001liberty schools board of education meeting special meeting 1538 for tax rate hearing is now called to order meetings are now fully open to in-person and live streamed on our district youtube channel in accordance with the cdc uh vaccinated individuals are to wear face coverings indoor areas uh in addition to masking for all teachers staff students visitors regardless of vaccination status therefore face coverings are required for individuals in attendance at all times 2.0 we do have our presentation joelle for the proposed 2021 tax rate this special hearing is annual and is to set the tax rate for the school district for the ensuing school year the tax rate is distributed to the county on 10-1 and will be the rate that is paid with real estate and personal property taxes due on december 31st this year
002it was a reassessment year and the average assessed valuation growth in bloomberg school district was a little over eight percent the cpi which is the state auditor and deci's rate of inflation was 1.4 so we're limited to that growth um so the levy that we're asking to set for effective this year the total is 3.81 cents 83 cents of that is in the debt service fund and 298 is in the operating fund because of the growth and assessed valuation the district was rolled back its levy 22 cents this year so the levy last year was 403 this year is 381 and with this rollback the residential rate for the lindbergh school district real estate taxes will be at 275 which is the lowest rate possible in the state of missouri for a residential tax rate
003um [Music] we have this hearing for people to answer questions uh i mean ask questions for me to answer but here's um if you want to roll up a little bit colin the bottom of the page it just shows this shows our yellow is the tax rate we're asking to be approved tonight and it shows all categories it has the residential at 275 and then there's different rates for agricultural commercial and personal property and then our debt rate so 381 less than last year i do think it's important that you know joelle kind of mentioned at the 275 that is um the state of missouri that is as low as the tax rate can be so we have the lowest tax rate in the county for our residential property us and one other school district
004in the county are the only two that are sitting at 275 so i just want to make sure everybody understands that that's the state law it can't go below 275 so that's where it is that's as low as it can be right there 275 for residential yep the state the tax rate calculation is a hold harmless for taxpayers um you have to roll back your tax rate if assessed valuation growth is higher than what they deem as inflation so on years and pretty much our rate is back to close to what we were in 2010 because of over time in that 10-year period our values in the area have grown faster than inflation are the number the state uses for inflation so it's a hold harmless taxpayer calculation any other questions um now in 3.0
005you also anyone who would like to come forward and address the board regarding the proposed tax rate can do so at this time okay uh hearing none i guess uh do i have a motion to adjourn special board of education meeting 1538. so moved motioned by jen second second by mike all in favor aye opposed all right board meeting 1538 is adjourned and we'll move to now our regular meeting 1539 um 2.0 dr lake do we have any changes to the agenda we do not okay do i have a motion to approve the agenda as presented submit section by matt second by kathy all in favor say aye aye opposed motion carries um and then now i'll invite anyone who would like to join us in the pledge of allegiance um the students are here
006tonight did you want to start us in the pledge the united states of america into the republic for which it stands one nation under god indivisible with liberty and justice for all all right great all right tonight 4.0 special recognition spearing middle school so dr boger if you want to take over here hi good evening i'm lauren boger i'm the principal at sparing tonight we are going to recognize a few amazing individuals in our building we have our support staff person of the year our teacher of the year and our two outstanding eighth graders so first i would like to ask that our support staff person of the year ms sarah doza come up right next to me please i can say a few words give it up for sarah so sarah is our staff
007support staff of the year for the 2021 school year it has been a pleasure the last four years working with you you're going into your fifth year as our guidance secretary administrative assistant and sarah brings a strength to lindbergh and to sparing on a daily basis if you haven't seen her in action in the guidance center you should really the guidance center is the heart of sparing she helps miss christinell and mr swaddish on a minute-to-minute basis she knows our students names she can help us with cameras and just identifying kids quickly and sarah you just really take care of us each and every day and i appreciate you so much so congratulations sarah dosa sarah we have a certificate here for you to say congratulations and then we also have a 25 gift card
008to our online store so you can get some spirit wear i've gotten to know sarah over the years she was on my faculty advisory council and got to spend some time with sarah she does an amazing job over there we're very fortunate to have her working in our district so congratulations sarah and also sarah is sarah's joined this evening by her family as well chris and reese if you guys could stand up as well and wave [Applause] next up is our teacher of the year senora elizabeth derrickson please come forward senora derekson is our teacher of the year for sparing middle school the list goes on and on with senora derrickson and i want to start with a really cool accomplishment that you had just this past weekend elizabeth ran in a half marathon in
009kansas city in the patriot run and she sent me a picture with her medal on september 11th so what a great accomplishment congratulations for that too at sparing her leadership roles are endless she is a building leadership team member our modern language department chair our cross country coach our track coach she has also served with dr lake on his advisory crew and i'm probably missing a few things but the last four years have been a blessing to have you as a leader and you're going into your seventh year at sparing and 15 as a spanish teacher so congratulations senora derekson teacher of the year for sparing we have a certificate as well for you and then we have the 25 gift card to our online store and again just thank you for everything you do
010for sparing you are a kid maggot you can see those kids really gravitate to you in your classroom so thank you for all that you do [Music] and senior derrickson is also joined by her second grade daughter lydia so lydia's in second grade at kennerly give it up for lydia all right now we are going to recognize our two outstanding eighth graders each year we ask our staff for two students that represent the take flight mindset at sparing and this year without a doubt our first student that we are going to recognize this evening is ryan brooks ryan come on up all right ryan i told you you were going to have to give a speech are you ready yes we were joking about it all week he was very excited to represent sparing our
011students and as an eighth grade leader when we asked the staff about our take flight mindset and flying strong ryan your name rose to the top and i and i quote from your teachers you rocked ark out of the park so last year um ryan and zooms was the most engaged student that i ever saw in a zoom as an arc student in our virtual program and i think you should be just completely thrilled that your teachers every one of them when we went to the teams asked you know said ryan ryan ryan so thank you ryan for all that you do and you are an outstanding 8th grader at sparing hey ryan so we have a certificate for you and then we also have a shirt for you as well all right congratulations all
012right there you go buddy let's get a picture we're gonna get a picture and ryan is also here this evening joined by mom and dad mom dad can you please stand up thank you again brooks family thank you our second outstanding 8th grader this evening is isabella crist come on up so isabella chris you are also an outstanding eighth grader at sparing representing the take flight mindset what rises to the top for you is your leadership and a new crew at spearing um flight crew she really stepped up last year virtual meetings virtual conferences with character strong this year you welcomed both virtually and in person our new class of sixth graders and you're always there to for me to ask a question and you really are a leader a student leader with a strong
013voice and i appreciate you congratulations isabella [Applause] well we have a certificate for you and then we also have a shirt for you as well so congratulations and thank you for all you're doing and being a great classmate there at sparing all right so chris family if you could also stand her brother sister mom and dad are in the house and also because i do feel like this is a night for sparing if you are a family member at sparing please stand up so i can recognize you for being here and all that you do for sparing [Applause] thank you and congratulations to all those that were recognized and anyone who's had to deal with thomas or ryan chambia she'll probably get another recognition uh maybe we'll do that at the next meeting but uh
014now we'll let everyone leave who was part of the recognition but first before we do that we just want to stop and have a moment of silence for uh fallen lance corporal jared schmitz who was buried today so if we could just take a moment and recognize his courageousness thank you for that and thank you to anybody in the audience who's uh served our country as well uh now if you were here for the recognition we'll take a few moments feel free to leave before we get to the business part of the meeting okay we'll continue with uh 5.0 which is the adoption of the proposed tax rate that we heard prior to this meeting so we held our meeting and joelle gave us a presentation regarding that tax re tax rate uh there was
015an opportunity given for anyone to come forward who wanted to uh talk to the board about that raid or ask questions so now's the time to vote on the adoption of the proposed 2021 tax rate so do i have a motion to approve the 2021 tax rate as presented by mike second second by jen all in favor say hi hi oppose okay motion carries 6.0 this is the time for citizen comments regarding agenda items so at this time it looks like we have two individuals who have signed up so um just as a refresher we do allow three minutes for you to come forward uh and make a comment to the board so we're going to start with uh sherrod white hopefully i said that right okay perfect the first time for everything i girls
016so it's gonna go away at that point so are we still okay if i while talking okay i just want to make sure first off i just want to say thank you guys i know this is a very thankless job especially in this political climate and i appreciate your commitment to our kids not for money but just for you know the desire to improve education so thank you again my name's sherwood i have two kids two beautiful daughters at crestwood elementary school and i'm here today in support of the folks at lead who are trying to impart knowledge acceptance and compassion for the differences that we have to all our children we applaud the district's choice to hire a dei coordinator and that we feel like that has the support of the majority of parents
017even though there's a vocal minority that says they don't we asked the district not be distracted by the crt boogeyman critical race theory is a relatively obscure legal theory that examines the way in which racism is institutional i'm sure you guys know this but um and it's now cited as the basis for all diversity and inclusion efforts and um regardless of how much that's actually informed you know these programs that we're doing now no matter how many times it's repeated teaching equity inclusion diversity to our children is not the same thing as teaching crt necessarily we implore the board not to let fear of one group turn positive change into that bogeyman dia dei training is the antithesis of guiding people into oppressed or oppressor groups it's not about focusing on differences it isn't about
018blame these terms get thrown around and have no basis for what is actually being taught to our children through my interactions with the people in lead and who are leading these efforts i know that's the case why are some in our company afraid to talk about dii why are we trying to censor discussion regarding bias racism janitor inequality at school i honestly think that make honestly think it makes people uncomfortable to admit their faults or look at our parents generation or their generation and so on these people we love and criticize their decisions in the past teaching dei isn't about signing blame but moving forward and going growing as a community as a parent i'm sure other parents in the room feel the same way i make mistakes constantly you know the way i get
019past that is i talk to my children about my mistakes i apologize i listen to them and i try and hear what they're saying so i'm not always successful but it doesn't stop me from trying to do so saying that culturally responsive teaching equity and diversity training shouldn't be a priority is the same thing as saying we're afraid to have these meaning meaningful discussions with our children or believing that our children don't have the intellectual capability of having these discussions there's a quote that i discovered as a young boy in a book that i loved fear is the mind killer and that seems especially relevant these days fear we can't let fear from keep us from having meaningful and impactful discussions about what diversity truly means we can't be afraid to honor equity and education
020and we can't be afraid to include those who are different than ourselves we must acknowledge these faults of the past and teach our children the good and bad of our history so they make better decisions than we have um to wrap up here how do we improve diversity without talking about the lack of diversity in our district and the reasons for the lack of diversity how do we set up our children for future success if we don't aim to help students identify and critique these issues so thank you i appreciate it thank you for your work so um we have one more speaker mandy matia mantia i was one for one so um mine's more of a question i don't know [Music] it's about the covid procedures if a student who tests positive from covid
021receives their removal from isolation letter and they have a sibling who has been quarantined from them for the time period is there a test a negative test required for that sibling to come back to school if the other student has received their removal of isolation letter and if so why i just i feel like we're punishing the sibling and they have no symptoms um yeah so and just so you know how this works is we don't respond to comments publicly but somebody will reach out to you if you'd like okay yeah brian mckinney will reach out to you tomorrow i will give you guys yeah i'll just call you probably that's okay okay that's fine yeah i didn't know yeah who likes to ask her specifically like that it's best to talk just reach out
022to us and we'll the staff somebody will get you your answers for sure okay great all right thanks thanks for coming thank you all right we have no other speakers regarding agenda items and we thank you tonight for coming and addressing the board uh we'll move to 7.0 which is communication so we'll start with calendar events so madam secretary all righty so this saturday is the suncrest parade which is sunset hills and crestwood combined so that's going to be very exciting we always look forward to that um next week is homecoming week huge week everybody's super excited the parade is going to be on friday and then we'll follow that with the football game and yes we will be having a dance on saturday night and will be out on the football field which the
023students are super excited about we have a facilities advisory meeting also next week to the 22nd and then we have our distinguished alumni banquet at royal orleans in the beginning in the middle of that week as well sorry october 1st is national custodians day and so we always want to thank our custodians for all their hard work and keeping our buildings just super sharp at all times october 1st starts the beginning of national principles month and of course we want to thank our principals every chance we get for their leadership the fall play the lhs fall play is scheduled for october 14th through 16th we will then start with middle school parent teacher conferences october 18th through the 21st the 21st we're back here for a board workshop and let's see as a reminder all
024board of education meetings are open to the public and we encourage you to attend i will review the agendas upcoming in 7.04 sorry got excited there we'll look forward to that uh 7.0 yeah 7.02 is report a meeting so if anyone attended a state or local meeting or parent group meeting or anything relevant to the business of what we do here now's the time if anybody has any i attended the special school district uh governing council meeting on monday night some of the highlights from that meeting were a review of the new and improved partnership agreement which should be coming soon for signatures as well as approval of a budget adjustment the district had a surplus of funds from covid closures last year and so instead of putting that in the reserves they did a
025stipend for all staff members so nice thanks oh go ahead i just didn't say also the um the board advisory committees have started and so i just wanted to like congratulate everyone that's putting in the work to that and it's been so great to see people from the community and parents and students be a part of this collaborative process to make sure that we are being transparent and having the best decisions made for our students so it's just been really great to be a part of and i'm i'm really excited that they're back up and running and to piggyback on that lots of positive comments about zoom optional and then also having attended a couple of board advisory meetings asking a representative from those meetings to attend the leadership briefing so just bridging that communication
026and transparency so i think that's wonderful thank you anybody else and we are lucky you know as far as the advisory committees go that we unfortunately have to turn people away we have such an evolved community that we have plenty of people willing to step up and get involved so we appreciate that 7.03 no announcements so 7.04 here's your big moment it's me again so me again so um our next meetings agenda in october we're scheduled to meet on october the 21st at 4 30 for our workshop where we were here about our communication covenants and our compass update our regular board of education meeting then will follow at seven and some tentative agenda items will be our vote on the 2022-23 school calendar second reading regular business items and the items that are under
027our four records in here would also be scheduled for them as well and again our workshop is open to the public so you want to hear about where we're headed in the next year or so or updates fantastic we'll see you there all right thank you 705 we have no member appointments so we'll go to 7.06 which is the msba board report so column if you'd like to play that hello everyone and welcome to the missouri school boards association's board report for the month of september we thank you for the opportunity to share some news and information during a few minutes of your board meeting we begin with a look at the release of this year's state assessment data the map assessments have served as the cornerstone of state and federal accountability systems for more
028than 20 years but not this year students throughout missouri took the map assessments last spring under the unprecedented circumstances surrounding the covet 19 pandemic because of those challenges the state board of education decided to suspend the use of those test results from state and federal accountability systems this year commissioner of education margie van dieben cautions everyone that blanket comparisons to previous year's assessment results would be a serious misuse of the data but she says the data will be useful in other ways how can we learn from this unique period of time in education and to solve issues moving forward like many other industries across the state and nation we are standing at a time where we can reimagine education and closely looking at these data will help inform those new ways of doing business we
029must also use these data to help us determine what individual student groups were mostly impacted by these variables as well as how to allocate these coveted relief dollars to best serve our students educators in schools vandeven says she's pleased the high participation rate in last spring's assessments means there's no need for a fall testing window this year these data along with your local assessments and other key data points will shed light on the learning across our state and help us understand where missouri's students are academically and how to overcome the pandemic related challenges presented we look forward to working alongside local school leaders as we dig further into these data and together learn all we can to continue improving lives through education well into the future the statewide assessment data is being released this month
030and individual school district data will be made available at a later date as the new school year resumes in the midst of the continuing covit 19 pandemic school districts are placing a high priority not just on protecting the physical health of students teachers and staff but also on addressing their mental health needs educators and mental health professionals are seeing more cases of anxiety and even depression among some students as the pandemic drags on detective jason klaus is the state coordinator for the missouri crisis intervention team a group that teaches law enforcement officers and first responders how to recognize a mental health crisis and de-escalate the situation klaus a former school resource officer in perry county says the group works closely with school safety personnel we work with a lot of school resource officers who are
031law enforcement training them in crisis intervention the de-escalation technique but it really doesn't stop there because if you think about your your school counselors your school administrators your teachers your custodians bus drivers they all find themselves in the middle of you know a student maybe even parents that may be in a mental health type crisis so the skills uh the de-escalation all is very important to really an entire school district staff klaus adds it's important for teachers to recognize changes in student behavior and they really are the first ones to recognize a change in that student a change in behavior and it could be something of grades start to drop even by you know a half a grade which is out of their norm you know maybe truancy starts to become an issue just things
032that are out of place it is very paramount to begin that conversation of asking that person you know is there something you'd like to talk about is there something going on um you know i've seen some changes but by ignoring it you kind of allow that situation to continue and get to a point where now it's maybe beyond what what that teacher of conversation can do to really bring that that individual background and offer those services klaus spoke at the recent school safety academy sponsored by msba's center for education safety the no-cost training is designed for school safety coordinators school resource officers and school protection officers and allows them to earn a school safety specialist certification a second school safety academy is scheduled for this month there's still time to register for the 2021 msba
033annual conference in cooperation with the missouri association of school administrators to be held november 5th through 7th in kansas city the event will once again feature numerous breakout sessions and workshops many presented by school leaders from districts throughout the state along with a great lineup of general session speakers all in a new location at the kansas city convention center among the general session speakers this year is former kansas city chiefs tight end and pro football hall of famer tony gonzalez who is a strong advocate for programs designed to provide emotional support for children so they can be successful in school and don't forget the 2021 safe schools and colleges forum sponsored by msba center for education safety that will be held this year on november 4th in conjunction with the annual conference in kansas city
034check the msba website for registration information and a schedule of conference sessions that's it for this month's edition of the msba board report thanks for allowing us to have some time at your board meeting and so long from columbia [Music] all right we'll move to 8.0 which is special reports so this is when we do our cabinet update so joelle i think you have a finance committee update yes you were there no yes we had our finance advisory committee it was on tuesday we have some new members and we have some student members which is nice the last couple times we've had students attend and it really is makes the meeting different and it's enjoyable with the questions they bring to the table of course we did a deep dive into the tax rate much
035more than at the hearing we got into some of the nitty gritty on how that works and then we talked about um general items on the board for approval tonight all right thank you dr mckinney hr our committee did not meet this month but we are scheduled for next month so my report is brief thank you um dr sparks your three committees yes and i have to reiterate what megan and christy said it's been really nice to be back in person and have committees the energy in the room um with each of these was really positive and especially when you consider that throughout the advisories last year um people would come in new to the advisories and then everything was on zoom so this was our first time coming back not just with our new
036members of the advisory but also being in person with the ones who were new to the advisory process last year so some great energy in our conversations um each of these committees started with kind of reviewing where where we've been over the past so that everyone who is new to the to the advisory could be up to date on what we've been doing and where we're going so with teaching and learning we spent some time really reviewing the curriculum writing process helping the group to understand what that looks like and what their role will be within it as well as their role within our compass goals and then spent some time gathering feedback around what are strengths of the district what are priorities that they'd like to see as a focus of the district and
037then what are some opportunities that we have to abandon practices as a district so really collecting some of that as a baseline for future conversations student life we spent some time reviewing our progress on the mental health hub that is being developed that was a large part of the work from the committee last spring and giving feedback about what would need to be available for parents in our on our website so we updated them with regard to where we are in that development and then spent some time um gathering feedback on our digital wellness scope and sequence there is a we've essentially taken areas standards that are already embedded within health literacy science technology engineering math and computer science as well as our library media and counseling standards and organize them into a document that
038highlights where digital wellness fits within all of these different areas and so the committee took a look at what we currently have in identified potential areas of gaps opportunities for improvement so that we can continue to focus on digital wellness for our students and then finally our technology board advisory spent some time reviewing the work that has been done since the assessment of technology services a few years ago which as you all know that has been an extensive amount of work over the past few years and then gathered some feedback from them with regard to what are the topics they want to focus on this year getting some information about what the needs are for a student information system as we investigate what we currently use and look for opportunities for improvement and then also
039just start of school practices and how it's been thank you all right thank you and i believe right back to you for 8.02 your teaching and learning update which is on the screen it looks like yes i'm excited to be joined by dr craig hamby our executive director of elementary education and dr ronnie zagora our executive director of secondary education as we talk to you tonight about our grading practices and the work that we've been doing to really shift the mindset around grading and the impact that that has for our students so colin if you'll go to the next slide please so this work officially started back in 2017-18 we developed what is called the lindbergh learning team and this is a group that is primarily composed of teachers because when you think about grading
040it is a very classroom-based endeavor it's directly connected to philosophies of learning and it is directly connected to the instruction that happens within the classroom so we were very intentional in our work that teacher voice needed to be to be prevalent as we made decisions about what direction we wanted to go for the future of grading practices within lindbergh so we started in 2017-18 with about 43 people total doing a book study with this particular book charting a course to standards-based grading and used that to really guide us in our formulation of goals so when we go to the next slide you can see what the team determined needed to be our focus that we really wanted to shift our mindset from current grading practices to ones that would result in consistent and accurate reflections
041of student learning we originally said achievement for all learners but in a recent meeting we've decided to change that word achievement to growth growth for all learners and then student ownership of learning when we go to the next slide i'm going to dig in a little bit more about what i mean with some of these terms so if you think about it in terms of accuracy you often can see a student who has a grade such as a c what does that c represent for one student that might mean that they have this incredible work ethic and they are completing all of their assignments but maybe they're not really performing to the level that we would like them to on their assessments for another student that c may be exactly the opposite they're mastering their
042assessments but maybe their work habits are not where they should be what is our grade telling us how do we get to a more accurate representation of what students actually know and can do ownership i i know that i've felt this before that you know this teacher gave me a b or whatever it might be how do we instead of determining the teacher gave me really drill down to the student feeling that sense of i understand what i'm supposed to learn i know what i need to do in order to achieve these goals and then to feel that sense of ownership that that grade is actually directly correlated to what they have learned and what they are accomplishing and then consistency while we have incredible professional learning communities among our teachers there's always the reality
043that grading practices and priorities may differ from teacher to teacher and really honing in to get that same level of consistency that no matter which teacher you have those grades are going to really reflect those priority outcomes and are going to be consistent from across the buildings next slide please there was a lot of work so while i said that we'd started this work in 2017-18 there was a lot of work behind the scenes with our lindbergh learning team before we we were at a point where we were ready to move out of the insular group and start to really communicate further with our teachers and with our parents so we had the incredible opportunity to bring in rick wormley who is a researcher and an author and really essentially a greeting expert and we
044brought him in for a day and a half he spent an evening with parents doing a session on busting myths about assessment and grading it was a great evening we had it was pre-parent speaker series so it was an in-person meeting and we had about 40 to 50 families who joined us that night and really had some great questions were excited and enthused curious and walked away saying these messages make a lot of sense that the way we've always done it isn't necessarily what's right for kids and then the next day we um gathered all of our our teachers together in one location k12 and spent a day with rick wormley learning about why why would we want to shift grading practices what it what advantages are there for students when we think about grading
045in different ways and really focus grading going back to that accuracy ownership and consistency that is so important to support our students so a lot of professional learning happened in that day i'm i'm pleased to report that even recently um we had a majority of our teachers on a professional learning survey say that they feel like the the professional learning around standards-based grading practices is something they want to continue so there's a lot of of momentum in continuing this work from our from our staff as well next slide all right before i turn this over to dr hamby to talk about where we are with elementary i kind of want to give a broad overview of the work that we've been doing so far so when we think about learning for students it always starts
046with our curriculum it starts with we write the curriculum and our goal with whenever we're writing curriculum is that it is implemented and then it goes through a full cycle not only are we implementing it in terms of the instruction the resources that we choose but then we're also assessing students knowledge and understanding of that curriculum and that that is directly connected to the grading so you really want that cycle to be a full cycle that's connected um sadly sometimes these cycles get broken we might write a curriculum and and then the implementation in the classroom may not fully match or maybe we're not assessing on the on the things that we are saying were priorities within the curriculum so it's really a focus on making what we call a guaranteed and viable curriculum that
047all of these things come together under the same umbrella and so in order to do that one of the things that's been a big priority for us in terms of curriculum development process is identifying priority standards within every curriculum what are the essential skills and knowledge that are non-negotiable for our students if you look at all of the standards that that students are supposed to master over the course of their k-12 experience there's research out there that says it will take 20 plus years the the ability for us to to meet every standard to the same degree is is not possible but we focus on priority standards and link those to ensure that the instruction is directly connected to them that they assess that we're assessing students on those particular standards and then that matches
048the grading and the feedback that we're giving not just to parents but also to students that's important work so a lot of work has been happening behind the scenes with curriculum priority standards at the k5 level proficiency skills have been developed which really give a lot of clarity with regard to what do those standards mean how do i know that a student has really mastered that and then finally in our in our curriculum writing process that development of assessment so that we can really determine evidence that students have learned what we've said is most important dr hamby next slide please so two pictures up here picture on the left probably looks very familiar to everyone traditional report card um currently our report cards look similar to this also back well we'll say let's take a
049trip back in time to when i was in first grade the years the report card looked pretty similar to that still now the problem is what does it really tell us about the students learning when we look at that when we see a 92 or we see an a minus or we see a b it doesn't give us a lot of information as a student as a parent or as a teacher on the other side on the right side we have a proficiency skill so here we've taken one standard and then we've broken that standard down into different learning targets that if a student can master these different learning targets we would say they are proficient in that standard gives us a lot of information um as a teacher i could sit down with a
050parent and say here's where little brian is and is learning and here's where we need to go next or i could sit down with brian and say all right brian here's what we've mastered so far and here's what we need to work on for the rest of this semester it gives us a lot of very specific information about learning next slide colin and that's what you know really great should be is a communication where a student is in his or her learning that's what we're here at school for us to learn and this grade should be a communication of where our students are at colin next slide it's kind of a definition of what is standards-based grading and really it's that system of how are we progressing through these different standards so dr sparks mentioned
051the priority standards are the essential skills when a student walks out of your classroom what are the essential skills that they should have mastered in that classroom that year so for students to know these standards and what they need to do to accomplish it uh seems more meaningful to them than just trying to chase a percentage or a letter grade but they're actually trying to accrue skills and concepts next slide column so this is a possibility of what a grade card could look like so instead of there being a reading grade and just saying a or b or c we break reading down into these priority standards or essential skills and then we're going to track a student's progress over time and those skills so if we look at one let's see i think it's
052right there in the middle uh decoding simple words so kind of next slide so how do i know if they've mastered how to decode words well we will have a proficiency scale almost like a scoring guide this is what a student needs to do to show that they are proficient in that grade level at decoding words so it's kind of a checklist where i could sit down with a student i could sit down with parents and show you here's where we are here's where we need to go next slide column i believe that's the end of the elementary slides questions for me before i turn it over to dr zagora yes sir thank you so where does that leave parents in terms of yeah being able to accurately assess where their child's proficiency is i
053see where we're going it's sort of like uh uh almost a more soft qualitative approach i i believe you know uh versus obviously some kind of you know strict grading and so forth uh correct me if i'm wrong i would say it is a much more informative way of determining where a student is in their learning so instead of just giving you a percentage of your average or your past or whatever i'm going to tell you exactly what you've already mastered what you know and here's the next steps where you need to go and go forward so as we look at our curriculum here's what we want you to master before you leave this class right i'm going to break it down into what do you abs where are you and what do you need
054to do to get to where you checked off all the boxes right now and i understand that i think that's important but then for parents i guess trying to grasp this and getting an understanding of sort of a kind of that baseline of where their child is and i've always felt lindbergh took kids where they were at wherever their proficiency was and enhance them from wherever that location was for each child colin can you back me up a couple slides uh back to the i'm sorry kriegman i want to have colin back me up a couple slides right go back to my first slide with the two pictures oh back okay so if you look at that section three there dr titulas that will have that's mastery that's what we want a student to do
055right for that standard above that is beyond mastery now you don't check the boxes off you notice they're not boxes or bullet points because once you're beyond master you're beyond mastering anything beyond you know we're going to give you that higher that higher mark which you're a four so to speak our deep learning or transfer that could be that you're working on that standard but at the next grade level or more often it is i can take the knowledge that i gained about this standard and i can transfer it to another context so but to your point of knowing exactly where you are that's what the 3.0 the checkbox is i can tell you exactly what you can do and what you still need to do much more accurately than me telling you got an
05685 percent that doesn't tell me anything no i i get that but is it uh is it a matter of either or or one and together you're just saying elementary it is not and yeah okay that's when you need some clarification okay what other questions do we have i just have a comment that in my daughter's last year in fifth grade class her teacher used this as kind of a test and not being a student who really cared about a b's and c's once we received this the first time i was able to sit down with her and say you know this is what you need to learn in math or this is what you need to do here um in order to get the check boxes off in order to get the b or
057to get the a it clicked with her and she straight a the rest of the year so i found it as a parent to be an excellent tool to be able to talk to my child about what it took to get to that next grade level so i don't know if that helps you mike but i've shared that that's uh that's what we're hoping for it'll be a tool to communicate whether it's between the teacher and a parent teacher and student or a student and a parent uh gives you a baseline of what to talk about versus if you look over the other side let's look at that 93 percent what does it really tell us about where you're at and you're learning whereas over here i can say well look you can find the
058area of a rectangle uh and you can do less but we need to work on problem solving with perimeter so really break it gets very specific but what you're doing is you are but you're going to be removing taking out that percentage and right just focusing well with the qualitative and with trying to get to some core issues facing a student to achieve to be completely honest we haven't done a lot of percentages and points in the elementary school like you know my son's about elementary school for a long time uh but uh yeah i just wanted to ask you know you mentioned percentages and you mentioned grades so yeah this is a short leap for elementary okay kathy do you have a question yes but i don't know who it's for so i guess
059i just want either one of you is it a difficult question no no no no no well then it's for me yeah okay um the this is all great obviously forward moving and things like that and i read through the presentation before ronnie started to just a little bit about transition so going from fifth grade to sixth grade going from ninth or sorry eighth to ninth you know how do we train the students in the different ways that they're being looked at here so the teachers know parents can understand it but what about transition so we're we're still kind of i would guess i would call it field testing at the elementary right now so we we've done some stuff last year and this year uh with what we call grading guidelines which is kind
060of a pseudo a bridge between traditional grading and the proficiency scale so next year our hope is to to move into those fully not in draft form anymore and then dr zagor and i will have to start to look at how do we bridge so we worked on kind of building the bridge from the traditional two standards now it's like how do we build the bridge from elementary to middle school with this so there's some work to be done in that area yeah and when you know tummy because right now we we all of a sudden we were like we had a progress grade and we realized we missed that step in my own work so it's great thank you any other questions for me thank you dr hamby and kathy i'll probably elaborate a
061little bit more on what the timeline looks like what things look like for for the secondary world so um you know i hear christy talk about her daughter doesn't really care about a's bcs our middle and high school students do um and that is one of the challenges as we look at what grading practices look like 6 through 12. so just to give you a couple of examples and any of you that have been secondary educators i'm sure you've experienced this where you work really really hard to give a quality assessment you take time putting some feedback on it you hand it back to the student they look at the number or letter at the top and it is dropped in your recycle bin as they walk out the door or it's final exams week
062student comes to you before the final exam what do i need to get on the final to keep my a in the class these are common conversations that happen not just here in lindbergh but across the board when we talk about uh especially high school students but middle and high school is that students have traditionally valued a grade and we want them to value learning and so our middle and high school students have come up in a system not a lindbergh system but a system that's 100 years old in this country have gone through a system where the grades are what is valued and so when they are working on their learning it often gets really reduced to that letter or that percentage and so when dr sparks talks about the three priorities of these
063these grading practices that we want grades to be accurate we want them to be consistent and we want our students to have ownership of learning and so as our students mature they're so capable of that of having that ownership over their learning we just have to set up a system that allows them to do that where they can understand here's where i am in my learning here's what i need to do to get where i would like to go next and i know how to do it and so that's our emphasis when we look at six through twelve we're not where elementary is right now we don't have a standards-based report card that is in draft form ultimately we're trying to evolve the system so that the the very clear standards are clear to teachers
064students and parents but as our elementary students roll up through the system we'll have to be ready for that when those students get to sixth grade and then on to ninth grade and so we don't have an explicit timeline for that yet but we've started the conversation and i will tell you we've come a very long way i think in taking a hard look at our greeting practices so i'm going to give a very broad overview with the word of caution that these are very complex and nuanced conversations that we have about the teacher grade book and grading practices and so i don't want anybody to to walk away with the conclusion that we've actually answered any of these questions because we haven't and i don't think we're unique in lindbergh that most districts that
065look at this 6 through 12 there are a lot of challenges because our grading practices at the secondary world they are linked to post-secondary expectations as well you know we have students that are applying to college that are going into post-secondary institutions and so what they want to see from our high school graduates doesn't always perfectly align with what we value in our students learning and so we're still you know trying to work through that system and find what is that right balance where we have very meaningful grades but we also continue to value those things that we know will make our students successful in a post-secondary world so we need to value those work habits and those behaviors that are really important to their being successful and how do we do all of that
066in a really complex system so next slide please colin so these are some practices that we're evaluating and as i said we don't have all the answers on this yet um but i think when we talk about traditional grading practices in sixth through twelfth grade and we look at some of these practices we have to ask ourselves very serious questions about whether these practices are about the grades are they about the learning so when we talk about assessments quizzes tests assignments projects we're having big conversations about reassessment because if a student takes a quiz or a test and they don't perform well and they don't show mastery and we move on are we sending the message that it wasn't worth learning if they didn't learn it the first time because if we value it if
067it's truly a priority in our learning then we need to make sure that we are allowing students the opportunity to prove that they've mastered that standard beyond maybe the first time that they are asked to provide evidence of it and and we do if you can take the act as many times as you want as a high school student there are lots of of ways that this happens outside of the classroom um and certainly all of us as adults have had multiple opportunities to show that we've learned things so we're taking a hard look at reassessment um similarly with things like late work students turning in their assignments late um if they turned it late does it automatically mean they learned less right if we're deducting points because it came in late does that truly
068communicate their learning so as dr hamby had an elementary presentation grades are communication of a student's learning and so we need to know did they learn that standard that they master that standard and so when we boil it down to just a points system we lose some of the richness and context of that learning um we're having a lot of conversations about zeros and failure and is failure a motivator or a demotivator and there's a lot of research out there that shows us that failure is a demotivator that when students dig themselves so deep into a hole that they feel like they can't get out then at that point we we lose that student and they no longer value their learning and i will say with all of these again unanswered questions and i want
069to make very clear that when i say we value the behaviors and habits that will help students it is important that you do things on time it is important that you focus and and you turn in your work and you try to you know do it at the pace that's expected but students don't all learn at the same pace what takes one student a week to learn might take another student four weeks to learn and so we have to have a system that reflects that that allows for different paces of learning and keep that also within what is reasonable and pragmatic for teachers and students so something that a teacher taught in august or september maybe they're not still able to retake that assessment come april there there would be reasonable timelines we have a
070lot of teachers that have been experimenting with changing their practices for several years now and we've learned a lot of really good lessons and how we can do this effectively similarly with non-academic indicators and i think dr sparks highlighted this in her intro that sometimes those grades those those average letter grades they don't tell us a whole lot about the students mastery of the standards because we conflate things like participation and effort and compliance and we roll all of those into one grade and those are very very important things to do but they don't tell us a whole lot about what the student actually learned and so i think it can be harmful to students on both ends of the spectrum it can be harmful to that student who works really hard and is always
071on time and is always raising her hand but really struggles to master the concepts but might walk out of that class with an a or a b and it's not truly a reflection of what they know the other end of the spectrum you may have the student who comes in and they already know all of this because they're passionate about the subject but they don't have the behaviors the work ethic they're turning in their work later they're not turning it in at all yet they can ace every test but they walk out with a d so again not a true reflection of how much that student knows and can do um and then also practices like extra credit again what do they mean for the learning and when we offer extra credit opportunities are we
072suggesting that it's it's not meaningful or if it is so important that we really want it to be reflected in the student's grade then why is it extra you know can we just embed that in into the the larger grade and the curriculum so questions we're asking ourselves um and our our professional learning communities have all done a lot of work over the last few years to kind of self-assess and where are we on some of these practices how do we feel about some of these philosophies and so if you go to the next slide han i'll show you just a little bit of our our timeline in the secondary world so when the lindbergh learning team first started meeting we thought it was really important to get a baseline of where are our teachers
073and their grading practices so we surveyed staff and in some cases it was a very simple question of do you feel like your grade book truly reflects the learning of every student in your class and that's a big question because if the answer is no and it is and it would have been for me i will tell you in the classroom i did all of these things that we're now starting to reevaluate um but if the answer is no if you can find students in the gradebook where you don't feel like that grade is really a reflection of their learning then we've got to take a step back and and do some learning ourselves so for the next couple of years we've done a lot of professional learning on grading practices including things like having
074requirement meet with the staff but also just within professional learning communities within buildings and then last year with learning in a coveted environment i think in some ways it expedited some of this work because we had less face-to-face time with our students we had to focus on those really high priorities and those meaningful assignments and assessments and so it actually sped up some of our work in helping that communication with students so here's the absolute need to know to have you ready for what comes next and using the grades as a communication tool for that so this year we have um a lot of agreements within our professional learning communities about what the teachers that teach that that similar grade level or content area have agreed to put into practice um these are some great
075laboratories for what works and how do we make it work there are technology questions here as well because this is a complex grading system and ultimately we will need a technology tool that that reflects that that can house that information and communicate it to students and parents as well and so trying a lot of new things getting ready for the elementary students that in a couple of years will be rolling up and and be more familiar with this system and i joke with dr hamby that if he does it well we won't have to do any of this the students will just come to us and they'll know what all they have what meaningful grades really are so beyond this year we'll just continue to collect feedback we want to make sure we include student
076feedback parent feedback on this process and continue moving in a direction where we can shift that emphasis from the grade to learning thank you very much questions uh thanks uh thanks for the very informative presentation um and again i i totally get it i mean there there are some kids who for instance students who have a fantastic memory even a rote memory they can do really well on tests and then but what did they really learn you know and they come out of this obviously with a grade and ultimately a gpa based on that so i get about i get it when it comes to you know again kind of those softer variables of student learning and you know those non-academic indicators and so forth and i i know i mentioned this with craig earlier
077obviously less maybe a little less of a concern at the elementary stage but at 6-12 and i guess this is my thought you know and i'm sure you guys on on on the committee had talked about this that as students prepare for post-secondary education whether that's in a college even a trade school somewhere you know out there that you know gpas are so important as are certain test scores and even though some colleges i know have i think done away with the roll back a requirement for gpa i i imagine there's some that maybe quite a few that still do so how would we you know balance that to make sure that you know if a student wants to apply to a certain school that they'll still be able to show performance and again it
078doesn't always say what a student has learned but you know that's the indicator that's still often expected uh you know past high school so have you guys been uh dealing with that talking about that too i think i think your question highlights the challenge of all of this which is how do we marry valuing learning with a system that sometimes still needs that letter grade or gpa representation of learning and so i think right now we're working toward what's that middle ground you know how do we re evaluate some of our practices how do we shift that focus to learning with the knowledge that it may still and likely will still result in a semester grade when all is said and done but what does that semester grade mean at that point you know if
079we have communicated along the way if it's not let's say an average of first and second quarter but it's truly at the end of the semester this letter grade represents what you have learned over the course of this semester what you at this point at the end of the grading period can demonstrate then it's it's already more communicative than what it's been before um and then as for things like the the um habits and behaviors and work ethic ethic and those kinds of things while they're probably still evident in the grade and in many cases we've also talked a lot about how does a student develop a portfolio to show that so as we look at the college application process and as it evolves and they ask for more than just a numerical representation of
080a student what does a student have to show for themselves of how they have grown in some of those areas as well okay mike i have a question i keep hearing you say softer things and softer skills and i'm not quite sure what you mean because what i saw was a list of very specific skills with a check box next to each one and so to me that wasn't i mean they weren't soft things it was like knows the area of a triangle i'm sorry whip i mean the list of like when craig had an exam i'm sorry dr hamby had an example up it was very specific like can't find the area of a rectangle can't find the area so to me those aren't soft things those are very specific learning standards well they
081are learning standards and i get that um you know but then also looking on to six through twelve um you know we're talking about what does a student bring to it given you know where they're at in their location on their proficiencies as i brought up a good example and it's somewhat common um students don't always i mean students that do perform well on tests doesn't doesn't necessarily mean that they learn everything but how do you get at that well you could have you could have some checkoff boxes like that that's true uh and i get that and it's it's more appropriate for elementary but when we're in a 6 through 12 environment and again we're kind of looking ahead to you know post high school and look i i would guess the higher ed
082post-secondary education systems aren't necessarily all caught up to this kind of uh you know means of assessment how do we still keep a student you know in that mode of assessment while also finding ways to enhance you know their own knowledge of what they're learning how you know are they really learning it and if they have any particular issues around learning and i'm familiar with that even with you know some students that that i've known um that you know how can those be addressed and that's what i meant by softer skills okay uh beyond just rote memorization okay thank you for clarifying that because that wasn't what i was taking from when you use that phrase and i think you speak to the process of i mean we're being very methodical in our work this
083has not been quick work this has not been fast work it's been very strategic it's something that we are taking step by step in order to do right because we recognize the challenges that exist so when you think about it we started this conversation in 2017 and here we are in 2021-22 just getting ready to do something in the next year with an elementary report card so it's very methodical in all of our work to make sure that we are really trying to do it as well as we can to meet the needs of our kids right and yeah and i get it and i think also obviously communication with parents is going to be critical in terms of their support and all this so you know whatever assessment tools we use that's going to
084be communicated and i mean and you know those outcomes hopefully will will change and grow and so forth this as continue to work with parents too so anyway thanks didn't mean to have you know been too much fun thank you both the other questions thank you thank you uh under 8.03 now we do have a coven update for the district dr mckinney thank you sir um occasionally i'm accused of only bringing bad news to the table so i thought tonight that i would start this presentation by letting you know i've got some good news and we've got some statistics and i'm happy to share those tonight and in our covet 19 report it's amazing to me that tomorrow as of tomorrow we'll have been in school a month already that's that's a while that's my
085first stat that should blow you away a month of school um and the district has managed uh to this point um fairly well covet 19 pandemic pandemic and the delta variant um i want to go back to our primary goal the the opening task force that met over the summer multiple times determined that our goal coming into this year would be to prioritize and protect in in-person learning we want to do that in a safe way but we need kids to be in school many of us are parents up here including myself and last year having kids not in school not in sports not in music not in the things that they love was difficult and it made for a tough year so we the main goal is to prioritize in person learning we were
086given a great tool by the st louis county public health department which is modified quorum team modified quarantine allows students to stay in school even when someone in their classroom is positive for covid as long as the district uh implements universal masking and that students are asymptomatic and so this has been a big shift for us last year if we had a positive case in the classroom we closed that classroom whether students were were sick or not and so we sent a lot of healthy kids home as a mitigation strategy and that was the rule this year with modified quarantine we've been able to take a different approach and it's helped us keep students in school healthy students in school so right now as we sit here today there are 83 students in grades k
087through 12 that if we were using full quarantine from last year 83 students would be home right now those students are in school so that's the headline really of this this slide the modified quarantine is keeping kids in school the only way that students are eligible for modified quarantine is if the school has universal masking and has other mitigation strategies in place which we do we've had some limited cases of transmission i'm going to show a slide in just a moment that will give some data the data doesn't take into account this week so there will be a little bit of a lag maybe from what you see on the website on the um on on the on the website tracking but we've had limited cases and we've had very limited limited transition transmission within
088the schools and that is because students and staff are staying home when they're sick or they're symptomatic and that's really a great key also uh universal masking and other mitigation strategies um i would say that we understand that wearing masks is uncomfortable i'm uncomfortable right now sitting here wearing this and talking to you it's inconvenient all of us want to get to a time where we don't wear masks in our jobs we don't send our children to school i have two two girls that tell me all the time that they don't like wearing masks so i don't know if they're campaigning or just complaining but it's worth it to keep them in school and so we hope for a time when we can get rid of these masks when they can be optional we look
089at the the data every day there was a time back in june where we had a mask optional scenario but the data that we look at every day and the guidance from cdc and other health organizations has changed tremendously due to the rise in delta delta variant cases delta variant is impacts children you've probably seen on the news there was news this morning about a neighboring school district that's really suffering from in-school transmission of the delta variant of covet 19. we don't have a magic number or a metric that we would look at to say when we get to this place you know the decision will be made to take masks off and make them optional in school however we're going to watch the watch the data and we're going to watch our own transmission
090rates and when levels get to a point such as the super low levels of may and june a conversation certainly will be had i think the district has shown a great ability to pivot and phase things in and phase things out as the reality on the ground changes and that's the strength of lindbergh and last year as evidence of that as we we moved in different ways and did things based on science and data and our own situation that we study here if we could go to the next slide i do have some data to share with you again this is somewhat dated but it's worth looking at school contacts means that students were were in school with coded and they were contagious and that has been limited uh to this point in the school
091year um we've got quite a few students as you'll see there are 31 students positive cases without school contacts and that simply means as of this report that those students had it in the summer and didn't start school with us they they were either positive or they were they were you know finishing isolation at this point three staff members positive which is an incredible number 85 percent of our staff is reported as vaccinated which is an incredible number we figure that's a little bit low some people don't like to fill out our surveys we do this voluntarily we don't mandate reporting so we just ask people we beg and plead for people to let us know if they are and 85 cent percent is a strong number we're proud of that number we think it's
092probably higher than that obviously 100 is where we would like to be but as a staff we're very well protected the quarantine data you can see 57 students as of this report were under modified quarantine which means they get to come to school every day they're just asked to be follow quarantined guidance when they're at home and in the community and we have at 106 students out of school again that's based on things that happened in the summer or exposures you know during the weekend but that's not the district putting these kids into quarantine this is pediatricians or the county health department so that's the data it will change we're only a month into the school year but it's it's good news to this point um the masking i know is is a hot topic
093and it can be debated but the fact is if we want to access modifying quarantine keep these 83 kids in school instead of sending them home relative in a healthy situation we have to do this as much as i know the people at this table don't like having these on right now i know the kids don't but we need our kids to be in school and we established that as a priority earlier in the summer when we had our task force so happy to answer any questions or turn it over to dr lake for any anything else brian i just had a quick question thank you for that report and for staying on top of it you've been really doing a great job of that uh you know in terms of some of our students
094who have maybe some special needs or they don't really work well with masks are we able to accommodate those students when those issues do arise that's a great question certainly we do there are cases where students cannot wear masks and we have a mask exemption process that is you know as we were consulted with by the department of public health and we use that you know that processing and we make we put other mitigation strategies in place when we when we can't have a mask on a child but absolutely there are some students that can't wear a mask that's the way it is we understand it we still want them in school so we find other ways to mitigate the transmission or the danger there okay all right thanks thank you that's informative and i've
095said this before you know this is uh the goal of everyone up here and everyone that comes in this building is educating kids so you know the purpose of the mass stops and starts with getting kids in person and educated so i think the 83 kids that's a big story so something right now is working hopefully we don't have to wear these forever or too much longer anybody that knows me well knows i cannot stand wearing it but i do it because that's what that's what we have to do uh so we'll move now to 9.0 which is action items by consent uh we have action items by consent 9.01 to 9.11 would anyone like to remove any of these items for individual consideration okay hearing none we have a motion to prove consent items
0969.01 to 9.11 but also noting that there is nothing this month in 9.07 or 9.08 so moved motion by jen second second second but kristy on oh any questions or comments before we go to vote all in favor say hi aye opposed all right motion carries move to 10.0 which is an individual action item we do have one uh joelle architectural engineering and design services requests for qualifications yes on the individual action item um this is presented for board approval for a second arc second i thought i went out there second architectural engineering and design firm for the district one of our goals in the district is continuous maintenance of our properties and facility improvements and a best practice practice in st louis county is is really to have two architects on staff so that
097you can spread the wealth of all the work that we have to do and we have a lot of work to do now and in the future the process for our policy when you're looking at hiring an architect is to do a request for qualifications we followed that policy and we put a qualifications proposal out in the paper and on our vendor registry submittal we had 23 different downloads of the proposal from multiple firms in missouri and even out of missouri to look at our posting at the date the posting was due we had three firms submit a proposal then we had a interview process which several of the board members here dr lake and myself interviewed the three firms with um really our focus of projects for them in the future the second architect
098conversation and then just five questions that we ask all of them together according to our policy we are to rank those architectural firms we had a grading card criteria everybody did that and turned them in and we have ranked the three firms that we interviewed and the top firm that we'd like to recommend to move forward to negotiate a contract is perkins and will and haner the other two firms will be again kept in the ranking and if a contract is unable to be negotiated with the first firm we have the other firms to fall back on but our recommendation is at this point to take the information we received in the proposals and then move forward with negotiating with that team um again we had mike tishlis um shamia our christy watts was on
099the committee and matt alonso so i don't know if you have anything to share about it okay good process thank you do i have a motion to approve item 10.01 as presented you do so moved so move my campy second second second by megan uh any questions before we move to a vote all right all in favor say aye aye opposed motion carries thank you 11.0 reports these are for the record we do have three 11.0101 is our green light plan so any questions can be directed to any board member really or dr lake specifically 11.0102 title 1 evaluation uh any questions you have that on that direct those to dr sparks and i would like to if if i can have a moment i would like to share something about the title 1 evaluation
100so this is our first time doing a title one evaluation it was a new process that was required by the department of elementary and secondary education and so when you read this particular evaluation note that it is based on last year's programming for title one and an interesting thing to be aware of is that our title one dollars shifts from year to year depending on what our census poverty data is um so in our in the 2020-21 school year we had three 323 dollars that was allocated towards title one programming from the federal government as we entered into this school year the twenty one twenty two school year that number dropped to one hundred and seventy three thousand dollars and that's based on what our poverty rates were back in 2019 so we see this
101fluctuation that happens from year to year in our federal dollars um what we've been able to do is sustain the programs that we the reading programs that we had specifically as a part of title one going into this year but it's local dollars that is that is covering the that difference in the in the lost revenue so something i wanted you to be aware of as you're reading that title one evaluation great thank you uh 11.0103 is our 2223 school calendar and uh questions for that also i believe go to dr spock's if you have them um those are the three items for the record we don't have anything on 1102 or 1103 so we'll move to 12.0 which is citizen comments regarding non-agenda items we do just have one individual signed up and that
102would be maki randleman um machi knows the process so i don't have to may i take this hi maki randelman uh tonight i would like to talk about inclusion i grew up in japan and lived in israel before we immigrated to the u.s nine years ago having my very different life experiences the way that lindbergh community accepted us was a demonstration of a true and beautiful balance of inclusion and respect our eldest son was nine years old without any knowledge in english when we came here usually bilingual students closed the language gap by this age the a-level program pulled him out every day and taught him english it was a huge gap but the ell closed it today he is a senior at a high school with great academic achievements and he is very happy
103student who loves school i am grateful for the service he was provided with it was the most important inclusion that an academic institution could have provided i have here lindbergh maps that's from um 2019 i'll hunt over to you later which was before covet about uh 12 12 of ell students were below basic in english it's a fair number since they were still learning english but black students as defined here in the stats taken from dc about 25.5 26 percent of them were also below basic more than double of ell students clearly yellow method of closing the gap is working a similar service should be provided for every historical student the reason of struggle should not matter for this service if it is due to immigration a learning disability or cultural background the school is
104an academic institution its inclusion must start with academic needs from our first hands experience i can testify that when the academic needs were met our children flourished naturally and through it we were truly included by the school system we have a gap closing program which works please consider the success of the ell program as a template to expand inclusion your schools thank you we don't have any other speakers so we'll move to 13.0 which is recess we've already conducted our executive session so there's no need to move to no need to recess we'll move to 15-0 which is adjournment do i have a motion to adjourn meeting 1539. so moved motion by matt second second second by jen all in favor hi hi opposed all right board meeting 1539 is adjourned you