Kirkwood School District - Board of Education Work Session - Oct. 9, 2023

001all right good evening everyone at 6:30 p.m. I'd like to call this meeting to order Mr boo can you please please lead us in the Pledge of Allegiance thank you before we begin our work session this evening I want to acknowledge a loss to our community Marie Kelly was a committed volunteer for Kirkwood schools she gave of her time serving as part of the Robinson and knifer PTO as well as on the Kirkwood High School Po in 2005 she helped rally the community to support our schools by serving on the committee that helped pass propy Marie also served on the board of the Kirkwood School District Foundation she was elected as a member of the Board of Education serving from 2013 to 2019 and during her final year on the board she served as president

002most recently her efforts were focused on Horizon St Louis which serves our students with opportunities for academic enrichment we joined Marie's family friends and community in mourning her passing and celebrating her life and achievements she was a giving caring and committed individual her service to Kirkwood schools and the entire Kirkwood Community leaves a legacy that will impact generations for years to come please join me for a moment of silence in her honor thank you all right so moving to 2.01 our elementary school strategic plan presentations um excuse me my voice M Dr o well thank you very much uh president shurn Board of Education I'd go ahead I'd like to go ahead to have uh uh the elementary principal group uh make their way up you notice we've got eight chairs here if we want

003to just uh gather around those uh and then pull a couple of more up and we'll make space for everybody um if the board will recall a year ago we were actually over at North Kirkwood middle school and it was the first time since at least I've been here postco that the board was able to hear from our um our each of our levels and so we've already heard from KCC earlier this year and so tonight we have the opportunity to hear from our elementary school colleagues and so want to make sure that everybody knows all the folks um I'm stretching right make sure it's stretching as as they uh as they come and have a seat um but uh I'll start over here uh to my right and if you would uh just make

004sure that you introduce yourself and uh and where where what school you are and how long you've been in your role here in our district um and then I'll wrap it up and turn it over to them with your permission thanks good evening Bo Ricker I'm at Westchester elementary hi everyone I'm Morgan Eubank I am the assistant principal at Westchester and this is my first year good evening I'm Gretchen Morrison I'm the assistant principle at Kaiser Elementary and this is my second year good evening this is Alysa Taylor I am the principal at Kaiser I've been in the district 11 years and five as the head principal at Kaiser good even evening I'm Jen Borden ker the assistant principal at Robinson and this is my first year there many hi everybody I'm angelene O'Neal hogra

005I am the building principal at Robinson and this is my fourth year there my name is Stephanie limbert this is my first year at North Glendale but I've been in the district for 12 years happy Monday my name is Amber stew oh sorry my name is Amber Stewart and I am the assistant principal at nor Glendale and I'm on year five right good evening uh I'm Brian payner I am uh principal and room principal at tman this is my 25th year in the district in first year in this role and I am Max Hoover I'm the assistant principal at Tillman this is my second year here in Kirkwood all right thank you very much and uh as we take this opportunity I know that by the way for those of you who are keeping time

006and keeping track that doesn't count towards your presentation time kind of threw them a curveball there um but just want to make sure that um that the board notices before I do turn it over to them the uh the direct alignment to our strategic plan and the work that they are doing not only as a whole group uh but then the work that they are doing uh in their individual school buildings and so you'll notice a pattern for this evening they'll talk and start a little bit um and highlight the things that are happening across all of our schools uh and then we'll give them an opportunity to um highlight some of the things that are happening specifically in their school and uh what they are doing based on the data that they are seeing

007and based of the needs that have Arisen in their schools so I'm going to turn it over to I believe it is uh Steph lpert to get us started Dr limbert yes so my colleagues were very kind to me and only gave me one slide at this beginning part um while I'm still trying to keep my head above water anyway we created a strategic plan um and we were very intentional about what we put into place um making sure that they were in alignment with our vision our mission the four priority goals and our 12 guiding principles so everything that you'll hear tonight um is unique to that school but um is in alignment with all of this on this slide right here good evening again so the first um priority objective that we have

008was about student student centered being responsi of yielding uh positive outcomes for kids a lot of our work in all five of our buildings are all in a little bit different place but we're all centered and focused as Dr lard said about the same goal um so this is year two for us to work with the center for educational leadership and we're starting to do some different types of observations and providing teachers feedback um in a in a looping style so that's been great it's also informed a lot of our practices and had great conversations that we can share with our teachers a lot of great dialogue and uh a lot of discussion about how we improve outcom for kids um professional learning communities is very different um at each building um I can say

009that everybody does have a building leadership team or um we all kind of have different type of names for them but I speak to Westchester it's called a building leadership team um we're also meeting with the grade levels um uh regularly to talk about um smart goals and we've all committed to have a smart goal with two um essential standards um picked by November 1st so that's kind of really guiding our work and then this is the third year of our literacy plan um with literacy link and we've had um job embedded coaching throughout uh the school year for the last two years and this is our third year of that that um really improving um what what type of instruction we're providing our students also providing the professional development embedded during the day with

010the teachers whether they they're observing literacy link and then now literacy link kind of observing them and providing uh feedback then obviously we continue to work with our mtss process to um to make sure that kids get the services and the support that they need based upon the accurate data um that is being displayed so we all are getting intervention and reading in math and then we all have some form of social emotional Behavior as well providing interventions and then uh communicating that information to the parents on where their students are um depending on when the Benchmark or sometimes might be progress monitoring information if the student is in a more intensive part of intervention um then data teams using that data to make some decisions it's not the sole piece for us determining intervention

011but is a piece that we utilize um that is pretty standard across the district and it's it's uh nationally reference data so that's kind of what we we've been doing for goal 1.2 and then um continuing on that um understanding the assessments and leveraging the types of Assessments where eventually we'll get into some common formative assessments and creating those assessments to drive the instruction using the data on maybe a preest to um and pick strategies and that'll be part of our PC work and then um instituting the uh Cadre for instructional technology you know being a onetoone district and having a lot of devices it's really important that we keep our teachers current with the best instructional strategies in the area of Technology um to make sure that students are presented information in an accurate

012and in a real world manner then also the the scoring guides and looking at our report cards a lot of our essential standards making sure that our essential standards line up with how we're giving information to parents and feedback for their students okay our next one is 2.1 and this is improving and implementing policies practices and procedures to reflect a focus on Equity diversity and inclusion so all of our buildings are having um clear intentional training around restorative practices and deescalation so this summer we each sent a team to verbal deescalation training with CPI and then we also Dr map and oural coaches that will come and present at a faculty meeting or another all staff meeting are in restorative practices as admin teams we have ongoing collaboration with our SSD Administration um our coordinators

013to review needs and concerns problem solved together and ensure that we're collaborating um with our SSD counterparts so that they are truly embedded in our mtss processes and our problem solving around students we're working together to develop culturally responsive behavioral checklists for universals just like we did with literacy link um in the areas of literacy looking what our classroom look Force for culturally responsive teaching um how do we ensure that that is being done with Fidelity in all areas professional learning communities and coaching with Ed plus so we are learning about learning communities uh in our first year for many of us and we're excited to have some cross collaboration time together as PLC teams with our grade levels in our special areas coming up um at the beginning of November just like in academics

014our mtss processes are getting tightened up and we are examining the effectiveness of our tier one universal instruction as well as our supplemental and intensive instruction through the use of that data and data monitoring progress and then finally we want to increase opportunities for stem education so we are taking on robotics um I know that some of us have Steam and stem clubs available to students after school and how that is embedded in Opportunities throughout the day I'm I'm going to talk about 3.1 which is fostering a climate of belonging and a culture of dignity across all Kirkwood schools so not new to our plans this year is the Panorama survey we administer those to third fourth and fifth graders at the elementary level and then we ask all of our teachers and all of

015our staff and all of our families to also take those and the window opens up on Wednesday we get that data back we do it now and we'll do it at the end of the year and we look at that data to inform our action plans um specifically around belonging and a culture of dignity it also gives us feedback students um give us their perceptions around um engagement teacher Effectiveness School climate and safety is a big one that students tell us about our staff and teachers give us good feedback about their sense of belonging their sense of um respect from their peers how much they feel like they are valued by their peers and our families give us good feedback about things like communication from the school um School fit school safety and also that

016sense of belonging all of our school plans also incorporate targeted training for support staff in the areas of restorative practices management and deescalation strategies and so Dr map has led that work with his team and that's like an ongoing professional development area for certified and support staff we are conducting empathy interviews with diverse populations of students staff and communities um and so that will look different depending on what building you're in but we're all executing some type of empathy interviews to find out more um from each person's unique perspective to help inform our action and then lastly underneath this goal we all use Sabers and my saers data to informal planning for our students so Sabers is something that the teachers fill out K5 and my Sabers is another survey that we ask our students

017to give and I'm sorry it's not a survey it's a benchmark screener social emotional Benchmark screener we ask all of our three through fifth grade students to fill out and then oural teams at each site use that data to help um plan accordingly for our students based on their perceptions of their social emotional learning it's on to me uh for those playing paying very close attention um you'll notice that the first three that we've discussed about that we've discussed 1.2 2.1 and 3.1 were also Elementary objectives last year um one the next one we're going to talk about 4.1 is different this is not one that we had included in our four that we that we looked at at the elementary level last year um but it really is about communication and engagement with our

018families in the broader Community we decided that was really important um It's always important we know that but it was really important this year particularly given the boundary adjust ments um that would be that are forthcoming at some point um and so it is difficult it would be impossible I think to overstate the importance of our families and our broader Community to Our Success at the school level um they are important at all levels of course but I think our um early childhood friends at KCC and the elementary folks would agree that they are way typically way more active at our levels than they are um at the middle school and high school not because the parents don't want to it may be more on the kids uh but that's okay um and so this

019is really an opportunity for us to potentially re-engage some of our families that for various reasons be it the pandemic be it additional precautions that we've had to put in place for Safety and Security over the last five years understandably so um and then even in some of our on some of our campuses because of parking limitations that we've had because of construction we simply have not had some of our families who've been able to be as physically involved in our schools um as maybe as they would would have liked to uh previously doesn't mean they haven't been actively involved in their children's education um but I think that this is an opportunity we all think that this is an opportunity to each of our campuses uh to re-engage them in ways that maybe we

020hav't been able to in the recent years and so um we're excited about that and and this slide really is about um engaging them and and the broader community in our schools everything you've heard thus far all of those bullet points are pretty much verbatim from the district strategic plan and so what we did was looked at the four objectives that we have focused for focused on as five building campuses and basically pulled out the ones that most directly apply under those four objectives to K5 education what you're going to hear next is we'll go school by school and tell you some about some potential differences that may be happening just because every school is a little bit different and we all have different needs and different personalities and we have um some exciting things

021I think to to share with you um at all of our SCH schools so I'll pass it off to Kaiser who will not take minutes feel like that was an unnecessary addition there Dr painer but yep Amber's starting a timer probably so good evening we yeah we're so excited to have the opportunity to highlight some things from Kaiser School Improvement plan and before Gretchen jumps into 1.2 kind of lay a foundation so last year Gretchen and I did a lot of listening with our staff um through listening and then facilitating some collaborative conversations we developed our core values at Kaiser and then we took the core values and came up with our mission for this school year and so our mission is equity efficacy and Excellence for each and every Kaiser kid and we wanted

022you to hear that before we jump in because I hope that you hear intentionality in between what we highlight and our mission we also want to let you know we've been very intentional with the alignment of our work with what we affectionately call The Funnel which is just like helping everybody understand what we're doing at the building level is funneled through the Strategic plan at the district level so then it comes to Kaiser School Improvement plan then it comes down to clts which are Collaborative Learning teams and that goes down to each and every Kaiser kit so it's all connected sometimes we have to be very EXP explicit on how it connects but it truly does All Connect it's very clear in our heads so we try and make it very clear for everyone to

023see so with that said go for it on to one point two so as Alyssa said we have been very intentional and that intentionality did start last year our guiding Coalition members which are our our PLC team CLT leaders they attended the PLC at work Institute in June and then our own guiding Coalition retreat in August or in July and then in in June and then in July yeah yeah and so we entered the school year just ready to be authentic in our implementation of the PLC process our our Collaborative Learning teams meet weekly and their work is around the four critical questions of the PLC process so their work involves unpacking priority standards then they are designing common formative assessments aligned to those essential learning outcomes for our students the results of their common

024for formative assessments provide the information needed for our teachers to design their instructional opportunities so they're gaining like what what are our students good at what are the areas of of growth needed and so that's where they're going in and collaborating together to design those learning opportunities a structure that we've imp implemented in our building is um we call it win time that stands for what I need and that is protected time where students can get what they need and it's not just limited to to additional practice time or intervention but our teachers are also being very intentional to provide our students with enrichment opportunities during that time as well without missing core learning we have also made the direct correlation between when adults learn when our Educators learn our students learn so we've added

025a fifth question in our PLC process and that question is what practices do we need to learn that will help our students have Better Learning learning outcomes and so with that we are being very intentional to listen ask and um promote professional learning opportunities for our adults that is through professional development days it can be in staff meetings it will also be in our guiding Coalition meetings we just had a meeting this afternoon and we did a lot of learning around smart goals and that prepares our leaders to um lead our Collaborative Learning teams so with that being said we are so excited to learn so our students will also learn more awesome great job uh I'm going to talk about 2.1 and those are the things that we're going to highlight that connect to

026diversity equity and inclusion and the first thing we want to highlight is our idea lab which is our K5 departmentalized science technology engineering and math pilot at Kaiser the purpose of the pilot is to increase opportunities in stem for all Kaiser kids and this pilot is ensuring that all Kaiser kids receive two units of daily instruction from a teacher with specialized um a specialized focus on stem and not only does she have a specialized focus on stem she has a um un unmatched passion for stem that all Kaiser kids get to experience we also want to highlight our ktalk EJ EJ leaders an admin team collaboration so we have two ktalk leaders at Kaiser they also participated with Gretchen and myself and our coach last year in EJ that was part of our school Improvement

027plan and EJ stands for equity and Justice Academy and character education and so we took the learning that we did last year and now we're meeting with those leaders to put it into action and so we're meeting three times this year those are the Tuesday after our district kalk meetings so it gives us um time dedicated to collaborate with those leaders to hear from those leaders um be proactive with our problem solving and also plan out out other opportunities for more learning to happen we also this year have Kaiser Affinity groups these are uh three meetings spaced out again um along District K talk meetings and these are for Kaiser certified staff of color um just giving them a chance to focus on belonging the space and time to be together we are committed to

028adding our support staff to that group um and we are still problem in around how to do that and then lastly we want to highlight the professional learning focus on educational Equity so Gretchen talked about embedding the learning of the adults in all the work that we're doing and we will be focusing on educational Equity the second semester um and we are constantly looking for themes um this plan has been a need it continues to be a need and so we're going to lean on District resources and supports to get that going as well as our building leaders sorry to continue on with 3.1 we are committed to increasing our climate and culture of belonging and um so our staff wants to continue to learn and grow in the area of restorative practices so we

029started the year off with a whole staff PD opportunity and that will continue next month during our whole staff staff meeting we also have had our coach in classrooms as well as um meeting with our teaching assistants to begin the school year because they are with our kids during a lot of unstructured time and they've um really enjoyed that opportunity to learn with oural Coach we are excited to offer a career expedition in November we want to expose our students to um diversity in career Pathways to connect the learning that we're doing in school give it relevance to their outside world as well as increase that sense of belonging um throughout the community because it is an opportunity for our community members to come in and participate with our students during that and then um

030in order to increase the result of of our Panorama survey we want to not just wait until the end of the school year to get that data back but we are doing um two check-ins throughout the year and then the information from our staff based on where they're failing success and where they would like to continue to to grow in that sense of belonging that's being passed along to our social committee and that's guiding their work for the school year we went over time but I'm I'm not going to look at Amber 4.1 thank you okay I can do that okay so the three things going to highlight really quickly under our communication and engagement is utilizing class intercom for our social media posts it will allow us to post on all three platforms that

031we typically post on and really engage with families that use that those platforms um and make sure that we're highlighting and um celebrating all the good things that are happening at Kaiser we have already started using an updated s'mores template and s'more is what we use for our family newsletter the new template has accessibility features it has like a table of content so people can quickly find what they're looking for we average over 2,000 views on our newsletter so we want to make sure families are getting what they need from those newsletters each week and then lastly we are collaborating with our PTO leaders to um schedule out speakers at our PTO meeting so we want to increase engagement and make sure families are getting the information they need so last PTO meeting we had

032our idea lab teacher come and share all the good things that she's doing at the pilot tomorrow night at we have um I just totally spaced y thank you our reach teacher is going to be there sharing about reach and gifted education at Kaiser and in Kirkwood and also um our new SRO will be there to meet the families as well so those are just a few of the great things happening at Kaiser thank you so much sorry I went over a little bit and I guess email me with questions before North Glendale goes the the board may or may not remember last year's present which was very nice and very positive however this group remembers who took too much time and who didn't take didn't have enough time left and so you're seeing a

033little bit of a result of that uh that tonight however certainly don't want anybody to feel necessarily hmed in um as you go through this information the board is interested and anxious to hear from all of our schools so U what you are seeing is a is a wonderful example of the gracious professionalism uh that this group does give everybody um and I think it's a I also will say not to make too much of it before I turn it over to Dr limber is um one of the things that I have said and I have heard frankly feedback is uh this as is as collaborative in elementary group um as has been in our district and I think that uh um I think we can all remember uh Jennifer sisle was the first to

034pull me aside um and said that she was just very excited uh about that so I have now taken a few extra a little bit of time so I will turn it over to Dr limpert thank you Dr Dr we won't use the timer for nor all right so I'll be doing 1. two and 2.1 and then Amber will take over um we are really excited to have a new area coordinator at North Glendale and um we have had many conversations with her about how we can support students um who have IEPs and so we actually included that in this um particular um goal um we want to check we want to not only keep tabs on how our female students are doing or how our black and brown students are doing but also how

035our students with IEPs are doing and part of that those conversations and part of that work um will be about really kind of assessing what resources we use for tier three students and then if they do um get an IEP how different is that resource because we don't want to just keep using the same resources um that haven't proven effective um a couple people already mentioned the Cal work um and the targeted feedback uh we have a unique opportunity as a new admin team to kind of go into classrooms together and calibrate with one another um so that's um exciting and um we've got teams okay so principal 101 don't come in and change a bunch of stuff but some of that was out of my control and it's all good work but we did

036get some feedback that plc's plus the way we started the roll out for wi time um was a little too much too soon for some teams and so to be responsive to that we've kind of allowed teams to get what they need um and so they there's some that are just rocking and rolling have already done um cfas and unpacked standards and things and then there's others that are like I'm just going to do win time in my classroom rather than trade kids and so um knowing that next year we're going to do it with Fidelity across the board so um we continue we meet every week as well Amber and I travel around the building on Tuesdays and um work with our collaborative teams um every other week we meet with our guiding coalition

037to kind of get a pulse on where things are and where we need to go what supports they need um and have really deep conversations about assessment if you could see our first grade assessment or data wall you would just be blown away um and one thing that came out of this was our instructional specialist did a real deep dive in the data for um math and literacy with Jessica Garrison and we wanted to kind of find out who's graduating out of intervention or who is just staying in there for too long um and so that was really eye openening and we had some really good conversations about that but one um celebration that came out of it was um we tracked we had fact fluency startup last year the resource and we tracked scores

038in the fall of 2223 and this fall and in every grade level two through five we had few students below Benchmark so I'll just name a couple of them um in grade we went from 40% last year to 177% this year um for fourth grade 28% last year to 5.9% this year so it's proven that it's working and once you can see the data you just can't argue that it's good stuff okay 2.1 um we too are starting robotics Mr Leonard is going to be our coach we're gonna have a fourth grade team and a fifth grade team um he also he and um our other counselor Mrs Johnson do Affinity groups um we have tons of lunch bunches and they don't just do it on their own I've seen teachers taking Lunch Bunch groups

039up to um eat during the Lunch Period and to me that's just really great that the teachers are even taking time out to work with a group and tackle some tough conversations and it's a love Bubble over there um we are working with Dr par s um she's come to some of our collaborative teams and then observed Amber and I and then provided us feedback with how we can better support the teachers so that's been um really really helpful um and then we have a parent Equity Group and we started off the year in August with a big Community black party um ice cream all in the playground everybody was having a good time so they really work work hard to um and it's been in the last year that uh Jeremy Jones has worked

040with our community to really um tackle some of the barriers to engagement um and a couple of those things are transportation is provided if if they need it to get to clubs or to get home from clubs they can also um apply for a scholarship one per semester for $150 which can go towards an activity fee or something of that nature so so um again really trying to take away some of the barriers to having people join us at school so after reviewing um our spring 2223 Panorama data um enie was very intentional and thoughtful about um putting some um different practices in place to improve the climate and culture and that sense of belonging in our building for our students our staff and our families as well so some of the things that we've

041noted and mentioned here is we have an NG connection survey it's something that we kind of started last year but we are like full force this year we're going to administer that twice a year to our students and the purpose of this survey is to make sure that every student in our building has at least we hope more than one but at least one staff member that they can connect with in the building so we will make sure that we're administering this twice and what's cool about the survey is because you know we have to think about our Littles our kindergarten our first graders so not only does it have names but it has pictures of every staff member in our building so we're excited about that data that we get from that survey um

042we also have our love and logic parent classes um those classes are led by our counselor Mr Leonard um he the love and logic classes are twice a year but um but over a course of three weeks each time and this is an opportunity for Mr Leonard to review and discuss some love and logic parent techniqu weeks um with our families um we have our weekly SST U meetings which is our student support team this is our second year I feel like we've really been successful with our student support team and what we do is we ask teachers to bring any students that they might have some concerns about whether it's academics seal and even this year actually we're meeting with a teacher in two weeks to just discuss how we can best support a

043student that needs some enrichment um opportunities so every everyone comes to the table from admin to counselors to our interventionist um SSD our school pych so everyone's at the table and we're brainstorming and thinking through intervent interventions and strategies to best support our students um we have our family groups that's something we've had an eny for a while now um after listening to some feedback last year we've decided to do our family groups every other month what we love about our family groups is that each group consists of students um in grades K through five so cool when you see kids in The Hare and they're like hey you're in my family group or you lead my family group so they really are excited about that um our family group committee is very intentional about

044the lessons that they put together um for our students oh look am might just ignore that guys um but they're very intentional about the lessons that they put in place for students um also um we are doing some collaborative work with um PA sample she's a leader ship coach as well as lit link and also Tara Morgan Holland who is an our phenomenal SEO coach in our building they are supporting all of our new teachers in the building with um some curriculum things some academic things and also um just really helping them with some of those classroom universals and expectations um we are super excited about the after school um programs and opportunities and clubs that we have available for our students we have our chess club um we have the beginners and the players

045group um we have our sound we have our change makers club we are really excited about our Garden Club we did our ribbon cutting last year we have a full garden over at ngg this year with lots of veggies our kids are really excited kids have opportunities to take things home um it's just it's it's doing really well actually I talked to a parent that is um helping and supporting with our Garden Club and we're going to put some B we're going to put some picnic tables out there so the classroom can come out and eat in our garden or maybe do some different science experiments or things out there um in the garden so we're excited about that uh we have our NG black achievement cultural Club U Dr LM kind of spoke about

046that this is a club that's been spearheaded by our um Dei committee parent U parent Dei committee um and there's Transportation available so that is not a barrier for our students who want to participate in an after school program um and we have our Vex robotics which is starting soon and then also I wanted to mention if you see here I am um holding a um help me it is our um it's read it says you are all kinds of amazing I don't know why the the word is slip is is escaping me right now but this is something that was it's a staff celebration it is something that was started by our Teacher of the Year Mandy keer and this we have a few of these and they are floating around the building and

047um teachers can write little notes on these and they them on a staff member's desk or they can give them off to a TA but it's just a way to build connection and say hey I see you and I see the wonderful things that you're doing in our building and this has been going really well so the goal is to get it keep it for a while and then you pass it on to someone else that you see doing something amazing in the building I was trying to say photo frame I cannot get that in my head to save my life okay so 4.1 is our um last one here about enhanced communication and engagement I will say guys when we looked at our Panorama service survey last year we were very excited to notice

048that uh for our barriers to engagement data we were at 99% so that's huge our goal was to make sure that we maintain that right or got or maybe even get 100% right anything's possible Right with having a new um head administrator and have a new staff we would we it's really important that we make sure that we maintain this um this engagement and this communication so some of the things that we have in place right now is just more frequent updates on our social media that's our Facebook we've started Instagram this year um being intentional about our school website and make sure that making sure that we're updating that we're sending home our um our Wednesday parent updates PTO is sending out their updates as well um staff is sending home their parent newsletters

049um some some send them home weekly and some send them home bi-weekly our specials are even sending home communication this year so we're really excited about that and most importantly those positive phone calls and emails home emails home are so important uh for our parents to and for our students to know that we see them we recognize them and we want to celebrate the great things that they're doing at school uh we are partnering with our PTO to increase staff attendance at PTO events this year so the expectation is that our staff at least attend one PTO event whether that's a um a trunk or treat or even attending a PTO meeting and last but not least what we have found is that less is more sometimes with our um with our newsletters and our

050communication so we are just making sure that we're not just overwhelming um our parents with the information that we're sending out that's something that we talk to our staff about even with the newsletters that are we're sending home we're making sure that we're highlighting that important information and we're just making things easier for parents to read okay thank you okay Robinson um I'm G to start with 1 point two instructional practices yielding positive outcomes for all students um as most of you know I like to practice an attitude of gratitude so I want to start with a thank you um to the board and to Dr Bailey um and the use of our title funds at Robinson this is our third year having a full-time literacy coach AR staff it is a unique position to

051us um and I just want tell you all the impact that that coach is having on our building is phenomenal we are seeing tremendous growth at all three tiers of instruction and it is carrying over into math although she's a literacy coach those practices that we are working on and developing with our teachers um they are seeing that transfer into math um instruction as well because good instructional practices are good instructional practices whether it's literacy Math Science Social Studies so thank you for that position um our staff really do love our coach they are now asking for support they are in a meeting today we had a full release day with one of our teams and one of our teachers said I'm being vulnerable here I don't know how to do that can you come

052in and model it for me and she said it in front of her whole team and her team was like yes we can do that you can come and watch and the coach can come and then give them feedback and so I just want to celebrate that we really are developing a coaching culture um and that it's okay um to not know everything and to not be perfect and um I just want to celebrate that for our teachers and thank you all for making that position uh Robinson's unique this is our third year partnering with Ed Plus for professional learning communities work we started that my second year um and we've seen our building really develop and hone their processes around TSS and the structures that we use to analyze data to identify students to

053be responsive um looking at those standards we get really um Jen is new she probably doesn't like it but we get real creative with the scheduling um to allow all that extra collaboration time and so at Robinson every other week we have a double plan so our teachers have 90 minutes uninterrupted together every other week and and then the other two weeks are their normal specials plan times of 45 minutes and then once a quarter a quarter before that quarter arrives we do a full day of release day so today first grade had a full release day um with our literacy coach and myself um sometimes facilitators join um the conversation and we are just really being intentional about that time to reflect on our data to look ahead at the next quarter's report card

054standards unwrap those standards identify smart goals create our pretests common formatives our summatives and really talk um in layers about our students who are receiving services so previously when we first started our PLC Journey interventionists did their things and classroom teachers did theirs and there wasn't that intentional collaboration across the tiers and so now our interventionists are able to push into those collaboration meetings to ensure that all of our students have aligned instruction across all three tiers and we have seen that that has been a very effective practice for our students we also have one book one school um this is our third year doing one book one school we have expanded it to two events so we do a picture book in the fall and we do a chapter book um in the winter

055and that winter event is paired with a family event where they do rotations around the building um centered around that learning that book and it's really a nice opportunity for our students to have a shared literacy experience that is focused on building a love of literacy it's not about learning a standard or having a certain outcome it's really about enjoying reading and kids being able to have those conversations with peers that they don't normally share book talks with and so a lot of classes will do their buddy room and things like that one last big outcome of our PLC work and again it's going to be giving thanks to people in our community Dr map and um heart-to-heart tutoring they support our students that we identify in our plc's that need some additional tutoring we

056have 45 students that get additional Services um twice a week this year so we expanded our services in meum park to Wednesday night and Thursday night and we have 23 students who get tutoring on both nights at meum and then we have about 18 students that get tutoring onsite at Robinson and heart-to-heart students as well as Horizon students um both of those groups have a huge impact on a large population of our community and so our we see our data going up and I know it's not just because what the teachers are doing but it's because of what the community is doing to support us so shout out to both of those organizations our next one is 2.1 practices that reflect a focus on Dei um we do know that there is an opportunity Gap

057and an achievement Gap at Robinson and we are being very intentional about monitoring and making sure that each of our students gets additional support in whatever areas they need and so sometimes that's getting again really creative with scheduling to make sure that they're getting that social emotional support we do have a full-time social worker at Robinson again thank you for that position um and they they they our social worker and our counselors and our classroom teachers work very closely together to make sure that our students are feeling supported and that the families have the resources that they need so we also have our food pantry on site that our families can access um we do home visits it's not uncommon that you know a child doesn't get to school and we do our attendance line

058call and they just can't get to school and so our social worker is able to go with our counselor and get our students and so we are being very intentional about monitoring all of our students and providing whatever service that family and that student needs although we have um data um that says that we need to close the gap with our discipline data our attendance data and our academic data I cannot ignore we cannot ignore our staff data so we um have worked with Dr map um we've gotten KT Talk data our building Panorama data and we know that as a building we need to focus on our staff relationships and what we are doing and how we are treating one another as staff and so this year we are really focused on having very

059courageous conversations and doing some learning about microaggressions how to have conversations about microaggressions when they're occurring in our plc meetings and building trust within our teams and across our building because if we don't trust each other and how you are working with our children and that it's not your kid or my kid it's our kid um and we don't have that respect and Trust for our colleagues we're not going to close any gaps and so for Robinson this year we're really focusing on our staff to staff relationships and doing some intentional learning around um cultures and how we show up in our spaces and how we can be our authentic selves no matter who's in the room with us and so I'm gonna pass it over to Jen all right so that leads right into

0603.1 uh climate and culture of belonging and so picky backing off of what angelene said um we have built and protected time that's dedicated to improving wellness and belonging of our staff at every staff meeting we have a dedicated amount of time where staff is getting to interact with one another we've created faculty family groups to allow all staff members to interact with everyone throughout the year so each month those faculty families change and so we all have opportunities to meet and get to know each other um we also have included in our staff meetings a really fun game called the guess who I don't know if you remember the game with the faces and you flip them over so we have one for each staff member staff member provided staff members provided information like

061fun facts talents um something they're afraid of Fondest Memories and so we share that information and everyone else has to guess who it is the staff members that have guessed the most correctly we have some fun prizes like a dutyfree afternoon and so those are really big hits um we also started our year with um something called True Colors it's really an assessment about your personality type and your work style so it allowed each staff member to learn about themselves but then there was a lot of conversation with other staff members to learn how your different personality types work together but also some challenges that you might have when working with one another um we have celebration assemblies each month we recognize attendance um attendance in the past has been a little low at Robinson

062and so we're really trying to raise that rate for our students and so we're recognizing attendance 90% and higher but also recognizing students with improved attendance because that's really important to recognize the effort that's being made we also recognize students that are living our vision our vision is we are wise Learners welcoming inclusive safe and Equitable and so each month teachers choose classroom winners that are celebrated at an assembly within the grade levels um we also do a family celebration a couple weeks later where families get to come in and celebrate with their student as well and we have committed to having parent and student engagement activities every month at Robinson we have already held a block party family Fiesta popsicles on the playground they were really well attended events um we were really excited

063about family Fiesta we had over a hundred participants that came 100 people attended the event um our first event that our Equity Group put on I think there were 12 of us MH so it was really nice to see all of the people and there were actually some people that came from other buildings to check it out so that was really nice and we have upcoming events our Halloween party parade and then our two at Robinson we do two Veteran Day assemblies so that everyone has an opportunity to come and 4.1 enhanced communication and engagement um this is very similar to some things that have already been said we have committed to posting more frequently on social media for the two of us that is a big deal we are not social media people and

064so this summer we met with Steph Dietrich to learn class intercom we have had Lisa Wade over to talk to us we have talked to other staff members about how to help us through that and we've had some staff members graciously say that they would love to help participate in that because we know that it's really important to have that information out for Ames and Community we have um updated our newsletter format which I think you guys touched on as well and so that format there's some additional functions and accessibility that make it a little bit more user friendly there's also a translation possibility on that and that's really important for some of our families to be able to access that information and we've already started to see um an increase in engagement with our

065newsletters and oh texting um important events that are coming we' have started sending those out in a Text Blast um sometimes those those newsletters can be overwhelming with a lot of information and so a quick text of something that's coming has been really beneficial for some of our families it's time for Tillman um max and I feel it is very important that our our entire staff and really our parent family community has a voice in this work um and so in addition to everything that we we knew we were going to be doing because was part of the district plan um we also took every bit of our September 29th deadline to get our school plan um crafted um we use both of our faculty meetings we use two different guiding Coalition meetings um to

066really identify possible ideas and prioritize those we also used uh thought exchange with our family community I'd never done this before but we prepopulated our staff ideas into the into the thought exchange so that they could even the first person who went in would already have 25 different ideas that they could start rating and it was very valuable for us to see some of the things that um aligned with our parent our family community and our staff and some of them that our staff may have thought were very important but maybe our families were not seeing as important and vice versa and so um we're not going to go over all of the bullets you see here a lot of the work that you've heard from our esteemed colleagues um is very similar at tman

067I will say that the first bullet under 1.2 professional development to support engagement and growth of all students is something that um rose out of our teacher and families um information because they they strongly feel that it's important that we are addressing the needs of our students who aren't there yet um but that question four under plc's is very important to our families and our our staff as well what about the kids who are already there and how do we continue to help them grow as they um as they are learning and so uh we want to make sure all of our kids are actively engaged and not just compliant not just sitting in classrooms but are actively engaged and growing through that work and that looks um in many ways for our classroom teachers

068like we need additional training on how do we modify and accommodate um for our students who aren't quite there yet but also how do we um provide enrichment opportunities and help them grow if they are already there and so again that aligns very much with questions um three and four of our p DC process which you can't get to really until you do questions one and two I will also say um you know having been new and watched Tillman from afar uh there was tremendous work done in the Tillman community on the Tillman ignite area um out out back um they they did much like the experience that I had at Kaiser they did a lot of fundraising and planning and really um Community involvement in making sure that they that they did it right

069with their outdoor spaces uh their timing was bad unfortunately because the pandemic came right after they got a lot of the things really in place and so this has been an opportunity for us to push that pause button back off and um maybe it's push play um but that is something that we're excited about um particularly as the construction starts wrapping up as we take over our new indoor spaces then we can all start also start looking at at the learning possibilities on our entire campus um so I'm excited about that and I know Max is and and our and our staff is as well um moving on to 2.1 I think a couple we want to highlight quickly just the fact that um we know that those steam opportunities are very important for not

070only of our our our our female students where we have a considerable Gap actually at Tillman and actually it got worse last year um but also um with our students of color and so we are being very intentional I was very proud of some of the work that our staff did in trying to create some thought um in really thinking through some possibilities um and then we also are just trying to educate ourselves about what is the research say about these gaps and how can we not only use that information to inform us but also in somea cases uh communicate to our parents and our family community the important role that they play in some of this as well and then um the last bullet under 2.1 is also important uh Tillman has done actually

071I think we're building on two years worth of work already on this um there's been a huge focus on making sure that our kids can have those courageous conversations in the classroom and that we are very intent in the instruction that we provide and the safe spaces that we that we create so that everyone can feel comfortable having those conversations and knowing that it's okay if it's a little bit messy as long as we are kind and considerate for each other uh I promise to make sure that we are the first team to stick with our our seven minute uh time frame um and and thank you all for staying with us as the ones who are a little later in the alphabet uh go so I appreciate you guys in your time today so

072I'm going to talk about uh 3.1 and again just kind of hit on uh one really key bullet point that we wanted to share with you which is our our cultural assemblies so we have a committee of adults that that plan those uh and those are fantastic events so they are events where uh whether they are uh performers or uh games there are things happening to celebrate and highlight culture so that every kid at tman at some point throughout the year uh whether they are a student with a different ability or or a student of a a different background they can look up and see someone who looks like them doing amazing things uh in front of the entire school and so we are really really proud of of of those assemblies what we also

073love about them is the committee that works on those assemblies does a fantastic job of also tying that work in so that is not a one-off right we've all been to those things where you go once and it's great and we're all into it and then that that learning kind of div they make sure that that is is a weeks worth of work leading up to those assemblies so that they they really feel uh meaningful to kids and and the learning happens in in a really rich way um I'd also like to now move on to 4.1 uh so on 4.1 this is really a two-pronged kind of approach for us so the first one is we got in in the feedback Brian mentioned we got a lot of feedback from families that they would

074like to see an increased flow in sort of positive communication right they want to hear more about the good things we are doing at tman so we want to make sure we're providing that uh the second thing is we all also know uh when the boundary adjustments happen our parents are going to be the best cheerleaders for tman that we have so we need to make sure that those parents are also armed with plenty of positive messaging to send out to people who who maybe are are hesitant about a big change like that uh so we also like other people have mentioned are are relying on on that social media piece uh there are some very specific things we are are doing though that I think our our Facebook is borderline viral at this point

075um on Friday evenings uh because Friday is Trailblazer Cafe and so Trailblazer Cafe is is it's true I don't know why there's giggling happening it's very there's good stuff going on uh trailer Cafe happens every Friday uh and Trail wazer Cafe is each teacher nominates one student from their class to come and have lunch with with the two of us uh and there's nothing special other than that they just get to come and have lunch with with Brian and me and they love it uh and families love it and they love just seeing their their kid um uh for following blazes 3bs all week long so being safe being kind and and being responsible uh and kids that really show that all week those kids get to come uh to lunch with us on Friday

076Also our construction updates uh I I will give Brian credit he is out there with his phone every day taking pictures and videos of things that are going on uh and sharing those and we're just noticing a lot of uh positive uh feedback from our families about those kind of post and and that's exactly what we were hoping to to accomplish this year uh with 4.1 so we just want to continue you that work this year and with that I will I will yield the rest of my time thank you guys welcome back Bo Westchester it's been a while um so no one point2 uh we're really focusing on um our targeted feedback Cycles with our CEO work um we're in a little bit different place than probably most buildings we're kind of starting plc's

077from the the bottom floor um it was instituted prior to me coming um but we are reinstituting it back at Westchester so we really worked with our building leadership team to to establish our Collective commitments and our Norms um and then obviously start working on how we work together it is a bit of a culture shift at Westchester so anytime that you make a big culture shift the climate gets a little bit Rocky but uh we need to learn and lean into some of that discomfort to uh provide better outcomes for our kids um so that's a lot of what we're doing um through the targeted feedback Cycles through our p meetings and uh through creation of our smart goals um want go ahead 2.1 yeah1 so when looking at practices that reflect our focus

078on um diversity equity and inclusion one celebration when looking at our data is when we look at our achievement for our males and our females especially in our fourth and fifth grade that Gap is close to zero or sometimes um our females are outperforming the males and their Benchmark data and so when we sat down with our teachers to talk through um kind of this goal it was really about what went well last year and allowing our teachers that space the heart of PLC is to truly collaborate and have some of those vertical conversations to share instructional practices and share the things that they're doing so that our other grade levels can hear that as well and we can continue that work um another thing you know when we um similar to what angelene mentioned

079is when we sat down and did some of our norms and our Collective commitments it was evident that there were some groups of our teachers that really um didn't have the tools in their toolbox to navigate conflict in a productive way and it was almost stifling the work that they were doing um afraid to be vulnerable afraid of that trust and so um similarly we um are going to be meeting with PE sample tomorrow um from pedagogy and action to kind of come up with a vision and a plan for some really intentional professional development around creating an inclusive culture for our plc's and so really trying to dig deeper and what are those barriers how can we address them what are those microaggressions and really providing the adults um some learning so that we

080can move forward um with some of those teams um and then when we go down to 3.1 with our climate of culture and belonging um one of the most amazing things that I quickly realized when coming to Westchester was the amount of Community Support um and the amount of activities and involvement of our kiddos so we have you know six Vex teams 140 students in our chess club we have Sunrise singers and Girls on the Run and there's ample opportunities out there um but this year we really want to focus on what are the barriers in place for those students who aren't accessing um the opportunities that we're offering and so our teachers are going to be developing a survey to give to both students and families of just asking about their involvement and then

081what if they aren't involved in something um outside of school hours what are those barriers so that we can see which ones that we have control and influence over and try and break those down especially when we think about our females and seeing themselves um with the success in in science and technology and math um another thing that we will have added this year are our body classrooms and so we heard loud and clear at the beginning of the year that that was really something that our teachers wanted to bring back and so we've partnered grade levels up and they attend and do monthly activities a few weeks ago we had our PBIS um assembly where buddies um went to the assembly together so the fifth graders sat with the third graders with their buddy

082class and it was just neat to see um the modeling and the engagement um and how that increased you know you always get worried that are the kindergarteners going to feel the same as the fifth graders watching um an assembly about how to sit and follow you know expectations but partnering them up and giving that sense of responsibility and that sense of belonging um it was just really it was neat to watch um throughout the assembly um we are also doing faculty families um this year so in the beginning of the year we have eight faculty families so everyone from our custodians to you know our reach teachers our counselors everybody is in a faculty family so every opportunity that we have to share a space um we encourage um our staff members to sit

083and to be with their faculty families you know that sense of belonging was um evident in our for our staff and our data from our Panorama survey and so we're really trying to look for um opportunities to um allow the adults in the building to interact with those that they don't closely work with and so just um you know they went on a scavenger hunt in the beginning thanks to Kaiser they helped us out a little bit with that idea um they went on a a goose hunt and um got to do some activities just to start creating those relationships um outside of the work that they do every day um and then we are also excited our PTO um we are partnering with them to have establish our Westchester parent Equity Group um so

084they have already met with Dr Mt members of our executive board and um Dr Mt will be joining at our next PTO meeting I think he's back there behind me somewhere um to do some learning for our PTO in general um and then really start um being reflective and looking at our current practices the language that we're using um and really making sure that um um inclusion and Equity is at the Forefront of all of that all right so the last schol 4.1 enhanced communication last spring we worked with our PTO and we surveyed our families on on how we're communicating um we did some things that are a little bit different we set up our newsletter with a lot of quick links and a lot of visuals um cut down on the words um

085that's been well received um we've also we're sending it out on Sundays and we were previously doing on Wednesdays so we're sending out on Sundays um and that's going over well we're doing it once a week we have different sections for the school sections the PTO some static links a lot of stuff is linked back to the website so when we do the redesign of our website um that'll be integral to our our newsletter and then also um staff scoop on Friday um and giving some shout outs to some uh staff members has been really nice because they're they're coming and bringing the great things that they're seeing their colleagues do so it's been very nice and we have a lot of events we seem to have an event like every week at Westchester um

086usually on Tuesday nights um but definitely want to highlight our ribbon cutting ceremony that took place um on Saturday it was a great success the building is absolutely beautiful so thank you guys to you guys for that and the support that we had um you know anytime you go through some construction a little trials and tribulations but at the end we're definitely reaping the benefits um our library is absolutely to die for um and our new classrooms are just absolutely amazing so thank you guys very much awesome thank you for that all that detailed information was it yes okay cool well we'll see how we do with the questions all right I'll start to my right Miss Bernardi wow thank you um I think it's amazing all the wonderful things that you're doing I'm always

087in awe of all of your work and I especially am excited about you sharing it with us and it sounds like you share it with each other because I think this collaboration is really amazing between the principles and I mean I could I wrote down so many things there's a couple of things though that I had questions about their brief questions just in general because we we always worry about our measures and our assessments and the the reports attached that I looked at with all the many many numbers that you have and those are a measure of success but I think you have identified some other great measures of success and I especially like that you all talked about robotics because that's stem and that's the love of stem and that's how you're going to

088get the girls to like math and the love of literacy which I think is an another measure so I think it's kind of a challenge when we talk about strategic planning and how we're making progress and that we have to focus on the actual students and what's happening with those students so I'm happy to hear that you're sharing all that and I especially like your professional learning communities and quick question and then I have a wrap-up question that's all I promise I'm I'm always pretty pretty short and when I talk but your professional learning communities are by school is that what I'm understanding okay so I'm in a professional Learning Community for school board members and we all are as well and I just hope that you're able to at some point it's a lot

089but also expand that among our schools because you're such a great wealth of knowledge and learning you want to talk go ahead yeah um we've got together and at the beginning of the summer we we mapped out most of the time that we're meeting with our plc's but we also thought it was very important that like grade levels and like special areas get together and it's really essential for them to collaborate and talk about their specific things in their grade level or their subject area so November 7th is going to be the first time they're really going to be able to get together and to be with their grade levels and to be with their like uh special areas so we've embedded that and there's also going to be opportunity in the spring um I

090think it's also important that we also don't lose sight to be able to have some time to them to talk vertically so like kindergarten can talk to the first grade teachers first grade teachers can talk to kindergarten and second grade so those are other pieces that we'll be building in as we grow through the PRC process well that's that's wonderful wonderful and then this is my big wrap up question I know you're excited um but for me I think everybody knows I love strategic planning it's something I love and I love to write measurable objectives and it's just for me a you know a delight but on the other hand you you are doing amazing things and so for for us what what can we do to make it less of a burden so sometimes

091I suggest things but I feel like this is a lot this is a lot to do in addition to educating all of our wonderful children so you know as as the school board the governing board um I I would ask how can we help help you with that and I have suggestions for Dr Al that I've already pre- um registered but um if if you feel that please somebody somebody can speak but I feel like it is a little bit of a burden all of it so I love how they all look at me okay should I tell you what I told him to do please okay so yeah it's a lot of work but I want to celebrate that like you guys said we are very collaborative um they uh cabinet listen to our

092feedback last year about getting us information sooner and so at our June Retreat we had information a lot of us had that PLC Retreat after or closely aligned to that and then we had our building retreats in July and then we were given time to come back together in August and so I think that all of us would agree that gift of time that we have um the extra time for planning the very clear direction that was very helpful this year and we do rely very much on one another and support one another in our planning and so it doesn't feel like such a lift when we're lifting together oh I I love that and know I just want to say over the last 10 years that I've been looking at all the Strategic plans

093it's just great great progress so thank you all for all your good work Mr Cy all right we're still on here um Echo a lot of Angie statements and say thank you for all the work we recognize it is a lot I think it's important to hear from us the emphasis on collaboration I think you guys can be your own best resources so want you to hear that from us that we we encourage that um you referenced planning time I hear that I understand it's a lot of work and we want you guys to be able to be efficient with what you do so when we talk about the planning time are we talking specifically about the development of the individual building plans and that work started back in in June because I think time

094timeline came up when we were talking about the the global District plan as well so I don't know if that warrants us looking at shifting anything there just to make sure that we understand that what we approved on September 11th trickles down to everybody else but if we're not approving that until September 11th how does that impact because what's important is going on at the at the building level so if you want to respond I'll give you a SE yeah I definitely appreciate that and appreciate the the comments that were made earlier about U about listening um us listening to the feedback that we got from the principles uh because they did ask very specifically we would like that information um with regard to the district goals uh to come at the June Retreat and

095it sounds crazy we're not even a week out of school at that point and we're already ready meeting for two full days to talk about that school year now um I just just as a reminder um just the way that uh the calendar fell and some other priorities that emerged um that uh that was that information that we had for for the board to approve with regard to uh with regard to the uh the Strategic plan while it did come in September and I appreciate the board's passage of that um that was something that we had wanted to we wanted to review I believe it was the August 8th uh um agenda however we were unable to because of some other priorities that came up so that timeline is what we'll adhere to again and

096we'll look to bring that to the board at the August work session for the August approval absolutely that's our timeline to do so we can give then our principles the uh the opportunity to move through that work with confidence with their teams okay so another question as I was reviewing the individual building plans and I heard the comments that you guys picked the four main ones that you felt applied the most to the k35 environment but there were some other ones that are present in the district level plan that are not present in the building level ones so that stood out to me um I think there's important measurable Targets in some of those for instance 3.4 um 3.3 um can you speak to the decision to again I'm all for being efficient and these

097plans need to be manageable they're big as they are but there's also things at the district level plan that aren't present in the Comm in the I keep saying Community because that's the world that I that I work in I apologize building building level plans yeah and and that owes to the fact that it is a comprehensive District level plan um the one thing that I would point out just as a reminder is that for each of those areas there's a so that that the work that they are doing is impacting um the those areas and those particular data points um and so what I have asked to do with a with a large with the comprehensive strategic plan what I have asked the the elementary principles to do and you'll notice that is also

098consistent with our middle school and the high school our middle schools and the high school as well is to um absolutely zero in on where they believe they can make a where where their where their data T tells them they need to make the biggest impact and where their work can make the biggest impact for their students so yeah I just I don't want to lose sight of the targets that are that we spend a lot of time going back and forth at the district level that have applications to the K through five because I'm zooming out and making sure that we're in the best position possible come August to make sure that we can assess the plan that was approved in September does that hopefully that makes sense to everybody so thank you um

099along those same lines I appreciate the collaboration and knowing that there's going to be nuances in terms of how we Implement and get to the goal that we're looking looking at but I want to be mindful again as we assess the district level plan come August that the way that we got to some of these targets and either achieved success or did not that there's not too much variation in that and that is one of the things that stood out to me so you don't want to blunt creativity and assessing your own building but looking at this from the district level and making sure that the way that we're working towards these goals is not significantly different because then how do we assess where we're at at the end of the day um let's see

100I think that's I think that's it the last thing plcs are present across the board we know it's a major area of emphasis so think day of one takeaway that I would like um when we have time on an agenda one week which I'm not sure when that'll when that'll happen um is to just continue to hone in on updates in terms of how those are getting implemented at each building what I'm hearing is we're in very different places at each building but they're an integral part of all of the plans at each building so I think keeping a pulse as to where we're at in terms of how those get rolled out and then any obstacles that the board can help with to make sure that those get firmly put into place and we

101see the success that we know will come from them excellent that's it yes Andrew um again I want to thank you guys for all your work it's a hard job um and I want to recognize that it is a hard job so um one of the points that I made at for the district level plan was breaking down the percentages to represent the number of students um and I just want to recognize um that westchester's plan um did that and I think that when we're looking at it from an individual how many students were impacting it um it's an eyeopener and so I appreciate that um it's interesting that Mr Cathy just kind of talked about you know we want some consistency and when I look at the questions that I have some of those

102questions are about consistency so um do we have a district structured approach for data meetings because I know that everyone kind of talked about data meetings I I'm thinking everyone does them but do we have a district structure to pray roach yes and I was looking over Mr Cathy's shoulder because the short answer is yes and then we have the the person who was our expert right there in Elizabeth lock so yeah so we don't we don't have a mic but I have no doubt that Miss lock can uh can can project um yes we do have protocols for things like Benchmark um data meetings problem solving uh meetings we just shared today with theal team and I'll be sharing those with the principales first thing in the morning but yeah there are definitely protocols

103for various types of meetings okay okay and then do we have a district structured for the plan time I think that uh in release time you know I think that I we heard from Robinson that they get a double plan time they get a full release day um so is that a districtwide structure that we have we do not have a districtwide structure for exactly what Robinson described however I do know that each of the principles has managed and has worked within the schedule to allow that time I don't know if anybody wants to give an example um I do know that that that example was shared after the year that uh I believe that last year was the first year that you did that um and then uh that was shared in collaboration with

104the rest of the group so I don't know if anybody wants to I don't know if there's a show of if you do it that way or if anybody just wants to share how you carve out time but there is not a district structure for that particular item yeah and so I don't necessarily need a show of hands or anything like that but coming from um the classroom and coming from you know back when I was a teacher you got days to you had days to like you know meet with your kids assess your kids but it was a district structured approach um because if I'm a teacher at North Glendale and I hear that you have a plan time double plan time every other day every other week or that kind of thing I'm

105just wondering if that is something that anyway um could be yeah um and then in the plans um a lot of it talked about creating a assessments and so my question is is are we using common assessments across the district because if every school is creating assessments then they're not a common assessment again miss lock I'll look at you I know this is part of the mtss work and part of the work that uh that you that you do so I want to give you the opportunity to speak to it right it's definitely something um that we of its goals that I had in the Strategic plan as well um there are obviously we have our common benchmarking assessments we also are de developing common um formative assessments but as well as I think some

106of what they're speaking to is just those in the moment a quick formative assessment that they can gather just that day to see did my teaching work did it not do I need to make any changes for tomorrow so I think there's mult multiple levels there and we're definitely working on having standards-based common formative assessments across the district is that what you're asking it is what I'm asking and I guess what I'm a little bit worried about is that if each building is doing this work um do we have do we have a central person at the district level kind of organizing all of this work so the work at Robinson matches the work at Kaiser matches the work at North Glendale because there's n nothing worse than sitting and doing a bunch of work

107that then um is for that yeah that that's something that's definitely been on my radar the whole this whole school year as plc's have been developing and it's actually one of the first things I just wrote down is a to-do list for myself even mean is that's something that we can definitely improve upon we definitely do something that I would facilitate perfect okay um and I just one of the things that I really liked is the family activities parents want to be in our schools parents they like that they um and then they are the biggest um Advocates and telling other people how great our schools are are so I really think that um that's important and North Glendale your connection survey I think that we all know kids need a trusted adult and to

108just be really um intentional I that's really um I really appreciate that so thank you all for all your hard work you all do great work and um we're lucky to have every single one of you so thanks thank you Mr boo uh first as a as a soccer fan I appreciate the passion you all have brought uh to your jobs and also the judicious use of uh injury time or stoppage time to keep things going uh and as a school board member my only comment and I'm not looking for a response today is is um you you know you guys are um uh professionals who have every you know personal capability to to to cause success in the classroom uh and your students lives and if there's something that's getting in the way of

109that or something that you don't have now that could help that uh whether it's a whether it's an an item a piece of you know um property or if it's a change in policies if it's hey our teachers need to be here another day board figure out how to get another contract day whatever it is um that's helpful for us don't be afraid to force us to make a a difficult decision um and come to us first thanks Miss Pang all right well thank you so much all of you that was so incredible um and we could have heard you talk a lot longer than seven minutes not enough time so um just want to say um I love all of the focus on the kids and the belonging and engaging families because we've heard

110that across the district right that's why it's one of our objectives and really trying to engage families um and I think I think it's again just reinvigorating to see all you're doing and trying to find creative ways to share that um I think that goes a long way I also think all of your your what you came here to talk and share with us about is really creating stronger environments better environments for our staff for our families for our students which will all trickle down into every single student doing better throughout the school year and um it just showed in your passion so I do have a question um I think it's related to mtss when last year when we shared out benchmarks with families which happened twice a year we heard from a lot

111of teachers who were frustrated with the timing of that because kids were tested on things that they weren't already taught and so I guess my question is is that being adjusted in some of this work when we're looking at um uh how that how those benchmarks go out or at least how it's communicated with families so teachers aren't fielding all of that on top of everything else they're doing right and and Elizabeth's going to be sad she came tonight U could I keep looking over there yeah yeah should just hide behind the the the the pillar um and that was as uh you know as Miss Andrews correctly remembered uh that was specifically if if I'm recalling correctly that was specifically there was a frustration around our midyear benchmarks in kindergarten correct uh all all

112grades but yes but I know kindergarten was the one that but was specifically that really stood out I maybe maybe it's a better way to say that and so again I'll just uh you know Miss lock is there is there anything you want to add with regard to that but just by virtue of that it is on our it is absolutely on our radar but I don't know if if you want to add anything to that Miss lock I mean the only thing it kind of tied back to that goal of just helping people understand different types of Assessments and when we use assessments for different purposes and um that the benchmark assessments are not what we call Mastery measurement assessments they're not something like we just talking about common formative assessments that we might

113teach something and then give an assessment to see if students have learned it it's more of um a temperature check so to speak like where we are on a Continuum of skills and it's not always tied to the curriculum in in that exact moment I guess right so and that that makes sense to me and I think again as we're talking about communication with our families and helping them understand and then of course helping our teachers write those types of disconnects for people that aren't like us that like to sit here on Monday nights would be really helpful um so uh just just a note um and then I had a similar comment about plc's to Mr Cathy so I won't reiterate that and then the last thing I think um and we've shared this

114in the past and you have all these fun things going on and you're doing all these new things to again engage families invite board members we like to be invited to things to know that they're going on we can be additional champions right for for others in the community or when people are like well you're not you're not doing this at the building we can be like no we we were there right we saw it so um invite us to things so thank you again sorry Miss M this is always one of my favorite nights of hearing what all cool things you're doing in the elementary schools and you've gotten a lot of questions and many of them were mine as well one of the things I really want to um tell you that impresses

115me and this is so great that you guys do this is I heard from I think every group that you looked at what wasn't working in various areas and made changes and you listen to your staff you look at the Panorama data and you are very intentional with what you're doing and I just want to let you know that we hear that and we see that and thank you so that's all thank you um so I Echo what everybody has said I just have a few things um since uh Miss Pangborn kind of uh the last thing that you said about the assessments or the the correlation between the Benchmark and and what's being taught I'm just wondering um like how do we make growth in areas that aren't being taught if it's not aligned

116if that makes sense so like are we like climbing up a ladder that we're not like in place no I mean because the the fast Bridge assessments are based on standards I mean un unfortunately they're not the exact Kirkwood standards but they are based on the common core standards which our standards are related to as well uhhuh I'm listening I can't see you but I'm listening are you so if we are doing that good standards align teaching that what we're working on in the plc's and we're saying you know okay we're giving a focused attention on certain standards assessing where kids you know doing all those PLC things that will impact the Benchmark data for sure okay so we so it doesn't have to be a onetoone correlation if if we're doing you know really

117great teaching and our kids are growing and we're mastering those essential skills it will translate into the Benchmark data growing as well but we know what standards are being the standards that are being taught are the ones that will be assessed in the upcoming Benchmark like there's Al alignment yes okay okay um so I had a question on 2.1 is a universal for all um schools when it spoke about you guys spoke about the cultural respons Ive uh behavioral checklist for universals will that or is that part of teachers um evaluation like or is that that's a question I don't know sure yeah sure I got this um so in our keys evaluation there are a lot of indicators uh Equity is an indicator within it um but this data unless we had teachers that

118chose that as their teacher Improvement plan data it wouldn't necessarily be written into their evaluation and so we are looking at their data collectively but it is not at least at Robinson I think I speak for everybody it is not a part of their technical Keys evaluation add I will just add that and I probably should defer to Dr Matt but that's part of the district plan for this year is to do that work and so I would imagine that that will inform our next evaluation system with at the district level it's certainly the the keys indicator that has to do with cultural responsive teaching and learning will be informed by this it's one of those that honestly kind of the target moves every year because we are more informed in that area and so

119I would say that it it's a part of the conversations with our teachers but I would imagine that next year it will be even more so based on the work that's done this year and it looks like Dr m is coming making his way yeah no I was just going to say that's that is in our district plan as something that is not currently something that we have in place as a districtwide checklist so that's our work for the year is to create that districtwide checklist through throughout this year with our staff okay okay okay but it will become part of it would be something that we could consider definitely incorporating into our evaluation system as we move forward yes absolutely okay because what gets measured gets done absolutely all right you expect yes okay

120and then um I believe it was the work of I heard um like the work of kak um I think some spoke about the infinity groups um how does the work of kak transfer out to help all staff so that it's not just people who look alike doing the work of for themselves or would that be part of your next presentation yeah well it will it will be part of the next presentation but I think you really when I think about that it's it's the fact that we have these opportunities for these family groups as these our colleagues have talked about tonight opportunities for our staff of color to continue to develop the opportunity to be more comfortable in the space that they are in and then from that having more opportunities for them to

121connect with their fellow staff members right and so really having opportunities our this coming um K talk meeting we're going to spend some time um having an opportunity to look at a a book and having a moment of thinking about our own personal reflection and how we breathe and how we connect with ourselves to be able to bring that and our best selves to our work um so unless especially in our PLC conversations we talk about developing norms our conversations that the coaches and myself have been going around having with staff includes looking at our ability to work with one another so think about that social discipline window and not just doing things to or for but with one another and then that fair process those are our two points that we really work closely

122on and so connecting that across our staff is something that we work very closely with making sure that that translates not just to our staff of color but to all staff I'll say say my other questions for later are you sure yeah because it's it's probably for the next presentation okay um so I did want to give shout outs though to each building CU um I wanted to say like for Kaiser I love that you guys had a vision for the year I think that helps guide your work and know can always have the teachers go back to that especially when the days where you're feeling like okay why did I choose this as a career I'm feeling that it happens be honest um North Glendale I love all of the after school activities that

123you all um all the clubs that you offer for your students um Robinson the family engagement and your work with staff amazing Tillman I love the trail basers Cafe and for including your families in the process of your for your strategic plan I thought that was different and then um Westchester I love that you all are meeting the needs of students by asking about what are what barriers exist so that you can um make sure that they feel part of the community and making a way in like Mark said or Mr uh boo if you guys need anything um extra help um I think there was a fund someone said mentioned a fund for kiddos that can't necessarily um afford different sports and things like that or to participate in clubs let us know what

124you need thank you for your service thank you for your work your dedication and yes can I just give a shout out to you all as well and this ties very um closely to what Mr caffy was saying 2.2.9 which technically is not one of them that we discussed tonight had to do with providing buses for elementary instrumental music I just want to give a huge shout out for to the board for supporting that to everybody over there really everybody in the room for making that happen our Orchestra bus showed up last week one day six minutes before the tardy Bell that would have never ever ever happened and so it is awesome not only having the morning transportation for those kids but also getting them to school on time is fantastic so thank you

125thank you guys all right cool thank you and while you're certainly like I always say you're invited to stay um however I do know it's another extra night so thank you very much guys all right moving on to yes yes yes 2.0 to um our kak job description so in an effort to address strategic plan goal objective 2.3 the district recommends establishing um a stipid in process for hiring our casac building liaison Dr map will provide a presentation and answer questions from the board as along with um this Miss Roberto mcwoods we got a special guest in the house well I had a uh I had a long runup and and Preamble for for this work uh however in the interest of time uh I will just turn it over to uh to Dr map

126and I I think I don't we we really this is one of those people you can truly say needs no introduction uh Roberta mcwoods uh sitting here and I just appreciate her presence this evening uh really uh as more as just an acknowledgement of uh of of quite literally decades that you have given to this work in this District um and um most specifically the last now sixth year we are in um was having something that is uh still quite unique uh in the St Louis region uh with K talk and so um again I'll just turn it right over to you Dr map and you can talk the board through kind of the history of where of how we got to today uh and answer any questions with regard to um what we would

127eventually bring to the board for approval at our next board meeting Dr Mt absolutely thank you thank you um so yeah as Dr or discussed we we are now in the sixth year of K talk being a thing within the Kirkwood School District in kto um for those of you who may be less familiar it is the Kirkwood teachers of color and so that organization has functioned to support our our certified staff for now six years and so what that does not necessarily Encompass is our support staff and that was something that we've heard for a number of years we've heard it from KT talk members we've heard it from staff in general we've heard it from everyone that while we focus on our teachers of color we don't do anything to support our support

128staff of color you heard in conversations from our elementaries tonight different ways that they are making that happen through Affinity opportunities with their staffs and even from one example that we had where they are doing it with teachers of color but they are trying to figure out ways to do it with support staff so again it's there people want to be able to connect and support our support staff but we have to be really intentional um in order to create that opportunity um in terms of our Panorama data we did last year have one specific question of how well do you feel you belong at your school and while we don't have a lot of African-American staff that answer the question I think it was honestly a total of 10 um but there was a

12930% drop in the number and and the how well people felt like they belong in our district and and that's spefically specifically of Staff excuse me um black and African-American staff in our buildings and so with that we felt that there there were things that we have seen improvements in our area of belonging for our teachers of color and so with that being the case we know that that that's that's good evidence of K talk is working K talk is doing the work of making sure that our staff of color feel that sense of belonging and have the connection and we need to figure out how we continue to create opportunities for this to continue for all of our staff of color um and so that's where a lot of this comes from um as

130we look at really transferring the knowledge and the experiences back to the question I think that was coming up some of our buildings did talk about about some of those microaggressions and some of those courageous conversations that our buildings are working very diligently and bringing in outside resources utilizing myself and our coaches to continue to have opportunities for people to have those courageous conversations and deal with those things that maybe don't make the workplace as wonderful as we would like um and so those are ways that we are continuing to see that happen across our buildings um and so we we've had the structure of K talk for a number of years we continue that um we do still have um half day PDS that we do with our staff of color we have two

131scheduled throughout the year we also have one that will be in April that we've made a collaborative event last year was our first year of doing it collaboratively with multiple districts in our region um and that's something we continue to we plan to continue to have happen this year um because we see the value in it we it's as as I think the question was given you know it's not just that Kirk with teachers of color have an experience it's the experience of a lot of teachers of color around our region and having that common conversation is something that we find Value in so um for all those reasons we believe that this is the right Next Step um we've had our teachers of I mean you heard some talk about K talk building leaders

132that is the language that we use now and there are people that serve in those roles now and they have not been compensated for it for two years now we've had teachers that have been teacher leaders of K talk that have not been compensated and so we believe this is the right next move um in order to create an opportunity for them to know that we value what they're doing that it is working that it is important um and then to be able to again this is this we've talked about this as a pilot um this is something that we want to look at this year and continue to see how the things that we look at here might need to change or develop perhaps given a year of seeing how it works um and

133continuing to see that happen throughout our district so um one other thing I would address is I know that you know you think about um number one the cost I will or the the compensation um um it is in line very closely with what we do for our mentors uh throughout our district our for teachers our our mentors um teachers who are new to Kirkwood if you're mentoring a teacher who's new to Kirkwood but not new to teaching then there's a $300 stien if you're a teacher who's new to teaching in general and new to Kirkwood then it's a $500 and so that is in line with what we're suggesting at $500 um our Master mentors which is only for buildings of four or more new teachers that is $1,000 that's currently what we have

134in place um and so the only other question I would address also that I think we've had was um other groups thinking about other groups that might need need this level of support um particularly we've heard um from our lgbtqi plus Community uh need for us to be able to be responsive to the needs that they have and how their experience is in our district and that that could be something that we come in the future to think about for us uh to consider as a board and for us to consider as a community um K talk has been here and been in existence for a long time and so while I absolutely value the idea of making sure that we continue to think about any marginalized groups we have a longstanding one that we

135owe this responsibility to and we want to start there and continue to think about how it might develop so I don't know if Mr M git has anything to add um and then we'll turn it over if you all have any questions is that on yeah I just want to Echo a couple of things um that he said but also just to think about the journey that this district has had with the Kirk teachers of color and Beyond and I'm talking about the Grassroots level that I was involved in as a teacher where there was no pay but we were coming together and we've had at that time our our our um administrators that did support the work but it wasn't anything as it is now and two not just in the St Louis area

136as you know we had the opportunity to go to Florida last year and talk about K talk at the national level and that was really um an eyeopener for a lot of schools uh districts that were trying to even uh begin to do this work and they were intrigued on how this work was getting done um retention is still one of the the things that we're still working on I have to be totally honest about we're we're we're not I don't think uh we're as strong in that area we are certainly good at recruiting we could get better I've had many teachers of color that say I've heard about this and that's why I came because I can get the support and I just want to add one more thing before he moves on I

137heard vulnerability tonight um when we were talking about that that's one of the hardest things I think for our teachers of color to express that if they're struggling it um I remember when we first had this conversation about having a mentor there were questions around I don't understand that we have mentors already but to have a mentor that looks like you is different the conversation's different it's not the same um and a lot of times our new teachers are not um feeling very comfortable that they can go to a teacher that doesn't look like them and ask questions without them making them seem like okay I don't want this person to think that I don't know this so I'm going to ask I need to ask someone that looks like me more and I think

138that concept was readily people can understand that why that's so strong and why that's so important so I'm happy to have led this group for the last six years I don't know how many more years it's going to going to happen um but because of um my loyalty to this District it's the only District I know straight out of missou right here and I have a allegiance to this this group and have allegiance to this community and when that time comes um I'm hoping that there is someone that can can step in and do the work I don't know the stien is going to they're going to cover the stien that I'm getting I'm happy with this typ and I'm getting um honestly and have done this work for years with no pay and just

139to add on our leaders Leo zans are whatever we're going to call them we're we're not asking for this this um compensation this was something that if I can just throw her name out her name is Marcy Schuler she was a Robinson teacher she is now a teacher at Rob um at tman and she said to me one year when we got a new teacher at Robinson she said I don't want to see her go and I think we need to look at leaders in each building to help with this work because you need somebody in the building and also to support our support staff of color so I certainly don't want to take credit for that that was an idea that she came up with and it has been working really well since then

140Madam president oh is you're done Miss Motika thank you this is great um a couple of questions I have so the idea is that in each building there would be liaison for certified staff and support staff so the way that we structured it um it's kind of a a tiered model based on the number of Staff in the building staff of color in a building so for example the smallest would be if we had a staff of four or less staff of color then we would just have one person that'll be a building leader in that building in buildings where we have a lot more I'm just not going to go through all of it but the biggest would be if we have a staff of 20 or more staff of color then we could

141have up to five leaders one of which would serve as that Master Mentor okay so it's it's kind of a tiered model for us to really be intentional because what I what I will say we currently have two at the high school yet our high school staff of color is a lot more than 20 and so that's how we've operated we've had two people that have done the best they could but we believe that if we have the opportunity that more people might step up to do it and it could be a lot more effective I think that all makes 100% sense the only thing I would ask you is or or that I would suggest to all of us is I don't think the stiens enough $500 we're asking people to do this on

142their own time after hours that's that's not a trip to Costco so I'm not being critical of you I'm saying let's let's figure out a way because this is so important this this is vital to our district so that would be my only comment is we need to find more money can I hello um since there really hasn't been as in the the master the program Liz you still work with the program with the mentors and and I if I recall because I was a mentor a while back there's a checklist that kind of went with that we've not had a checklist that says this happens this happens this happens because it looks very different in each building um the things that uh we asked mentors to do um I forgot what what uh principal

143said something about having the the current um K talk leaders be a part of um the Strategic plan and things that they're doing all building may or may not be doing that so I would love to see that I know it looks kind of uniformed but I I think it would look more structured to kind of make some sort of um rubric or Matrix or checklist that's that that suggests some of the things there are some things that aren't I if if a teacher is struggling with some things of course those aren't things that you put on there but how to be present because there are some building principles that even allow time um planning time I heard that come up earlier to have Kirkwood teachers of color meet in the building um and every

144building doesn't do that but those are that's a good conversation and discussion to have of what that could possibly look like I would definitely want them involved in interview committees um they can't be on every interview committee you'll you'll burn them out but we should not have committees that don't have a teacher of color on there so that would be something and I think I mean I'm not going to disagree that more money shouldn't be given out um because they are doing this on their time to come to the networking events if I give them a call to to kind of get together and do some things and um what's going on in your building to also be that extra lens for um and I am talking about the cafeteria worker the social has anybody

145that's in your building that's the of color make an effort to make them feel um belonging and that does and just uh lastly Santi Nixon I'm going to throw his name out there cuz there's only two at the high school when uh Santi Nixon um does this work he runs around to try to connect with them and you know where the buildings the classes are in at the high school level they're all over the place so there are some that have to and you're right it's planning period after school whenever they need to meet with the teacher so good suggestion there thank you Miss pbor um I Echo what Miss Motika said and I my initial thought was that the um stiping doesn't seem high enough for the amount of hours and it is more

146than just the mentoring that we're seeing from some of our other staff so I think there could be a recognition especially uh you know um uh that you were just saying about you know putting more of a rubric or some of these additional expectations that other mentors don't have I think there can be a justification in addition to that we know that this is what is needed and the only other comment I would add is if we know know that retention is a problem I would love to see you know uh some some type of feedback on how this can really help with retention or how do we really again that I feel this is a step it's something that we can be doing that we can be connecting into the buildings more but again

147if retentions that much of an issue I'd love to see more information on that but thank you thank you both well and we do have that we do have um at the end of each year there is a survey and it goes out and the teachers um kind of feed into the survey of what's been working what we want to see more of actually frankly they want more um P PD during the school year which is really difficult to do um but more time together um and kind of um just suggestions on uh topics that they like to address whether it be you know um microaggressions or being able to have talk about impostor syndrome but we do have data um there's six years of data that actually says hey this is how I've been

148feeling this is what I want more of this is what I've I'm glad that we have this so it's out there wo U yeah thank you uh this is one example I think and I don't want to call an experiment because like you said Ed we've had something akin to it it's a new iteration uh but I do want to make sure that we're looking at the U effectiveness of this uh as we roll it out obviously in terms of I assume we'd be measuring it looking at the belonging surveys and also looking at turnover uh rates as well right yes that would all be data that we would continue to look at and expect that that would be where we see those gains is that we see more more retention we see more Recruitment

149and again we see some gains in that sense of belonging here in our staff particularly again we have the measures to know it specifically for our half of color so I did have the same concern that was expressed earlier just if we're running the uh running this as sort of an experiment on you know does this leanin work um we want to make sure that we're compensating people appropriately so they're they're doing the work and so that we know that um um we know whether it's working you know and we're measuring the right things and then uh my other point is is just that yeah I had expressed there's there's other groups of uh certified and non-certified staff that have um sort of demonstrated that they uh we have struggled to make them feel like

150they belong and um whether that's something that could be wrapped into this position uh with obviously some more compensation for that sort of broader scope or if that's something that uh maybe we waited a year or two and then um try to bring it in I don't know what the right answer is there but uh you know I do think that it's a bit of a mistake to only focus on one of sort of the subgroups of our um of our staff who uh have felt like they might not belong yeah and I will say we've taken steps and we continue to take steps last year we had the first opportunities to meet with some of our lgbtqia plus staff through our professional development days we plan on continuing to have some of those opportunities

151this year as well um and really making sure that we start that Journey again working towards perhaps something more um more in line with something what like quak looks currently I'm I'm sorry can I address something with Mark um I'm not I'm not comfortable with experiment so I'm not sure what that means right now so maybe you and I can talk about that later cuz I I kind of don't see this as experiment this has been something that we know research driven um and just what we actually see that this is something that's needed and um people of color teachers of color um have always been the most marginalized group so um I think certainly that is the group that we would need the most support not to not to not to agree with you

152that I don't think other groups may but certainly I don't I don't ever see this as something that okay well it didn't work so we're going to we're going to move on I think the three pillars of this is is the mentoring piece you can measure that the the retention piece and um the recruiting piece because those three are the three things that I think really carry the K talk and not to prolong this but if you really look had ever had the opportunity to kind of even walk in my shoes to see the amount of emails or texts or phone calls I get from teachers that are you would think like okay they they seem okay and they're really not okay and to be able to have that opportunity to talk through with somebody

153um kind of does keep them there so I hope it's not an experiment I do hope that we can this is something that's here to stay that's just my take on that thank you Miss Andrews hello hello hello okay here we go um so this is similar to The MENTOR program correct right not it would I wouldn't say that the expectations of it is similar no no I get I get that part right um but you're it's a building Mentor for correct but it would yes okay um so just who does the mentor report to like who in the structure of things does the mentor report to who does the mentor report to in terms of these the things that this no a regular Mentor sorry the rate they they would report to their building

154principal principle okay okay uh so just so I'm clear the measurements we're looking that are going to be impacted by this retention and the belonging correct okay um so this work it as you all know is extremely important um and I want this to be extremely successful um so I think that it's important to have this structure list kind of um almost like a guideline on what the kak mentor um role is um so that we can help it be successful does this make you know so I just worry that we have um we're approving the positions but don't necessarily have the structure yet and so I want it to be successful and so I don't want people to be out there thinking like what do I what am I doing in this role and

155so we I think need to give people guidance in that um because my question is is like what support will that um ktalk leader have because we've got to support support them to be successful and I would say that certainly you know we do have the roles and responsibilities are within the job description there of what they would do um and they would have both Roberta and myself and these roles whoever was in these roles to be the ones able to support and guide them um so that would be what I would say specifically in in regards to that can I I going to answer that too so creature of habit here here for me I started I think two years ago maybe three years ago a uh Google doc and every time that I

156have um attended something in support of K talk um have participated in something in K talk I've documented that that wasn't something that when I got this position that they asked for because there really wasn't anything um um I just my experience of being in the district and being and having to to do something similar to this role so I I have we have that we also so our existing K talk leaders right now have to we know have to reapply for these positions I don't think any of them are going to be saying hey what do I do because they've already been doing the work you know so they know what the work is they know that and I want to add on to what was what was the adjective you use it well

157you said it was important I also want to say exhaust ing 100 because it is exhausting work and there are many teachers of color that would just like I'm not yeah touching that I'm not doing that work um and in the over 30 years that I've been in the district yes it's been exhausting um but it is necessary and you know we have to keep it ongoing so exhausting coming up with what the role would look like you may definitely want to give us some more money cuz it it's it's work it is definitely more work but I know our teachers that are committed to that have committed to to wanting to see other teachers succeed and do well and I use the word um Thrive not survive but to thrive in this District we

158need to give that support so appreciate that yeah and the one thing that um I would just say is that you know know I think that our you know this position is reporting to Dr map and it's skipping a level because we need our building leaders to be tied in to to that and so my question just kind of is around like um asking about that protocol and then I mean in that we yeah so the protocol is something that is attached to that as well um I don't think it's in the piece that's there but um that's something that I I work very closely with our building principles um I spent most of my time at one of our buildings today and I I am I'm usually um around our buildings much more often

159um but some of the things language in there that we changed and that we used um really it's not an expectation to circumvent principles by any means um our goal is that it's meant to be able to have support um as people need it and as that request is there um as Roberto said it's exhausting um to be a person of color in a predominantly white institution um and we have people who have done it and who continue to do it for a very long time and there are times where they need support and so this is an opportunity for us to provide that support for them did you did you see the protocol yet there there's a there's a protocol that so that might also answer some of the questions about where they it's

160not it's not in the documents that were provided but we can we can certainly make sure that the board gets that absolutely for example if there's a teacher in the building that when not if when the teacher in the building has experienced um either a practice that they think may not be fair from an administrator or something from a student that they're trying to process or a parent their first step is to certainly see their building leader um liaison um in most cases it has been me but then I'll say go to your building person and if you follow it it's like a a little little flowchart what do you what do you do next what does because it isn't fair to have that building legs on be the person kind of figure out what

161am I supposed to do the administrator is the contact on there however if the if the issue is with the administrator then that's the next step and that's also in there um it would be Jeremy to um look at that step and in and where I would get involved if it's a Restort of conversation or that but it is certainly never intended to leave that building administrator out because they have to be aware of the things that are going on so I don't know if that answers the question but I get what you're saying yeah yeah I just um appreciate appreciate you Roberta for always you are always a champion for us and um I appreciate that so thank you Mr Cathy good okay um so a lot of the questions have have been covered

162I think if there's other documents that have been developed to really bring to life what this position would look like or let me restate that and you correct me if I'm wrong what it already looks like because I think a big distinction and so this was to to be on the agenda a few weeks ago was understanding if this is incremental or recognition of work that's already being done and I appreciate the detail that you've provided there because I think it's incredibly important um so if there's more documents that can be shared to understand that I think it's important um it sounds like it would be helpful for some sort of handbook that I think replicates what the other Mentor positions um in other parts of the organization so to kind of mirror that they're

163not going to be but and where I'm going with this is to understand you you said the word exhausting I think we need to really understand how much time this work takes um and I think that's really important so if you can however you can share that maybe it's in the document that you've already prepared um because $500 300 even with the other Mentor positions I think those same questions need to be asked we need to know what is necessary to support teachers of of color brand new teachers anything and I as a new board member and I'll look to my peers here I'm not sure if we understand that at this point and so I think you know specific to this liaison position that's probably takeaways that you guys could could have but to

164the other positions as well understanding what we're asking and what these individuals are taking on because they do have um I say day jobs but that's not the right way to describe this but but they have let's hope so they have a role that they've been hired for you know these are these are teachers and so I'm rambling a bit I do think it's important to look at the reporting structure that's Dr Matt that's not a knock at you that I think you're an important role in this support here but um my own professional experience we have structures like this and we make a very intentional decision to make sure that any individual that works on a site directly reports to the leader of that building so that that accountability is is solely lies with

165them so I would um ask you to take a look at that and I don't think that you know I'd love to look at the document that has the workflows and who goes where and see if that change was made if it really would disrupt what you're trying to accomplish that makes sense I want to add one other thing um and in the last couple years this has has happened where um after a building after a a district K talk uh PD um we'd like to keep of course there's things in that that that are shared in there in that that safe space of whatever you want to call it is there but I also ask our uh leaders to sit with their building principles to kind of talk about um things that I think

166are necessary important for them to understand and to know so that it's not um a secret club that you know we close the doors and nobody knows everything that's going on um not that everything should be shared because a lot of people are very vulnerable in sharing um and that end helping them I mean helping them be become strong and really um take part of the space that they're in but um it has always been a space where you want your administrators involved you want them to understand what you are experiencing because a lot of times you they don't know that they don't know that this particular thing has happened and this is affecting this teacher in the classroom so I'd love to be completely um transparent when necessary I think to bring some sort

167of structure to this to me it just it shows more support for the for through the board that you know this is an accountability and I'm I'm a I'm a daughter of an army brat here so accountability I love I love it and anytime that we can have that I think it's important to do that so and anything that we can give you if it's the surveys if it's the you know some of those things I think I think you need to see that to hear that voice of what our teachers are have experience uh those are important so not to cut you up I'll let you finish but I wrote that down we got 10 responses to the Panorama is that what you're referencing no I'm referencing the K talk surveys that um that

168we do that was striking the end of every um spring that's an they chose to or not to so that would be staff of color that responded to the spring Panorama surveys um that was yeah that would be true so um to a couple pieces of yours one of which I would say I did already get from HR the piece of a mentor handbook that was redeveloped this past year by Dr Grana um that we will definitely utilize this year as well um and so that's a piece that I do know that we would we again that those are the pieces that we work through um this year in in this pilot opportunity um to really continue to make sure that we have the right structure in place and then to the measurement piece so

169and this goes back to what I metion mentioned as a a takeaway point for the um building level strategic plans your memo reference 2.3 so this is um a step to address 2.3 in our district strategic plan so we're driving back that's a measurable but 2.3 is not in our elementary strategic plans I I I want to draw attention to that so if we're we're doing this because we think it's going to move the needle on something that we've signed off on as important to the district it's got to be in the building level plans and I will say even though it's not there Dr Fields and myself have spent time over the last couple weeks in every building we met with every Administration to talk about the plans around specifically 2.3 um and that's

170those are meetings that we have are that's that's what the the district plan talks about is that Dr Fields and I would have a year long continuing to support retention and Recruitment and so that has happened and that will continue to happen throughout this year as well yeah no I don't doubt out your effort but I think we've said what you um expect what you inspect I mean if we're saying it's important we've got goals for Kaiser and I think it's a tiered approach for what we want to see our representative staff to be at each point it's got to be in there it's got to be in there totally so um so yeah no I look forward to the other other material um please don't take any offense to the reporting structure again I'm

171I'm I'm pulling from personal experience and I want this to be um successful because we want to be able to say um that it's driving up to the building leaders who are responsible for strategic objective 2.3 and and tie it all together with a nice bow so appreciate it and to be clear teachers who would be in these roles are teachers first and they do report to their principles right I just want to address that yeah and that's another point that sticks out to me is um personally going through this at work right now and you know the potential downside of having multiple direct reports you know so okay I know questions on that this well I don't know this protocol so tell me if I'm talking too much I just have to ask Liz

172a question so what uh heard me oh are you all right with this okay this this is this is kind of connecting here so Liz did you say now oh okay so when you work with the men mentors um Regular mentors and there's that whole checklist is there an account is there accountability for that I mean they report to you right that's correct and at the end of the year they signed that document and state that they have completed every item on the checklist okay and then turn that into me okay that so they their job description reports to you oh no job description sorry no the accountability for completing the checklist and hand yeah so I'm trying to understand what the difference is so this job description states that they are direct report to

173Jeremy's Dr map's position right how how is that different than the regular Mentor build the I I I believe correct me if I'm wrong but those teachers still report to the principal and receive I don't want to speak for you but receive support from you yes to carry out okay the information that's in their okay protocol handbook or whatever it is right it's been a long time since I did that job but I did that one too so I'm just I'm just trying to figure out to make them make sure that they that we are they the equality of it is the same right okay got it I'm done promise so much okay I guess it's back to me then miss ber thank you Roberta for your passion to start the K talk it's been

174many years I've been to many trainings many meetings you've taught me so much personally and all the great things you do for the teachers I know there's a lot of questions but I think this is a great start so I'm happy that we're doing it um and we can support it and I don't know if it's perfect but we'll get there so thank you Jeremy and thank you thank you always Roberta for being here for our district sure you can never go anywhere catch me on the right day okay thank you and I do want to say this you know we did have this on the agenda a couple of weeks ago and it was a it was pulled not to you know scope over with a fine two cone but just what I think

175happened tonight was to gain a better understanding offer suggestions and even my thought process was like how can we um put more teeth into the position I mean you're one person doing the work of the entire district and how can we leverage this position to one yes connect back to the principal but push the Dei work within those buildings that goes beyond just a teacher Mentor that's where I was thinking um and kind of I guess that could justify if what Jennifer was saying with more money but like is there because to Ben's Point 2.3 wasn't in our in our the principal the building levels um strategic plans but one it should be but then how do we help them push the work because you can't get to I mean you can go to every

176school but you're one person so that that if with that I guess the protocol or the hand like can there be more to that position it's always going to be more I mean I welcome uh and I I mean I you know I I i' I I haven't only done this work here um I've done this work in other districts because I believe in the value of this work um I believe that I at the same time I will not lose my own personal health and well-being to do that and so um I'm committed to this and I will be committed this as long as I'm here but I do agree with you and I think that ultimately that's where we're that's where we have to be real really really be real with is what

177are we willing to commit um and whatever we're going to commit I'm going to be here doing the work so I don't mind that but I welcome anything that's going to continue to support us making sure that we're smart that we're doing the work in the right way and again I say this is I think and and Andie said it or Miss minardi said it this isn't going to be perfect right out the gate um you know one one of my favorite ber Brown quotes is we're not here to be right we're here to get it right and so it may not be exactly right when we walk out of here today but continuing to work and make sure that we're re-evaluating somebody talked about the idea of this has all been reflective work the

178principles were talking about tonight we're going to reflect on this and we're going to think about what are our next steps and so I believe it's the right first step and I agree with you let's think about what our next steps as we continue to do the work yeah and how we can help move you because you're one person moving like this but if there are many boots on the ground we can kind of get to wherever we're trying to get that one day that's what SE for that one day ways way but it's there right uh Miss Shar yes may I speak one more time I don't I don't really work this late unless it's track season so I know you all are ready to go I want to take the word out Perfection

179because it's all about fluidity it's always about you're never going to arrive you're always going to keep moving it's always going to be changes I think being receptive and being open and being committed and being accountable and holding people accountable that ownership is what's going to continue to make this successful it's it's never going to it it shouldn't look like it's perfect but I love the fact that we are we've got all the minds around the table to see what else can we do what else can we do and should always be molding and making it because we are uh we started this you know Webster grov is doing the thing written is doing thing but that's because they have seen the models that we have had so I I love being that Pioneer that

180we say we are um and we should always continue to see how can we make it better um and learn from the mistakes that we have um and that's I'm done absolutely and then just one more thing and Roberta you kind of or Miss mcwood spoke to um it around the equality piece like the the the teacher um mentors versus uh quak um is there a job description that and this might be a Liz question um that exists for regular mentors and do they have to apply just as the people do leaders of this position would have to oh okay good evening um Board of Education community and colleagues um what I would like to say is um as someone that does diligent work as it relates to going to legal on a number of

181matters we have found that the same frankly the same level of expectation that's currently residing an HR um office may not have always been there and so with that there has not been a historical ask to postpositions for mentors now as speaking with legal that's something that we want to get away with because anytime we're are providing funding for any particular person there has to be an opportunity for everyone to apply in the matter in which we've done it in the past what I will say is um some of which may not be defendable from a legal standpoint and so as we're looking on cleaning up a number of items that frankly is one of the items that we have to look at so I would just ask that if we are consistent across the

182board if you know if we're asking people to apply for this position that that would be the same for yeah and there's no coincidence that he knows that answer it's because that actually emerged when we started to do this uh when this work started in Earnest um really last spring uh one of the first things we did is we looked to we began to look to a model that's where we got the compensation uh and then uh as we went through it we realized that that same level of expectation is not in place and and you can imagine that uh Dr Fields is working on that yep thank you and thank you so much guys for your work on this what time is it time thank you come on I'm just gonna get right to

183it all right real quick um 2.03 uh review memorandum of understanding for student teachers Dr Fields yeah you probably don't have to go through the Dr Fields um I think that U as we as a Miss Shar and I have been speaking up here um thank you for the work that you did to put this together I do know that the uh the Board of Education uh this has something that's come to the Forefront as of this summer uh what I'll ask you to do uh Dr Fields is um abbreviate shall we say um and I do know the board has had this since last Wednesday um and uh but if you just want to highlight a couple of things that emerged from your work U specifically things like uh the institutions that we generally

184have approved in the past um along with uh just some of those numbers I think they're very enlightening for the board uh and then we'll Al turn it back over to miss shurn uh to uh facilitate questions from the board okay I practice my 20 minutes but I'll go ahead and adjust it accordingly um again good evening Board of Education community and colleagues um as it relates to context simply um prior to my arrival the HR office was responsible for signing U memorandum of understandings or M us um as we all know that it is best practice that the board of education is the only entity within the um School District that should be signing documents and so with that that practice was shift and currently the Kirkwood School District board of education does sign

185off or approve memorandums of understanding now per the information that was provided inside the Kirkwood School District HR office the data that you will see goes back to the 2006 2007 school year as it relates to evaluation again typically um school districts will not assess the mou in any current form that typically resides within the cooperating teacher the college the supervis the supervisory teacher to determine what type of role or what type of work that they do to contribute to Student Success and ultimately the school district at large as you all may or may not know Kirkwood School District does not have a board policy or an administrative procedure for student teachers student teaching or internship that is not the case in some of our um other districts I wouldn't say neighboring districts because as

186you can see we do have um Cape gerado Public Schools they have both a um a policy as well as an administrative procedure or what they would like to call the regulation um you will see a sample of both the policy as well as the regulation that does provide some information in terms of the Criterion for being able to serve as a u Master teacher or being able to house some of your intern students or student teachers some of the other districts that have um the policies are listed in front of you we have a 44 institutions since 2006 that have sent student teachers to the Kirkwood School District that list is provided in front of you um of those institutions we have 872 student teachers um and the specific breakdown is there um as

187you can see we have um more student teachers um in the spring as opposed to the fall there's some data there for that but I did wanted to highlight the five top institutions um I know Roberta just left and she mentioned missou I think that's the little sister School of University of Missouri St Louis and so you will see umel um with 155 students you will have mville 144 Lenwood 87 um you do have Webster with 75 as well as moap with 68 um the subsequent slides do provide a data space that break it down by student teacher and by school year as as well as making sure you see the graph so we can make some data inferences and so we had umso Maryville Lenwood Webster University and subsequently Missouri Baptist now from there

188this particular graph does break it down you'll see 2010 2015 and 2020 and you can see just where we have been as well as the trend data for those five institutions and again those are considered the top five as it relates to sending um Kirkwood School District our current um as well as our past student teachers and again the final thoughts are just there I think it is time for us to consider um as we look at a number of pieces um we should in fact have a both AB board policy as well as administrative procedure depending upon which direction the board would like to take um analyzing those student teacher placements um reviewing the M Mo theou process and so Dr orick and I have had some conversations in terms of making sure a

189number of pieces are in play and then last but certainly not least at the end of the day we do want to make sure we are getting as many student teachers as possible as we want individuals to come here and be successful so with that I'll turn it back over to Dr or see if he wanted to add anything before yield over to um Madam president for any questions thank you um any quick questions it's um yeah I I just you answer my question if you believe it's time for a policy I see that you include one here that maybe we should start the actions to contact msba and get a couple that we like to look at and go ahead and formalize it because what oh I think somebody's already done that oh she's

190writing it down excellent excellent because even the one in here seems pretty good and it might be helpful in your opinion I that that was my question and it sounds like yes the answer is yes absolutely right thank you yeah what I'm hearing is you recommend that we put a policy in place I I I fully support that but just to backtrack just a little bit this kind of grew out of a specific mou that was brought forward and there were potential just larger questions surrounding alignment between our district and another institution correct and I say that because are we saying that that specific point would be something that the new policy captures am I making sense it's late so it it is uh absolutely correct that the the new policy could uh could address

191that if that's what the if that's what the board approved the board asked us to bring back absolutely I was just putting data together so we can kind of go go from there you did a good job yeah so first of all thank you for putting this together it's it's comprehensive and it's a lot but I guess I kind of do need to understand um the why we why this work started so as Mr Cathy said it started as uh as a result of one particular institution that was brought to us and then as we went through our normal process uh or the process that we had in place uh we had included it in uh as a request for approval I believe it was in under consent actually which is normally where we would

192put our M us um and then that was a question arose at that time U specifically surrounding that process I think it is fair to say um specifically surrounding uh taking a look at um whether uh the institution's mission and values and and guiding principles align with the school districts uh and uh was there a possibility to have a process where that could be considered as part of uh as part of the work in terms of having a student teacher I certainly or approving a student teacher mou I don't want to put words in the mouth of of of of board members but I believe that's an accurate summary of uh of what came up this last summer does that answer your question miss Andrew it it does um so Dr Fields um when we

193have a student teacher that student teacher is expected to um follow our Kirkwood Mission Vision expectations all of that stuff correct that is correct so even if their mission and vision from their University doesn't match our mission Vision they're still expected to follow our mission vision and all of that that is correct okay um okay thank you Boo this is a safe space right um I'm gonna yeah publicly ask a question that might expose some ignorance but uh how frequently do student teachers end up becoming full-time classroom teachers in our district are they like any more likely or in our district I would say not not as frequently as we would like um and when I say as we would like being that they were under our tutelage working with some of our um U

194most decorated teachers our Trend data suggest that on average we hire at the Master's um year five and so with that that typically tells me that we hire teachers with more experience as opposed to those with not as much experience and so that's the rationale or the data that I would use to say not as much as we probably would like all right thanks paying for I uh definitely agree that a policy would be helpful and I fully support Dave um I think which you were Dr Al sorry it's late um of of laying out again that evaluation or something because I think we are trying to do a lot of things in our district with our strategic plan with improving you know um places for our kids improving education everything and I just want

195to make sure that any uh effort that we put towards this and a policy would align with all of that so I appreciate Us opening this up and looking at it especially finding out that we didn't have a policy so I appreciate that Moa again thank you we absolutely do need a policy and I'm glad that um you caught that um one thing that strikes me in looking at the specific breakdowns of the various institutions and this is coming from someone who over the 15 years I taught I had four or five student teachers is what happens like Grand Canyon University that can't be anywhere near St Louis um how is that one or two students how are they supervised by their institution because I I know when I had student teachers there was regular

196in-person communication with the student teachers like supervisor at their University mhm and so that's something that strikes me and that we might want to look at in a policy and see what msba says about having students from a very far distance I don't know that that serves the student well it's just a question when I see you know graceand University or Texas A&M how how does that supervision work so great question based off um experiences and I want to preface um such remarks as the student teaching practicum um internship experience has changed or shifted or some will even say evolved since even 2006 I say that to say many of the hours that were necessary depending upon the various schools um that are supervising or working in conjunction with the schools you have some some

197that are a little bit more Hands-On and you have some that you can do some of the things just being in some level of communication with the cooperating teacher and so instead of showing up to ex school that's a little bit further I can be in frequent communication with the cooperating teacher to see how are they doing etc etc typically what we see with some of these universities um that I even I had to um Locate um if you have someone that's from the St Louis area if you have someone that's interested in moving to St Louis all all of those things typically come into play for people they're not just rolling the dice so to speak and say Hey I want to go to St Louis and if they do say that they may

198say I want to be in Kirkwood but it's typically a little bit more as it relates to that but it does vary dependent upon the institution and there's not anything sanctioned by msba or with the various different universities that you must have X amount of inperson piece that typically lies within the institution you're welcome thank you thank you it is all right moving right along 2.04 uh board committees this is going to be really quick um Mr boo is just passing out the document and I want Angie I mean Miss Bernardi if you can just give us a quick overview of it and then behind that I don't really we won't have to have any discussion tonight but it is just a preliminary just something that I put together of board um um assignments for

199this year and if you have any questions objections suggestions email me but go ahead uh Bernard if you can kind of explain the process um yeah absolutely so the board appointed an ad hoc committee Jennifer um Judy and I and Dr o and we got together and what we did was uh we created this master list of committees because um at our board retreat we we all had a contest and some of us did better than others but um the way we sorted them out and it's really for your discussion uh Jennifer did this amazing chart and it's colorcoded and we wanted to do it because as board members we spend a lot of time in meetings we want to make make the best use of all of our time and also we want to

200be appropriate at these meetings so the way we sorted them out is board committees and those board committees are are the ones which for example budget and finance these are things that will come to the board for a vote so we therefore really can't weigh in on what we think but we can listen and um we can be present as board members so those are those are blue they're budget and finance and actually that meets at 7 A.M right Mr Rome the time is wrong so we got that's right we love that 7 a.m. meeting um and so that's calendar curriculum and policy uh policy committee is different because one board member but then everybody gets to be on the policy committee and take turns so that's important uh because it's so important to the

201board so those are also our governing documents uh the other committees are yellow those are district committees so the district committees are applicable to the Strategic plan so board members can talk about what they think but they we won't result in a vote from these committees and there are some guidelines here that I won't read you can go over them because Jennifer Judy and I talked about uh the appropriate reporting and I think all of us talked about it during our board retreat as well so if you attend a meeting how you can share that information with the rest of the board in a quick and easy way and also um how we can fill in for each other so we might even have more than one person assigned to a committee um or we

202might have someone fill in for us so I want to turn it over to Jennifer and Judy if they have anything to add no the only thing I would add Angie I think you did a really good job is this was our attempt at it right and looking at we all couldn't even list all of the Committees in the district right so trying to have a holistic list of saying here's all of the different groups that get together and then trying to assign some type of committee so that we could align expectations so definitely a starting point not set in stone or right or wrong um it was just our again looking at it and I think the only other thing that we tried to also incorporate again I think up to discussion not tonight

203because it's really late um our just like the protocols and everything we try to take all of the notes from our our board work our Workshop Retreat Retreat thank you um and tried to capture that so yep and I like colors so and she did a great job with the colors yeah the the other thing is we want want to try and put it on our website and have it be very transparent and the budget and finance committee does an excellent job uh with the notes and the agenda so we kind of use that for a model so we can um hopefully move moving forward do it for all our committees thank you thank you so if you guys want to take it home glance over it shoot an email and we can come back

204I know I'm getting tired my voice turning into a frog into frog yes all right um just you guys check out we have um there's a curriculum review process for information only um in bardocks and then at this time I'm going to adjourn our work session good night no cloes oh yes