentives grew out of that feedback so uh we'll keep refining that because your point is well taken that it is um it is data that we're putting a lot of stock in frankly and we want to be able to uh make sure that it's valid enough to in fact make decisions based on M Andrew you had another question no okay um thank you guys for this um presentation I thank you for adding in multi-tier systems of support to make sure that our kids are able to get across the stage and kind of to miss Motika and uh Mr Cy's point with Panorama I
129have experience with that and not being able to get kids I will say we've been doing it for the past six years um in my district and one of the things that I feel um we're just now getting to the point where students are seeing um starting to take it serious because they see how we're implementing we're listening to them and they're seeing the things come to fruition of what they're saying so it gives them a sense of purpose so I'm not sure how teachers explain cuz that's one one of the um challenges how teachers explain if they're just like take this survey you know they're like whatever and it is long but then we would separate it into days don't have them sit down there and do it all at once so just little
130um nuggets like that and um so that's what one of my questions was going to be is how are we using that Panorama data to uh make improvements I assume that some of those um things that you pointed out were those but like how are we using the data CU I know it separates the kids into red yellow and green as far as their behaviors and how they reacted um how is that data being used within the building to inform change I I think we get probably a little bit more um out of the uh open response questions which it's a little bit more specific um so definitely just looking at what are the students saying um as it pertains to those particular questions and we do use that to D drive some of our
131decisions and some of the things that we that we do um that's kind of what led us um to a certain extent of exploring an additional social activity uh that being the dance second semester just because there's um you know students have have referenced there's a lot that they feel like takes place first semester with turkey day and everything that's centered around that then once we really get through break there's not a lot Beyond spring break and and and prom so for us um that's one thing that we wanted to do to try to to respond to that and I feel it's important because we talk about that stuff and really want to pay attention to what the students or the staff are saying um as it relates to like the mys saers data where
132it's really going to pinpoint where a student may be struggling that's just what the the assistant principles are discussing in their problem solving meetings and and identifying students that may have responded to that in a way that now we may need to intervene or have some kind of conversations and pull those students in or just be cognizant of it for me it's just knowing that these discussions are taking place because when I hear those guys briefing all of us in a team meeting or in a problem solving meeting and then you see that student walking down the hallway you're a little bit more familiar with maybe their situation and it's one you want to make sure you stop and maybe engage in discussion with them because you now you're you kind of know that that
133student may be struggling with certain things so um the open-ended probably is more valuable uh and that definitely is being used to drive some of our decisions okay so the kids that are like in the red I guess and that's the my saers data what happens with those kids that are identified as needing sure so you know what's going to happen is they're going to take that mys saers test that's going to then load into edge of climber we can pull a report that's going to rank the kids from kind of the most red of concern who rank to highest and then just based on those cut points of red and yellow we're going to do different things for those kids but those kids are going to be seen by someone there's going to be
134a conversation and then the followup or sort of pattern would depend upon you know because we can drill down too to see like is it just an emotional issue is it a social issue is it academic so those would be ways that we do that I don't know if anyone else and the board has been very supportive of increasing some mental health support at the high school and so Sarah Gibbs is our intentional support counselor and she's the one that drives a lot of the um survey data that that we see in the response to that and kind of triages is is this uh you know within tiers if you have a if you have a tier in there as well thinking counselor is kind of a tier one and then you know is a
135therapeutic person kind of a tier two and then we also partner with Chad's who does a little bit more of that significant emotional support um for our students there's digital calming Corners so I think that the steps that are being taken um center around the early warning system and the high school has the benefit of multiple years of data and so increasing and and improving that Middle School to high school transition especially for you know Dr Gavin has as a senior principal last year has freshman this year really worked to improve and increase that transition uh discussion so that those kids were no surprises for him um but a lot of times those students are then recommended for various supports if it's go to see Chads once a week if it's go to see the
136Intensive support counselor if it's to get the social worker involved if it's to drive some course changes or schedule changes or different places students can go I think that because each case is going to be unique and the board's been very supportive of that which I do think has had a role in some of those discipline data numbers that we're seeing as well that there are Avenues and outlets for students to express some of their frustration and anger and and anxiety prior to acting on that um and being able to make those connections so Sarah Gibbs really facilitates a lot of those triage meetings within the Counseling Center um and brings in the principles for that as well so I know you you're getting there um with all of that so and then the early
137warning system is another another way that it's not just students who are kind of hot button on the mys saers but uh the high school team worked very closely with with Miss lock with putting that together so that they get weekly reports about where students are at based on credits attendance tardies all kinds of different indicators so um the high school has really taken a proactive approach and I do think that has impacted some of these other measures as well and the last thing I I don't want to sleep here but you know on the PLC side you know for instance Dr harell celebrated supportive relationships and two years AG I think our kids only 69% had marked us at supportive relationships so one of the things that uh we did was we sort of
138packaged three celebrations and three pieces of concerning data from Panorama one of which was supportive relationships and so we talked about as PLC leaders like have we had conversations with kids over what does the word the phrase supportive relationship mean and hey naming as your teacher these are things that I've done in the last month that I thought were supportive relationship kind of actions what do you think or what would that mean to you so I do think helping to sort of Define those broad phrases has been helpful too uh in terms of helping our kids and teachers understand one another in terms of what those things mean thank you and um Dr Bailey you kind of went into my next one which was around the Mental Health Resources um so you mentioned Chad's um
139I'm sorry I forgot the young lady you mentioned um but how many counselors uh social workers Community Partners and do you think you have enough is there more that's needed based on the student population and what you see happening in I'll tag team this with Dr Ford because I know that he worked closely one I will say that you can never have too many supports for students and so we can we would always be looking at uh Partnerships opportunities to be able to expand that there does come a point where you don't want one student necessarily to have you know six different people that they're seeing um but I think the additions of our dedicated intensive support counselor we have an educational support counselor from BJC who has that connection through some of our Asser
140funding we've been able to add Chad's counselors that are specific to depression anxiety and suicide um and then we have our guidance counselors we have our uh social workers we have we were able to fill that role out as well and we've expanded our social work team on the special education side with some early intervention funding and so they do not work just with students with IEPs but can also work with students without IEPs um as well and then our social workers have done a good job if there needs to be some other Community Partnerships that we need to work closely with um Kurt cares or or any other organization um but I know that Dr Ford Works close closely with the the counseling department um we've also tapped into oural coaches even more intentionally
141at the high school specifically did I take your your you got a nice suit today by the way too but um so I just had to say it publicly um but we we are always looking at other opportunities for some of those students and and as the high school starts tapping into some of the discussion about you'll hear a concept called market value Asset or things that students can do to build their future planning that's also a nice mental health um approach for some students as well if they have a specific goal in mind if I want to be a veterinarian and I can make connections with veterinarians and get veterinarian experiences I'm going to feel more comfortable in those settings as well but I think um there are always opportunities and I know our
142counseling team and Dr Ford works with them are always looking for ways that we can EXP and um what that looks like and then we've even stretched Chads down to the middle school so that we can have a better um kind of transitional pipeline as well so that Chad's can provide some of that support and just have kids already on the radar as they come into the high school so Dr Ford sorry he he said just about everything um so you did a good job covering that but um could we use more yes and does it feel overwhelming or seem overwhelming at times I would say yes and those are particular times when we uh unfortunately have had situations with students um and other students um were adjacent to it or experienced it or a
143friend group and so we kind of shut everything down and and we focus on those students because um really just a checkin uh some of them have said like you know I'm not doing well with this or I saw this and um I need help or you know you can just tell they're crying or you know there's some sort of um public display of that discomfort and and not knowing how to put that right foot in front of their left foot um but the available um resources we always inform students hey we're here this is where you can go this is where you should go we we constantly are informing parents as well uh because sometimes I got a phone call from a parent um asking about his son it's just like you know my
144son just not really he don't really like school you know he does it because he's he has to but what can I do to help and what can I you know what can we do at home type thing and so we just had a conversation and dialogue and so part of that is just kind kind of being open and available um as I'm talking to the man I'm thinking of my own son who's you know years younger but just thinking of what I personally do and then um what I've seen growing up what I I hear other people doing it this knowing also being knowledgeable of uh available resources um and that's through a team uh member so somebody asking about resources I make sure I connect them with our social worker who might be
145tapped in more than I am um making sure that when we do get information we share that out we don't hold that um to ourselves because as a team we can provide more services wraparound services for a student or a family um than we can as an individual but then it also goes to our own personal mental health and and making sure that we are keep keeping ourselves in check that we're not overloading ourselves also uh so Dr Bailey spoke about our social uh emotional our SE coaches so that that is a team that I believe I'm tell I'm saying this right Dr Map works out of Dr map's office that uh it's another resource that we can tap into and those um ladies can work more directly with um teachers also and they they've
146done some professional development with staff and for our staff as as well as administrators um they are open and coming in to staff meetings or um they've been into our admin team meetings as well so there there's a there's a lot of resources but I want to go back to how you started it's like is it can it be more um I would definitely say Yes um but I love it when students learn that they have a support I think that's the most important thing is that when um students students start to come down CU sometimes you start to link like are you just trying to get out of class type of thing but they do offer a lot of um information and they do come in or even come to one of our offices
147and just open up and then that might be the the manner in which they are um um resourced to one of our guidance counselors or our intensive support counselor um and then we're also working with families to see if they are using outside agencies as well because um often times things happen when when we're not in school absolutely um and so what are the supports that are available to you during those times what are those hotline numbers what are those uh you know if it's a hospital whatever that may be uh but just different those different supports we often times get emails at weird times of the day or night from students and parents about things that are going on or so and so won't be at school because of these things happen but then
148also when they come back um we have a meeting with with our our team our grade level team um and discuss just kind of what happened what that looks like how do we move forward academically um you know kind of some some general questions who knows so like kind of how do we manage this is it a lot of people that know already you know just kind of what do you know expect if you get answers about this I mean questions about this how are you going to answer that and try to coach them up through that so that it doesn't kind of put them back into a uh a tail spin so um it's it's it's hard work but it's also hard work absolutely and so well if there's ever anything that you need
149please don't hesitate to ask and I would just um recommend which you guys probably already do that to your point um Dr Ford that teachers are also getting trauma informed care to know how to react to students because sometimes a head on the desk doesn't mean they're sleepy or or they may be sleepy but you don't know why they're sleepy so how do they respond um in a trauma-informed way would be awesome and then just lastly um the discipline data back to that slide that Mr Cathy I just want to understand that last Slide the major incidents um because it's broken down can you by black and white students but the number of students doesn't equal the number of incidents I just want to understand what the and then like yeah I just want to
150understand what this uh is showing us that should be um in relation to I think the incident if I'm correct it's been a while since I've looked at since I've compiled this data because I did it back in November and then I just updated the numbers from December um well and I wonder if there was like a Hispanic or Asian student who is that missing but also item part part of it also um could be that one student has done one or two or three things so the number of incidents could be greater that's right because it could be a small number of students doing multiple things right okay got you so okay and so within those numbers that includes the substance abuse the fighting the OSS okay I don't math wasn't my strong suit
151but I know that's a little off I'm like that's not making sense to me I'm all right okay all right well thank you all again um for this presentation and a Happy New Year to you and wish you much success for the rest of 24 thank you is that it uh yep oh okay that's just information all right so I need a motion thank you I need a motion to inter close session to discuss legal section 6 point Sorry 610. 211 negotiations section 610209 and Personnel section 1313 RSM Mo so move second uh Miss Bernardi yes Mr Cathy yes Miss Andrews yep Mr boo yes Miss mtika yes Miss Shar yes