001all right everyone I'm going to go ahead and call this work session to order can I get an adoption of the agenda I move to adopt the agenda as presented second all right motion and second all those in favor raise your hand and say I I motion passes all right we have item 2.01 program evaluations so if you recall back back in June of 2024 at our board retreat we talked a little bit about program and evaluations um we have a board policy lines out I think a dozen different program evaluations and we talked about what we would ask our staff to do and come back with proposals to you on what they're seeing for the objectives and measurables so this is going to be something that Dr Barger is going to lead through maybe
002Dr Shel will step up for one of them as well um but they've been working with their staff most of them in Dr barger's world and uh get feedback from you and if we're good we'll move forward if not we'll we we'll uh give it another rent cycle and come back again so Dr Barger has a very large piece of paper in front of you um so should be using this document it doesn't have all the pieces it in what I showed you in the summer because those other pieces would be filled out as they fill out the uh actual program evaluation when it's their time so Dr bargar yep absolutely so we um are Guided by board policy I with this work and so the small font at the very top of page one
003is just board policy I am lifted and placed there for us to reference and you can see that board policy IM um requires every two years a review of those 12 pieces there and actually it's really 11 because the 12 is renewed annually at the school level and then 13 kind of because curriculum is reviewed when we approve our new curriculum pieces but for the most part it is that Federal title programs down through that professional development so as Dr Buck mentioned given the conversation at summer work session and the idea of shifting into program evaluation that is just that true evaluation of a program by setting a criteria on the front end determining what that criteria will be and then reporting out whether that criteria was meant in terms of successful program evaluation that
004was the approach to the work that we did so I gathered all of the leaders in the district who are responsible for these areas we worked through how we thought this would be best laid out they identified when in the year was best you know May April June and then we toggled between odd years and even years to make things as even as possible possible um and then what we really tried to do is ensure that we could have a very clear alignment between objectives and something quantifiable and measurable because while we all really like to celebrate our programs we believe a program evaluation should be just that a program evaluation and there are lots of other ways that we'll get to celebrate our programs so format just to Anchor yourself you can see that
005that First Column just describes the uh program so for example this first one is and I will not go through each thing on each thing we're going to focus on two columns in particular but the First Column is the program or department just the category the second is really the p position responsible I didn't put individuals names there we're going to keep position titles there for the longevity of the of the document that third column is really the overarching goals of the programmer department so that answers why does this program or Department exist so for example for federal programs and it's interesting that this is the first because it's kind of the most unique because it's really Guided by the federal government right the goal of federal title programs is to affect ly use title
006funds in compliant ways to supplement services so that the district can provide um additional services to students and staff that's the reason in general the federal programs Department exists we've got the number of students impacted um for each program in this particular situation again a little unique in comparison to others because we listed out each of the titles and how much you know how many kids were involved now these These are the next two columns where I really hope to focus in our sharing um through work session which is the idea of the objectives and the measurabl um success or metrics and we've tried to do a onetoone uh left to right alignment so for example the objective number one is to of federal programs is to provide supplemental support in resources and Staffing to
007increase student achievement so then if you move over to the one in measurable successes and metrics you'll see that we've lifted out of the CIP the academic uh success goal that at least 50% of the students in each subgroup including our all students subgroup will reach their identified nwaa fall to Spring growth goal the idea being that we can equate um that we can show that we have academic achievement aligned with our objective again Federal programs is is a little unique it becomes more clear as we get into some of the other categories to provide staff development really comes out of our title too and that really then the feedback from that would be that our Desi staff culture and climate survey would show that at least 80% favorable responses in our staff support and
008resources category because the goal of those title funds is to provide resources and support for our staff and then the third objective of federal programs is to provide supplemental support to increase student well-being that specifically falls into title four and then again the Desi student culture and climate student survey would show above the state average in favorable responses rate in the school climate category so that would be how that would work out right that we would have all what is the program what's the overarching goal the number of students impact and a left to right objective versus measurable success so what I'd like to do is just work my way through each of them um particularly those two columns and then offer open it up for questions or feedback as we get to the end
009if that works for the group so if you flip the big page that takes us to special services and is obviously managed by the D executive director of Special Services Under idea and the objectives are listed to provide specially designed instruction in the least restrictive environment at or above the state average measured by over 50% of the students IEPs reflect being inside the regular classroom 80% or more of the time based on IEP Audits and Desi profile data the second objective would be that students are making progress on their IEP goals measured by at least 90% of the students making progress on their IEP goals three maintaining compliance with state and federal regulations which would be measured via file reviews both internal and external and that they would reflect a 94% or more compliance in
010terms of IEP compliance and that we would engage students and families specifically in the area of special services and that the measurement would be that at least three family engagement opportunities would be offered per school specific to families with students and IEPs the next program would be that of diploma Plus or CTE which actually we've sort of rebranded if you go up to board policy it is Career Technical education we're trying to bring our new language into the the program evaluation but it is the same um say our director of career Ed helped coordinate these objectives being having available for students and teachers a comprehensive set of business Partnerships within the diploma plus program to be measured by a minimum of 250 partner engagements per school year to provide student opportunities through real world learning
011Career Technical education and market value assets attainment and that would be measured through the district having a minimum of 1,600 CTE concentrators which is students who have taken enough CTE course work together to become a concentrator in a specific area and a minimum of 200 real world activities and then the third piece there in terms of objective is to enhance career curriculum for your planning with individual career and academic plans so in other words the IAP are our students using their IAP used to be known as the four-year plan for those of us who've been around for a while and that would be measured by at least 90% of the students in grades 8 through 12 having completed their IAP and at least 90% participation in The Graduate and postgraduation surveys moving into the program
012of gifted education the goal would be screening and identification processes um yielding a gifted program serving four to 5% of the district's eligible grade levels as measured by at least 4% of the enrolled LSR students K12 would be identified as meeting the Desi criteria for gifted um and that five oh that should say I'm sorry that 4% goal that's a typo that 4% goal should to align um with that state criteria so we need to do a little work there um and the second piece would be that curriculum documents and instructional opportunities for gifted courses are aligned with the Missouri gifted outcomes um and essentially the measurement there would be that 90% or more of the Missouri gifted outcomes are represented in formalized lsr7 curriculum documents so that when we look at the gifted curriculum
013we see those gifted outcomes embedded the next area in board policy IM that has a program evaluation is is um a relatively dated term that we don't use um too often which is programs for at risk students um but essentially that is usually an evaluation of Summit Ridge Academy um and other alternative programming so when we look at objectives we were talking about students graduating through either the Missouri options program or through credits obtained through an alternative setting um and or students transitioning back to their home school with the opportunity to be successful and this is one of the places where we don't have a a numberto number alignment because really the measurement of both of those things is in that at least 80% of the students enrolled in atrisk education programs will successfully graduate
014from the program through credit acquisition or by completing the Missouri options program or will transition back to the school of residence obviously the the outcomes of those programs are designed to be what the student needs when the student needs so measuring that has some options there that brings us to Early Childhood programs parents as teachers keep in mind that that includes all of our early childhood programs and that the goal would be um and that includes Head Start parents as teachers um Early Childhood special education title programming and our new uh prek program and the goal is to identify and serve students in the community who meet the criteria for lsr7 Early Childhood programs and that would be measured uh via 90% of our available spots being filled to provide academic social emotion and behavioral
015instruction and support to students in ages birth through five to prepare them for kindergarten and there are a variety of measures there but specifically the percent again given different programming there are some different measures the percentage of ecse that's early childhood special education children who exit the program functioning at age expectations as compared to the state will remain 95% or higher and the desired results developmental profile will indicate that the majority of prek students are emerging toward or Mass mastering the next developmental level when it comes to the 10 Missouri early learning standards that we assess um the next would be to evaluate and identify Early Childhood students who meet eligibility criteria for special education services and to develop individual education programs or IEPs to meet their needs and that would be evaluated or measured
016via Early Childhood diagnostic teams reviewing and evaluating at least 75 students per semester and then finally parent parents as teachers will provide the screening and support for children within the program and that would be measured by parents well as teachers having completed developmental screenings for 85% or more of our enrolled families the next program is student health services um our our nurses in our health rooms health services department will manage emergency preparedness and ensure that each of the uh members of their staff is fully equipped to respond effectively to any emergency situation including medical emergencies natural disaster fers communicable diseases outbreaks Mass casualties event casualty events and we're going to measure that by basically quantifying the number of services being provided we would imagine that if that was being done successfully we would manage approximately
01770,000 health room visits 17,000 medical procedures and 17 to 20 911 calls annually the second objective of the health services department would be to provide professional development opportunities to ensure that the staff remains competent and confident in their abil to provide services and the feedback or or measurable success for that would be that at least 80% of Staff will Express satisfaction on the department staff satisfaction survey following those professional development opportunities and then the third piece would be that the health services department would support students and families in accessing Health Resources and expand options for health screenings through collaboration with community health organizations and partners and that measurement would be that 90% or more of the R7 students who opt in to participate in health screenings will be screened and 100% of those who are
018referred will receive notification and will be provided resources for Community Assistance moving into library media resources the objective is to provide and promote a v v varied high quality collection that supports both academic and personal growth fostering literacy and a love for reading um we did talk a little bit about how hard it is to measure a love for reading but essentially the idea here is to quantify what's available circulation will remain near 625,000 checkouts annually and an engagement activities focused on literacy will involve at least 85% of our students each year collectively the second objective would be to create embed and Implement Library curriculum focused on inquiry critical thinking across multiple disciplines to equip students with research skills and ethical information practices and that would be measured by research and media literacy components will
019be embedded in at least 10 courses across multiple grade levels and that 85% of students will participate in library Le research and media literacy lessons each year the third objective will be maintain welcome Library spaces and provide collaborative support for students and staff and that that would be measured by each School library hosting at least two promotional events for students and two professional development opportunities for staff moving to the area of Technology uh this is led by the executive director of Technology and the objective would be to maintain a high performing technology department as measured by the center for Internet Security Control self assessment tool and that would be measured by the annual assessment score on a set of nationally recognized technology information security best practice standards would exceed the score of 40 annually and
020the last row is that of professional development to continuously provide research-based professional learning that equips Educators with strategies to improve student engagement achievement in equity and learning to be measured by favorable responses from participants in post session surveys regarding the effectiveness of professional learning at its impact will be add or above 80% and then to create opportunities for educators to learn from one another share best practices and engage in meaningful professional learning communities and that would be measured by our Desi staff culture and climate survey showing at least 80% favorable responses in that staff support and resources category so while that's a lot all at once it kind of gives you a sense of programmatically what how we're tackling it I will also tell you that each of these areas would also in their own
021sense be working on continuous Improvement this is a very different document than our CIP right our CIP is about how do we always get better and move forward this is about how do we know we are fulfilling the expectations of our programs and so those two things um we have CIP goals for many of these departments um some align and some are stretch goals but this is about measuring how we know we are managing effective programs and Reporting out accordingly so most certainly open to questions I think Dr Buck can help with some process questions knowing that he kind of brought the process to us at work session but also happy to answer questions based on the information the leaders have provided here and so if you remember back in June board policy IM says
022we're going to evaluate these 12 programs but many times our program evaluation looks like a showand tell of action steps so we're trying to move away from action steps so I think Dr bargar and all the folks that you've see listen that se second column who' worked on this over uh the course of the school year to come forward with what they believe would be um wise objectives and how they could show you whether they met them or not um so at this time I think we'd want to answer questions and then after at get thoughts of uh are you okay with what what's going on with our staff suggesting these sorry you I heard you hit the button but it did not light up do you want to try again okay it's not working
023do you want to we can just have open discussion if that's easier instead of having she just be 13 oh yeah go ahead I think we've established that I was going to say something um I like the format of this document this is a very um familiar format to me uh because this is kind of how curriculum would be laid out right and so uh I remember the conversation in June but I'll be real honest with you I was still somewhat in shock that I had a chair at this table in June so I don't know that I really remember the entirety of what it looked like before but this this to me is like this is what I'm used to so I I like this P member Miller I would just didto what Stacy
024said I really enjoy this format I think this is helpful I it's well like it's easy to read it's easy to understand I like that first of all I like these this paper how do you do this um all the special paper we probably can get just special paper at central office um but yeah I just like how it's laid out I think it's very well done and it's easy to read it's easy to understand um I don't I really like it so thank you for all your work on this lots lots of people worked on thank you for everybody's work on this vice president I sure okay all right so um one of the questions that kind of originated in this conversation I think was kind of going to a little bit of a
025deeper level um but one of the pieces of feedback that we've heard a lot is that you know people watch our public meetings and they always see us approving new programs they see us approving new contracts but they never hear us say well we got rid of that one because it didn't work so in this I know this is looking at over a higher overarching level at some of our bigger programs but if you had say um a resource I'll just pick on one because I I know it's actually a good one Lexia is a um a software that people people use for literacy okay so if we determined that that program was no longer meeting our student needs how would we know that I know that's that's kind of at a deeper level than
026than this but does that somehow incorporate into this document or do you use a similar guideline when you're evaluating those those type of resources so if you open up the link inside the agenda item this has more sections than what you see in front of you so this is the section that they were creating but there's other sections in here that they would be reporting out to when they do program evaluation and the second to last section is changes made follow up from the prior program evaluation where they say we added this we took away this this is what we believe happened because of it um so there will be a section for that but that's part of analysis here they're just trying to say this is what the objectives and how we would measure
027those objectives U but yes they will be doing that in this new format I do also think as we think through that that the um this purchasing process cycle helps us great deal with that process as well most of the time when we adopt a resource we adopt it for X number of year or like a year with the opportunity to renew for maybe one or two years and at the end of that time then we're in a position of H of absolutely having to evaluate right because we're going to either have to put out for an RFP again or make another substantial purchase so um yeah absolutely there is um the internal review of that um and would come in that place from an external review but it's it's a little different than what
028is listed in I am you're right if I think back to so let's just choose one product we don't use anymore is Panorama and here it talks about a climate survey that's the state created actually I think mu created for the state the state asked them to do so um we utilize that survey with with our um students and staff and that replaced Panorama so in that particular program evaluation if this was in place that year the changes made would be saying we cease using panorama on this state started using the new state um Exemplar given to us um at this date and here are the results so that you would see that reflected in this uh evaluation form thank you vice president asck well first of all thank you for putting this together I
029will Echo the sentiments of others I think this is really great and I know a lot of work went into this so thank you and everyone um at SLC for working hard on this um I did have a similar question um to uh president Foley but I think we kind of covered it because there was kind of like the other on this first page about curriculum which that really was kind of the Genesis of this whole topic of convers ation was I think we really started with the academic outcomes from the programs that we are constantly approving and adding and making sure that those are actually getting the results that we want so I'm glad to hear that that's going to be something that we get to the opportunity well the rest of you get
030the opportunity to view in the future so um but I did have a couple of questions um so on the special services um section here um you know when I know we're talking high level but this is just a question about um I guess how we uh can evaluate or see the real impact in the classroom for like our staff for example like one of the things that I hear um from some of our staff that have to manage a lot of student IEPs you know oftentimes they have more students with IEPs than students who don't have IEPs and that becomes really challenging for them to try to balance um that so so I don't know if there's a place to see how that impacts like the staff or like the amount of staff we
031have in the room to support the number of IEPs or you know how that falls into this mix because I know we've just focused on you know meeting the IEP goals I don't know if there's anything else that we can see as a board that kind of um looks at the staff side of that I don't know if that makes any sense but I think it just it becomes really difficult to try to meet all of that expectation with the resources the staff have in the room sometimes and I don't know how we evaluate that to make sure you know if this teacher has 20 students and 18 of them have IEPs do they have enough staff and how does that impact being able to accomplish this and how that fits into evaluating that program
032yeah I think that that there is is you know some difficulty there also in that you know we might have X number of students with IEPs and we might have X number of students who are eel and we might have X number of students who have high poverty needs and but certainly we know that um when when there are concentrations of of students who have high needs or may need different levels of support um in in place that that might need extra Staffing um we work through guide posts that are established through the district so that we have a sense of case load we have a sense of once um a classroom or a grade level our school has a certain level of need we have the evaluation conversation about non at FTE so I
033think really what might be um like where that might be the best conversation is a review or a conversation with the board about thinking through guideposts or Staffing or just in general more so than directly tied to that IEP but Dr Buck I I don't want to speak for you so I was going to see if Dr Kenny and Dr Mattis if you want to come up and talk about how you equalize out as best you can in a regular classroom because obviously self-contained is probably going to be 100% IEP because it's a self-contained situation like our our class classroom um or or some of our um medically fragile classrooms but when we're talking reg Ed we should not have 18 out of 20 IEPs in fact we should be nowhere close to that so
034if you guys can speak to that piece well we also have CWC so that's the other pie that's what I'm trying to get to it even that won't get to 18 20 yeah I Heather uh Dr Kenny can speak to the elementary uh classroom assignments for sure but at the secondary level we kind of use some guidelines and recommendations working with with uh administrators at the at the middle and high schools and our special education facilitators who are helping to build out the master schedule we look at those course requests and we set kind of some some parameters for when we need to max out a modified curriculum class which would only be special education students um and no general education students included in a CWC class the recommendation is that would be about a
035third of the population the rest of it should be randomized classroom assignment of general education students so there are also no guarantees that students who also have a 504 or elel needs might be also assigned to that CWC class but the the parameters are really we should be at about a third of that class size having IEPs in that co- teing environment it looks a little bit at the elementary level we try to look at all the needs of the students in the grade level and then balance those between classrooms and so look um those bed facilitators help with that sometimes it's principles that help with that sometimes it's the coordinator sometimes it's the teachers just it kind of depends on who's in the grade level and how we need to balance the needs to
036kind of be across the across the grade level okay there there are times where we have a heavier population in one grade level level at a building just that number of students happen to have IEPs in that grade level and and it's rare but um we have had a couple of individual um building discussions where there have been a grade level where there were a higher number than what we would typically see of the overall population and so sometimes it is a little bit harder to balance those out but we do try to balance those out amongst the classes gotcha so I mean it sounds like you kind of review that to make sure that somebody isn't kind of absorbing um more challenging workload so that it doesn't that the entire class doesn't suffer as
037far as like not having more attention from the staff so it doesn't overburden them and that's easier at a bigger Elementary like prair viw has 600 kids so it's easier to do that because you have a bigger population spread out it's it's more challenging and are a couple buildings that are below 300 because they might have two sections and so if you have a just a grade level going through that has significantly higher than our 10% IEP rate 11% IEP rate um that we have districtwide um there's less choices to spread it out so that that's where it becomes challenge you get more ups and downs by grade level the smaller you get the bigger buildings that tend to level out over time yeah I would say the uh the vocal Educators that I've heard
038from have largely been Elementary and the 18 out of 20 was totally just a madeup number so I I wasn't I wasn't being um uh realistic about that um but anyway okay so it might not be like the best fit there um as far as how we know what kind of juggling is happening and it sounds more like kind of a staffing conversation that would be then more of a program review for that particular is that kind of more accurate I would say it's accurate and also we don't want to put negative pressures on trying to identify kids because if we put a pressure on you can't have more than a certain percent on a grade level in a small building that put pressure to not identify kids and we're Bound by federal law to
039child find find every single kid qualif I would be more in favor of saying okay if you have more kids then we need to go to add more staff and approve that then say don't identify kids of course going to the Staffing so this is a five-year program we're in middle of right now um so almost all of our non- allocates in Stacy's world for next year we have other than two math interventionist and I think there's one other position everything else is in special education there is a Formula based on class size depend on what kind of of of classes you have and also case loads um depending on what type of teacher you're you're teaching and so there's a formula we fill it out um and then we have a five-year plan to
040make sure we're um in compliance with what the desie formula does it's a lot more complicated than just saying you have to have 27 kids are smaller in this grade level it's it takes into account the type of teaching and type of classroom setting your number of kids and the case load you have well and I I think it's fair to say too that you have to think about like not every kid has the same need so like and with IEPs you know like for instance Charlie needs um an IEP for dyslexia but not every kid you know every kid has different needs for their IEP so that could also um determine where the need lies for the staff as well I have one more question not related to this if if anybody else had
041anything thank thank you very much I appreciate your the information you had something do you want to chime in the only thing I was going to say was I taught CWC up until my last day of work and they're right it randomly you might have a semester that's really heavy and then the next semester it's not and part of that is because these kids have so many program options especially by the time they're junior or senior that to get the schedule to work to get the things that they have to have but yet the things that we want them to be able to have access to as well it's just the r and I always looked at it like well this was a challenging semester next semester is going to be not so challenging or
042vice versa and it it kind of that's just kind of the EB and flow of it so that but that's all I was just gonna add thank you appreciate the perspective um so I had a an just moving on to a different section I was looking at the the programs for atrisk students and it's not so much about that program program but it more was kind of like a follow-on question of um when we look at how our maybe it's not a program question at all um but I know we talk about at risk students at the secondary level because that's where we have the programs um but I also think about our students who might be a transitional M you know kind of um potentially um what what is the word for it our
043homeless population that I can't remember mckenny vento there we go um homeless or Foster or those kids who are not in secondary who don't fall into those programs but you might consider at risk how do we um how are we where do they fit in our program evaluation for those students that we're making sure that they're getting taken care of and that whatever that program is is also working for students outside of secondary in those um kind of in those categories oh yeah that's really a good question we really looked at that kind of at risk as we had typically thought about it which was alternative school sort of setting um so really that sort of then would become you know one of the categories that's not listed here or if we wanted to um
044I think one of the the hard Parts with that at risk I mean really I'd like to see that get changed can really talk more about alternative settings for Education since that's what we typically measure um but you know there there are lots of ways to be an atrisk learner having trauma in your life having you know there's just lots of ways that you might be more at risk than others so um yeah we could certainly provide updates through through each program or program updates to the board on Fridays but you're right this is really crafted through that lens of um alternative school setting just because historically that's what it has been I guess that would be up to us and you as a board to talk about how you want those updates do you
045want you know through Friday update an update on mckin bentto um now and then and and what's in that category again it's kind of hard that's why that atrisk word a lot of um districts have kind of changed it informally to like at potential and you know things like that but really we have just left it as is because um we really just usually categorize that as the alternative school settings that's an interesting question and I hadn't thought about this mckin vento um is a is an unfunded mandate right but um we do identify students are homeless and if you're homeless for two days you get marked for the entire year which is very different than if you're homeless for months and months and months so there's different levels of of needs um and what
046we do is we provide needs to students on a on a on a case-by Case basis but I don't know how make a metric around that off the top of my head so let me think about that one it's a good question I was just curious where those students fell and if it was part of that or how we how we considered that but I mean it would really be up to the rest of these individuals up here to decide how they want to do that but I was just more Curious so thank you I do think that that's something worth following up on and figuring out how we can look at that especially when we look at um the populations of you know free and reduced lunch students and we take that into consideration
047when we're looking at academic achievement sorry um looking at mcken vento and and kind of the impact that that has might be another good metric that we can use for those breakdowns so one thing that that's causing me to think you know again we said not the CIP but and it wouldn't specifically get to mckin vento but it would certainly get to the other subgroups including free and reduced lunge we have those academic goals in the CIP that would then break down by each of the subgroups so we definitely can get it broken down by the larger subgroups but for those students who happen to be served by Canino would be a much tighter look um and we might think about how and when we do that also given the end size of that group
048we want to be cautious that we're not um sharing too much information for a small group thank you board member Haley thank you uh and again I'll Echo the the format I like it very well it's easy to read easy to understand my question is kind of twofold Dr barer um I like the objective section and I like the measurable metrics that we have there my question the first question I had is uh if we drill down another level in this document can we see the specific uh plans that you have in order to achieve these goals and then what does your feedback Lo Loop look like where you're going to get feedback and adjust your plan if you're not hitting your goals does that make sense yeah in to some degree that's really aligned
049to those CIP action steps so I think if we asked these department leaders how are you going to ensure that you get this they're going to say well we're going to do what we do and we're going to continue through our school improvement process through through the action steps in the CIP I think they would push us back to the CIP as their Improvement plan to drive towards this okay so you believe that organically we can achieve these goals just following our CIP I do okay so if we're not achieving our goals what's that look like is there a feedback loop that says hey we're not hitting these goals and we need to do something different yep so when we talk about those columns that aren't on this chart but are in the tab which
050is what is the credit what are we going to do something different that's where we have to come and be accountable essentially here to say okay we think these are the goals we follow our CP we do the school improvement work we believe is right for our department we believe this is going to be the way we feel like we can tell you we have an effective program in this category and if we miss that Mark then the next column is okay we've missed the Mark here's our data here are the changes we're going to make to ensure that we to ensure to to attempt to make sure that we make the mark the next time how frequently will we expect to see something along those lines I mean are we going to do that
051like once a year or like at the end of the year we're going to do it twice a year like by board policy it's uh by every other year it's U so if you look at board policy I am it's listed up here on the top we have these 12 and they're supposed to come back to you every other year so we evaluate the programs every other year yes okay and that gives them time if we do make change for the change to take effect to see was a chain successful or not so we won't see a report except every other year is that what we're saying you can we can ask for data any time we share data with you anytime but the program evaluation by board policies every other year okay thank you
052all right do we have any other questions or comments at this time okay we'll operate begin to operationalize this we'll figure that out I think that's the next piece the um I'll fix that 5% to 4% that I found as I was reading out loud and I found one place where it says we all make it the district but other than that and I will try to fix page breaks but other than that we'll use this as our operational uh document um we'll get the schedule scheduled and I will reiterate from Dr Buck I'm certainly out of academic Services if any board member wants any data about any program at any time um we will be happy to get you any level of detail of that data that that needs to be a very clear
053message this is just that very formal process of bringing the program evaluation and making it meaningful and maybe a little bit less of just like a a demo thank you so much thank you for your work on this and for the the team that collaborated to put this together this is really great thank you thank you guys okay with that our work session is adjourned