KSD Board of Education Meeting-March 14, 2022

001key [Music] frost can you lead us in the budget [Music] if you're watching on youtube make sure you're muting your computer it's delayed so yeah so if you are watching on youtube if you could mute your youtube or whatever you're watching so that um we're not getting uh okay [Music] okay [Music] offices to verify that they were being followed there was no apparent action on this and repeated requests for follow-up were ignored i was grateful to see a discussion about this come to the board in february 2022 that it must be asked why did it take 17 months for these concerns which were validated numerous times by various community leaders to be publicly discussed and even in february this conversation with met was met with resistance by many of our board members why as i

002reflected on the countless meetings emails phone calls and even professional mediation that i have participated in with ksd leaders over the past few years i am acutely aware of a troubling response that has repeatedly been given when concerns about policy violations or even sexual illegal practices have been brought to the attention of the administration you've repeatedly said that you need to hear about them for more people in order to be willing to look into the concerns this is very irresponsible approach to leadership particularly when children are involved if ksd is doing something wrong it is the administration's responsibility to look into it not to wait for a public uproar in order to warrant further consideration if something is wrong such as a policy violation it is wrong it doesn't matter how many people publicly state

003concern or express that they are upset about it this is not about personal opinions or popularity so here we are finally discussing the resources but now under the public guides of so-called book banning this labeling is unproductive and inaccurate for those who frame this deception as being about banning books i suggest looking at the definition of banning there have always been parameters for what is available to children particularly in schools ksc's policies or procedures are very clear about this but they do not seem to be followed in all cases so claiming that this is a discussion about censorship is uninformed you are hired as elected officials and you are hired and elected to be responsible leaders when the administration is not following through on action items it is ultimately the board's responsibility to hold them

004accountable to that and the board is accountable to the public so tonight i am asking our leaders to hear us not to hear our personal opinions or preferences but to hear the community's calls for accountability and i encourage the public to look beyond the rhetoric and get informed about ksd and the board candidates for an overview of the february work session i have referenced tonight i suggest you go to kirkwood for educational integrity's website at kfbi.org kfei.org we are kirkwood and together we can do this thank you okay next public comment mary fitzgerald good evening my name is mary fitzgerald and i'm a disability advocate and parent in school that strike i've come to congratulate you on one hand and then ask you for help on the other hand on one hand you've done a

005really great job working on the helping readers with challenges in this school district you've started a new program sunday it's a new curriculum instead of having over 33 different phonics programs in the district you now have one and it's not like it's been very successful right dr painter it has and i was lucky enough to be on the committee and i was able to ask so many questions about how that works and um what the data is like and how they collect data and is it a data-driven evidence-based program and it is and it sounds like it's working and it's really helping our needy students i'm asking you to do the same thing for math our students the data shows in your school district of all the different areas math is the lowest what is

006this going to happen when are you going to provide a data-driven evidence-based program k-12 that supports our learners and yes including textbooks including textbooks and a system that helps students in the classroom who are your average learners but also a system that correlates with them to help learners who are challenged who are struggling especially students with just calculus there are estimated about 300 students in their school district who get zero data-driven evidence-based programs and guess what idea requires that the school district is not doing that that puts you all in the position of having grounds for some kind of lawsuit due process if parents knew more and could ask for more and had the money for a lawyer they'd be doing that and yes courtney i agree with you it shouldn't be the other 100

007parents having to stand up here and ask for this before something happens you all should know there's a problem recognize our problem and do something to help our students who are struggling in math i really appreciate you listening you've done this with reading and please do it math and not just for my kid but for all those other students who really need that help alexa where's the game what did you know to graduate high school in fact you need algebra to get into college gosh you need algebra balance by algebra algebra math math math the a plus program you have to have good grades in algebra if you are a student with a math disability you are blocked at every level of progressing in this state and that's extremely frustrating there's a lot of kids

008out there who dream of doing something important in a field that requires math if you're not helping them now to learn that math in their unique learning style they're never going to be able to progress you have kids that's the school-to-prison pipeline right there they're kids who who lose their dreams because you're not providing them okay moving on to 4.02 um approval of the agenda um all those in favor of approving the agenda please raise your right hand and say hi all those opposed motion passes next [Music] awards and honors today on wednesday march 9th governor mike carson visited north kirkwood middle school and presented a missouri proclamation to north and kirkwood school district students and administrators during an assembly north received the proclamation for earning the national blue ribbon award george perfect middle school

009is one of only eight missouri schools to earn the national blue river kirkwood high school racquetball team won the national championships the usa racquetball association held the annual usa racquetball national high school champions championships march 2 through 6 at beta sports center around the st list area the kirkwood high school boys and girls racquetball teams each placed second in the nation as a team pearson high school was recognized as the best overall team earning them the national championship titles some 346 high school racquetball players from across the country competed in the national championship kirkwood high school had 65 students compete making the team the largest co-ed junior racquetball program in the country berkeley high school cap students were recognized at the missouri school board association legislative day on march 7th these are students who participate

010in centers for advanced professional studies program and they were previously announced as grand prize winners of the s m wilson skills centennial award and recognized uh during the missouri school board association legislative day while at the capitol in jefferson city they have the opportunity to speak with their state legislators as well as members of the kirkwood school board who attended uh we would also like to say thank you to our social workers march 6th through 12th of 2022 was the national school social work week kirkwood school district recognizes the impact of work our school social workers do to support students families and the community the theme for the national school social work week is uh time to shine brookwood school district believes that our school social workers shine brightly for their students families and school

011communities shining hope presenting understanding and shining respect finally we'd like to take a minute today to observe school board requisition week the kirkwood school district is joining communities throughout missouri and honoring our local school board members during school board member recognition week is sponsored by the missouri school board association missourians benefit every day from the dedicated energy and countless hours devoted by a group of more than 3 600 men and women from communities across our state these public servants are elected by local constituents and do not receive compensation for their tireless efforts they are the local school board members of missouri the appreciation on a statewide level is certainly echoed locally and it's shown today in person by some of our ksc students today's decor is thanks to some of our youngest learners at perfect

012early childhood center as well as adventure club students who get who decorated both the banners and the thinking nuts that our board members find so thank you very much to our board of education for your service to all of us finally i'd also like to recognize that the kirkwood school district was featured in today's post-dispatch the story was about our move to the turner building so this is also a reminder that the new location the administrative services center is 1099 milwaukee street um we moved within the last couple weeks and we certainly appreciate the close dispatch covering that um and allowing us to get the word out for you all right thank you very much and dr dana as you make your way up i just want to echo those sentiments but uh miss dietrich

013share with uh with you specifically surrounding board appreciation week um it has been a particularly tough time in public education over the last couple of years and that includes what has been asked of our boards of education including this one so i just want to say thank you and say how much i appreciate the work that i get to do and the privilege it is to be the superintendent equipped with school district uh specifically because of the work we get to do on behalf of kids every day so thank you very much this is uh what the doctor painter is and i see mrs locke has joined us is we are going to walk you through the window benchmark presentation uh if you'll recall this is very much the same the same template that we

014used a year ago january when we shared this information with you uh i'll just turn it right over to you dr painter and this lock in terms of walking the board through uh of the information that we share as part of the war packet okay thank you very much and i appreciate the opportunity uh tell me this is where i ask you if i need to if i should start my video if i should share a screen go ahead and try to share your stream it's not working okay i'm making you a co-host so you should need it that should work all right very good i think i can just do this and everybody can see everything there on your screen it's working important members you can follow along i suppose in four docs so

015once again thank you very much i'm thrilled to have uh elizabeth locke here our mtss coordinator our multi-tier assistance support coordinator and really we're speaking today on behalf of many teachers and principals who are doing really good work in our buildings and sharing some of the data i will tell you that there are certainly cause for celebration in the data but there's also things that we need to be growing on and we need to be asking additional questions on uh this in fact we have sunshine and roses for sure because there are things that we work that we still have to do of course sorry as is always the case uh we want to start with our strategic plan and so we need to make sure that we're attending to our vision and our mission

016and our work of course and as well as our priority our priority goal areas and our guiding principles context for our discussion we don't need to revisit this in detail but i just want to let you let everyone particularly kind of remember what's gone on in the last two years it was two years ago this month actually this week that all of our goals changed a little bit and definitely school was impacted in ways that none of us could have anticipated and so starting in march 2020 our schools didn't have to rapidly shift toward virtual instruction and then you can follow through in the dates and kind of see just as a reminder that there were lots of benchmarks lots of changes over the next two years as we went through our work today we're

017going to be sharing winter to winter benchmark data we do normally collect these benchmark data three times a year we're not able to do that all the way through our virtual learning but we're going to be looking at our winter benchmark data that we recently collected in in december and january and comparing it to what we shared with you last january which was just two months after many of our students would return in-person learning so just as a reminder that's kind of our context that we're working today so our focus tonight we will be sharing a little beforehand um we're going to be sharing some sabers data which is focused on social emotional learning and the risk factors that we have for our students our students in third through 11th grade this year minus 10th

018grade took the lifesavers risk screener and so we can we looking at some of those data and comparing them to last year as well we'll be looking at literacy benchmark data math data and then again both for winter benchmarks and then we will be looking at what are called f counts our f data and the number of students at the high school level report the end of first semester they failed to earn credit in the courses that they were taking as you will remember we shared those later last year and you'll remember that um there were considerably more students who had done courses last year at this time than the year before with a pre-code so we'll be looking as we go through all of those errors we'll be looking at year-to-year data and i'll

019give some examples as we go through those and that would be where we will get first graders for four years in a row for example first grade classes for four years in a row and then we also looked at cohort data where we would follow those first graders to secondary third grade and so we'll be looking at many of our data points through both of those lenses and trying to keep this as high level as possible just to say that when we collect these special parts here then we do look at them at the district level of course we look at a programmatic standpoint but our building principles and our teachers and our data teams are looking at data on an ongoing basis and so as soon as these data are available they are coming

020together and they're they're analyzing the data they're making decisions about kids and they're making decisions about how they need to respond not only for intervention more importantly i think at the universal instruction level in the classroom with with their teachers and all students so all right and then finally we're going to look at some disaggregated data just as we did last year we looked were students who identified as black or african-american and our students have ieps the next three slides i'll just go through so that you have these later if you need to refer back to them for point of reference we've included our student council for the last four years for all students our students identify as blackback and american and then our students with ieps all right now we're going to dive into

021my savers in a risk trainer and just as a reminder this is offered to our students my savers is in third to eleventh grade [Music] this line right here kind of which is the literacy and math of benchmark data we'll be providing as well in k1 we do early reading composition and early math composition and then in second through eighth grade our students take a reading and a map those are both assessments um and so what that means basically is how they answer on one question will inform the next question that they give and so it isn't found not every student is taking the exact same assessment it's not found by grade levels so the student is performing two grade levels above and then it will give them and it'll give them questions that will

022take them up to that level and these screening tools are all from fast approach which is something that we use to strip wide those data feed into engine fiber as well which is our vehicle i am going to spend a little bit of time on this slide though because i think it's really important it's very easy um to confuse and for that matter elizabeth can nudge me if i'm confusing it as well so all of our all of our data we can look at our students and how they fit into these these very tier percentiles it is our goal that 80 or more of our students obviously we want all of our students to be as high as they can it's our goal for 80 or more of our students to be immediate benchmark to

023our universal or core instruction that we provide to all students in our classrooms eighty percent is the top three areas so the olive green the regular green and the blue if if that's 40 40 percentile or above is where we want all of our students and that 40 percent dollars was a dmtv benchmark just below that green just a little below the 40th percentile is the 26 to 39 percent of that lime green those are students who actually some of them may be performing at grade level but the research suggests that our students performing in this level even though they may be incredible they might they're still it's at some academic risk going forward in literacy or now at the beginning and then our students in the yellow and the red area typically if they

024are below the 15th or 20th percentile those are the students that we would most definitely have on our radar for interventions for tiered supports um either receiving supplemental or intensive supports or both actually in some cases outside of the classroom or within the classroom it depends because there are lots of ways that we can add intensity or provide different programming in support of the universal acceptance classroom okay now we're going to move into our social um our social academic emotional and media risk before i do that are there any questions about what i just shared [Music] as we move through these data i do want to point out um that there are again areas for celebration but there are areas for growth for sure and again i just want to celebrate the work of our

025teachers our students our principals our families because there's a lot of a lot of there's a lot to do and particularly our current context and our recent context we've had to overcome a lot and so we're going to see some things and and hopefully you will be excited about some of these data but there definitely are things that um haven't happened without a lot of hard work and a lot of support from everybody involved because we all care about and love our kids and want them to be successful but there's also areas of growth for sure going forward right this this these data i apologize i know it's very difficult to see um from from out there or even online but what we're looking at now are year-to-year data so four different groups for example

026of third graders the third grade is on the far left hand side so there are four different groups of third graders presented here all the way through eighth graders actually through ninth and eleventh graders as well looking at these uh you will notice the gray in every case is last year so those were the data that were collected um in in some right around the time within a couple of months of us coming back or in person learning as much as possible so the gray are last year the red part of the shoe and so you can see on this graph for example that in third grade which is again is the far left 83 percent of our students basically showed up as no risk last year on the sabres self-assessment in third grade which

027of course means that 17 showed up as either high risk or some risk this year 87 so we had fewer students showing up as um as as at rest this year as you look across the entire graph i promise i won't show i won't give examples like that on every page but as you across the entire graph you can see that there are definite gains made every year there are fewer students in every grade level who were scoring uh as they're at risk than the previous year in that grade level even in mind these are different groups of students on the grade level so shifting to the next page we can look at a cohort for example i'm going to go to sixth grade which is the fourth from the left the sixth grade 92

028percent this year showed up as not at risk last year that group as third graders was 86 the year before as second graders it was 85 and then of course first graders was that and again there's a lot to celebrate here i do not really discount at all the trauma that all of our students all of our families all of our teachers all of us have experienced in the last two years we've gone through a lot and frankly i think at varying levels for various people i think it's going to take a long time for some people to recover and feel like maybe they did before but the good news is here our students are reporting that they feel less at risk than they did before and that is a good thing in in many

029of these cases they actually are reporting better then then they didn't pre-code it which is also something to celebrate so that that's exciting i can't and that's something that we can that we can be that we can celebrate and uh [Music] and still ask questions about because we want 100 of our students to show up as not at risk but this at least gives us it helps our our support people in our buildings be more focused on fewer students who are on their radars which i think is a good way the next slide shows the same data these are cohort data for only our students who identify as black african-american again the grades last year at this time regret is this year there are our most recent assessments that we've had there are definite gains

030to be celebrated here but there are some areas that first of all are lower than we would like to be lower than they were for all students and there are a couple of areas that are roughly where they were or maybe even a little bit lower than they were last year so those are things that those are questions we need to be asking um and those you know it informs who we need to be talking to back specifically or figure out how we can better support these kids the next slide is again co-work data for students who have an iep again there were significant gains made in some great levels actually i think in all grade levels we are higher than we were last year and that's an exciting thing for us but in all

031very levels of almost all principles they are lower than they are they're all students which means that our students don't have ieps maybe school higher than these students we want to make sure that i know that our buildings are already looking at this data at the ability level and we're doing what they can to support these kids our suv teams in every building have they have extensive conversations about these results and how they can make it for first of all or anybody who showed up that's not our already on our radar um but then secondly do we have the right supports in place for those kids is there anything additionally [Music] that's just how things [Music] members at this time if you have any questions um dr peter i have two questions last year the

032disabler's data and our or what we're showing those graphs did we also include workers we did yes that is all of our students we did not all of our students provided the feedback um it's a little bit easier when they're in person for us to gather the data but there were some students i believe you didn't do my savers [Music] okay and then is there a reason that 11th grade does not show yes um uh on on our cohort data actually this is this is the first year that we've done 11 careers and two years ago we did ninth graders but last year we didn't knew any of this and that was just because of the timing of the matter the high school felt because i believe lifesavers was taking late fall and so that

033was like right as students were coming back at the time if you remember right i guess october november of 2021 april 20. 20 21 it was 20. um they were here in the mornings live in person and then they were going home for lunch and they were going and then they were getting online they didn't have homework many of these are taken during homeroom at our high school level and so it was just very difficult to figure out how to make that happen at that time but we're excited that we have more students taking it now and we will actually exercise 10 11 and 12 graders i can't tell you the exact percentage about what i could [Music] okay [Music] thank you um question because i know we introduced countless um in the fall which

034is also an sdl school regiment too so can you explain the difference between the two because i'm just concerned about survey fatigue um or have we like looked at both measurement tools are the same questions being asked or are we looking at the results of both and seeing if they align with the data line so a large focus of the panorama data was the climate and the culture and the belonging so it was more of those types of questions and there were less questions on how individual students feel i mean there were some but not as many as the savers so kind of a little bit comparing the same but also more looking at two different kinds of metrics in terms of that cult culture and climate versus i up on the sabres all of

035the statements are i feel or i do this or so the kids are really reflecting on themselves versus panorama talking about the environment their teachers lots of different things but it does have that absolutely computer scale piece i'm just wondering because like as we're doing camera and twice a year correct and then favorite surprises the difference between panorama and savers at a um you know comparative area no well we did actually ask the seo questions on panoramic as well we have not analyzed those as much as we have the culture of climate pieces of that because they those are the ones who are really that's our focus of the strategic plan we have looked at those data and our school-based teams have looked at the data from panorama um i will say that we our

036internal conversations work let's look at both of them for at least a year and see if it's almost the same thing because i agree we can we can minimize the number of surveys that we provide i think the benefit to this right now is to to savers is we have multiple years of data here and so we're able to track that progress but i agree with you that we want to make sure that if we're asked if we're providing these screeners for our students let's make sure it's beneficial and not perfect right if you're looking at the data like did that student score based on those needs based on how they respond what factors do you think you feel impacted you know over yeah i mean i i think i would be i do think

037that our students there was more certainty if you will this year when they took it as opposed to last year assessment for the winter bench market um they were just coming back and got all of our students really staying today this year when they took it in october um you know they were they were in school they'd been in school we hadn't had the significant disruptions as much um and so that maybe that may be some of it um i think most of our kids like being in school not all of them for sure yeah and i guess i i'm kind of wondering you know we've put some programs in place oh absolutely that have you know i think that we need to look at that like is there a correlation i think if we

038put some self programs different members of them but we have seo coaches we have um so again just trying to draw the line what's impact i mean it's an impact to our scl data and so kind of trying to see like well you know what what absolutely and that's our responsibilities look for patterns yeah i'm excited to get our next wave because i think within the next two three weeks we'll have our second assessment for this year and so we'll be able to look at those data and see not only have it compared to the fall but how they compared the last spring because those are based on right now as well okay and then just to be clear on the high school of the expectation will be that the high school will take it

039rates through 12 next year dr bailey do you remember exactly what the conversations we've had and if you don't if an expectation has not been set um just say that um and i think it's important for the board to come back to us with what the expectation yeah we were talking to the high school team about again looking at the panoramic data and the saber data whether we want to roll that up but it would be something we would talk to high school about about putting twelve on down in the ninth grade the original plan i believe was to phase it up freshman one year the next year freshman sophomore which would have been last year but we weren't able to do that and then roll it up keep going thank you absolutely thank you

040okay keep on going all right keep on going we're going to literacy now i this is where i want to remind you that one slide that we spent some time on that our goal is for 80 or more of our students to hit that 40 or more benchmark which they're 48 percentile i guess benchmark and there are two separate measures that we use k1 uses early written deposit and ingredient is in second weight i will say we're not diving because we're trying to stay as valuable as possible there's also some skills that you that we look at and there are we look at the district level and at the building level and when we talk for example um there will be noticeable gains i believe in some of the some skills within early composite for

041example that that we're looking for we're excited to see those as we get as we get further okay these slides the board has already seen when we shared these two weeks ago i believe are about the whole make sure that it's friday update uh these just as a reminder this is these slides which is this one and the math one you've already seen this actually looks at fall and winter benchmarking for over several years and so the rest of what we're looking at is just winter to winter but this one looks like falling in winter and it's from 2018 to 21 except for the fact that we couldn't provide the fall benchmark in 2020 due to reasons on this one again we're looking at the national percentile tiers and on the next sets of slides

042going forward we're looking at the percent of students meaning they're exceeding again um if you can see me moving my virtual reader that the line the benchmark line that's the 30th percentile above so green olive green and blue that's our goal for all those kids for all of our kids to be or at least 80 to be about that life looking now this is year to year so these are for example four different years of second graders different groups again gray is last year and red is this year i like looking at these because at the building level of the program level we're looking for example to see how are things going for our first graders or because there are first grade teachers who are teaching who are not going with their kids who are

043teaching first grade multiple years in a row potentially and the first grade's a good one to look at for example because we can see that 47 percent of our kids were meeting benchmark last winter and this year we're up to nine percent of our kids are we at 80 no not at all but we've and the whole country is worried about our k2 readers quite honestly right now so the research has shown that those are the ones in literacy that we have that have the most at risk that are most at risk because of the disruptions that we've had and so we are hoping to see those gains there is it's exciting to see those kindergarten for example the gains are even greater from last year to this year 35 to 62 so those are

044things that we can that we can look at and i think we're really excited about when we look at the cohort data on the next slide so on this slide for example you can see those gains were even greater our last year's kindergartens which i know we spent a lot of time looking at those data last year's kindergarteners 35 of our students were leading benchmark this year is 59 and so that group of students um definitely based on gains you can see that those gains are almost across the board [Music] third fourth seventh and eighth grade are near eighty percent fifth and sixth grade or above eighty percent we have grade levels that are right around or in some places above pre-filled levels which is amazing i think that and our kids and our is

045um that they have gotten back to pre-building levels in some of these cases or even exceeding pre-killer problems i think it would be hard for us not to look at the fact that 7th and 8th grade are to continue to have those conversations and i know that our buildings our middle schools and their plc's have been having conversations around the data and trying to figure out how we can best support those students in literacy um i will say it's exciting because for example the sixth grade scores 85 met benchmark the year before that was 77 those transition years were critical for our kids so this was a year where those fifth graders who when all of this started were in fourth grade um there's there's that could have been another group that continued to struggle

046for years ago at least and actually in this case their product where they were pre-coded so that's an exciting thing okay we want to the next slide which is looking at cohort data for just our students who are faster to identify as a black or african-american first thing you notice we all know that the bars are low which is not something that we want we have high expectations for all of our kids and for ourselves and we want our students of color to be to be at or above where everybody else is and so that is something that we have to continue with there were definite gains made gains from k to one also second to third fourth and it's worth noting that there were drops however uh from first to second third to fourth

047to sixth to seventh and seventh to eighth i could speculate on why but it was more important that we do our research and we did again and the next slide is looking at our cohort data for students with ieps the growth data is you can see that again the bars are lower than we'd like them to be but there are areas that we can point to with k1 first to second and fifth to sixth where we definitely made gains from last year again raised last year as well as this year but again we had drops in five pretty large that's not something that we would hope for at any point so we have to figure out why what's going on particularly when we know that we are providing the systematic and direct construction of sunday

048to all of our students and so our students of color are students by means they are receiving the same instruction so we want to make sure that any instruction of a providing is working all of those teams all right that's my pause again that's the end of literacy and so i'll take your questions and pass them over to listen okay um so less of a question more of a statement and it applies to the map too but i wanted to bring it up um when this benchmarking cessna and literacy is done to me what struck me is that the um the differences between sort of uh post code and pre-covered numbers uh kind of attacks the whole spectrum of our learners from the very high performing to the low performing uh scores and so to

049the extent you know i think we've done a lot of good things over the last few years but to the cinematic criticism here i think we have more resources whether from the federal dollars or from our own budget that could be spent um you know attacking this sooner rather than later and i know you know it's not it's not really my place to speculate on what the best way of attack is but things that would address all others whether it's having more tas or whether it's temporarily reducing class size i know there's you know structural limitations on that um on all those things but you know i do think that with the expertise we have we should be able to put our heads together and come up with a way to attack some of these

050gaps that that encompasses not just our you know learners who aren't meeting the benchmark but actually all of ours um so mr boyco are you looking for a plan to be developed to for that i mean my preference would be that i guess yes that we would have and i know that we have a plan for addressing or spending some of the federal resources that we have you know but i'd like to make sure that we've got a plan even if it requires some of our district resources that matches the some gravity overseas so dr oliver can you put your award update um we need to have a plan to um address this and kind of have a timeline of that well i think you may remember last spring as a result of last year's

051data being brought to you this goal for us to have a three-year literacy and we have some we've invested some dollars in this work and our teachers have invested frankly a lot of time in this world and we've been thrilled with the progress thus far literacy link as our job embedded coaches that we have for teachers i think we're going to see tremendous gains going forward with this work um we've really tightened up i believe our universal instruction across the board and frankly i believe that our teachers are growing strategies that aren't just literacy strategies like the teaching strategies that we're able to apply throughout the day um but we are to the point where we to the point of the year where we take our three-year literacy plan and say okay with year one

052kind of almost behind us what is next year what what's our what's our focus and how can we continue on the momentum that we have right now yeah and i think and correct me if i'm wrong mr boycott i think that um the plan would be we continue with the literacy plan but i think what mr royko is asking for is a plan to address covenant specific laws across the yeah a fan of literacy work that's been done uh you've heard me say that before um so so to be clear it's not sort of scrapping anything that we have done so i'm talking about uh temporary you know temporary meeting months or maybe a year or two um something that's you know a program is going to go away or hiring is going to go

053away but we need it at this moment for this time you know to address the needs that we have thank you okay um this sure i just wanted to pick you back off of uh just a voiceover statement um yeah outside of the literacy program so this is great as well looking at um after school tutoring is there any way to partner with any outside community resources to help kids um you know move the gap not just having conversations but we're actually you know providing now whether they take advantage of it or not we will have these things in place okay i'll save my comments for the summer school portion of the program because i feel like the summer provides quite a fine opportunity to try and close this achievement gift so i'll wait because

054i know you're getting here there's another um so are the percentage of kids that are not meeting bench are their parents notified do their parents know that they are not adventurous yes yes and so one of the layers we have with our multi-tiered systems of support is kind of in trying to use our resources effectively if we don't have 80 of kids needing benchmark then that often means that we need to adjust and change something at that universal tier one level as opposed to trying to figure out how to pull larger groups of kids or pull kids out of the classroom that it's better for the kids and more effective if we change what's happening in the classroom because more kids have needs um for kids that are getting pulled out of the classroom for

055a reading intervention or a math for that matter yes the parents are informed that they're that they're receiving that okay so then i guess i have to ask so the percentage of kids who are not needing benchmarks are not guaranteed that were that they're getting a service not getting a pull-out service but they're getting ideally a service in the classroom with their teacher in a small small group that can happen in lots of different ways yeah so this locked our literacy data if you look at early reading english composite k1 second through eighth grade and you look at i'll just pick second grade 67 of our students are reported as being at benchmark at least 33 i believe if i'm characterizing this andrew's question that 30 of parents have they been communicating with that those

056students are that their student on the winter bench marketing data did not reach that 40 benchmark although do those parents automatically as part of as part of our communication receive that information and this is that yeah yeah and here's here's this can be a convert this can be a conversation for another time but i i think what i just want to say is if my kid is not meeting benchmark i as a parent deserve to know and the parents in this district deserve to know so um if we're not doing that we need to do that because it's it so what i'm looking for then is um follow-up from you dr alright on whether this is occurring and if it's not occurring what is the plan to make this occur uh and so my next

057question i know dr dr peter had mentioned um you know we have to dig in and talk to the students and families can you walk us through what that looks like right now in terms of i think it was around um kind of the data in you know you you would kind of mention that we've gotta kind of talk to the students talk to the parents to kind of figure out what's going on so can you walk us through how yeah i think first and foremost we start with classroom teachers um because they know their students very well and they have those relationships with the kids and their parents and they're able to provide some additional insights um i think one thing we have to remember is that these these benchmark assessments are benchmarks they

058are one data point and so when we make decisions about our students we we rarely look at one data point and say that's it that's exactly what we know about those kids and so some of the students who might fail to make a benchmark on fast coach assessment a reading might also be doing really well in the classroom and so when we have those conversations in the data team meeting the teachers frankly the teachers can say yes that is representative of the learning that i see from the students or they might say that's really interesting i need to do a little bit more because i'm not seeing that from any classroom from them at all and so there there isn't there isn't necessarily a point where we say um you're you're failing to meet benchmark

059and so you are are not not performing well in the classroom or you're not going to get three on the rubrics or you're not going to we are at a grade level this is one piece of data that we definitely have to ask questions about so if we're not performing well on this that they're doing well in the classroom then what's what's up with that why do we is it do we understand what could be the issues behind that um frankly there there may be some issues and our principles you know as a principal at kaiser i saw patterns as well that maybe our teachers wouldn't see because they're so close to the kids um if i'm able to see it across the very level or across the building those sorts of things and so

060um those conversations are happening in the data team meetings i believe we have programmatic um i i think conversations in the district level but the further removes you get from the individual students the less detailed specific information about kids that you have and so that's why i want the teachers and the principals and the interventionists that work with these kids who often you know in in elizabeth's case when she was talking about if if 80 or more are not meeting benchmark it's possible that in instead of having a reading specialist pulling kids out they're pushing it into the classrooms and supporting within within a reading block so that more students are getting more adults within the hours of and i'll time follow up really quickly what i seem to hear from the board and this

061is to uh dr orrick you pretty much give him permission to be bold think outside the box look at that bottom third and how they're performing in the entire district the bottom third and if we can somehow make sure we help them and get them to where they need to be not saying this they don't be all data point like however we know that we have a bottom third that we need some extra assistance be bold come up with something that that the board would support to get behind you you know you've got resources we've got some funding that we can possibly use toward so we have some options that we can look at it and don't you know bring something back take a look at it see what you guys come up with i

062think you'd be supportive if you come up with something that would help the bottom there i appreciate that i just want to add on to what during i said and worked out for trainer taught me to learn from others so if there's something else out there that we can do that will work of course bring it to the board and i think we all agree whatever it is lucky enough to have special funding for kobe games so i think that we'll talk about it in a minute okay mr boycott yeah and darnell said it well but i will pick you back my concern is actually not just the bottom third but it's all the students i think we look at the a reading data you see even the students scoring the top five percent you

063know has shrunk uh within the top 25 so it's kind of across the board as far as i see it i will say that we have um i think it's fair to say that we're looking at growth data much more than we have been in the past we want all of our students if they were even if they're already meeting benchmark or scoring at the 80th percentile or 90th percentile we want them to be making um growth that is continuing to move them forward it may be aggressive gross or it may growth or it may be typical growth but ideally we have students who are moving forward regardless of where they're at we know that we have many of our students who frankly walk in the door doing pretty well and we want to continue

064moving them forward and not just be happy with the fact this slide i believe you received this last friday i believe it was um and so this is just as as we mentioned with literacy um just as a reminder this was fall in winter and this is a good example to show what mr boycott was just speaking to um the fact that we had for example on the on the far left hand side of the upper side and early math composite we had more students supporting the blue than we than we did in fall 19 2018 than we do in winter 2021. um the actual benchmark line may not be as dramatic of a difference but we want to make sure that our students are performing well we're continuing to perform well and that we

065we we notice that growth with all of them as a reminder our goal is to have 80 percent or more support percentile um [Music] because we've talked about the list so once again this is graded grade so we're looking at four on the left-hand side four different kindergarten groups so if i'm a kindergarten teacher for the last four years i may be able to be a part of all four years of those data but those students are part of those days for four years in a row um first thing that you notice here that i noticed is that we have three grades that are at or above 80 even after what we've been through the last two years which is exciting to me all of our grade levels are at 75 or more getting the

066benchmark we're hitting in that that 40 percent time um three of our grades are at pre-code um or at or above three coding pre-code copic numbers at this point so that's that's an exciting thing going to the next slide this is um cohort data so this is looking at year-to-year improvement um at groups of students as they move through the system we are not yet back to pre-code levels in most of our grade levels you can notice that there are definite summary improvements that we can talk about that we should be celebrating um i think it's it's amazing to me that 82 percent of our kindergartners for example were at that or above benchmark um given the fact that many of those kiddos if they had a preschool experience it was very much disruptive just

067as our individual so that is that is a testament not only to our kindergarten teachers and our kids but um to the early childhood teachers that they have of course to their parents for the work that they've done with them at home and so you can see again it's important so in my mind it's important to look at the gray versus the red so last year versus this year and then i think it also is it's nice to look at the pre-code so the yellow bar being the year before for example in fourth grade we made gains um those those students did from third grade to fourth grade 69 75 but when they were in second grade it was 83 so we're not back to where we want them to be for sure the next

068slide is showing our students who identify as black or african-american and their benchmark data this is again a cohort data the first thing that jumps out to me is our kindergarten members which not where it was for all students for sure a discount back but i do believe that 55 of our students or black or african-american in kindergarten is the highest number of students who have met benchmark in recent history so that is fantastic we have a great foundation and those kids that we can continue to build on going forward and that's our expectation so there is there were definite gains made in most grade levels from last year again very large red bar we showed growth in most years um seventh grade is one that we want to look at because that's not that's

069not the trajectory that we want for any of our kids so we have to first of all lean with the numbers uh this one already has talked about over over many years that we have to look and see how many students are that's why that's previous slides in there what does that look like how many kids does that represent and then that's where the case where our middle schools are going back and that's not 17 those kids have names and we know what they're doing we have to make sure that they're on radar them with the right interventions that our and the last slide like this the next slide is our codeword groups for students with ieps in this one four grade levels from last year did drop from last year to this year and

070so we asked them questions about why is that and what can we do to support that what's already in place what are our buildings already doing to support that work there were um games made in first and second from first to second grade then our current second grade bars right there going 47 in verse 3 that's a pretty dramatic increase so that means something great has happened in the last year as well but overall i think we're not where we want to be and we need these grandmothers so that's something for us to work not only on the special anxiety not only on the special inside on the gen ed side all of us need to be working together to support and help our kids with universal instruction and then their supports that they receive

071as well pause there thank you um did something change for our current sixth [Music] i'm sorry can you say that again are you on all students okay all of our students okay students and our students current fifth in current sixth grade [Music] um [Music] and so and that is something that's actually up for review some of our teachers are telling us that we don't know that it is meeting the needs of our students like we want to and so we're having to suffer in some ways but it's something that we are looking at and so that is that's a great question for us to be looking at and saying is is it having an impact because clearly it's not having an impact in some great ways a negative impact but is that one of the

072challenges that we might be having that's a good question for us it is it's not starting it's a start sort of yes i don't know that the assessment's changed other questions okay same no questions i just want john thank you what um i'm sorry no that's okay thank you okay go ahead this is a one slide presentation um this is um this sorry thank you uh this this report is you've noticed everything so far has been made um it's certainly not that we don't value the high school and it certainly is not that they're not analyzing their own data they have amp data that they are using for the traffic course level but this is we shared these data last year because they were quite frankly alarming to everybody the middle group right here is

073last year at this time and so just as a reminder to read this last year at the end of winter semester the blue bars in the middle under fall 20 that was 64 students received 64 freshmen received one or more f's and those 64 students accounted for 164 failing grades which means that's 164 credits we have to figure out how to make up some and so if you if you look at the freshman and then you add in all the other all the other um grade levels that's that's a high school that already is trying to do a lot with kids that now has to try to figure out how to do even more to support and help those kids recover their credits to their credit they have done a lot of work with that

074some of the work that they had previously done in summer school they actually started last spring with kids so that kids had an opportunity to recover some of the fall credits during the spring um and in some cases that's necessary because those kids are finishing up a year-long course and you you even learned what you missed in the first semester so you can be successful semester um so there's that you can notice that from the on the left hand side that the gold kind of rectangle was that that's the fault pre-coping the middle is last year at this time or in winter and then on the right-hand side that is our most recent semester um it is obviously dropping much closer to where it was pre-opened i mean i will report in the high school

075as already they said that 19 of the 106 total family grades from winter semester this last year fall semester this last year and they've recovered as of march 8th the students who are still recovering and then they have plans in place of course just like they did last summer to help students recover there were a number of students who recovered one of the one one or both semesters from last year that they had absolutely covered those rates on the schools all right any questions on that because that's a one week if not then i will pass this over to dr holbrook he has had lots of conversations um [Music] during his figure evaluations and conversations and so he can share some of the the half-time adjustments that have been made if you want to call

076them that just because again just like i said at the beginning we looked building why our district line but at the building level as soon as they have this data their energy is needed all right thank you dr baker i want to make sure that the board is aware that obviously we did not wait to respond to this data to reporting this to you tonight in fact when this data came in starting second semester and as part of the mid-year uh evaluations that i do with the principles one of the things that we do is we review what are you doing if you have this data now what and so uh i just compiled a list here of different things that principals are doing as a result of their data uh one of our elementary

077schools at the second grade level in particular uh they swarmed the grade level three days per week for 30 minutes extra to do small group data reading with their students and talking about the additional resources that we do have available mr boyco adjusted many of our schools suggested their ta intervention schedules to provide push in as well as pull out support for targeted classrooms and students based on that data they are hosting a double plan kindergarten first grade around integration of sound walls to support phonics instruction uh again adjusting the ta schedule to ensure adult support uh in k in kindergarten in first grade using a co-teaching model k through two with teacher interventionists uh based on that data they changed what happened during that co-teaching time specifically they went to uh double dipping in

078this case integrity lessons uh for students who are on your benchmark uh working with ms locke creating illuminate assessments uh to work for third or fifth grade review and allies and break apart that data and then having the support of our literacy link folks uh at the middle school uh using alex math intervention to help dabs for students there literacy support and mass support are being updated by student supports who need it and exit kids who uh no longer need it on teacher schedule there was a teacher schedule uh that was suggested to add a sixth grade literacy class for students with data suggesting more intense support uh reading interventions how do you read the uh the added reading support class for their schedule support clusters students who need help transferring their skills to the

079general education setting and so that's just a a couple of things very specific items uh that are our teachers our tas and our principals are being very responsive to the data i agree with dr painter i'm very anxious to see the spring data to see how far our kids have come uh i think that uh as dr minion has pointed out multiple times we have areas of celebration but we have areas that we need to that we need to really focus our work but i do want to make sure that the board is confident that we are working specifically and directly with our principals as part of their evaluation process uh to uh with the expectation that they not only collect the data but they respond very specifically to the data and then uh mr

080voiko i think that you'll see and the rest of the board will see as we go through our changes or propose changes to our summer school um i think that you will see some uh some of that bold thinking uh that is research based uh to get out and make sure that we're accelerating that learning throughout the summer with your commission i'll turn it back to dr yeah i do have a quick question so so the list that you just came up you know just shared with us so is that happening across all buildings is it just a specific film yeah there are there are aspects like the utilizing the tas pushing in those models those that's happening across the buildings more specific things like swarming at the second grade uh that was that was

081a direct result of that buildings data so that's a that that's what that is if another building has the same data do they employ the strategy of swarming or is it only specific to that building because that's a strategy that was a strategy that principal used based on the data that uh that was collected in her building in terms of that data was unique to the five buildings if the exact data was at another building would they swarm at that i can't say that with that principle working with his or her team would make that same exact choice all right i will move quickly on this we have we're excited this is the first time actually we're even having a chance to talk about plans for summer school this year uh and so we are

082working with very closely with our principals to talk about this our high school is ahead of the game uh because the program is going to look very similar to what it looked like last year um but elementary middle school we were still fine-tuning and getting some of the specifics actually we had some specifics added even since uh you received this last thursday and so this is just kind of the overview i want to point out that we do have at the elementary middle school in high school when we have summer programming for all of our students that are going to be at the elementary level much more intense and much more broad i guess than we've had in recent years ssd does have their extended school year program that will be taking place in june

083at our middle high school middle elementary middle and high school level and then i continue to say that if we have students who might benefit from launch and to take advantage of both depending on how how the timing works from their calendar to take advantage of both kirkwood and launch programming and that is at no cost to our families or to the district so launch offers some terrific programs and they just like all of us i think in a virtual world they learned from koben and realize that there's a value to the live synchronous instruction through on online instruction and so that is that is happening more and more through launch as well i can't say enough about the services that they offer um our students and students across the state so diving in more

084specifically elementary school programming we're looking at 20 days of nine to three programming that is an increase from 28 hours last year to 120 hours of contact now um of contact instructional time this year that is interact for a while in this district the sizzles could say the same thing both of us were like we don't remember anything that intense that comprehensive very level during our time in kirkwood um now we have to do it that's another piece and we have to find staff who will do it because frankly teachers retire and they deserve to be tired so we have we tried to find ways that we could get them to make this more appealing to them um but also recognize that starting this up the week after school gets out might not be a

085good idea in all cases and so i'm trying to again work with them and try to figure out how we can get all of our kids involved in that yes are you are you putting that out is it right now it's internal i'd say if if it doesn't work absolutely we're going to have a plan right here that is our plan we have started with basically a two-week window this is you know we're trying our principles we posted i believe either yesterday or friday um so we are trying to secure those internally first but you're right that we are widening the net um and and they could be teachers from other districts they could also be pre-service teachers who are coming you know we want certified teachers because those are going to work um but

086we need we need adults to work with our kids and we want to include as many students as possible and we don't want to be a case where we can't have some students either who want to be there because we don't have enough adults to work with um we are targeting our rising first and fifth graders our goal is to serve at least 200 students ideally we can get up to 380 um with 10 to 12 students for per class initially we're doing invitations only at least three of our schools are starting with um invitations at parent teacher conferences this week um but i think other ones are also giving those out to families they've been generating the list of their initial risk and we'll have we have additional information with anyone on our website

087um so that they know ideally best-case scenario frankly they're getting teachers from their own school that's our first role because they're building relationships potentially with a teacher they could have next year but again we want to make sure that we're not limiting ourselves because we just don't have the staff to support yeah [Music] absolutely well then we also want to make sure we're training them up because we want to be consistent with programs that we use during the school year and so we have to make sure that somebody who's not [Music] and this gift continues to grow for those of us in need so summer learning loss gets on top of the achievement so how can we serve the most students which i think is great we're serving more students but with a proven model

088with measurable objectives and benchmarks to close the gap so in our own strategic plan i went back and looked and it says that we should explore possible collaborations enhance participation in summer learning and i'm wondering about the timeline because it's already march 14th and our last day on this review thing to be everything completed was tomorrow so i know that there's a lot of good work to do and i keep hearing from everybody that we should be bold there are outside resources and also we have our own internal program as well so what's the best way to get this done um of course teachers are a challenge to get with students but we even mentioned it in our strategic plan there's a horizons model that we have for some of our students that we can

089expand as well and i'm hopeful that these programs can work together as they did last year so my question is um what is the timeline do you need more resources can you get more outside collaborations if there's more students that's a lot of students for younger students um and then one would be we see that information if you needed more resources or money or maybe we do some of it a different way i mean there's always another way or maybe somebody's doing a better way but something measurable that we know we can look at and say that it means a difference okay so just to be clear you're looking for a summer school timeline um that goes well it's already in our situation plan that the board should be presented with um but i'm thinking

090this looks very bold and so um maybe you can update us as soon as possible and about how we're collaborating with existing people well i can absolutely did you want to say something okay i i can say that since we've given those two uses we published this on four docs we finalized the dates so it's july 11th um through august 4th events of friday fourth or fifth all those two and so it's monday through friday for four weeks uh again nine to three o'clock every other program that we've done if we've even done half days it's been half days um and so that that's i think we'll be more appealing to some of our families we don't have to worry about child care for the half the day we have we have some ideas on

091how we can support that even further but we're not there yet um i do think that speaking of horizons where they are going to be on our campus as well we are working our social workers specifically are working to help identify students um there has to be that collaboration because those are our kids too we have to make sure that we are supporting whichever program our students might end up in because horizons actually starts i believe four weeks prior to our summer school starting or three weeks prior and so we will have students who are who are participating in that in that program and horizons that we want to make sure that we're providing all the resources all the supports all the data that those teachers need so they can also be meeting their kids

092supporting their work right the gap is something we all need to be working on together so ms bernardi i just if there are more specifics that you you know would like off or as far as a plan um you can kind of get that information from you and bring that back yeah that would be great i would appreciate everybody and those are they're all the same they're all our students so whoever we can help i would anticipate that tell dr earlier what's including his friday updates um but i would anticipate you probably get at least every other week you get some update updated information from us um not only about staffing but also students how many families we have interested and what the next step plans are but starting after the fourth of july holiday

093the week after um gives everybody a chance students and teachers a chance to read them but it also buys us some additional time to make sure that we have the right people supporting our kids and we have everybody in place for sure thank you um so looking after my school and the focus will focus on literacy math and being an additional project i would just like to suggest some sel components in there like looking at the data where our needs are um anti-bullying we've been hearing from parents but that's a big thing so looking at that um you know how to self-regulate and you mentioned social workers when we have social workers and counselors on hand staff to handle mental health needs as well our budget does include a counselor um for this and i

094believe we do have social workers who are available in the summer yes and i'll just see it on the insurance it actually should have been listed in here but we we've used second step during summer school as well it's really a lot of our this is a jump start program it's twice as long as four times as long as it was last year um but it really is pre-teaching into next year's skills um and specifically around our literacy resources curriculum with math and social media which sel is i mean a lot of it's it's life and so it's just helping our students know how to be successful so with the launch uh will we kind of do a big communication to kind of tell parents but we also last year we had a power hour

095specifically around summer school yeah um and actually had missy samuel who were used to working with she is a little launch liaison and so she actually got in and did part of the webinar i will say two things that well three things that even if you're not looking for the enrichment activities or the coursework for credit middle school level or high school there are what they have academies that academic academies in coding reading and math that really gives you access to adaptive software and then there's also a small group and one-on-one instruction available to you that's just good practice it's good practice to keep kids engaged over the summer i will also say that if your child has been identified as at risk of dyslexia and hurt then you qualify for a specific small group

096of intervention through launch that is it's a fantastic program that they work that that has targeted just for students statewide who've been identified as at risk for dyslexia and then this year for the first time they have academies that are offered at the elementary level and middle school i believe for students who are identifying as gifted and so our kids are in reach and store currently um there are i believe in second grade there are academies where you'll be in an online classroom with other kids around the state absolutely and then also i just appreciate you picking it out as families are choosing and i wonder if you just kind of put that out there to parents to like save the day you know not even you know obviously we're having drafts and petitions but

097if i'm a parent that doesn't know if johnny's gonna i'm not gonna plan my vacation during that time or that kind of thing so maybe we need to do kind of a absolutely our goal is to have all this information on our website and this is something that we spotlight at the very least that directs them there because nobody's going to read all the information that we're going to have on our website middle school we're talking 18 days we're up from 28 hours last year to 63 hours this year they are doing a monday thursday program starting on july 7th and running through august 4th i believe that's the time i can't i i should have i have it on one of my thousand oh period long before my personal right and so yes and

098so that is what we're looking at for middle school um we are trying to be creative there as well trying to give people some options briefly for an eligible jumpstart because they're online works for some people but but it may be better to do in person for some people as well and so we're excited about adding more programming at that level it will again be half day but it's more days than we've had in years at the middle school level so that's exciting to us as well um we'll take more students than that if we can get them but again it's a combination of kids who will come and then having the the staff to support them during that work high school this is going to look very similar to what it has looked like

099without credit recovery and credit enhancement the one difference is um you may remember in previous years pre-code enhancement was often offered in person on campus these are all now online and they are offered through the pioneer free learning academy these are kirkwood teachers kirkwood curriculum in schoology and so it is taught online um and these are so this is some of the money that we've invested some of the esser funds we've invested in getting these courses developed so that students have flexibility and so they can online is what works for them and then launch i've already gave a commercial for that and so and so but it's here if anybody has any additional questions um it is well it's not not it's that click there for the students for the district all of our summer

100school programs we are able to get reimbursement um some reimbursement from the state and so um yes it will not be any student can take it at no cost to them and for that matter at the high school if they wanted to take a course that is that is not one of the three that we're offering online through berkeley teachers in baylor um then they can take other courses that way as well um so the kids that participate in summer school at summer hampton they'll get an invitation what are they basing that on and if there are parents who feel their child can benefit and they get in and then are we stuck in those numbers are you talking at every elementary and middle school first invitations we feel an obligation to try to support

101basically invite the kids who are familiar with benchmarks they would receive right so that's where our first wave of organizations is coming that doesn't mean that's where we stop um but we our teachers know our kids our counselors know our kids our principals and so they're the next wave is who are the kids who we think will benefit the most from additional learning time for whatever the reason might be um and then i have no problem with a parent reaching out to a principal and saying i i recognize i might be on a waitlist now will you keep me in mind if there's an opportunity because we we really want to serve as many kids as we can but ideally we get to the point where we have lots and lots of kids that are

102the ones we serve so if that number is basically we looked at 40 to 60 kids per school um but if we keep going i mean we're we're going to be hosting the elementary programs we're going to be robinson again and so um know they have close to 500 students at the school right now so if we need to go up to that high as long as we have staffing for them and support some place that we will do and i think that sure just to be very definitive is if we have the staff but we won't turn students now i should i should say we have 500 students there with much larger class sizes than 10 to 12 and so we have to be mindful of that and we you know we can have

103more kids in the class we just want to we want to have that teacher's student so maybe there's 20 kids in a class that you'll notice if we get to that point you have to be tired the middle school summer school program i don't think i'm making this up but i felt like last year there was like um in in the years past there was a summer school opportunity for kids that i would say knowing our middle school principles they're going to find ways to happen um that is typically that's for our rising sixth graders and so it's kind of around transitions yeah so there's an academic portion of it but it really is about getting to know your schools um and then the other thing right i don't need any answer on um but

104i often hear of school districts doing like a kindergarten jumpstart um and i wonder you know like i wonder they're like should we be doing that or should we not what are the benefits and you don't have to answer now um but maybe that's something that i think it's something for studying for sure okay okay thank you so much if i can just say it's it's it's delightful to have over an hour of conversation about student learning yeah that's why we're here thank you very much for your questions i do appreciate that and thank you for your your genuine care for this one yeah yeah thank you thank you and thank you thanks okay uh yeah i know i'm okay 6.02 the strategic plan to export thank you very much i want to echo uh

105dr painter's sentiment there it is good to have a board of education that wants to sit and hear and listen and ask in-depth questions uh about our student data especially uh as we move through this postcode era so i do thank you for that related to that if you'll recall uh last summer when the board approved uh the uh the uh strategic plan one of the things that we had was a strategic plan dashboard if so we have we waited very specifically on the strategic plan dashboard to have comparative data if that makes sense and what i mean for that is to go from our winter um excuse me our fall bench markers or winter benchmarking and so we have been working over the last uh the last six weeks or so uh with hya

106with uh dr castro and uh invited uh dr castro and a guest here uh this evening to walk the board through that so if you're wondering why we did this afterwards it's because it does include some of the data that we just showed the board and we wanted to make sure the board saw that data before it was live and on our strategic plan dashboard that would go on our website and just real quick board i sent you a link you can get on youtube as long as you have you um then you can kind of follow along and so i'll turn it over to you dr nacastro and i'll have you introduce our uh our other guests great thank you so much um we're delighted to be with you this evening my colleague nancy

107perez uh is uh sorry hi good evening can you hear me now yes great thank you um yes we're delighted to be here this evening and as dr ulrich said um this is a continuation of the work that we did last year when we worked with you on your strategic plan and i have to say just a commendation to to the superintendent and to the board um too many districts really uh do strategic planning and then don't follow through with that and don't take that seriously obviously your district base is certainly based on the last presentation that was that was just made by dr painter um you all are very focused on the data and uh it's just a pleasure to work with uh that kind of district the strategic dashboard is is uh something

108um and i'm gonna have to ask um nancy to put that up for us she can share her screen it is a it is an online tool that is designed primarily as a communication tool to your community while you all as board members get the detailed reports such as that you just received about all the the nitty-gritty of the action steps and the things that are happening it's important to have some way of communicating key indicators to your community so that they know what those things are so as we scroll down this will be your home page i'm sorry nancy thanks this home page shows your vision your mission your guiding principles and your priority goal areas so all of those basic elements of your strategic plan are put on that home page the link

109to this will be placed on your website and all the community has to do is is click on that link and then they'll be able to see those basic elements of your strategic plan if they want to know more detail they can go to the bottom of that page and you and they can click on that link which will take them directly to the complete strategic plan so they'll have an opportunity to see that um [Music] you know and see all the specifics if if they choose to do that um that uh you know this strategic planning process of course was guided by your committee um and the the various elements of that uh word were were created by that committee and presented uh to you last spring if we go back to the home

110page uh i think you can see this this information of course is what your district has decided to put on your home page you can we can customize this to to show anything that you want to show so if down the road we want to add pictures or or diagrams or charts or whatever you might want to add to that we can certainly modify that and that'll be that'll be something that might enhance your home page the important part of the dashboard really is found on the next page which is the indicators now on this on this page you can see the four uh core areas that your your strategic plan identified and those are of course relevant and rigorous curriculum instruction and programs equity diversity and inclusion social mental and emotional health and communication

111and engagement under each of those there are a number of objectives and i know you all have seen the annual plan that your administration put together which is a very detailed plan showing essentially the actions that they they have they plan to take and that they are taking um to achieve each of those objectives the purpose of this page is not necessarily to report on that specific data but rather to do a high level quick indicator that communities can see as an indication of how well the strategic plan is going how well key certain measures are being achieved so for example if you look at literacy proficiency which is the first tile under relevant and rigorous curriculum you can see that 72.9 percent of your k-8 students are currently scoring at or above literacy benchmarks

112so your community can see okay that's where we are then if they go if they click on the on the tile it gives some more detailed information this is much the same information that you received just received from dr painter this particular this particular chart is is sorted by grade level so you can see that and testing period and then the second chart is so is is sorted by race so you can keep and i know one of you one of you asked a question about uh about the rate the race achievement gap and that so that data will be reported in and these kinds of charts will be available for the community to track so if we go back to the second you can see the second math proficiency is much the same because

113two of the uh two of the objectives under those major areas had to do with student performance and obviously literacy and math are the main areas math proficiency uh again by grade level and then also uh by race now one of the things that came up in in our strategic planning was some concerns or some interest in uh promoting additional opportunities for your students and career and technical programs making sure that that they were aware of those programs and possibly expanding those as well so you can see right now if we go to the chart on this third tile you can see that the first chart talks about participation by race this is one of the things that came up it was at least mentioned a few times that they didn't feel like there was

114necessarily uh equitable participation in these programs by race and so it's something that the district has chosen to show or demonstrate in an indicator so that the community can keep track of that if that's something they find important the second chart shows by gender and i know this was also something that was mentioned during our strategic planning process whether or not the females felt that they had access to or that they took advantage of access to or if there was something that needed to be looked at in that in that respect um and so this chart demonstrates that so this kind of demonstrates for you how this how the um how the indicators page works on the strategic dashboard and the same thing is true for equity diversity and inclusion so you have two indicate

115two tiles there one that that demonstrates honors course participation by race uh again that's something that was mentioned previously so that's something we put in here none of this of course has to do with the administrative plan that that your administrators have created this is not about how you get there this is about picking what are those big rocks if you will that you want to make sure that you're attacking those big pieces that you want your community to know that you're doing something about and to be very transparent about it this is primarily a communication tool to make sure that you're communicating the major work and the key points of interest to your community and then the second chart talks about uh total percent of student body involved in uh advanced i'm sorry career

116and technical programs same thing is true for all of these and when you're when your strategic dashboard is posted on your website i think that's going to happen sometime very soon each of each of these tiles has additional information that that and i'm not going to take time i know you you all have a very lengthy board meeting but i'm not going to take time to go through each and every one of these tonight um but there's some similar kinds of charts showing participation in advanced and honors courses by race for example uh because that's again something else that um that your community mentioned and then total participation in advanced enrichment programs we also have staff diversity something that that was brought up looking at the diversity of your staff over time so that you

117can keep track of and communicate to to your constituents how you're doing in those areas under social media and emotional health and i know uh recently you've had you had a very lengthy uh presentation about social media and emotional health and the survey that you've been using the paranormal uh paranormal panorama sorry uh survey that you give to your to your folks and that data is reflected here in these tiles again by race by grade level so forth and then finally of course communication engagement uh so in this particular one the tiles that we've chosen to put on here right now are the total number of clicks you've had or visits you've had to your website um the um the uh results of the community survey and what your community said about your effectiveness of

118your communication and then finally your financial dashboard and if you go to the financial dashboard indicator or tile you'll see that there you visit us you visit the site and i think yeah we go and that is they they click for their financial dashboard that i know you all are familiar with so that that kind of is a very quick overview of what is really meant to be an introduction to your dashboard the good thing about this is it can be customized and it can be updated as frequently as you choose or as you have data and it can also be modified to add additional indicators additional uh tiles uh as we go through so i think that um i'll i know that one of the things i'll be doing is working with your administration

119to really fine-tune these measures and make sure that we have the right indicators to really give that high level viewpoint to your school district most of your constituents don't have have the opportunity or the time uh to to review the kind of presentation that you just saw from dr painter so the purpose of this dashboard is to say to them here's the high level data here's here's the important and very few salient points that we want you to know about how we're doing on the strategic plan with the board of education approved it's one way that you can be transparent about your progress show them all the places that you're succeeding and the few places that you may not be doing as well as you would like and then in your action plans you talk

120about what it is you're doing to address those those areas that aren't meeting your standards we will be adding some additional indicators and we also will be adding and you can see at the top left of that page there's another page that is available to you called strategies and on this on that page we will be right now we've started working on filling in your strategies these are things that correlate somewhat to your annual plan and we'll be working with your administration to flesh that out a little more so i would just say to you um this is an evolving tool of communication that we're happy to provide to your community and looking forward to continuing to work with your staff [Music] all right thank you very much dr castro nancy for your work um

121this is very exciting this is a work in progress it will continue to evolve as our plan evolves uh but as you have indicated we have uh chosen some of the i think you call them the big rocks uh that we know and will follow throughout of the year so again as i told the board we waited specifically for this evening because we do have comparative data to show uh where our students are each time we get new data we will update it and we will make sure that each of the indicators is that we are following uh is we are moving in the direction that we are hoping um so again dr castro thank you very much it's uh it's good to have this as kind of the next phase of our communication our

122transparency specifically surrounding the strategic plan and the work that we're doing to achieve those objectives thank you so much okay and board members at this time are there any questions okay um thank you so much dr castro and poor members yes please raise your right hand all those opposed [Laughter] okay they've been wanting to do that to me all year ah okay so moving on now to our update um we have a special guest craig from navigate and mr okay um come on up yeah thank you so much uh thanks for sitting through this yeah we should have adjusted the summary okay yes thanks i'd like to welcome frank schluter from navigate building solutions they serve as our construction management firm they serve as an agent for the school district they're helping us with uh

123during the design phase of our construction the bidding phase and then also with the actual construction itself so greg's going to give an update on some best projects projects that have been completed projects that are in the process right now and then some bidding concerns that he's not discussed [Music] great good evening i am a corporate school district appearance so i appreciate all the presentations so uh at least it resonates because i'm in the community but um yeah the uh echo and mike said i'm gonna start off with doing a recap of the ground we've covered so far with bar um today we've had three successful bids we had the two rams for robinson and kaiser we had a bid for westchester early edition and then uh late last winter we had a bid for

124north glendale [Music] robinson kaiser in kirkwood early childhood center renovations that are happening summer of 22. so all those bids aggregately came up under budget um in addition the rams projects the construction project was completed we had two rivet cuttings uh for each one of those uh schools the westchester early edition we just got our certificate hypocrisy last friday so we have a ribbon cutting tomorrow morning so we're excited about that so a lot of good things have happened today um last week we had a big opening for the big package for north kirkwood middle um knifer and the high school project we unfortunately just received one bid um and that's unusual because we had five committed bidders um that were uh said that they were gonna bid it up to a few days before

125that bid um we've been doing a lot of market research and talking with the various bidders and subcontractors and the reason we've heard is that a lot of the tasks are the market conditions uh there's a tremendous amount of construction work going on there's labor challenges that we keep caring about in the news and that's causing a lot of contractors to not be able to bid on the projects and be more and more selective in addition um the inflation and supply chain challenges are affecting material prices and deliveries so there are a lot of challenges there that are affecting the construction bid environment so all these along are affected the bid our plan will be to review the bid requirements and make edits as necessary because we want to make sure that this bid when

126we go out to bid again for that big package is as attractive as possible to that community to encourage contractors and contractors who did that uh we'll put that package back out to be within the next week or so we'll accept bids on april 19th so that's it for that package lastly i'll say that the westchester and tillman big package are out to bid bids are due on april 7. so the goal is those two last big packages that have to do with our education spaces will bring to the board on april 25th that's not an update thank you so much and we're members of this time do you have any questions um see no further questions i just want to take the time to um thank you um for your due diligence and mr

127may and just to see our community um that you know continue to look for updates um with regards to this and we will continue to bring you along in our transfer manner as we have okay dr do you have anything else to say about that no just thank you very much for both of you being here this evening and like i said like you said miss andrews our commitment is to be transparent and to fulfill our commitment also to uh to add our capacity to our schools and that will be done okay [Music] okay um okay i need a motion in the second to approve the consent agenda items for march 14th [Music] where i always go off the rails okay i need a motion and then a second to approve the february um 2022

128uh financial statement as president okay but this time i'm going to turn it over to mr bernie and then i will ask for any questions thank you our revenue revenues in february were operating revenues were 2.1 million that consists of current taxes of 800 000 prop c revenues 603 000 state revenues 428 and then federal revenue is one thing i did want to point out about prop c revenues we are on track to receive about a million dollars more than what was budgeted prophecy is a sales tax so as the economy is is one way it's going in inflation it's it's adding to the prophecy sales sector i knew that we're receiving why we're expecting more money this year and again next year that's the update on some grants we received a missouri department of

129health grant of six hundred thousand dollars this these funds must be used for cova testing and they unless they extend the deadline it has to be used by june 30 of 22. um so we begun testing as you know we're doing it in our schools and at the turner building we applied for the maximum amount six hundred thousand dollars we're not going to need all that there just hasn't been that much demand uh for the testing uh pcf funding we received a 940 000 ramp to be used to purchase laptops to replace the ones that were purchased in 2017 so that's part of that apple lease package that was recently approved so we will receive that funding once we receive those laptops sometime in may and then finally arp or esther funds it's an american

130rescue plan fund so this year our allocation is 1.4 million dollars we presented a plan to use those funds over the next three years we presented that to the board in august and so those funds will be used according to that plan in february our operating expenses were 6.1 million most of that being salaries and benefits in our prop iphone we paid 2.3 million in principal and 165 000 in interest this is on the 2013 and 2014 we sold revenue bonds in our debt service fund we paid 3.1 million in principal and 1.4 million in interest and that's on the prep our bonds from and then the prop 1 bonds from 2010 and this was the final principal payment of those bonds in our construction fund we paid 1.2 million dollars in construction expense during

131the month of february 639 000 was for professional services 485 000 was for the westchester phase one two classroom edition 29 000 for the north glendale secure vestibule and five thousand dollars for the essex security office okay thank you mr roman are there any questions no questions that we're going to be introduced all those in favor of approving the financials or um february um 2022 um please raise your right hand and say hi bye all those opposed uh motion passes okay thank you mr remnan thank you okay next up lodging policy as you guys know we have a policy committee and this is i serve on that policy committee and what we have started to do is all our policies are you know by letter and so we have taken letters and like all the

132a policies all the b policies and all the c policies and gone through all of those policies so ms bernardi is going to go through some of the changes i do want to remind you all that um if you have something with any of these policies please give feedback to ms bernardi and i if we don't hear feedback they will go in consent agenda for the next time um another thing that miss bernardi and i talked about um was that before our next policy meeting he will send out an email to you all to tell you what letters we're going to be looking at and we would just ask that you look over those policies and give us any feedback so that we can represent your voice in the palace uh i'd like to thank

133miss hayden wright for for her work with this because she has done a fabulous job of just kind of helping us along with this policy work and at this time i would turn it over to miss bernardi my fellow policy okay i know you're excited to hear this i'm just going to get the high points for it the first one is adf it's the district wellness program and the only change in this one is to change the coordinator to the assistant superintendent of student services instead of finance so that's an easy one [Music] adf 81 procedure is district wellness program i want to thank dr bailey for his work on this and inspire you guys just to comply with federal regulations the major changes are about standards for food and beverages provided but not sold

134to students and then there are other issues with wellness that are in our wellness plan that you can refer to lcah is use of tobacco and baking products this has been significantly modified due to house bill 1682 and you can see the changes in this they're pretty self-explanatory the next policy is policy bcd and this is more interesting because it has to do with board officers in the election of board officers and this policy also lifts all the duties of the board of president which you may want to review and what the change is is that it will we shall elect a president and a vice president at our upcoming organizational meeting so that is a change and the other changes the addition of receiving and acknowledging community corresponds to the board accepted otherwise delegated

135so the president will also have staff duty as well so if we're only electing two officers then we have to look at the next policy so that is bcc one and now is our appointed board officials so you might ask and a district employee holds an office and the answer is yes because msba encourages districts to appoint the person who actually does all the work required of these positions usually the superintendent's administrative assistant uh to the position of secretary and then of course we all know that mr omega does all the work is the treasure for the destruction so this policy says that the board shall elect a secretary and treasurer on or before july 15 of each year so this is a change and there's a few other changes that you might want to

136review um as you consider these and then you can give some people yes there's also a procedure yeah one of those the next one's easy it's bcg school attorney legal services just says we have to submit a request for book for legal services at least every five years we've just done that so we're good for five more years and the next one is eda board meetings and this one the proposal is to remove the two hour time limit to our boarding so they could go on forever but you will not have to extend the time so actually that's a good idea because that way we don't have to keep looking at the time and extent it gets to the matter but i'm sure that everyone will still be respectful of the time and hope stories

137and even shorter uh the other change is that the board will hold its regular meeting since we never know where our boardroom is lately that's specified in the publicized notice of the meeting so you can be sure to find out where the meeting is if you look online so that's the big change there you guys really need to read these are you paying attention there's a lot of good stuff okay last one you really threw exciting about mythology cgdl release of information so this is a good one because it did say the custodian of breakfast with the superintendent of schools and now it has been delegated to the executive that's all i have so those will be live tonight um and then of course they're pending your approval and also your comment [Music] obviously on

138the time limit what is the rationale behind that yeah oh the time you know um the reason for that is most sports don't have a time limit they just do what they do so we don't know why we had a time limit in there or why would we have to extend and you know sometimes we just do things and there's just not a reason why but upon my surveying of other boards there's not normally and then my other question on the secretary think hey i'm confused are we still electing under this plan of secretary from among the board and then just many of the duties are being delegated or are we no longer electing a board number to be secretary correct if we asked as read as presented these policies we would not um elect

139a board of secretary we would appoint the administrative assistant to the superintendent to be our board secretary because as a person who does all the work and as msba represents why not just have that person be the secretary there's no conflict with confidentiality because she knows that it's confidential and as american i think it's a good deal for us board members okay so i will think about that at a later report on whether or not that makes sense but i if we are not selecting a then the foreign of the secretary should not include presiding open meeting when the president vice president right and it's just to take notes so then how it's listed in um in their form that we have but we can't always adjust but that's just to take notes but the

140president more vice president will always okay but it says president over the meeting so right right that's not just not right we think yes um the other thing that you can do is if there is a time that we need a board member um right one what is it where you can appoint someone a permission for um we can add it to you we always have this yeah this is a first reading and board members please send all your feedback and um um we said we needed comments by um month that's friday before next week correct the friday before um so it's actually just like that so it's april um what is the date then but there's yeah so yeah we should if we want to pass that at the next meeting then if you

141want to get your comments and sometimes before the next meeting that will be great but they need to be in by um april first april so send us all kinds of fun stuff guys yeah we recommend i would recommend that we copy here all of us on our comments so that it just makes life easier yeah we might have to separate a couple of those and vote on outside [Music] no i think what we've got to do is copy the entire one so if you're sending comments copies okay um moving on to future events so we have spring recess um march 21st through the 25th we have a staff development day on march 28th on 20 march from 9th school presumes on april 14 our report please note that an additional meeting has been added

142um i know right april 4th an additional meeting has been added uh april now it's on april 5th we have school board election um april 18th we have a board reward organization and regular meeting i i'm asked to add the april 4th meeting because how spring break fell and everything else we're gonna go a whole month and we have stuff that we have to get done within that time so normally we would have had that meeting on the day before an election so as i looked at the calendar can you do we have a board retreat on march 31st yes oh yeah no all right okay um and as we did that complete closed session earlier on board we need an emotion and a second um a motion to return to closed session for the

143purposes of legal six ten on .021 subsection one personnel 610.021 subsection three and thirteen negotiations six ten like you to be quiet over there two one on subsection nine then competitive bidding specifications 610.021 subsection 11 and public safety 610.021 subsection 18 by roll calls bo um miss myself yes okay this meeting is adjourned thank you for hanging with us now we're gonna go spend the rest