001all right [Music] welcome there we go to our august 8th boardwork session at this time i've called this meeting to order and would ask that mr cavanaugh please leave us [Music] of the united states of america and to the republic for religious students one nation [Music] thank you [Music] thank you madam president um as i was telling members of the board that we as we entered we do have a lot of information to cover tonight i want to make sure that we do that in an efficient and effective manner and maximize our opportunity to ask questions and to engage in discussion during the work session so what i have asked of my team is to be very efficient in their uh and going over the uh each of their reports and specifically what i've asked
002them to do is go ahead and go through highlight trusting their discernment as we prepare for this evening to highlight the specific items that they feel are germane to our conversation and what they want the board to know and then if at the end if there is a specific slide or information that you want us to go back to we certainly can do that if there's something in particular you would like to highlight we will go back and do that as part of the discussion so again for board members if you have this in advance and for anybody who is here or otherwise listening you can find those bad information on board docs so the first thing that we're going to do is i'm going to turn it over to dr bailey and he is
003going to give the year-end report on the discipline information dr bailey good evening everyone i'll wait for 20 to get this presentation pulled up there thank you so much we want to go over a year in summary of our discipline information this is a report that we've given the last several years and that we wanted to make sure the board was aware you'll notice that a few of the comparisons that we talk about will be comparisons to 2018-19 which it's hard to believe that was our last actual full school year that wasn't interrupted or impacted by cole but i see some teachers faces like god that's depressing gene i read it right there on your face so we want to make sure that we we show that as a comparison when we look at some
004of this information quick summary uh there's district-wide commitment to reduction of behavior incidents on iss oss we have positive historical trends in all of our categories all of our levels utilize resort practices however there still remains a disproportionate gap for our african american students and students with ieps i'm glad our teachers are front or almost front row on this this particular slide is really focused on the referrals and the reason why i do want to focus on this is because this is the the teacher's hard work referrals happen because teachers are sending students to the offices referrals happen because things happen in hallways but this is majority of what's going on in classrooms regarding behavior and teacher referrals and you can see that the commitment that our teachers have to not only working with our
005students and implementing restorative practices but also the relationships they build the relationships they foster the responsibility that they have for their students you can see that there's been a trend and a decrease over the year on all these graphs the solid big blue bar would be the total number so on this you can see that the total number of referrals last school year was 1760. the red bar would be the number of referrals for our african-american students yellow would be for our students with ieps and then green would be students who are african-american with an iep so you can be in more than one category on this but you can see that's the trend data if we go back and look at 1718 and 1819 everything is trending downward and again this is directly attributed
006to the artwork that our teachers do in the classroom and how they get to know their students and relationships they build and i think it's especially uh impressive when we think of coming off of covet how many teachers didn't even have an in-person connection with their students for a couple years and that we were able to still have this in place this shows the number of uh overall incidents that turned into iss and again positive downward trends you can see that the 2018-19 comparison to this past year 345 versus 462 and we were lower in both subgroups as well that we are specifically paying attention to regarding our african-american students students with ieps so again lower numbers regarding iss as well oss is something that's been relatively uh i won't say stable but hasn't changed
007a whole lot over the last several years if i had a couple years prior to 1718 that is still there but you can see that the numbers are relatively the same in terms of the overall number of iss incidents however you can see there is a decrease for our subgroup of students that identify as black or african americans students with ieps and then black students with ieps there's a significant decrease in their that result in oss you'll also see later in our strategic plan that there is a connection to us looking at students that have multiple referrals which tends to result in additional suspension opportunities but we do have a relatively stable number of oss overall but those subgroup areas have decreased here's where we do a little bit of comparison data so there's a
008lot of numbers on there but i'll do a quick interpretation if we just focus on the purple which is the far right you can see that that is the past school year on the far left of the chart it's the percentage of this district enrollment that's made up by that specific subgroup so the purple right now is our african-american students last school year they made up nine percent of our district enrollment and then you can follow the purple all the way across and see that they were 36.5 percent of our overall referrals uh 36.2 percent of iss and 42 of oss so simple simple math would say that we would want to see those numbers be the same as what the overall enrollment percentage positive takeaway from this if you compare again the last school
009year is 1819 which is in red you can see that when we compare red to purple there are decreases across the board and that as well so again good things happening for our students that our teachers and our principals are putting into place doesn't mean i also want to add the caveat doesn't mean that we're satisfied with that discrepancy in those numbers either but you can see a good trend happening there this is the same data regarding our students with ieps you can see that this one ends up being a kind of a pale blue that this last school year 13.4 of our overall enrollment were students with ieps and that 32.8 percent of the referrals 36.2 of iss and 40.3 of oss if you do again a comparison of the red which is 1819
010to that blue there are once again overall positive trends downward um in all those categories simple math once more would just be that we would see 13.4 across the board on all those to be commensurate with the enrollment percentage but these are strategic areas we're again focusing on with our strategic plan with our partnership with ssd as well this one shows really the percentage of the subgroup who received oss so this drills down to the individual students so rather than one student who might have five office referrals counting five times this just looks at one student counting one time and so you can see that on the far right is the 2021-2022 school year you can see that of all of our students that are black or african-american 13.1 percent of that group received oss
011but they make up nine percent of the overall population so again you look for that to be commensurate so that is something that we'll continue working on on the flip side you can see that 7.9 of oss were students with ieps but they make up 13.4 of our district population that trend if you go back the last few years has been inverse in that they're that percentage is what we would like to see fewer percentage than the overall subgroup population and kind of just the last slide that we have showing overall enrollment pieces if you focus on the purple on this last school year 2.9 of our total enrollment so we had about 58.66 in terms of students 2.9 percent of that group received at least one day of oss when you compare that to
012our african-american population 13.1 percent of that group received at least one day oss and 7.9 of our students with ieps received at least one day oss so there's some of the disproportionality that we've talked about in previous years and previous meetings you can see that kind of picture here in terms of evidence one thing that's a little interesting is that we did have a few more students on on the purple if you compare purple again to red the percentage this year for overall oss was slightly higher as well as each of those two sub groups slightly higher when you count individual students so we do have a specific goal and our strategic plan very much focuses on students that are referred or have multiple times of consequences we want to reduce that number last year
013we had 266 students that had at least two or more office referrals we want to reduce that as you'll see in our strategic plan because that helps impact these numbers as well and the long-range reason why we want to reduce our discipline numbers is we want to keep our kids in the class and in the classrooms with our teachers so that they can learn and grow and develop and not be pulled out and excluded so a couple other things just to zero in on uh you'll hear some discussion with our strategic plan also about how some of the academic risks and concerns can be related to this it's probably no news to anybody but sometimes students that struggle with reading or writing or math are also students that have behavioral concerns so if we focus
014on heavy intervention on academics we should see a decrease in those behaviors as the board has done for several years we also have an emphasis on social emotional concerns our sel coaches have a renewed practices in terms of training with restorative practices we emphasized that with our administrators at our meetings last week and you'll hear a little bit about what we call a parallel warning system actually i think elizabeth is here as well she's working very closely with the high school to gather different indicators things like nurses visits absences targets grades progress reports really put together into what's called an early warning system that can send out automated weekly emails about kids who might end up on the list of hey you better go check this kid out and see what else is going on
015before there are significant consequences of things that could create behavioral challenges for students and with that i'm happy to take any questions okay i'm going to start with miss bernardi hi everybody i hope you can hear me with my friends [Music] i can't see everybody all the time but i can hear really well so thank you um thanks for your work dr bailey i know our restorative practice is making a difference with our new discipline policy that's not so new anymore it was implemented quite a few years ago but i did have one question for you i know this discipline data represents all levels and in the beginning when we started the work we had about to eliminate all the iss and oss extensions for k-2 and i wondered if we actually um achieved that
016goal and i believe you probably have this data by level in any case yes thank you so much we have looked at it by level what i could say is that we're very very close there are certain things that may occur with students that would almost require a suspension based on safe schools acts or other things that are there so without giving too much information away about specific student pieces we haven't 100 eliminated that at the k2 level but when it has occurred it's occurred for a very significant severe situation that's come through thank you okay um i do have one one quick question so the early warning um is that kind of like um what you you know you have data teams for academics is do you have a regular protocol that you use
017to look at discipline data as you do academic data yes and no i think the benefit of the early warning system is that it's input information so what might lead to a student having a discipline referral it could be that they're tardy quite often so they're missing class it could be that they're struggling with reading or writing or math that there's social emotional issues so that output data would be potentially a referral or a suspension the early warning system almost looks at what are all those things going into that that could head off at the past essentially like how can we get a kid that really looks like they're they're in the red or they're starting to struggle before there's a significant issue so there are protocols that the high school especially has been working
018on with elizabeth and dr gavin to really look at the students and they connect that with the sabres data coming up from the middle school as well to kind of create a um steel elizabeth's term red hot chili pepper list of you know who do we really need to zero in on first the benefit of the original warning system is that that may catch some of those kids who are under the radar students that maybe don't create too many issues in class but also aren't are missing a lot of work or they're or they're late or they're tardy quite frequently at some point that might turn into a referral to the office and that's we really can help catch as well and just as a follow-up to that that early warning system is really to
019help us get in a situation where we don't where we have intervened and brought all the resources to the district to bear for a student who perhaps is maybe second semester sophomore with one credit and so how did we get there and what how in this early morning system that we're working on and will be reflected in um in the board excuse me in the strategic plan here in a little bit that will allow us to be much more proactive specifically surrounding the idea of catching these students based on what we know are those early warning signs and making sure that's all being collected in one space and being regularly fed back to the people that can intervene okay and so just just saying here that one of the early warning signs could be um
020two referrals it could be yeah the referrals will be on there as well and so if you remember last school year we talked a lot about putting into into place a reading matrix a decision-making matrix and a math one we have that one for behavior as well that's that's starting this year we got feedback from our sel team our sel coaches elizabeth worked with that team a lot on really looking at those specific decision making pieces that are in place for that matrix as well yeah just so to have kind of like the trigger to say hey okay thank you dr bailey um i just want to double check okay um so next up is all right well we have compiled this data and this is the first time we've collected this data and so
021we went we did a look back to not only to finish the school year that just finished a couple months ago but we looked back for the 2021 school district as well and so there are two presentations here that dr bailey is going to move through rather quickly uh and then they are identical in as much as the information that was collected you'll notice a lot of information obviously as we do a look back won't change but what i'll ask ability to do is to present the 2020 2021 family exit survey data first and then we'll move into with your permission ms andrews will move into the second year and then give questions opportunities for questions for the board all right dr baden all right thank you again um this is the first year that
022we've been able to do that we've had a family exit survey and so just kind of give a quick summary of what we looked at we looked at anybody who in the last couple years has transferred out for any reason whether it's they moved to another state they moved to another area within missouri they chose home school they chose private school what we didn't account for in some of these instances and a lot of those families actually contacted me and asked if they should do the survey is anybody that might have come back so when we do our official enrollment in october i'll probably bring that data to look at who might have transferred out but who's come back to the kirkwood school district you'll see one data point in particular that we know several
023of those students came back when we look at the homeschool number but this particular survey there's a little slight difference when it comes to the summary for this one and the one that of the past school year that we just had for this particular survey data transfer to private school for the 1920 and the 2021 school year was slightly higher than in prior years however our enrollment has continued to increase in the last several years in particular our resident enrollment has increased at a quick pace when we look at different indicators you'll see that parents were generally satisfied in most areas one of the areas that there was some dissatisfaction was in addressing my concerns is what the title was called this was the first year that we've given this and we'll continue to look
024at this information and collect this as we finalize different enrollment pieces so some quick information about transfer data you'll see this is the exact same data on the next presentation as well we wanted to make sure that you saw this all the way through but this is the number of students that transfer out of state you'll see on the far right we have 35 as of august 3rd so there could be students that have transferred on august 4 or 5 or 6. we'll capture that when we do our official enrollment report in october but you can see that as of right now we're actually at a little bit lower end some of these other ones just for reference that might include somebody transferring in december or january february so this number will likely go up
025once students we complete a school year but as of right now this is just as of august 3rd versus an entire completed school year if that makes sense but so far we're commencing you can see that last school year in the 2021 and the 2022s you can see that we're pretty commensurate with previous years this is the transfer to a public school in state so this is people that lived in kirkwood and they moved to a different school district and you can see that as of august 3rd we were 24 students that have transferred to a public school in state um in previous years we're roughly anywhere from that 120 to 170 range depending on the year but you can see that the 2021 2021-22 school year was one of our lower numbers at 117
026and the 2021 year 143 was more typical of what we've had in previous years you'll see one stands out really strongly on this one and we'll get some context this is transfer to homeschool in kirkwood typically families are not transferring to homeschool but in 2021 many families were uncomfortable with whatever may be going on regarding copen and opted to choose home school where we'll be able to capture when we view our official enrollment report in october is how many of those students have returned i know there's a large portion because it's so out of the ordinary for us to have this number you can see that last two years ago around 20 was pretty common for us and so far we have three with this upcoming school year but that 95 definitely stands out in
027a lot of ways but we can directly attribute that to copenhagen and family choices that were being made the transfer to private school in state you can see that we so far in this school year we have 103 as of august 3rd if we backtrack we look at the last two years you can see that 135 and 132 were slightly higher than where we've landed in previous years which is give or take 100 where everything is at you can see that those two years have been up just slightly however we look at our total transfers out as of august 3rd for this current school year you can see 165 for last school year we compare the 340 to prior to covet years the 2018-2019 school year and before that you can see 340 was actually
028lower than those previous years but also commensurate are not too far off from where we typically are regarding transfers out and again transfers out captures home school private school out of state in-state different transfers just uh this is a reminder we saw this in october of last school year but our 10-year enrollment trend you can see is trending up this is total number of students the resident number is also trending upwards but our overall student population even with some of those transfers has continued to grow the next several slides will just kind of show red yellow and green red if somebody was very dissatisfied or dissatisfied yellow if they were neutral and green if they were satisfied or very satisfied so in most things that we do green is good red is not so good
029and yellow with that neutral but parents were just asked to rate their level of satisfaction with different things like academic programs or things so i'll both be fairly quickly because the visual you can see red green measures things out in terms of academic programs mostly satisfied very satisfied in terms of special education mostly neutral which tells me that most of the people didn't access special ed services but those that did we did skew a little bit on the dissatisfied side administration this was not specific to building or district it was just administration as you can see skewing mostly satisfied or very satisfied um god bless our teachers that our parents love our teachers very much you can see this is very strongly on the satisfied very satisfied and we can understand why we have tremendous
030tremendous teachers extracurriculars overall very satisfied in this round as well or neutral so they may not participate or they are satisfied or very satisfied here's where it gets a little more specific communication with administrators they tended to skew satisfied or very satisfied communication with teachers overwhelmingly satisfied or very satisfied uh discipline so this one skewed a little bit more satisfied or very satisfied neutral some of those folks may just not have had a disciplined referral but some people interpreted this as the discipline around their child not just their their child so here's where we see a little bit of the first word excuse the very dissatisfied or sad or dissatisfied addressing your concerns and it's mostly on the red side there and then safety and security right as mr scott walks out you can see
031that very satisfied to satisfy that excuse there as well tony if you wouldn't mind doing the next one there's another one that i forgot to label the date perfect so this would be those that exited as of the end of the school year we just finished so these are students that would not be returning to us in the fall so you'll see that it looks a little bit like we've already put 2223 data on there it's because those students would have transferred at the end of the school year so they completed all of last year with us but they transferred before this school year started you can see that the trend data is slightly different when we get into this than the the previous year our transfer data again is pretty commensurate with previous years
032our enrollment is to continue to increase however there were more areas of dissatisfaction on this that we'll get into those specifically but we will continue to provide this survey to our families so you saw these before i'll go very quickly none of these numbers are different than what i just showed you regarding transfers out of state transfer in-state to public school transfer to home school again that 95 just really stays out transferred to private school in-state and then total transfers out as of again august 3rd we were at 165 to start the school year and then during the school year last year we were commensurate with previous years to 340. you saw this as well the population has continued to increase and so the next few slides again will show a rating of very dissatisfied
033dissatisfied all the way up to very satisfied scale one to five but you'll see that there's slight differences in some of the data again in this green is good red not so good academic programs there was generally more dissatisfaction with academic programs at this time again special education mostly neutral but but skewing on the dissatisfied side as well for those that access those services but mostly neutral administration mostly dissatisfied on that end as well teachers skewing towards the satisfied very satisfied or neutral i'm surprised the neutral quite honestly but the satisfied are very satisfied with our teachers as well extracurriculars look pretty much like they did the previous one where you're generally satisfied or very satisfied or neutral depending on if they have access or they participated communication with administrators was pretty strongly on the
034very dissatisfied dissatisfied end communication with teachers balanced out that you had both on both sides discipline this one was kind of the opposite before that they were very dissatisfied or dissatisfied with discipline if you go back to the presentation i just looked at though all of our discipline numbers are trending in in a downward direction so this dissatisfaction is kind of inverse to the number of discipline referrals and suspensions that we have this one's very strongly dissatisfied addressing your concerns and safety and security is on the end of satisfied are very satisfied but a few more that were very dissatisfied or dissatisfied and then neutral is there as well and those are the two surveys that we had the surveys are still open so that people that may not have responded yet are still having
035opportunities to respond to both of those we did have targeted audiences that we sent it to with regarding those transfers and then like i said we'll be able to compare when we get our official enrollment numbers as of the last day of september and we present that in october we can look at over these years who's transferred off of return back to the kirkwood school district to give you an idea of you know it's not a permanent thing for some families they transferred out for a short time and came back so i'm happy to take any questions okay um oh yeah i just had a quick question about uh the levels the students that transferred out i think it might be helpful for us to look when we look further into it how many work
036high school elements or middle school especially to the private schools sure yeah we can we can definitely look at that when we do our enrollment report in october when we have more specific data and we'll have more finalized data um students may still be transferring even today so we'll want to get you some official numbers it's not surprising that there's probably a few more transfers from eighth grade on to a private high school than some of the other grade levels we had traditionally that's where our data is skewed a little bit or fifth grade to a private middle school regarding that but we can definitely have that updated and available in october thank you this is all really helpful um and i'm wondering so this is the data what are we gonna do about it
037like what's you know addressing concerns and communication really jump out at me what are we going to do see reaching first so that that's a great question and i i can't tell you that you will find in the 2022-2023 strategic plan that we have laid out very specifically areas that we want to grow are not only with our students but with our parents as well specifically surrounding uh creating that sense of belonging because we do believe if we're successful there the so that right you'll hear me tell that story a little bit later about the plan but so that will be uh that we would have [Music] again our numbers of people transferring out is about leveled out in terms of in terms of the overall numbers however what we would want to see improvement
038in that is if the parent does choose to transfer out for whatever reason they would be able to answer more of those questions in the more satisfied uh or very satisfied level so you'll see things that are very specific surrounding parents that we want to capture through that idea of the sense of belonging and that comes through better communication comes through transparency follow-through and all those types of things so it will be reflected and you'll hear a little bit thanks i think also a celebration for our teachers because our teachers work like crazy these last few years and you can see that reflected in our family's satisfaction with them with their communication with the programs that they've offered that even if the family is leaving kirkwood they're still very much celebrating our teachers who i
039know have just done you know a crazy amount of good work over the last couple years especially with coping so i think continuing to build on some of those positive experiences that our families have as well thank you okay thank you dr bailey for going through that um i had similar questions to ms bernardi um that you already were going to get us but um did we did we give any definition to like what we meant by academic programs or discipline you alluded to the discipline that people may have looked at it differently um we did not know it was just yeah it just said break your satisfaction level of satisfaction with these various topics and then um did we ask any open-ended questions that would give us any better oversight there are a couple
040that were on there that gave the opportunity to say you know what would you say about kirkwood school district there were a lot of positive things that came out of that there's a lot of confidential information because parents definitely put names and things in there so that's not a part of this um and some positive i hear some positive and some not so positive so there were opportunities for more open-ended uh feedback right now okay i think it would be important to use any of that specific data as we're building strategies for improvement specifically around communication right if there's anything in there um whether it's people that's obviously confidential but really or thank you for printing these up um so there's a lot of comments in here they're very specific and they're from uh specific
041parents um my suggestion is is to go through these and to judy's question you know what do you do well sometimes it's hard to figure out what you do next when you're kind of talking 40 000 feet in the air and typically you can boil these down to five common objections or six or seven and i would encourage that activity to happen versus us just read these and move on and don't pay attention to them so for example you might say hey after reviewing this we have six common positives and we have seven common opportunities for improvement and here's where they are and i think that would be a great exercise to bring back to your team to bring back to the board and so forth is that fair yeah absolutely okay thank you because
042there's a lot here yeah and you can learn a lot in the details okay so just to recap um okay so that we're all on the same page um dr ulrich um we'll have it broke down by level right and then a follow-up the next follow-up will be a follow-up um us about kind of things that you're seeing you know strands yeah we need to go back to common strands and bring that back forward yeah just a reminder in terms of the work of bringing that by levels for transfers in october that will be in october as well as that day it becomes more solid uh we want to make sure we put a we put a time frame on that for the board for the boards purposes in terms of developing strands from comments
043and areas of growth if i think about that timeline i would look to for that for the september board meeting not before the reason being is because i would want to take our group of the senior leadership group through that activity and then i would want to get the opportunity for administration the building principles to go through that same activity and then certainly can provide that information to the board okay thank you sorry get myself off okay next up is exit survey all right so for the board's purposes just so you know this was added to uh board docs today as we prepared for this afternoon we realized that it did not get migrated over so to speak from the meeting uh two weeks ago uh this is his information however that the board did
044previously have had in advance and so again want to give the opportunity for dr fields to walk the board through briefly through the information that he has gathered and compared to the information we gathered a year ago dr gibbs thank you dr good evening board of education community and colleagues working in the hr office i have the pleasure of getting a chance to learn why people are entering our district essentially this morning with the new teachers coming in and i likened it to them being publicist for the district in terms of why we always have positions their experiences within the district will help us recruit as well as retain staff having said that when staff leave as well that's an opportunity to learn from some of their experiences as was the case last school year
045i have the opportunity to put together some type of formal comprehensive process for engaging with our staff who are leaving the district as dr ulrich already alluded to you have this information but there are a few slides that i want to make sure i direct your attention to starting with the slide for the exit surveys in the 2021-2022 school year i'm sorry what i did was make sure we had some level of numerical value assigned when you have some level of numerical value you can then have a deep dive into the data and so the likert scale of one to five essentially asks two questions that will paramount rating your experience and rating your support and because of the demographic data in terms of the buildings gender except years of experience why they were leaving
046we can begin to make some data inferences that will help us as we continue to support our school our community as well as the district last year when i presented these data for the first time there was a request for us to make sure we add an element in terms of knowing where people are going we have a sizable amount of staff who are leaving to retire for those who have retired we always have sub openings so make sure you go to our website and fill out a sub packet but in addition to that we do understand that some people leave the organization for different opportunities and quite frankly some people just were not happy with their experiences and so on one of the last slides i made sure we have that information for you
047so that we can learn where people are going an additional slide that i want to bring to your attention speaks to our trend data for the kirkwood school district this is the start of year three for me and the board was loud and clear on this being a priority last year as it relates to engaging in exit surveys and so we have certainly taken that task and taken responsibility and quite frankly it is a priority to us and we want to emphasize speaking with individuals when they leave our system and you will see that noted by the trend slide that you have in front of you now these days i will get a chance to have a comparison from this year to last year but i do want to make sure we understand even with
048this this number of 84 we're looking at approximately 1.7 or 1.8 percent of our staff this is an opportunity for us to learn from their experiences and try to continue to engage in the support for our staff as well as get better in our programming and so the slide that you have in front of you again last year was the first year of a comprehensive what i would deem as a comprehensive exit survey and you will see the comparison in front of you so we have the 2021 school year and we also have the 21 22 school year it is broken down by the total number of staff as well as the percentage of certified support exiting service certified completion rates support completion rates and then you will continue to see the additional demographic data
049these demographic data are incredibly important because it allows us to have conversation related to the slide in front of you essentially what we do you will get an overall rating for staff who have left our district in this case it is 4.04 though it is down from 4.12 it is still at 4 i'm sorry 4 which is important to us now from that demographic data when you begin to look you can see a comparison between our staff who identify as black white male female those who are at the elementary level as opposed to the secondary level other levels so ancillary positions maintenance etc and then you also have support and certified staff again to the right you will see the red which represents a comparison from the 2022 i'm sorry 2021 school year this initial
050question had to do with their experience and so when asked specifically about the experience for those who are leaving our system they were able to rate from a one to a five as i stated with those two numerical assigning values the second piece had to speak to support and so when asked about the support that you had a chance to receive within the kirkwood school district you will see that there is an overall rating of the 3.73 this school year and it breaks down all of the demographic data and you compare that to the previous year or the 2021 school year as we dive deeper into the data when we ask why are you leaving there is an opportunity for us to disaggregate a little bit more and that lets us know the approximate percentage
051of those individuals who are leaving our school district from there as we dive further into the data then you can cluster those individuals who are leaving let's just say for example that second row which speaks to another job and so respondents who rated that they were leaving for another job or 28.2 percent of those who were leaving they have a rating for their experience within a purple school district and they also have a rating for the support within the kirkwood school district and then you will see throughout the slide that the rating for those two columns i do want to direct your attention because this slide will look similar to the subsequent slides you will see the 4.05 is the overall average and so it is relative to that for the experience and then you
052will see the support rating which is the 3.73 so you can have a rating for reference when you look at the number of years of service within the kirkwood school district you have a cluster of one to four five to nine and so on and so forth and then from there you can see how they rated their experience as well as their support within the kirkwood school district and then we wanted to look at trend data within the last seven years and you will see again the previous slide had to do with clusters this speaks to specific years so for those who are leaving the district with one year of experience or 15.8 you will see their rating for experience as well as support and it goes all the way to the seven years or
053the 10.5 percent and you will see the rating as previously mentioned those survey respondents who are or who have left the kirkland school district these are the destination districts or the places that they have decided to leave um and obviously provide themselves with an opportunity now i do want to go back before i turn it back over to dr hall rick for any potential questions i heard the board loud and clear in terms of what are some of those things that we're doing and so while it's not represented on the slide there are a few one of which is taking ownership of each data you all have access to the specific comments and so getting an opportunity to read all of the comments to see if any themes or strands emerge that process within the
054hr department did take place and so seeing what are some of those things and responding accordingly from those respondents we have learned that the strategic plan recruitment and retention grant we believe enhancing the eap was not only a byproduct of the wellness survey that went out but when we look at it from a proactive standpoint some of the survey respondents we truly believe that continuing to hit home the message about our offerings within the eap will have a proactive approach to some of the respondents another thing that we're doing we have shared this information on these data with administration during our admin meetings and so it's not just something that remains at the senior leadership team level we are having those conversations with principals in terms of even with it being x percent these essentially
055are publicists who are leaving our district and they're going to make it easier for people to come in or they're going to make it much more difficult depending upon their experience our pd days have been allocated to wellness we have encouraged this thing called state interviews and so for individuals who are to our knowledge who are staying in the district or remaining in the district bringing them in and having conversations what do you like about the district what are you struggling with are there any recent changes that can continue to provide us with data so that we can respond because we are looking at it from a particular lens but that may vary by building by department based upon the work that individuals are engaged in a few additional points before i turn it over
056a commitment to courageous and difficult conversation no one really wants to in an ideal sense have a conversation with someone about why why or what um missteps we may have met but that is paramount in order for us to get serious about retaining people within our school district situational awareness if you all had a chance to look at the comments it is incredibly based on situations that are individualized and that does make it difficult but it does not make it difficult for us to establish strands and some trends dr albert talked a little bit about some of the things with regards to kobp and some opportunities although we only have x amount of buildings within our district for instance we may not have as many positions that are those that people really want to gravitate
057towards as other districts and so we look at it as twofold we want to prepare people and help people to continue to serve kids whether it's in purple school district or surrounding areas however we do want to retain our staff as well who have those aspirations and so there were some very difficult but yet courageous conversations that dr ulrich had a chance to spearhead and we did obtain some rich data from that and last but certainly not least is proactive support it is much more difficult to have the autopsy so to speak as opposed to the check-in we want to engage with people while they are here and before they have made the decision to exit our organization and so with that i'll yield it back over to dr over to facilitate any questions you
058may have okay um mr kavanagh so you had mentioned that you've done uh the analysis of uh the common reasons for leaving et cetera et cetera in the details of the comments are we going to be able to see those we can i would imagine um we can pull that information together okay that'd be great thanks [Music] um dr fields thank you so much for putting the thought process of how we're going to use this data into your presentation tonight that was really helpful you basically eliminated all of my questions um i did want to point out on the district findings i think on slide 25 are the one-year students or one-year teachers leaving has a much lower score than others who would just love to you know in the future get a little bit
059more insight from you as to how we're supporting those first-year teachers just considering that much longer thank you so much absolutely two pieces one of which when we say first year teachers this these data consist of all so i do know of let's just say there was a support staff member who was here for one year or an administrator and so i can talk a little bit more about that i have to give credit where credit is due as we get a chance to go through things um pete actually had some feedback that was very helpful and so i'll let dr oliver talk a little bit about whose people he feels ready thank you very much dr phil this is really helpful and um i also want really want to see those comments and you
060know with the i was as you know i was at the breakfast this morning with all the brand new teachers and i hate that this same number that miss sanborn was talking about that the teachers who left after one year here felt had such a negative experience so i was i know some of the things you've been saying but i just really want to make sure we are checking in with them and we are mentoring them because seeing all those people this morning they look fantastic and excited and i want them to still feel that way in october absolutely and i will thank you for those comments um and one of the silver linings those low ratings for year one in this regard will help us with year one moving forward and so if there
061had to be any silver lining i think that's certainly the case when we get dived into the that commons uh remind me we need to be careful of selection bias there too so it'd be important to know if there is a way for us to know if we're actually losing more first-year teachers and staff than other districts or if it's sort of in line with other professions where frankly a lot of people just end up leaving after the first year and obviously we're only surveying the people we're only reporting the survey data here of people who are leaving and not from the steady interviews and that sort of thing so before we it's sort of there's smoke but before we determine if there's fire or not you know to want to know if we're actually
062losing more people after that one year than in most districts and miss bernardi oh thanks dr feels for your proactive approach my concern is also with the teacher shortage that we're all hearing about so i think if if you can not touch base make sure they're happy that that proactive approach is very much appreciated and thanks for that report thank you miss bernard that was made perfectly clear in our meeting today in terms of wow well we are happy that you're here within the kirkwood school district um we understand that we have to retain you and part of that retention is to make sure not only are individuals able to be authentic but they also understand that they have a voice and when there are some concerns and all of that making sure that we
063have the type of infrastructure where they can proactively provide themselves with grace and growth but also we provide whatever they need so they don't necessarily leave and so that was a home-based message today that was hit home with our beginning teachers i won't call them all first year but with our beginning staff here okay and dr fields i heard you mentioned something about stay interviews can you speak to that absolutely um so a um one of my hr colleagues they were talking a little bit about some of the things that they engaged in last year when we were going through the entire process for interviews and what became the standard operating procedure for the interview process those meetings emerged for state interviews and so last year one of the year before last principles many of
064which engaged in those and the feedback was that it rendered a lot of rich dialogue and information that provided us with perspective for staff members who were staying and so while it's not necessarily mandatory we do have staff members i'm sorry we do have principles that are continuing with what's called state interviews it is a tool in our tool belt and we believe uh based off the feedback so far from principles that it has been helpful but it's not happening at every building it wasn't necessarily when we were going through the process we were searching for ways to collect data as we were going through and establishing and so the principals who were there there were conversations but that was never an expectation that everyone had to engage in the state interview at that time
065many of which did do it but it was not an expectation that they all had to do it okay will that be something that you're looking in the future to make yeah as i look at the teachers out here and i'm thinking oh boy i wonder if they're wondering if they are going to be getting state or views of their building um is this something that you would would potentially want at all of the buildings absolutely i think as we the the narrative that we continue to keep hitting home is that we want that and we want to continue to hear better in our practices and so um if that's something that the board ultimately decides with dr olbert's leadership then we can certainly move forward with that but it has been positive off the
066sample size that we have received so i think that we should leave it to your expertise as the hr and dr albert's expertise as the superintendent to determine whether whether the state interviews should stay or go but i think the important piece is that we are consistent among our buildings with with such practices as this thank you for that feedback and i love the same view so we'll be talking a little bit more about that okay so just to kind of reviewed after all do you want i think that there were some um takeaways that i just want to make sure we're on the same page do you wanna or do you want me to no i can certainly uh excuse me so from what i have here is as a follow-up to what we
067already talked about was uh developing and ensuring we have the strands from not only the family surveys but the staff exit surveys um uh a just an emphasis on this motif of making sure that we are taking care of the first year of our first year staff and our teachers uh and then second i'm certain i'm sure by the board and then mr boycott did ask is there a way we can determine are we losing more first-year teachers than other districts i do believe that is data that we could that we might be able to parcel out and then finally i heard from you ms andrews that the idea that state interviews that they are determined to be a positive thing to ensure that that is consistently happening in our abilities i think that i
068think we're good okay um um okay so next step is the strategic plan all right thank you very much again miss andrews board of education for this opportunity i want to make sure that we do before we get started on the work of the 2223 strategic plan just a reminder to the board of education uh that uh again appreciate the board's support a year ago for the first year of a five-year strategic plan we brought you then an annual plan that was aligned with with the five-year strategic planner which was approved by the board last august and so i think that before we get into and start talking about the 22-23 school year i believe it's reasonable for the board to receive a uh if nothing else a brief overview of the 2021-2022 strategic plan
069and while we are proud of the data that we presented two weeks ago i want to make sure that i take this opportunity to paint a complete picture and tell the story of the 21-22 school year so it's really three things stand out uh with regard to that one uh 20 the 21-22 school year was disrupted by copen more than we anticipated especially in january and february if you all will recall we just in the month of january alone we had more staff out we had more students out for covid than we had the entire uh i mean i see our teachers i apologize for bringing up last january and february we're really we're really knocking out of the park for you guys tonight uh but i do think it's fair i think it's fair
070when we talk about again telling the story of the 21 22 school year because two weeks ago we we painted the picture with data and uh and you guys will if you see that you will get a little preview of it because i will highlight it there were amazing things that were done these last two years the data that i was able to show this group was was amazing however we want to make sure that we're looking at it in totality so while our data was positive in many areas our goals in some areas were too ambitious and therefore while we saw great gains in some areas there were many goals that were not met and then finally many identity items that we identified as measurable objectives were in fact kind of check mark items
071i call those and would have been more appropriate residing in the strategies so having said that i can tell you that working with our team working with administration as we transfer as we um transition to talk about the 22-23 school year the board will see very specific improvement uh in those areas so as we as we talk about the the 2021-22 school year again there are some things that uh that i want to highlight that we were able to get done um our curriculum is online the original date that we gave was uh august excuse me it was april and we um we had to delay that and so the the next deadline was july 31st and that is done we will take the opportunity as soon as school gets started after our back to
072school celebrations and all that communication we will have a communication plan that will include proactively reaching out to our staff and then to our parents to let them know that the curriculum is in fact online we had a couple of not mets there's a walk-through process that we were supposed to be developed for our principals that did not happen however with the support of the board of education we do have that process already started we had our first two meetings with the center for educational leadership and that will be a strategy that you will receive reflected um here in a little bit so as we scroll through i'm not going to highlight every single one but an example of being able to sit by i say scroll through tony and display the 21 22 strategic
073plan it was on board docs i was saying scrolling through and i i was scrolling through but nothing else was scrolling through yes yes yes clearly but an issue i have uh yes so as we pull that up i want to make sure an example would be that in eight in our nine grade levels as we presented to the board two weeks ago at eight to nine of our grade levels our spring data that we gathered was better than our spring 2019 or excuse me spring 2019 pre-pandemic data data or above the district's goal of 80 but if you look at the goals that we set for our students specifically in goal three uh we didn't meet those so even though we we pushed forward in some very significant ways we didn't reach our goal
074and so um so the fact is while it was a good year and while amazing work was being done that we need to celebrate the fact is um we need to calculate calibrate the plan better um to the outcomes that we want to see so as we scroll through uh again uh there are a couple of things that i will uh again i'll talk more slowly i apologize for i i think like i said it should be right there on board docs i think you can access okay i apologize so as we keep going uh just for the sake of time uh again the boards have this information in advance and it is on board docs um as you see that there are a couple of things in there where we very just openly said
075that the lack of subs the lack of subs uh and the type of the support that we would normally give our teachers to free them up to do some of this work frankly there were no subs uh there were times when when teachers were covering for other teachers frankly on a daily basis and our folks who had heroic efforts uh to make sure that our classrooms were covered with the appropriate personnel and so thank you and so as you as you work through that you will see that acknowledge where it's not met we say why it wasn't met where it's appropriate we uh we go ahead and pivot that in and talk about how it's going to be included in the 22-23 school year so a couple of other things as we scroll down to
076the blue [Music] in our prior priority goals and equity diversity and inclusion with regard to our equity audits and our policy audits that we're going to do when we did that work this last school year both of the bids we only received two bids both of those bids were over two hundred thousand dollars i have tasked dr math and you will see it reflected in the 22-23 strategic plan i have tasked dr matt with ensuring that we narrow the scope of that and we you can expect the board that we would come back to you with the revised rfp to get that work done if not in september certainly no later than october so again if there's some there's a couple things that were partially met we have some measurable outcomes with regard to increasing
077staff racial diversity to at least reflect the student population and those staff in those buildings we have two that have met uh that is kaiser and north glendale however that means that we have seven others that did not meet and again you can expect that to be reflected in the 22 23 strategic plan our goals surrounding student staff social mental emotional health as you all know uh that is surrounding our lifesavers data our savers data and our the work that we did specifically around panorama and so we did not meet with regard to increasing over the baseline with our students teachers or parents although we said we saw the greatest growth in our parent day of and then as we move through 3.2 and 3.3 we did while we did not meet the my savers
078the lifesavers assessment compared to the spring data we were much higher than we had been previously so again that's a calibration issue that we want to make sure that it's more tightly aligned to the outcomes that we want to see staff exit survey data as dr fields just presented to you was not met when asked about the support they received working in ksd the average rating provided by those who responded actually fell to 3.73 from 4.22 and we've processed that information um i can't say that the 100 of the priority recommendations were met for the wellness plan there's a link there and then we met in our communication goals specifically surrounding increasing the public understanding and engagement of the accomplishments of the district and the activities as well as increasing community feedback regarding the effectiveness
079of the district's communication with residents and been finally developing or excuse me generating increased event attendance at proper events and increasing community interest in financial activities of the district as you can see there we did do our power hours and certainly the financial dashboard has more more than 300 page views since january mike what do you think about that you're famous so um i went through that relatively quickly again coupled with the data that we showed you two weeks ago um i i believe that paints a a picture of a school year that i believe was successful uh despite the the continued disruption of covet i think it and what i don't think i know it illuminated some uh of some work that we need to do to calibrate our our strategic plan for the
08022-23 school year so ms andrews with your permission i'd like to go ahead and transition into the 22-23 school year yeah real quick i just wanted to say it one day um dr albrecht i appreciate you and your willingness to be vulnerable and present this because um it's not easy it's sometimes kind of hard but i appreciate that that you have done this because this is how we're able to look at where we are and determine when we need to cover and so as a leader i thank you for watching for us i appreciate that very much and again i think that uh that grace is only earned if we show that we're learning and so i appreciate that and i promise we are listening and reflecting and so like i said i will go
081um i will go right into the 2223 plan i'm going to turn it over to to my team and they're just going to kind of popcorn through this a couple of things that i want you to know you'll notice a couple of changes you will notice a very consistent format you will notice that it is measuring cohort data we are following kids with this data and so we think that's very important whether it's the life savers data whether it's the academic achievement data we're following students with the data so while the while we you will see some things that uh uh i want you to note that that is consistent in terms of uh in terms of our goals and so tony i'm going to ask you to scroll up um i think that's called
082up some people it's called up and something let's fall um scroll to where it says the the strategies the three people responsible the timeline intermediate outcomes here is where the board will see greater calibration where it says strategies i want the board to understand that i'm i'm pulling your attention here because the strategies is what we do the strategies is what myself and my team do the measurable the excuse me the annual objectives that's what the board holds us accountable for it holds me accountable for ultimately so as you look at the strategies what i want to say is that that tells a story because what what that tells is the strategy what that says is this is going to be done we're committing to doing this and there's going to be a person who
083is directly tied to being responsible for making sure that happens and you'll notice a very tight 60 90 120 day on out where we expect intermediate outcomes were measured to be specific upon completion and i say all of that because we're our greatest learning as we've calibrated this looking at my team and working out with the building administration is to answer this question we have a strategy being led by a person or a team on this intermediate timeline so that so what i want that circle i want you to think about the circle so that so if you go back up so that in first grade our cohort is 62.6 median and sitting big benchmark in the spring of 22 we're going to move that to 65.7 for 2023. every strategy that you will see
084listed under there that's the work we're doing so i would invite the board to focus primarily on the annual objectives they're very tight windows they're very measurable objectives they're very achievable objectives and they're down to every grade level now as we work through this before i turn it over to my team i want you to be thinking about the the board's focus is on the so that so that we see this improvement and what you'll also notice is a very very tight alignment to the data we've been showing you so we're not we want to make sure that we adhere to and make sure that we're aligned with the data that the board has made the determination to say this is how we will judge whether or not you're successfully serving kids and improving outcomes
085for our students so i will turn it over the only other thing that i want to make sure that i point out because i know that it has been something that has been a a priority for this board of education where you see a goal where it is appropriate we have a goal for our students who are a black african-american that is more aggressive than the goal that we have for our students overall if we want to close the gap then incrementally we have to acknowledge that and we have to uh have a goal that is specifically naming that so you will see that not only for students but you'll also see that for staff of color as we walk through this so i've said a lot given my team a chance to make sure
086that they're prepared and they know the order that they're going to go in so again tony i appreciate it they need to throw me that loop there have a very loop there earlier but they're going to go through and they're going to focus on the why of the annual objectives why do we have that what is the so that and so they're going to focus on on that for you and just as a reminder of our timeline as it relates to the strategic plan tonight is when you see the rough draft um two weeks from tonight you will see the final draft that will be brought to you with the annual objectives brought to the board of education for your approval then we will take that work we've already taken that work the rough draft
087and shown that to the principals and they're working with their building leadership teams they will have a cycle where the principals and any members of their building leadership team they would like to invite will meet with my senior leadership team just like they did last year and they will walk us through their plan just like i'm doing here they'll have a rough draft of their plan they will they will go back and they will cycle through their leadership teams and they will have those plans are due to me by september 30th and so i'm excited uh i think this is uh we i think we can show the board that we have learned and we are bringing to you tight annual objectives for your approval and i'm gonna have uh with your permission ms andrews
088i'll just turn it over to the team uh again they're gonna kind of popcorn through i will let the board know we're gonna do two priority goal areas so think red and blue and before we transition to green we'll have we'll have a pause for questions about the red and blue priority goal area and the work being done there and then we'll finish off with green and yellow can you tell i like the color coding uh so i believe i'm trying to get over to dr painter first dr banner all right good evening thank you very much i appreciate that uh two weeks ago we had the opportunity to really dive into some data we looked at benchmark data for kindergarten through eighth grade specifically in math reading and uh and our savers data around
089social emotional learning we had great conversations about that and i do appreciate frankly having a board that really dives in and really wants to have good conversations about our students and their data we're now to the point where we start thinking okay well that that that's great but so what what are you gonna do next um what's what's the next level with that and so what you see now i'm just gonna i'm gonna group these so number one and number two annual objective one and two one is specific to reading and two is specific to math and we're looking again at k8 benchmark data in in the measurements that we've used previously a reading or early reading composite and early math compositing k1 and a reading and a map in second to eighth grade as
090dr o'rourke mentioned we're looking at cohort data for these groups of students other than kindergarten which unfortunately at this at this point maybe someday but at this point we don't have data for those students in preschool and so we um and what we did at kindergarten level was basically took last year's kindergarten as our bench as our baseline and said we're going to improve upon that so as you can see in these two areas in reading on one and math on the second what we did was essentially if that cohort group was already at our established benchmark that we won 80 percent or more of our students median benchmark by the end of the year um meeting that eight percent fraction 80 medium benchmark if that grade level was already at that grade at 80
091then we said we need to increase that by 2 because leading benchmark isn't enough we need to continue growing our kids for the grade levels where we were not yet at 80 percent of our students meeting benchmark we set a five percent increase on those grade levels can we meet it can we exceed that hopefully we can but we wanted to set a a measurable objective or a measurable goal that we felt was attainable across the district with our students so you can see the cohort numbers are there how can they go great by grade but you can see what those are hop down next to three and four which also are about reading and math benchmark scores one of the things that we've learned is very important and i'm excited because we've been talking
092about this for quite some time but just growth data is essential for us to look at for our students on the pond one and two we were looking spring to spring as they move over as we move over the course of the year we also want to be looking at our students as they move fall through spring and we can measure what's how what kind of growth rates are our students having as they move from fall benchmark which typically is in the first three weeks of school to spring benchmark data which are typically taken around the first week of may or so within uh educator within fastbridge we they classify whether things are typical or aggressive growth or frankly if it's flat or moderate or if there's not growth at all our goal obviously for
093all students is typical or aggressive growth in every situation and actually if they're not in it benchmark our goal is always aggressive growth what we've done in these two areas is on three for reading and four for math we've established that we'd like to increase the percent of students who are making typical or aggressive growth within those grade level bands by at least 10 percent you'll notice however that in for our african american students because we do have gap closing growth to be made we have to have that sense of urgency so where necessary we've said that those groups those groups we need to have at least 15 increase in our students who are making typical or aggressive growth one exception you might notice it might look like a typo to you on 4b it
094says the percent of all k1 black or after american students make it typical through aggressive growth on math benchmark assessments will increase basically from 39.5 to 43.5 and we only set that as a ten percent benchmark uh whereas every other group every other one of these for our convergence students we said it's a fifteen percent extension right because we need to make gap closing growth interestingly enough and this is i guess exciting news at k1 our black our students who identify as black or african american actually had a higher percentage of students who were making typical or aggressive growth than our overall population did and so we didn't need to make a gap closing growth on that particular measure and so we set it at the exact same 10 percentage pass this now over to
095doctor the next couple that we have look like they might just be high school specific when we have the percent of 9th through 12th graders that are on track for graduation however i can tell you that anything that occurs at the high school level as an output really is all the inputs that start in kindergarten and so when we look at graduation and track on track to that we do a terrific job of making sure that students graduate last year if you guys remember the data we just reviewed roughly 98 at graduation rate for our students what this does is this allows us to break that down even further so that we look at each semester our students earning those credits they are needing to stay on track each year it also aligns with a
096new deci measure that they look at that really indicates that students at the end of 9th grade should have 6 credits 10th grade 12 credits 11th grade 18 credits and are 90 of our students on track to do that this also allows what our high school has already been doing for several years at the end of first semester really look at do students need to recover credit prior to summer school so that they don't have to spend as much time during that summer time and looking at other options our pioneer online learning academy and just different different strategies we can approach so we focus on 90 of our students will be on track at those semester breaks the second one that we have are number five sorry number six on here is the ac2 superscore
097we talked about our act data last meeting as well our high school average is usually around 24 or above to put that in context that is the 73rd percentile so our average score is better than 73 percent of all test takers we want to continue to look at those gaps however because there is a gap between our overall average and our white students when compared to our black students and so we really want to target increasing that from 16.7 to 16.9 and continue to have that incremental growth as a reminder all of our students at the junior level take the act and so we don't necessarily just have specific students that are taking that that are potentially college bound but that again is an accumulation of all the work and learning that they've done from
098kindergarten all the way through that junior year all right as we move to 1.2 which again is still around relevant and rigorous curriculum instruction and programs you might notice this is essentially copy paste it is very difficult for us to separate the curricular work that happens in our in our district and the terrific instruction that our teachers are providing in classrooms and so the goal the annual objectives actually are the exact same for 1.101.2 but you might notice as we dig into it further in the future some of the strategies are different because the strategy work that you might have around curriculum work is going to be different than what we might be doing to support teachers in their professional practices they're very interrelated but the goals themselves are going to be the same and
099as we move through this i hope you'll notice that all of our all of our teachers our support set principals and everybody who works in our schools with kids they'll be able to look at this consistent format regardless of which kids they're looking that they're working with they can probably find this is what our goals are for those kids and they can start thinking about what they can do to support kids in meeting those goals and you can see the next two again are continuations of those before with the on track for graduation and the act superscore if you look at priority objective 1.3 we have two annual objectives in there the first the percentage of students earning a qualifying score on you can see multiple measures that are in there act ap pltw early
100college dual credit we'll meet or exceed 72 percent the way that's calculated is if a student achieves a certain score on the act we get one point or 0.7.5 points depending on that range a student would need to get a three or above on the ap exam the pltw assessments that they have they need to score in the appropriate range you also can earn dual credit or lots of different ways this is also not exclusive just to what would be a college bound track a student could get an industry recognized credential assessment which is focused on those career tech areas workkeys which is a subsidiary of act that also focuses on career tech and could earn a qualifying score along that as well so we would look at 72 percent of our students earning that
101that 72 percent you may wonder like where in order to get that that's the minimum threshold for earning the maximum points for deci but again we've been roughly around 80 percent or so but we'll get back to getting a good baseline data of those well now that we're more post coded the second one it says 100 of students will demonstrate on track performance of multiple measures you might say gosh what the world does that mean multiple measures always goes all the way down to early kindergarten and kindergarten areas so we have a new kindergarten readiness assessment that we're required to administer so we use that as a multiple measure there's also progress reports the grades that we talked about there's also citizenship pieces in there there's a list of different multiple measures that we can
102have that go all the way from kindergarten through senior year and we want our students to be on track with those so there are various ways you'd be on track for the kindergarten readiness for example that happens within the first six weeks of school you'd be rated as ready for or ready to access kindergarten in other pieces it also would include some of the things we talked about two weeks ago regarding the data involving individual career plans those used to be called four-year plans five-year plans six-year plans making sure they'll start the middle school level and having that all the way through and then a lot of this would be accessed through our guidance curriculum so you know sneaking peeks at the strategies you'll see that there's some reference there to you know revising our
103guidance curriculum in there as well so that our students at the elementary middle and high school can access these these lessons and start doing some career pathway and career exploration okay as we move into priority role two which is like equity university inclusion one might logically i guess expect dr matt to take over and leave this next section but he's not doing that yet he certainly has areas but i think it's important to note that the work around equity inclusion and diversity is all of our work um and and that is across everything that we do specifically to this one around the achievement of our of our girls in our classrooms we highlighted some data last time about um the gender gap that we were now seeing particularly in math among our boys and our
104girls or students who identify as boys and girls in our classrooms and so you can notice that the the cohort data that we have here we've set specific goals that by the end of by string of 23 we want those gaps to be cut in half at each frame hopefully we can eliminate those gaps and we certainly need to over time but those are some gaps in addition to the gaps that we have with our white students and our students who are black african-american those are some gaps that we need to be tackling with some with a sense of urgency in specific one and two have to do with those gaps that exist currently with our math benchmark we do have a high school graduation specific one in here as well if you remember our
105data review there is a gap between our overall percentage for students that graduate in our black or african american students roughly 98 on average but only about 92 percent for our black african-american students which is still well above state average but we know that high school graduation is the gateway to many other things that are available out there so we need to again zero in on and track some of that very specific data for our students that identify as black or african american are they on track at each semester can we utilize our personalized learning plans data teams early warning systems other strategies that are there to ensure that students stay on track for graduation and then on 2.2 you'll see a few more of these areas and i'll turn this over to dr matt
106here in a second as well but you can see that we do specify again the act superscore um going all the way back to all that data that dr painter showed regarding the reading scores and the math scores all of that contributes to our students and their act it just is several years down the road but we do want to be very specific our overall act average for our white students is roughly 24.5 but there was a big gap for this year in particular between those students of color and the students that are white 16.7 or sorry 16.7 average score um so we want to continue to raise that we looked at the high school team really looked at different um opportunities and a 2 increase to 16.9 continuing to build on that each year
107with their team it's very realistic and attainable and then dr matt sorry i jumped in the second one we want to continue to increase participation you'll notice this says the 23-24 school year by 10 percent in enrichment and advanced learning opportunities at kirkwood high school amongst underrepresented demographic groups of students that could include girls in stem that could include our african-american students in advanced classes the reason why we looked at the 23-24 school year is students have already made schedule choices they're already enrolled in classes they're already set up for this school year we want to work on what strategies can we put into place during this school year to increase that enrollment to recruit students in those programs to recommend students and prepare them and typically at the high school that process for class
108selection starts in december january so we'll have some initial data as to what classes kids are choosing before the school year is out thank you dr bailey uh looking specifically here on our priority objectives still on two two um looking at ensuring that equitable readiness for all students we really want to look at early childhood and so you'll see in three um an increase in our student our family participation particularly down the level by 10 from our from a fall to a spring event and the plan is to really have this event be something that can truly highlight families that we maybe historically have not hit as far as seeing our early childhood programs as an opportunity for them and so continuing to see increases in seeing those families participate and then also looking at
109again academics looking at the high our students that are high risk in kindergarten on our fall reading and math that early reading in early math and positive dr peter talked about earlier looking at trying to decrease the amount of students that are within those ranges specifically you'll see there are fall of 24 planning expectation of a timeline we have a number of things that we would like to continue looking at as far as our early childhood program over the next two years and we really would like to see implementation of those programs so that we can see those changes and those gains in those areas so uh moving on to 2.3 or 2.3 excuse me um looking at an intentional programming to recruit select and retain diverse staff we looked at this last month we
110were thinking at and talking about where our staff of color uh making sure that we can increase our numbers just overall numbers of staff of color to more specifically reflect our student population and just the general population of the world and so you'll see an increase there of a 10 increase over the next year by july of 23 up to 16.42 percent and then as dr holler talked about we want to specifically look at our staff of color in terms of our panorama survey and our belonging for our staff of color and so you'll see a couple of specific measures there where we would like to see an increase in our our teachers and our staff of colors of belonging and also their connectedness and how they feel as far as belonging in our buildings
111and so those are a couple of areas that we plan to have some intentional strategies intentional strategies in place um so that we can see improvement in these areas so i will uh shoot it back over to doctor oh work as we facilitate uh coming to an end of this section here so at this time ms bernardi do you have any questions well that's a lot of talking so [Music] we as board members don't uh i guess we have to listen very carefully but um i guess in general i just have a couple questions and one of them is how does this new plan compare to last year's because as i'm listening i'm hearing some new things that maybe weren't in last year's plan so i think it would be helpful for us to see
112them compared i know that we talked about a dashboard at one point a strategic plan dashboard so that might be a way to keep track of things um i do appreciate all the percentages and the explanation by dr painter about how he arrived at those but um i think as a board member overall improvement of five percent or whatever you need to be is probably enough numbers for us uh for the overall plan um that's something and but the main concern i have is how we're going to get all this done i see all the measures there and i see some strategies listed but they're not too specific i know last the last plan had a lot more specific strategies of what we would do to close the achievement gap so maybe that's coming later
113uh in the next part but i think that the basis of looking at the dashboard and comparing just because we didn't achieve everything from last year's strategic plan i don't believe that that's a negative sometimes it takes a while to get things done so i wouldn't be too hard on you so that those are my general comments just from my strategic planning lens and i'm sure you will work out the details but uh the concern would be how we would achieve that okay dr oliver again yeah thank you very much ms bernard i greatly appreciate that just as a as a reminder certainly uh in terms of the annual objectives that we're presenting tonight and i've asked the board to pay particular attention to uh what we've really done if we really zeroed in on
114the data that we've been using now for years on behalf of our kids to determine whether or not we're successfully serving them and improving their outcomes and so on a year-to-year basis the board can certainly expect us to continue to calibrate and find those specific bands for which we can for which we can improve and since we made the commitment to follow cohort data it's a little bit more difficult at that point to give a blanket percentage increase we actually struggled with that as a team but we decided to go ahead and prioritize following the students and their data versus uh versus just grade specific grade level data so we did we did talk about that uh again in terms of uh in terms of this being a rough draft just as a reminder that
115uh the uh what i'm really hopefully hopeful for um is to hear feedback specifically regarding those annual objectives um understanding as uh you know in terms of the work and the strategies uh that will be further flushed out that's the work that we will define for ourselves and to get the work done on behalf of kids i think the biggest thing the change between last year and this year specifically on the annual plan that i want to point to is the very specified work that we are doing um using the agreed-upon data um that that we have taken for years and can show that if we we know that if we're improving in those areas that we're improving outcomes for our kids and so that's why we landed where we did with regard to that
116specificity specifically around grade levels and bands okay thanks i appreciate that we all understand there's a student at the end of every percentage point there so sometimes it's nice to put numbers in as well thank you for your work it's ms i i first of all want to thank you for all the work you're all doing for this um i'm really glad that you're looking at cohorts i think that will be really really important and i just the format of this for me is great so thank you i'm sorry yeah okay so i know that in the past we developed a systematic way to determine if a student needs intervention and i guess my question is and this seems kind of like i'm going off on a break were we able to provide interventions to
117all the students who we determined needed interventions as far as i know yes just as a reminder there are multiple measures that go into those intervention decisions not just benchmarking decisions um and some of that intervention could happen within the classroom as a tier two and the classroom teacher could provide that versus a pull-off model but yeah um they do utilize the data team process and we did look at those again those matrices that we talked about before to really drill in i will say there were probably a few more tier three students that we've had in the past and so we had a heavy focus for our pull out intervention on those tier three students specifically okay okay and then another piece like when i'm looking at the or when i'm thinking through um
118you know setting setting you know academic goals one of the things that i have talked a lot about is making sure that we are informing parents of where their students are and so um i kind of just want to check in to kind of see where we are with that and if we are where we need to be with that because if we're not then why are you all laughing we're smiling miss andrews because uh we have an answer we have uh i have to ask the work that we got and you'll you'll this has been a passion for yours of yours and i want to make sure that you you hear that we have been listening and um one of the strategies that we'll have going into this year is uh is a one-page
119summary for our parents that will be able to tell exactly where their students are specifically with regard to reading in this instance and then the reason that they're all nodding to this lock and dr painter and dr bailey we're nodding because this is one that they have been working on have taken on uh and that we're excited to show you the board that product okay that makes me very very very happy that's why they were smiling okay and then i i like chad said this is a lot and so i just kind of want to check in on um as i hear um the plan and i appreciate all the work and i i know that sometimes i'm like you know come on let's keep keep moving like let's do this let's keep moving this
120forward um i just want to to see in terms of last year's plan some of the areas like that weren't met which is fine i mean i totally think that it's okay but i don't see them showing up and so um i'm okay or i i guess it's okay if it's not showing up if you've decided that this isn't a priority but i just want to make sure it was a priority at some point and so i just want to kind of be clear i'm like i don't want to be bouncing from oh well we're we've got a whole new plan this year um although we have things that aren't met on this planet so can you just kind of walk us through that yes i think that you'll find that um of the things
121that were not met the that is what i was referring to when i said many of those would be more appropriate in the strategies so an example would be we had a goal to have a walk-through tool well in terms of calibrating and telling that story of a strategy with a person responsible on a timeline with intermediate outcomes so that so what you will see is in the plan is under our strategies you will see a a description of what our principles are expected to know and learn through the work with the center for educational leadership which is part of that is instructional walkthroughs that we'll do so that we will see better instruction and that we will see and that will inform the goals that you see in the in the annual objectives so
122no that's a very fair comment we have not lost sight of those they are still this work that we want to do but as i was saying that's part of our learning curve in terms of bringing you a a plan from which we can work and that learning curve has led us to understand that strategies cannot reside in the annual objectives strategies must inform what we're trying to do on behalf of our kids and very specifically the outcomes we hope to see for our kids and then the last piece that um that we can kind of talk about at a later time is just kind of setting up a process so that we have this um it just becomes this is kind of at board meetings the strategic plan is kind of what we talk
123about and every time you guys are presenting it comes back to the strategic plan to the point that we get so sick of hearing about the strategic plan that um so i think that as a board and as a leader we need to kind of understand what that's going to look like so i think there's work to do around that in terms of kind of structuring boards absolutely and then um i just want to thank you guys because this is um this is hard stuff and it's it's you know um it's hard stuff but it's good work and it's gonna improve outcomes for kids and that's what we're in the business for so um for all of your hard work oh [Music] dr and all right and i were like okay so we we've got
124a few more sorry about that all right and so i thank you for the board's questions and with your permission ms andrews again this is the board has seen this in advance and so what i will say is for my team and in the interest of time and making sure that we're moving through the agenda in a timely manner um i would invite my team to kind of truncate their comments as they've seen this again it's a consistent format it should not uh it should not surprise you and then we'll end with uh mr romaine miss dietrich um sharing uh the work on the communication so so yes again uh i believe dr banger you're the one that's gonna kick us off here but i think the board in terms of the work that we
125are doing understands our format why we've chosen that format and why and how it's aligned to our five year strategic plan so i think we can move just a little bit more quickly start bloods as they move into yeah exactly as we move into 3.1 uh you'll notice on annual direction for one and two one is really about improving our climates making sure that we have a focus on improving our climate and and specifically the measures that we have from our different groups that you can see their students staff and families and we're looking for a 10 increase in our overall climate scores by the end of next spring moving into number two specific to our belonging measures there are two specific questions how connected do you feel to adults at your school and how
126well do you feel like you belong at your school if we can rock those questions that does a lot because we're going to see the benefits on a lot of other areas and so those those are some specific things that we want to develop strategies at each one of our schools so that we can improve our scores on those and for priority objective 3.2 the big focus on these again decreasing the number of students who would be determined at risk by the my savers just as a reminder that's self-reported by the students um the one grade level that we don't have in there yet is the 11th grade because by covid and everything else that was just one group we didn't get in previous years we will this year so decreasing those students they were
127determined at risk also we said this earlier but reducing the number of students with multiple disciplinary referrals the specific number there 266 down to 239 by 10 decrease there and then we have some opportunity to look at our panorama surveys and have some very specific questions around student safety we had a student speaker at our last board meeting who mentioned safety and her perceptions and feelings around that safety and so we want to ensure that we're taking a look at that as well 3.3 we have increased staff as well as the family of staff 12-month utilization of the eap to 9.98 that would be one percent over the industry standard for our school districts we mentioned that because as you all are aware of the um the grant that we have which is the teacher
128retention and recruitment grant as part of that we did enhance our eap offerings which we like to say we now have the cadillac of eap as we monitor that and be as proactive as possible with regards to the wellness surveys as well as the exit surveys i'll turn it back over to dr bailey to wrap up 3.4 3.4 focuses on our comprehensive wellness plan the board has put resources time energy and funding towards us having a comprehensive wellness plan and again the main reason we have that in place is to make sure that students are at school that they're healthy that they're well and that they're able to grow and develop with us so the first measure is really student attendance and looking under 90 percent of students at school 90 of the time and
129then the second one again circles back to are they identifying as at risk through their life savers completion and self-identification so those will be the two big areas we focus on in terms of outcome data with our wellness plan and for communication engagement um we might one of these days we should do our plan in reverse and then um communication and engagement so um we have worked really hard in our first year to have some of those measurable have the tools in our toolbox to better measure some of our communication and engagement so that we can have some measurable objectives so some of our work in our first year led to being able to have annual objectives that were a little bit more numbers based or easily measured um so for 4.1 we're going to
130look at expanding existing engagement by five percent poorly across all platforms that's specific to social media and we do have a standard um and baseline for our social media engagement measures we have a standard way of being able to report that so whether it doesn't matter what channel of social media we're using we're able to have kind of a equal baseline to compare and contrast specifically related to engagement and then we're also working at establishing and maintaining positive feedback analytics related to constituent responses that's specific to our work on let's talk we have rolled out the soft launch of let's talk so it's available but we're going to be working in the next month or so to really talk more to our school community and our parents about how they can use it to engage
131with us as a district and communicate with us and that does have a lot of feedback analytics including a specific score related to customer or constituent satisfaction so that's what we're going to be using to measure the second annual objective there on to 4.2 we want to see at least a five-point increase in favorable family feedback specific to communication and transparency in our panorama survey with our families we do have enjoy some pretty positive numbers there but we can always see improvement so that's where we came up with that five point increase across the district finally we want to ensure our online information is easily accessible and engagement engaging and so we will be looking at our website bounce rate um you may have heard remember me bringing that up we were talking about putting
132in our new website so our strategies specific to web are focused on reducing that bounce rate so that when people come to our site they find what they need and spend the time with the information that they want in 4.3 we want to improve our communication of financial information including prep our information and just bring greater awareness to our community and so ms dietrich last year created our dash financial dashboard so thanks to her and her department we also had input from our budget and finance committee on what should be on that dashboard and one of the things that was recommended was the fund balance and so that will be we'll be making that change but we want to increase the number of views on that dashboard by 20 this coming year then also we
133want to evaluate and see a positive increase and to prop our knowledge that we're seeing with our families and communities so we will do surveys post and and pre and post community meetings and and then we also plan to send out postcard notification service community just so that they are aware of what's going on with prep bar and progress i'm truly not doing this on purpose um i'm sorry all right question i mean it's really clear that a lot of specifics of thought went into this so this is really fantastic information i appreciate all the alignment with the abundance of data that we've collected um uh dr bailey left two weeks ago when we met we had some very specific questions and comments on the belonging data and how that was being shared as well
134as how we were using that that i would love to make sure it's going back and being researched and incorporated into these strategies because i didn't necessarily see that in there and i just don't want to lose that really robust dialogue i appreciate that we we have some um that data was here especially with our sel coaches in particular to look at some of the restorative practice training and some of the circle training that they can do not only with our new teachers but with the support they're putting in place throughout the school year as an example okay anyone else before mr boyd you good yes okay yeah all right so in the culmination of a of a very aggressive year for curriculum i believe this is the 14th curricular area and over 80 courses
135that have been represented uh have been have been brought to brought to you so if i got those any of those numbers wrong dr painter please please and make sure that i get that right but this is the culmination of a very aggressive year trying to make up time that was lost during kobe so i want to thank say thank you to dr cleaner dr grana and all of the teams that have been working on this with regard to the curriculum and updating that curriculum uh you know as we move into it before i turn it over to dr painter and dr grant i want to make sure that we take the opportunity to acknowledge um that this is uh this is a topic specifically health that we teach our students um that many people
136have a a lot of feelings around that they have certainly a lot of opinions with regard to that and the work that is doing that is being done on behalf of their students and so i want to make sure we acknowledge that acknowledge that from the very beginning because this is a difficult subject it's a difficult subject and we want to make sure that we're taking the opportunity to get input where we can our primary driver for that in our district is the curriculum review committee um and so i want to start by acknowledging um and i did share this with the board of education in a detailed uh uh in some detail uh last week but as we have moved through this process specifically as it was regarded to the health curriculum the most
137recent meeting that we have we did at a meeting to make sure that we were able to get a feedback that meeting did not finish off and was in a way that i wanted to be have to be considered done and so what i did was i challenged dr grant and dr painter to come up with a way uh to create a forum and a format to where we could uh answer questions because frankly uh in the last meeting there were questions and hands raised that that did not get uh that did not get addressed and we want to make sure that we do that and give those opportunities for those voices to be heard and so i know dr payne or dr grant i believe you're going to describe exactly what that forum's going
138to look like and what our commitment is not only to the board of education but to our curriculum committee to make sure that we are honoring the time that they have given on that board group group uh to make sure we are hearing specifically uh from this advisement group um and make sure that we hear from them in a comprehensive manner so i wanted to start that off that way um and uh and then i'll have dr painter and dr grant walk us through uh you'll notice this format it's the format and template that we came up this year came up with this year um uh to make sure that we're doing this uh in a consistent manner so dr painter i believe i'm trying to get over you first yeah yeah thank you very
139much and i will try to be as quick as i can with with my section of this as always whenever we gather teachers together to work on curriculum um we are asking them to start with their strategic plan certainly we're looking at standards priority standards um and general standards but this is who we are this is our north north star so we want to make sure that we are keeping our strategic plan in mind as a reminder we do have a six year cycle our strategic plan outlines actually in one point one and it will be in its end next year's as well that we have a curricular plan that basically we meet our marks and so those areas that are in the development stage of our curriculum review cycle we'll be bringing to the
140board any revisions that we might have if we have any areas that may not have been in the development stage but we have some changes some adjustments to scope and sequence for example we'll be bringing those to the board for approval again um and so this process is an ongoing process that is very important to our work and as dr ulrich mentioned it it may have felt like 88 curricular areas it was actually 44. but but if you include it with 14 areas that have been brought forth to you and if you include all the grade levels in some of those then it's actually 44 different curricular and scope and sequences as mentioned our curriculum review committee has done admirable admirable work this year we've asked them to do more and review more than we've
141had in any time that any of us can remember recent history just in just because the number of courses that we've brought forward they've been fantastic and as dr orrick mentioned we brought them actually back to see some adjustments to our curriculum we actually at this last meeting received feedback from more people more feedback for more people than we have prior but as you mentioned we didn't get a chance to address all of the questions or gather all the questions and answer all of those questions and so dr uh grant i will be sharing later on in her presentation kind of what our next steps are with that once again you're going to be hearing about learning about our connections to the standards our essential questions and entering our stance in the scope and sequence
142for each of the areas k through 12 specifically around health that doesn't mean the work is finished there still is the learning plan kind of what will be experienced in our classrooms and how will we be gathering evidence of understanding of this team behind us these wonderful teachers have already done a lot of work this summer and so much of that learning plan has already been flushed out but that work continues and we actually have some coverage for them and we you know we we need them to have opportunities to continue to examine their work as they go into it this year and then finally we're almost to the point where we can put that last screen check and we'll have another blank page with more checks to be filled in because this entire cycle
143starts over we're already finalizing our list of areas that will be coming forward to you this year and putting together that time table all right i'm going to pass this over now to dr grant we can switch to the next next presentation please and i need to just say dr grant has done amazing work with these fantastic teachers on something as dr orwig mentioned that is not just a simple easy thing for us to work through and and all of this has been in in while she's been preparing for new teachers which was a very exciting today happy new year and so i just want to pass this on good evening to the good good evening board my colleagues and uh community members we really appreciate the opportunity to present the k-12 health and wellness
144curriculum the presentation i'm sharing with you tonight includes the four essential components of the k-12 health curriculum the priority standards the essential questions enduring understandings and the scope and sequence but i first want to start by recognizing the incredible educators who worked on this curriculum and who are also here tonight so a teacher from each elementary building both middle schools and the high school are represented they are an incredible and talented group who have the unique opportunity to teach every single student in their building i also want to say a special thank you to special school district for their insight support and input as well to guide our curriculum work we rely on the desi missouri health education grade level expectations also known as gles and the national health education standards which are directly aligned
145the gle's listed on deci's website and the destiny child sexual abuse prevention education standards where the law requires yearly training for students beginning in the sixth grade in addition to the missouri gles and the dese child sexual abuse prevention training there are a number of policies and mandates that guided our curriculum work ksd board policy igaeb outlines what sexual health instruction should include and is in the direct alignment with the two house bills that are listed below ksd board policy igaea is about teaching drugs alcohol and tobacco and ensuring that we are providing proactive support for our students there are different sections of missouri house bill 501 this section states that any course materials and instruction relating to human sexuality and sexually transmitted diseases shall be medically and factually accurate and that the school district
146shall notify the parent or legal guardian of the following the basic content of the district's human sexuality instruction and the parents right to remove the student from any part of the district's human sexuality instruction the next section of house bill 501 is trauma-informed developmentally appropriate sexual abuse training that is to be provided for students yearly and 6th through 12th grade and the last bill listed here is missouri senate bill 711 is about the high school graduation requirement for cpr hands-only training and the heimlich maneuver the bill states that there are that these are to be taught and included in the health curriculum i think it's important to note that in addition to the state standards policies and mandates that are listed here the health curriculum was cross-referenced with the counseling curriculum the second step sel
147curriculum and the common sense media curriculum the priority standards for the health and wellness curriculum are skills-based so when students graduate from kirkwood high school these are the skills we want them to know and to be able to do health promotion and disease prevention analyze influences access valid information demonstrate the use of interpersonal communication skills and decision making skills goal setting practicing health enhancing behaviors avoiding or reducing health risks and lastly advocacy as i walk you through these k-12 essential questions enduring understandings and the scope and sequence that have been shared and are viewable on board docs please know that i that i will give an overview of the content covered in each grade level and will then provide more information towards the end of my presentation with additional updates recently made to the curriculum
148specifically in eighth grade and in high school these are the essential questions for k for kindergarten and first grade these are the enduring understandings here's the scope and sequence you will see the units are titled concepts of wellness mental emotional and social health and goal setting analyzing influences and decision making healthy and safe relationships so students in kindergarten and first grade will learn about the bones and the heart they will identify qualities of a good friend ways to protect their body from the environment and learn about germs while identifying feelings and emotions for themselves these are essential questions for second and third grade our enduring understanding and the scope and sequence and second and third grade students will be able to describe how people grow and change throughout life and recognize the influence of their
149peers they will identify the basic parts of the nutrition label and explain what constitutes a drug-free and safe community they will be able to define refusal skills and assertive skills and recognize different types of pollution and how they affect one's health these are the essential questions for fourth and fifth grade the enduring understandings and the scope and sequence in fourth grade students will learn how to listen to a peer with empathy and work towards a compromise while learning to advocate for themselves and others students will also learn about and be able to recognize the rapid changes in adolescent development in fifth grade students will create a personal health plan that includes balanced nutrition physical activity hygiene adequate sleep and healthy snacking students will research and analyze the physical emotional social and intellectual changes occurring during
150puberty and identify how family friends and culture can influence personal health practices and decisions these are our essential questions for sixth grade [Music] are enduring understandings and the scope and sequence so beginning in sixth grade unit four is now titled health advocacy and sexual health education so this is also when the yearly decision required child sexual abuse prevention training is required students will learn about the different dimensions of wellness and how they interact with each other they will find evidence of these in their lives and work toward a balance among them in order to thrive students will develop self-awareness around their own mental emotional and social health and learn about strategies to manage them students will also practice the skill of goal setting to impact their own health positively these are our seventh grade essential
151questions our seventh grade enduring understandings and our scope and sequence in seventh grade students will learn about the different dimensions of wellness and how they interact with each other they will learn to recognize health influences and make decisions about their nutrition they will learn about disease risk factors and prevention as well as how the immune system fights against them using the latest medically factual and developmentally appropriate information students will identify the parts of the endocrine system and reproductive system as well as how their body changes during puberty they will learn about abstinence and sexually transmitted infections these are eighth grade essential questions our eighth grade enduring understandings and scope and sequence in eighth grade students will learn how to recognize health influences and make decisions about substance use and abuse they will learn about the
152nervous system and digestive system and the relation to substance use and abuse students will learn how to be health advocates for themselves and others using the latest medically factual and developmentally appropriate information students will learn about the endocrine system the reproductive system abstinence contraceptives conception and fetal development students will learn how to protect themselves and others from sexually transmitted infections and understand the role of abstinence for prevention students will learn about the difference between gender identity gender expression and sexual orientation students are required to take one semester of health during their tenure in high school to meet the graduation requirement by the state our students typically take health in ninth or tenth grade these are the ninth grade essential questions or high school health essential questions the enduring understandings and the scope and sequence in
153high school students will understand how to perform hands-only cpr in an emergency situation you will learn to evaluate various mental health disorders while understanding the importance of implementing healthy coping strategies using the latest medically factual and developmentally appropriate appropriate information students will understand the laws regarding sexual consent define sex trafficking and demonstrate refusal skills to avoid negative situations students will learn that a positive self-image of one's sexuality and its importance in the development of all dimensions of health so as we've worked to develop the health curriculum we have some additional updates based on the feedback and input of the curriculum review committee we've made these updates to more closely align with the strategic plan and the desi child sexual abuse prevention training the strategic plan states that we ensure curricula are relevant inclusive and challenging
154with consistent use and expectations across the system and we foster a climate of belonging and a culture of dignity across all kirkwood schools the desi child sexual abuse prevention training states that we develop a plan for the school to promote dignity and respect for everyone this includes race ethnicity socioeconomic status gender identity sexual orientation differing abilities immigration status and family structure with that said we've made the following updates to the help to the eighth grade health curriculum and the high school curriculum one essential question and three enduring understandings have been added in eighth grade and two enduring understandings have been added to the high school health curriculum as you can see here gender identity gender expression and sexual orientation have been added in addition to students evaluating the negative consequences of sending sexually explicit pictures
155or messages by email or cell phone or posting sexually explicit pictures on social media sites so i want to provide as much clarity as possible around these lessons and the instruction in the classroom gender identity gender expression and sexual orientation would be taught during one lesson in eighth grade and during one lesson in high school the one lesson taught in eighth grade and the one lesson taught in high school would be similar and consist of medically factual and accurate information from the american academy of pediatrics the american psychological association the cdc the national alliance on mental illness in the eighth grade and the high school lesson students would learn eight definitions along with the social emotional challenges that youth face to identify as lgbtq as a reminder per house bill 501 any course materials and
156instruction relating to human sexuality and sexually transmitted diseases shall be medically and factually accurate and the school district shall notify the parent or legal guardian of the following the basic content of the district's human sexuality instruction and the parents right to remove the student from any part of the district's human sexuality instruction so our next steps during implementation year one we will refine and align our daily instructional plans create common assessments and rubrics identify reporting criteria and adopt instructional resources pending board approval of the curriculum and per state law we will publish the basic content of the district's human sexuality instruction and the parents right to remove the student from any part of the district's human sexuality instruction through an opt-out letter please know that we will provide as dr ulrich shared at the beginning
157of the health curriculum an opportunity another opportunity for the crc to ask any additional questions that they may have through a google form and then this feedback will be shared prior to friday august 19th so i again want to take this opportunity to say thank you to our incredible teachers especially the ones who are here this evening they've done amazing work i want to thank a special school district for partnering with us and always supporting us the curriculum review committee as you've seen they have sat through and supported and asked great questions um all year long and then to the board of education for supporting our work so thank you okay now it's time for i just want to commend you for coming up with and through all your hard work a really fabulous curriculum
158so thank you not really a question but uh two things one as we look to implementation um i just wanted to make sure that the students that we have that are also receiving services through ssd that's a population that um you know obviously one can fall through the cracks of two many of these issues are ones where they're more likely than the average student to fall victim frankly and so i want to make sure that as we implement we're aware of that fact uh and then the other one is we've had some discussion of this and i recognize there's some um limitations in terms of logistics but in the one or two lessons where we do separate by gender i would love to see an ability for parents to up their children into receiving that
159lesson in a mixed gender way and there are some districts in st louis county to do that and i hope to see us doing that thank you mr boycott i have a question it's really more of a technical question if you look at six through eight health curriculum and i listen to what you said about the specific lesson plans around gender identity sexual orientation etc but it says here i don't know what page it is but it's a minor number but it's under required child sexual abuse prevention education standards it's the only line in all of the curriculum of all the grades where it says develop a plan is that by design is that a mistake is that something that we changed whereas everything else is make aware demonstrate teach students will compare that's the
160only line or says develop a plan for the school to promote dignity and respect for everyone but everywhere else it says demonstrate respect and dignity so is that can we check into that absolutely because the curriculum isn't developing because your lesson plan specifically didn't say that i guess is what i'm trying to say does that make sense what i'm saying that's just kind of weird developing plan for the school to promote that's a very broad general thing that we would do at an administration level not in a curriculum to develop a plan for respect i understand that and what i'll ask you to do um mr kavanaugh is when we when we break here i'll take a look at that and we'll provide that to dr painter dr grant and make sure that there's the
161language is consistent throughout okay and then secondly i just i've heard three times a comment about the crc and i wasn't there i don't know what happened but obviously something went down and i was just asked that we always have the respect for our committees and if something goes awry i appreciate technology if something goes awry we need to call a timeout sooner and deal with it so thank you okay um thank you i know that this hasn't been um easy and i know that this hasn't been the only thing that hasn't been easy um so i just appreciate you persevering and um just having a really strong standard of just transparency and accountability and working together and making sure that everyone is involved and that's hard to do and i just appreciate it all
162right thank you and also i need to stop and act i would not i wouldn't pay for this if i didn't thank all of you for not only like truly you sat through our whole board i want you all to know that we're going to work on putting you all like at the beginning of the agenda don't pull a hammy on your way out okay but i do i do want you guys to know that we're so thankful um for all you do and um thank you we're live i'm sorry that i played a sick trip on youtube thank you [Laughter] thank you okay um great job and next up is mr ruby you should have saved me i know i don't know why they all vacate when it's missing don't don't take any offense
163to it mr roman okay thanks okay we're ready to get started all right thank you tonight i'm going to give an update on our tax rates um you'll hear more about this in september so in september on the 19th we have our tax rate hearing and then on the 26th is our regular board meeting at that time we will bring a recommendation to the board and then from there we have to submit the tax rates to saint louis county by october 1st so this is an annual process that we go through each and every year in september to set our tax rates and when we go through this process we use a calculator tool that's provided by the state auditor's office so it's a tool that we use that all school districts use we also
164we get them certified by the state auditor's office and the tool that we use complies with state law the handcuff amendment i do want to point out some key i guess components of the law the first is that if assessed values increase greater than inflation cpi then we must reduce our tax rate that's a product protection for property owners uh you're probably familiar with that we've had to reduce our rates um each time um we've had a reassessment year uh dating back to 2013 2013 was last time property values actually decreased um but we have some protection as well the school district does um and that's the second point here is that if assessed values decrease the hancock amendment allows us to increase our tax rate so we collect the same revenue as the previous
165year so not an increase in revenue but the same revenue as the previous year so there's protection for the property owner and for the school district it's just more common that we have to reduce our rates during reassessment years reassessment years are every other year in odd years that's the only time we have an increase in property tax revenues due to assessments 2022 is a non-reassessment here so the hancock law hasn't been very clear when calculating our authorized tax rates in years when we have a tax increase and i've provided some history from the school district and the very last bullet point on there 2021 there was actually a court case um the blankenship versus franklin county but i'll come back to that in just a second um in 2005 we passed prop i out
166and that was phased in over three years through 2006 and 2007 and during those two reassessment years we were not required to roll back our tax levy due to handcuffing the state auditor's office however did calculate a temporary tax levy equal to those revenue increases from those two years um we have since worked with the state auditor's office and that decision was reversed it's no longer a temporary levee it's part of our permanent levy so that's a that's a great thing in 2017 we passed prop k assessed values increased 8.4 and again we were not required to roll back our tax levy that increase was more than what we were expecting so we took a voluntary reduction so we took a reduction of uh over 23 cents in residential property and we're 36 cents in
167commercial property so that's on my next slide and i'll get to that in just a minute here but remember i said the protection that we have through the hancock amendment is that if assessed values drop we're permitted to increase our tax rate so that we collect the same revenue as the previous year and that blankenship versus franklin county ruled that if this occurs in the same year of a voter tax increase that that hancock adjustment is unconstitutional to the extent that it raises the rate above the voter approved rate so for example we were affected by this in 2017. personal property taxes decreased and we increased our personal property tax rate by 15 cents because we were permitted to do so and then we also passed prop k and we increased it 46 cents this
168ruling said that you couldn't increase it you couldn't take the 15 cent increase from handcuff and so in 2021 we had to reduce our personal property tax rate by that 15 cents that makes sense so it did impact us it impacted other districts a lot more personal property taxes is small compared to residential and commercial taxes but we did have to reduce our rate based on this case so as i mentioned in 2017 we took a voluntary tax reduction the original voluntary tax reduction was 23.71 for residential and 36.66 for commercial this also is adjusted each year based on hancock and based on assessed values and so last year 2021 the last time we set our tax rates this voluntary reduction was actually 14 cents for residential and 32.75 cents on commercial the value of
169the voluntary reduction about three million dollars in total is is the voluntary reduction from 2021 and the same is what we gave back in 2017. so the rates just adjusted because assessed value has increased so again it's a total of about three million dollars 1.8 for residential and just over 1 million for commercial that that the board could decide to levy a portion of this voluntary reduction at any time during a non-reassessment year so 2022 is a non-reassessment year the board could elect to levy all of this or a portion of this or reconsider it two years from now during a non-reassessment year every two years the board would have that option and then um the very last line is the value per penny so you see for each cent for residential property is valued
170at about 132 thousand dollars and then each penny for the commercial tax rate is about 32 000. next i want to talk about recruitment and tax adjustments this results when seamus county or the state tax commission reduces our assessed value which caused us to collect less than the permitted revenue these changes these corrections happen after we set our tax levy in september after it's been reviewed and approved by the state auditor's office and after we would have reduced our tax rate to comply with the hancock law so for example and this is an actual example from last year residential assessed value increased eight percent we dropped our residential rate by 16 cents after we went through that process in september the state tax commission settled some cases reduced assessed value and had we known that
171at the time when we set our tax rate we would have only reduced 14 cents instead of 16 cents so that two cents for residential property costs about 265 000 okay so they're changing the numbers after the fact which is causing us to not receive the revenue that were permitted and last year cpi was 1.4 that's that's the total increase we were permitted and we got less than that because of these changes and so we're allowed to add that two cents to this year's residential tax rate to correct it going forward and we're also allowed to add another two cents one-time ad to correct what happened last year that makes sense so so we should have only dropped the residential tax rate by 14 cents so that so we would add four cents for one
172year yeah we had two cents permanently yeah and another two cents for one year yeah okay to make up the okay to correct it going forward and then recoup what we lost last year and so um but this that example was residential it happened on commercial and on agricultural property so you see on this chart um the commercial um that adjustment to correct it going forward is 22 cents and that one time adjustment for last year is another 22 cents so we lost a total last year from these corrections that were made we lost 972 and that just consequently equals about the 1.4 that we were permitted so remember we get an increase once every two years from reassessment we're restricted by cpi last year was 1.4 percent and that was roughly about a million
173dollars because of these corrections that happened after we reduced our rate we didn't see any of that money increase that we should have got last year we did not get it right question walk me through so they made a correction and then that would be there so um we get information from the county the assessed values that's kind of the first piece of information that we need to do the calculation of our tax rates we get them in july actually in reassessment years we get preliminary numbers in march updated numbers in july final numbers in september those final numbers in september those are post board of equalization assessed values so throughout the summer property owners can can go they can go to the board of equalization [Music] they they can plead their case on what
174they think their assessed value should be and and frequently they're successful the assessed value drops so what happens is we'll get preliminary numbers in march they tend to drop in july and they drop further in september but september is our final number that we use that's presented to the board that's used to calculate our tax rate and then what happens is after the fact after september some of these cases will go to the state tax committee if they're not happy with the board of the outcome at the border equalization they can take to the state tax commission and then they can they can win at that level and sometimes these cases aren't so for more than one year yeah it could be several years so that's what happens is that there's there's always some cases
175and some years it's much greater than others last year was a lot um but this happens each and every year we go through the same process each year where we look at those adjustments that happen after we set the rates and then we go through this recruitment calculation it just happens to be pretty substantial for this year okay um so just like the residential rates there's and and for commercial and agriculture that first line that adjustment to the authorized rate that's just to give us where we should be and then there's the one-time recoupment rate two cents for residential 22 cents for commercials and then 2.29 for agriculture and that's what happened there i'm not really sure why it happened um i haven't been able to get answers from st louis county um but we
176do have a couple agricultural properties in kirkwood and they um they tripled the assessed value last summer and so we had to drop our tax rate i a third we dropped into a third of what it was and then shortly after we said it in september they must appeal case must have been won and it was dropped from the you know the three times what it was valued at back down to where it was previously so that's why we have this huge adjustment but if you look at the dollar amount the projected revenue from these three it's it's a minor amount of revenue significant to that property owner but minor for the school district so you see that projected revenue from recruitment for residential property is a total of 582 000 commercial 1.3 million and
177then 6 000 on agriculture and if you you have both of all those up it's 1.9 million dollars that's the 972 000 times two so it's to get us where we need to be this year and plus the one-time recruitment from last year okay and then again i just provided the value per penny for residential 131 000 commercial 30 000 and then agriculture it's 13 okay does that all make sense i know it was a lot we'll discuss it more in september so we have the tax rate hearing specifically to that's when you'll receive the 2022 assessed value the calculated rates and then we'll cover both of these the voluntary reduction and this recruitment again in september thank you very much mr romaine obviously if the board has any questions i'll have miss andrews will
178facilitate that i think one of the reasons that i really wanted to make sure that we brought this uh to the board early on august 8th is uh one of our strategic plan guiding principles is transparency and we wanted to make sure that we were bringing this forward to our public uh to let our public know that we are discussing this uh and talking about it because although it is something that happens every year we are talking about a more significant number than we've seen in recent years and so we want to we don't want to be accused of just kind of letting things fly by and then all of a sudden uh people might see this increase and wonder exactly what was going on and so if you're wondering as a board members or
179veteran veterans on the board if you're wondering why we're bringing this forward so far forward in terms of bringing it to you to you that's why ms andrews okay at this time are are there any questions and i will start with mr cavanaugh oh mr boycott uh not really a question but actually a statement to um to the president that two things first of all if you'd like to know how a tax lawyer feels about getting a presentation about tax and law it's how you guys feel when it's about curriculum [Music] so i appreciate that this was uh a set of slides that kind of spoke to me but um and relatedly um i know at the next meeting you know we're going to have to face some end of the tax here we're going
180to face some decisions about the tax rates that are more substantial than we typically have and so i just appreciate that we've dedicated sufficient time having a robust discussion of those decisions thanks thanks for your clear explanation about the difference between the two cents for readjustment and two cents for recruitment i know we'll talk more about it but i appreciate that you just brought it up early like that girl said and so we can always get it straightened out before you set that great thank you thank you um thank you mr romay and i know that um this is all complicated stuff so um you know i want to make sure board members know to you know if you have questions about this to reach out to dr ulrich and don't be afraid to ask
181you know because it is complicated and um and so i want to thank you mr romani and your team for for always keeping us on track so okay all right guys here we go um sorry next up is the discussion about future coordinating relations um and so dr oliver do you want to start this discussion uh in terms of kind of timeline and that kind of thing all right and i will look to mr roy to make sure i can have my timelines correct in terms of construction uh but we are meeting to um not be in this space uh starting next month uh i and again looking at mr remain i believe it is september we can expect at the earliest we can expect to have construction beginning in these spaces so we absolutely
182need to have a conversation uh specifically regarding uh where would this group embody will meet to do the district's business just so you know we have the opportunity we've spoken about it briefly and i had included it in some board updates uh in the late spring early summer specifically into entering into a partnership with our civic partners at the city and using a space at uh at the kirkwood performing arts center we are able to secure that apparently monday is not a busy night in the theater who knew but uh but those spaces are available we visited those spaces it would meet our needs both space and tech technology wise safety wise we've had conversations with mr martial with martie scott about what are the work that would be surrounding in case a board meeting
183would be disrupted and of course if we did decide to occupy that space we would uh we would have a an opportunity to meet with cassandra's permission to make sure that the board was in those spaces and saw exactly what those protocols would look like in the event of a disruption so that is one of the challenges that we have in our district is is having a place that is uh that meets our needs both acoustically and technology wise and space-wise so those three things that space does meet our needs however i want to make sure that we have this opportunity with the board to facilitate a conversation as andrews about exactly where the board would like to meet and conduct the district's business sanders so i i think at this point before um i
184would just kind of open this up to if you have questions or ideas or thoughts um now is just your opportunity to to share so that we can um make sure that we're making this decision together so it's but are there other options besides the performing arts center or have you determined that's our best option that's the best option that's available to us that we've been able to investigate and secure on a consistent basis and the reason i say it that way is there's other places that we could do like we could maybe do it on the first monday in october or the first meeting in october but it wouldn't be available the second time in october and the thing that we believe in in the short term is where we should land should be
185consistent for our community's sake and so that's why we we've landed there our long-term plan uh we have um we have nothing that is uh is down uh permanently but one of the options that we do have that we are looking very seriously at is uh actually on the east side of north corporate middle school there will be a classroom uh the orchestra and band classroom will be vacated and will actually occupy this space and in the long term that could be a long-term solution for a board space uh in the district i will tell you that that is a you know that is a kind of an unspoken goal is for uh looking over the side dragons we've talked about having a space in our district uh that is dedicated um as the board's
186space so in the interim while this work is being done here the real reason is in terms of off site meeting our needs in those three areas this is the one that most consistently could do that so we can make a commitment to our families and to our community that this is where the board would meet thank you sounds good um i i think it is really important that we're talking about it and not just you know before we go um i had a similar question to mrs bernardi i think it is important that we remain on our campus as much as possible because to separate your um and to also understand that we have other cities that are represented in our student place so again as fast as we can getting back to our
187district i think is important i might do with the questions um but is it costing us some money inside mike you want to just review very quickly what uh what or maybe actually to look at mr robay i think he's a he's the one that was working um have we done any analysis on if we feel that all of our families are going to feel welcome we talk so much about the importance of our families and our students feeling welcome in our district but i feel we're making a decision outside of our district that we have not really or walk me through how do you discuss that okay everybody have to have me ask that question again give you some more clarity about that one of our strategic goals is that our families feel welcome
188and that our students feel welcome in our spaces how have you analyzed the performing arts center with that in mind i will tell you that in terms of has been mostly well it's been exclusively just in facility usage ms banbor so that has not been a factor you know it's been a question of being displaced from this understanding that um places like the cafetorium over at north corporate middle school acoustic wise and technology-wise had not met our needs so i will say just very openly that that has not been part of our consideration in terms of a short-term solution um it's a little disappointing considering that we are focusing so much of our efforts on ensuring that everybody in our district deal with them um if we're going to make a decision like this um
189and it was money and then i'm still concerned with this safety plan we don't control the safety and type of security there so because business around can we walk through some of that while we're waiting on mr scott just quick question um is there any option at turner in terms of space that we can convert into [Music] here's what i will say in the short term no which we knew when that was the case and at the risk of perhaps maybe freaking out one or two tenants what i could say is in the long term absolutely and while we're still just to give you a little background not to catch you up we are discussing um we are discussing the future board meetings and locations and that that type of thing and so um miss
190payne warren had do you like to repeat it miss penguin i'm just concerned with the safety and security at the building we don't control it really control the school district can you walk us through you know your thoughts there and just safety and security there in general okay for the we've we've evaluated the building there are safeguards that are already in place regarding evacuation if that's needed of course the police department is nearby we've added additional security to the board means uncomfortable we're going to stay uncomfortable with what we've set up i've gone through that building probably three times i i see nothing that is i know there was some content about the open glass but that actually gives us a quicker view if anything were to take place on the exterior also because we
191have additional officers quite comfortable with the building itself prior to the entertainment to the building that will be done through the main corner of the building which also allows us an opportunity there should be a disruption of the board meeting for us to be able to move all our board members and our any visitors to safety you mr scott i i just want to say that i still think the importance of the space being welcoming to our families we can't say that we care about welcoming it and then exclude that conversation from where we hold our board needs or we're asking people to feel comfortable coming and sharing their thoughts um so at this point dr ulrich and you you can kind of bring that back to your team and and kind of neutral on
192that i have conversations around that um and then you know i guess we want to give the board um if there are other things that kind of pop up or that you you think about or other ideas i'd like to give you the opportunity but i do think we need to kind of set set a deadline and move on to make a decision about this and you know we're kind of in a situation where the performing arts that is all you know one of the places on the table are there any others that you know are any of our buildings available what i will say is of course we can make any of our buildings available i will tell you that as i have processed this especially through our folks who've been here for a
193long time this has been an angel question for our district and so nothing would make me sad greg and i happier than to have a a final landing space in our in our facilities miss panghorn um that is in fact a focus on welcoming and belonging for our family our staff and our community so i want to make sure in terms of our timeline before we set anything this is the space that it absolutely meets our needs again like i said in terms of acoustics and technology in terms of space and most most uh and most importantly availability so mr roman jeff did you have an update specifically on what really is the timeline we can expect folks to uh to be in here tearing things up the contractor is telling us october or november
194so we have all of september september should be fine but we should uh potentially plan on having a new location in october okay um and board i don't think that you many people were aware of this but i know for being board president that when we were trying to move to north and we we actually tried to move to north on a permanent basis and um and they were so gracious to have us and so willing to have us but they had plays and they had um i mean there were several things that all you know all of a sudden um we would dr allwood dr ulrich would call and be like oh there's a plan to play practice going right that kind of thing and then also just the the acoustics in there and
195so um i think that there are a lot of factors that we need to consider that i think that we have till october so we'll continue this conversation um because at the end of the day i'll get you mr roy at the end of um you know like we need to make this decision jointly so i don't assume things uh is this going to be in the main room in the performing arts center like the main auditorium that seats hundreds of people no there's a space that is thank you for that there's a space that would be on what i guess would be the um what would that be the northwest corner of the building that is uh it's that glass room that you see from from street level um that uh and it is
196a room a little bigger than this uh and it's the entrance to uh the black box theater um it's to the right of the uh of the full theater okay uh and then just to add my um not to go back to the last slide but my two cents worth um i mean it seems to make a lot of sense to me and i don't i also wouldn't have the same i wouldn't have any reservation to go to city hall uh if that was an option too um so i think i just set up for one a meeting like this already too and that's plenty of seating for um you know interested community members too so okay um so we will continue um so at this time our meeting is adjourned uh before we do
197it position so i'll need a motion in a second to enter into closed session um to discuss legal 610.021 1 and personnel 610.021 subsection 3. um and then revised missouri okay roll call miss um but aren't you i almost called you pink yes uh mr boycott yes um yes and myself