001all right the lindbergh schools board of education meeting number 1537 is now called the order uh meetings are now fully open in person as well as live streamed on youtube and the centers for disease control and prevention recommends that fully vaccinated individuals wear face covering indoors in areas with high covet 19 transmission rates in addition to universal interior masking for all teachers staff students and visitors regardless of vaccination status therefore base coverings are required for all individuals tonight that are in attendance [Applause] and just a brief statement we are missing a few board members tonight but we do have a quorum uh they had either personal or professional things that took them away it's sometimes tough in the summer but we do have a quorum here so we'll move forward tonight 2.0 dr lake do
002we have any changes to the agenda we do not okay knowing that do i have a motion to prove the agenda as presented by jen second by man all in favor aye all right okay motion carries 4-0 now we will stand for the pledge of allegiance as you are able i pledge allegiance to the flag of the united states of america to the republic for which it stands one nation under god indivisible with liberty and justice for all all right thank you we have no items in 4.0 or 5.0 which are the special recognitions and commendations so we'll move to 6.0 which is citizen comments regarding agenda items so at this time we will hear comments from any citizens regarding topics that are on tonight's agenda we do have several requests tonight we limit this
003portion uh to 60 minutes total everyone gets three minutes to speak um and any non-agenda items the total will be 30 minutes and you get three minutes in that portion as well so when i call your name please come forward state your name uh the agenda item you are speaking on and then your three minutes will begin at that time uh so the first person we have is uh stephanie gurley thomas okay if i pull my mask down to talk yes my name is stephanie gurley-thomas and i'm speaking on masks i have children at long and truman schools i'm a volunteer in the district and an employee as well i don't like to wear masks and i find them to be a great hindrance i'm severely hearing impaired and read lips to communicate masking has
004been very isolating for me and the impact is frustrating and maddening in june i responded no masks to the survey that was sent out by the district just a week or two later i regretted my answer on that survey because of the uptick of cases and the delta variant and the additional threats to the unvaccinated and kids i really hate wearing masks but i know if we work together to mask and vaccinate wearing them will be temporary i mask for myself for my unvaccinated son and for my community i wholeheartedly support masking in all of our district buildings and on buses the following letter of support has been signed by over a thousand people in the lindbergh community it was sent to each of you today and to our local elected officials while many of
005us have remained somewhat silent on the issue we feel it is essential to publicly assess our supports of your efforts and our own pro-masking stance this is the letter we the parents staff and community of the lindbergh school district support the district's green light plan for the 2021-2022 school year our desire is the same as the goal of the district's plan quote to make sure that full-time in-person learning continues for all students in a safe supportive and healthy environment district-wide ultimately to return to a normal school environment as soon as possible for those reasons and to ensure the safety of our students teachers staff and community as a whole we commend the decision to require masks for all students and staff on all district campuses and buses regardless of vaccination status we appreciate and agree
006with the science and facts used by the centers for disease control and prevention to determine universal indoor masking is necessary to keep our schools safe and to keep our kids in an in-person learning environment further the academy the american academy of pediatrics recommends universal masking in schools and emphasizes the importance of masking to maintain in-person learning again we applaud the district for the following for following these guidelines finally thank you for working so hard and tirelessly for making difficult decisions and for continuing to serve our community with the standards of excellence we have come to expect especially in these very challenging times thank you i i will i will say this uh let's limit the crowd reaction i we all have an opinion everyone does in life but uh if we just hold the applause
007and booing or whatever that is and just be respectful to one another that would be greatly appreciated so we can move forward and continue to take these public comments thank you next we have justin hill all right i'm gonna say basically the exact opposite of what she just said um now my purpose here tonight is basically just to lay the facts out because we do actually have data we have opinions but we have data as it stands right now there is no data that supports mask wearing to stop any type of viral illness we've had this evidence for decades most of you and i believe mike and christy you guys responded back to me received my email of the article that was put out by the cdc in may of 2020 which stated that mass
008do not stop the spread neither do hand washing by the way thought that was interesting so what most people will say then is like okay whatever you know whatever the mass don't work whatever maybe they do we don't know well the next question we should ask is are the masks harmful because there is significant data that the masks are harmful okay um this data has been done with surgeons who wear masks for like seven hours and um i can read said a 2008 study revealed a decrease in oxygen saturation of arterial pulsations and a slight increase in pulse rate compared to preoperative values in all surgeon groups the decrease was more prominent in the surgeons aged over 35. so um inhaling particulate matter as well through masks is very dangerous for kids as well now
009the reasoning that we were given as residents and and people have kids in this district for the the necessity of wearing masks so they don't have to quarantine um i spoke directly with tim fitch through email who is our county council representative for a lot of us in this district and there is no quarantine rules in st louis county so that to me is invalid um we do not have to quarantine there are no quarantine guidelines the cdc is not an elected body it has no legislative purpose we do not have to follow the cdc um the survival rate for children aged 0 to 19 for cove at 19 is 99.997 percent this is also referenced from the cdc.gov so um there's ex there's basically zero risk our kids have more of a risk of
010dying than falling down a flight of stairs um so i really don't see a purpose in requiring mass for anybody and knowing that there is harm involved we should really rethink what that is thank you all right thank you uh next speaker and forgive me if i don't if i don't pronounce your last name correctly mallory seitzcorn hello i'm mallory setscore and i have a third grade student at savington elementary and my question is and i emailed you dr lake yesterday so and i'm sorry if i get emotional my son has severe asthma and he can't breathe very well with the mask on there's nothing set up for pre-existing health conditions in schools i've had doctor's notes emailed to the school um sit because he coughs he lives with a cough and they said if
011he has a cough he will immediately be sent home regardless of the pre-existing health conditions even though it's documented on paper and because there's two choices this year in person learning or virtual learning he will be isolated even more from his peers and his classmates and his teachers because of this and i don't think it's okay and it's not fair to kids who live with these pre-existing conditions they can't help it and it's not fair to the parents who then have to listen and try to help your kids feel like there's nothing wrong with them i emailed the school nurse twice you dr lake and the school principal and they told me that it had to be documented from his pulmonologist that he has a cough every day and it was and they said it's
012it's absolutely not going to stand at school if he has a cough he's sent home and there's a big difference between pre-existing conditions he's not ill and there's a difference between sickness and we've been dealing with asthma since he was two and i just feel like in this district especially this is discrimination and there's nothing set in place for these children and i don't think it's fair because he shouldn't feel like he's different or be sent home from school because he's just clear in his throat or has a cough because of allergies and i'd really like something to be done not only for my child but all the other parents in the district dealing with disabilities and pre-existing health conditions that's it thank you next speaker jessica crandall hi i'm jessica crandall i actually wanted
013to share a fact about the masks and um the carbon dioxide that your children are breathing in and you're breathing in every day it's actually five times higher than the normal rate that you should be breathing and according to the university of copenhagen so um and also a main reason for sids sudden infant death syndrome is carbon dioxide rebreathing you should study it you should look it up it's essentially what you're doing to yourself and to our children and i'm not going to stand for it with my kids i hold a bachelor's degree in child in human environmental studies with an emphasis in child development i work for special school district of st louis and i believe that everyone has been given been given a voice i believe that my voice was given to me
014to stand up for those who are unable or for those who are afraid to speak out social emotional development is an integrative process through which children acquire the capacity to understand experience express and manage emotions as well as develop meaningful relationships with others how is any of this possible with a mask many of the students in my classroom have autism social emotional delays have endured different traumatic events and many have speech and language delays as well quite a few of my students are non-verbal or speak very quietly imagine adding a mask some of my students have different degrees of medical issues and seeing adults in masks is scary and causes anxiety wearing a mask has actually triggered many of my students into an emotional breakdown they're looking for a smoothing a soothing voice a smile
015and many times a hug you add a mask in social distancing and you get none of that instead you get fear which ends in what trauma you guys speak about it all the time we get education on trauma all the time and what are you guys doing you're creating more trauma and fear in our children social distancing walking around like zombies to maintain a distance of six feet and wearing a muzzle all day is not how i want my children living and we'll be seeing the effects of this for generations if you guys are familiar with the prominent rockwood school district district they did a survey and it revealed that 852 students out of 852 students 550 had recently attempted to take their life 160 i'm sorry 550 had considered taking their life 160 had
016actually attempted to take it and 18 had attempted in one week as a mother of two this is horrific there is no pandemic coveted crisis nonsense you guys are the real issue you are using your man-given authority to try to rule and reign us and nobody's going to take away my god-given authority and my god give him breath all right the next speaker is kelly bohannon i signed up for one issue that was on the agenda and one that was not acceptable um now and then afterwards that's fine as long as we have time yes yeah and they're different topics they are different topics yes um i first want to thank the board for following the cdc guidelines i appreciate the expertise and the research that some of the people have done um but you
017know the overwhelming advice that we receive from doctors and scientists is that masking works and even anecdotal evidence shows me that masking works and it's not optimal but we don't live in optimal times we live in difficult times and i'm sure kids are stressed and i'm sure kids are really depressed you know my child was in online learning i'm sorry am i not allowed to speak thank you um she was in online learning it was very trying it was sub-optimal you know a lot of the kids weren't showing their faces a lot of kids were have you know the teachers were sometimes wearing a mask they weren't getting those cues it was sub-optimal but we don't live in normal times and we're not entitled to live in normal times i'm a historian i've studied the
018black death and you know we're so fortunate that we have the knowledge to protect ourselves and the greatest tragedy would be to turn our back on those knowledge that knowledge and just thrust ourselves into a pre-science time where there's nothing that you could do you just watched 50 percent of the population die and i'm not saying that's the case with covid but that was the case with the black death i don't i'm sorry if you signed up we need to allow everyone to speak and everyone has an opinion and this is what this is for i didn't talk over anyone else when it was their time so let's please be respectful so we can continue this so my feeling is is that nothing is going to be optimal but i appreciate that you're doing everything
019you can to keep my daughter who cannot get a vaccine yet safe and my son who's in middle school who has had his vaccine but who can still contract the disease and bring it home to my daughter he's already away at a camp that already makes me nervous i'm uncomfortable about the parameters for lunch but everybody has been that i've spoken to has been very sympathetic and understanding and done what they could to accommodate my concerns so i can see the amount of pressure that's being placed upon you but i personally don't know anyone who isn't concerned about their child safety particularly in the elementary schools where we literally have no other tools to keep our children safe so thank you okay our next speaker is vicki palmer hi i just have two quick um
020questions last year with the bus situation and our kids being masked and separated by six feet as much as they could we were dealing with quarantining issues and so my question is um when i have two kindergartners who were potentially exposed on the bus and they miss 10 more days of school i want to know what the if you guys i'm assuming the district went ahead and did the stats on how many kids actually did come down with covid because if if our numbers are low that these kids potentially were exposed and did not show up having kovitt then i don't think it's worth our kids missing 10 more additional days of school for that um and so i'm curious to as to what the district is doing about quarantining for this school year um
021i also appreciate the fact you guys did a poll in june that was very nice unfortunately you guys are not going by what the poll results were but what the parents and staff and teachers wanted when we discussed this on facebook and all the other social media my understanding is people are defending it because of delta variant um again with the delta variant i want to know with the kids prior to the delta variant and the polls how many kids were dying and people were okay with going um mask free are giving our children the option of going mass free and now that we have the delta variant how many kids are actually dying so i would love it if you guys did another poll and so that the parents who seemed to think that
022these numbers would change drastically because of the delta variant would be reassured to know that a lot of the district parents are still okay with us as parents giving an option as to what we want to do with our kids if we want to mask them or not just like many parochial schools are getting the chance of deciding if they want to mask their children i understand the public schools are getting funded by millions of dollars to not give parents the option to unmask our children one other thing my child has recently been diagnosed with dyslexia he is in first grade being on social media i know there's a limburg literacy page and it's very discouraging to see how lindbergh is doing on dyslexia i've had several meetings with long already and i'm very happy
023with where we're going right now i have a meeting set up in september and i have to deal with lemberg and special school district but i just want to make sure that we're all on the same page that progress is not the same as closing the gap when it comes to getting these kids caught up in dyslexia in their reading so thank you next is poppy garter i thank you for the opportunity to address to address the board of education members regarding face mask last month i request to do your own research of existing information that are based on scientific proof method not opinion your grade incomplete i did receive an email response from dr craig hamby director of elementary education the cdc guideline conclusion basically says more research needed so they don't know huh
024have been found safe really i get a rash well for my 11 year old thinking they are not safe and not effective you need to do real research based on science not guidelines so here in my fifth grade education belief i'm young and healthy except for the mask face rash dr zelinco's protocol which describes risk by age in young and healthy people this infection causes mild cold like symptoms there is an advantage for these people to be exposed to covenanting build up their antibodies and have their immune system clear the virus this will help the development of herd immunity and help prevent future cova 19 pandemics although we have look looked we cannot find any signs to support mass benefits i recommend the following guidelines at lemberg one those parents and students who believe mass
025protect them should have the option to wear them and they would feel protected two those parents and students that do not believe masks have any value in school should have the option to not wear a mask they are willing to deal with them mild cold like symptoms and have their system clear the virus last time i checked this is still a free country god bless america uh next speaker kristen gardner hello i'm kirsten gardner sorry let me put my mask away my daughter does not want to wear a mask and i support her decision my husband and i will own her risk those students and faculty that choose to think maths are effective will be protected right so what's the issue so i want to highlight the survey for the sake of accountability your accountability
026so the preference for optional mass the parents in elementary school was 59 percent middle school 67 high school 76 staff 65 percent middle 66 percent high school 54 and the district 64. the students in middle school 71 percent in high school it would appear that your decision is contrary to your employers the parents the taxpayers i contemplated multiple reasons for your personal vote i may be off base but i want to share my thinking with the board and community parents one master a personal choice not a mandate parents should decide two following the guidelines do as i am told we are not advocates for parents or students we we just want cya three masks are mandated because we are the school board and have a superior knowledge of what should be policy for the community
027four masks are mandated because you made a commitment to an entity with the power to hold funding or disclose problematic information five your attitude is you will like it or you will learn to like it touching on equity and inclusion push my position is until lindbergh is top ranked in the state in the skills needed to prosper in society i suggest you focus on delivering on reading communication and mathematics skills finally thank you finally my daughter will be entering middle school soon we attended orientation and we're told the students cannot use lockers this is crazy what is the thinking here where can personal property be securely maintained i need an answer on this one in winter she walks to school where she where will she put her coat and boots if the weather's bad she's
028not going to carry him around and i'm not going to have them wrists as somebody steals them i'm a mama bear and i'm watching i will continue to provide constructive input that will help you better prepare children for the real world after graduation thank you so that's our last speaker in regards to agenda items are those that spoke on also non-agenda items but um 7.0 then is communication so we'll start with calendar of events so uh christy watts board secretary all righty august is here and school will be starting on monday um august 20th we have professional learning for the staff 23rd is first day of school the 26th starts our advisory meetings and technology is first reminder of september 5th we have no school and september 9th is student life our board of education
029advisory then on september 14th it's teaching and learning and then finance the 16th september 16th is our next board of education meeting here at 7 pm and as always it is open to the public that's it all right thank you 7.02 is a report of meetings so if anybody has a parent group meeting state meeting other sort of business meeting that they attended they'd like to report on that would be the time just went to green and gold on saturday and it was so nice to see the students out and all the athletes it was uh it was really neat really neat day okay 7.03 announcements we have no announcements this evening uh so now we'll move to the review of the upcoming board meeting agenda so christy again me again um as stated our
030next board of education meeting will be september 16th here at 7 pm our tentative items for the agenda that we'll be seeking approval on as always are the minutes the human resource personnel report financial items and a second reading on policies we would expect to have two for the record transportation evaluation and community education evaluation and as i stated our meetings are always open to the public thank you all right thank you uh no board member appointments so we'll move to 7.06 which is the msba report which we will now play [Music] hello everyone and welcome to the missouri school boards association's board report for the month of august 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
031efforts to provide greater internet access to students throughout missouri currently about 23 percent of missouri students lack internet access at home while 84 school districts report students lack physical access to broadband the director of broadband development for the state of missouri tim arbeiter told an audience at msba's recent igniting great ideas summit both infrastructure and affordability are barriers to access for many students and families arbeiter says school boards can play an important role in improving internet access by partnering with others in their community but sometimes as leaders you just need to take the bull by the horns and say what do we need to do to come alongside maybe our city manager our presiding commissioner and a few other folks to help maybe strategize as a team how do we motivate incentivize and attract a
032provider because there are areas in our state where there is none or only one provider and it makes it a stream challenge arbeiter says there are a number of state and federal programs now in place aimed at expanding broadband access in missouri applications are opening this month for grants aimed at addressing the teacher shortage in missouri the department of elementary and secondary education has designated more than 50 million dollars in coronavirus relief funds to establish teacher recruitment and retention grants for school districts the goals of the grants include attracting more people to the teaching profession and providing greater support for current teachers to improve retention desi assistant commissioner paul catnik tells us he hopes many of the grants will be used to expand what are known as grow your own programs aimed at encouraging high
033school students to become teachers future missouri teachers are sitting in missouri school districts right now that's where they're going to come from and we've talked to way too many high school kids kids in school districts who never consider the teaching profession because no one's asked them if they would ever consider it no one has said to a student you would be a great teacher i mean you love math you're good at it you'd be a great math teacher and we're not talking about valedictorian straight a students sometimes students that work hard in school make great teachers and we as a profession have to think some succession planning here about furthering the profession after we're done catnik says recruiting and retaining teachers must be a community effort it's not just a teacher who's agreed to run
034some club it's a community effort because uh when a when a school can't find teachers and we had examples of that this year where uh schools went virtual because they didn't have enough teachers that is that impacts the whole community so everybody in a community ought to care about this issue and band together and help support it that's when it works at its best that's what we've seen in districts with long-running programs the entire community embraces it and i just think school board members have such an important role in making it a priority supporting superintendent and the school personnel and making it happen making it work catnik says missouri's teacher shortage has only become worse during the covet 19 pandemic and that he has yet to talk to a school district leader who isn't facing
035teacher vacancies heading into the new school year registration is now open for the 2021 msba annual 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 gene becker a missouri public school graduate who served as president george h.w bush's chief of staff from the time he left office until his death in 2018. and don't forget the 2021 safe schools and colleges forum sponsored by msba's center for education safety that will be held this year on november 4th
036in conjunction with the annual conference in kansas city 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 thank you colin so 8.01 cabinet updates i think we have a finance committee update yes we had our finance committee meeting on tuesday we welcomed our new members um from the applications that were vetted and we first meeting with new members we went over some of the website data of where they can find um all the financial reports history-wise audits also where to find the board packet information and how far back that goes if they're looking for some history on an item we discussed all the financial items on this board agenda that includes budget amendments
037change orders on the prop and the checks that are issued in the um august july was this morning august right in the all july financials so thanks all right thank you 8.02 we do have one uh curriculum update dr jill lawson is going to speak on social and emotional learning at lumber and as jill comes up to speak i want to just take this time to reflect with our community with our board about the conversations we've continued to engage with with our families we've heard a lot over the last few months about concerns about critical race theory and do we teach critical race theory within lindbergh schools and we do not uh what we do focus on is developing and supporting our students social and emotional learning are they self-aware are they do they have
038the skills to self-manage to develop relationships to be responsible decision makers and have social awareness and so our work with regard to our students is to help build these skills and as you know as we shared in our july board workshop our lindbergh life success skills are key component of where these live and how we support our students as they integrate these skills within their academic environment and then beyond the academic environment as well over the last couple of days dr lawson and i have had the opportunity to go around to all of our buildings to talk about the lindbergh life success skills with teachers we have a few more buildings that we will work with tomorrow and in our conversations one of the things we continually ask our teachers to stop and reflect on
039is they're thinking about these skills and how these skills are being instructed in the classroom is are they balanced are we being thoughtful about the diversity of thought and perspective that exists within our student environment are they age-appropriate are we ensuring that what what the discussions and the conversations are are developmentally appropriate for our students and are they connected to our missouri learning standards and the work that we're doing as a district and then as always if you think that that that you might be out of out of that realm then we need to have further conversations about is this an appropriate lesson is this an appropriate level of instruction and then evaluate that further so that is our work with regard to social emotional learning and dr lawson is going to take some time
040to talk about the process of how we've gotten here and the resources that we use to support this work sure thank you so much for um allowing me to come here and talk about social media emotional learning at lindbergh if you want to go to the next slide collin so dr lake shared at our last board workshop meeting that we on his listening and learning tour he received some feedback from parents and from that pulled five successful indicators that our parents were wanting to see within our district and i'm going to touch on the second one social emotional learning here at blimberg and so really this is an opportunity to share if this was of such great value to our parents that they mentioned that throughout the um and doctor like received that feedback we
041have an obligation to show what we are doing to meet that um criteria so why social emotional learning and this is kind of an older one this is from this is some research from k soul from 2011. 2011 durlac and others research shows that social emotional learning not only improves achievement by an average of 11 percentile points but it also increases those pro-social behaviors like kindness sharing and empathy it will improve students attitudes towards school and reduces depression and stress among students and the next slide so i don't know the math thing sorry i'm just going to go with this so the why and some other things that's a little bit more with the 2017 the aspen institute talking about programming in social emotional learning across the school year drives it drives that increase in
042executive functioning self efficacy efficacy excuse me persistence pro-social behaviors grades and scores on standardized tests which is of course we want to see our students do really well children with stronger social emotional competencies are also more likely to enter and graduate from college succeed in their careers and have positive work and family relationships better mental and physical health reduce criminal behaviors and become engaged citizens so that's just a little on the y and that one is 2017 just a little bit more recent and talks a little bit about the evidence of why we do social emotional learning so i'm going to get into the what we do here so if you'll go to the next slide so talking about our process we really have been talking about what does social emotional look like at lindbergh
043so thinking about that particular thing we received some feedback from parents through advisories maybe it was our limb parent advisory through our student life advisory talking to teachers just really making sure that social emotional learning we know is important to our families it's been brought up on that listening and learning tour but where are our particular needs and one of the biggest needs that came up was really that consistency we need to ensure like if we're doing strong social emotional practices that one building that it's also being done in other buildings so really that was a huge need having that consistency making sure that we are laying out that foundational um social emotional experience pursuing that social emotional experience for students throughout our district what's happening at truman is also happiness sparing and so thinking
044about that we knew that that was an important need but we also know that character education is really important so we did not want to see that go to the wayside either so talking about our social emotional resources we really have tied together character because we still really hold that to be um an important part of our education experience for students but also those skills within social emotional how can we get our students to show you know mastery and understanding of those we also looked at some materials that were out there that we thought really met our needs we had a lot of parent feedback it was great talking about our bullying supports and how can we bring in lessons on bullying as bullying as well and so when we were looking for particularly the
045k5 we also wanted to see how could we make this all how can we bring this all together and make it two separate things that we're being you know too much learning for kids in too many different areas being pulled in too many different directions so how can we bring this all in to be one one thing we piloted some materials at our elementary we piloted second step is one of the curriculum pieces that we worked on with our elementary schools and we collected some feedback for that the pilot was around 2019 and 20 and last year was our very first year of implementing second step and character strong which i will talk about here in some additional additional slides and so last year was that very first year of implementation if you go to
046the next slide you know we did receive some feedback when i time marked this feedback as going through it was march 2020 so we all know that was kind of when things hit but here's two things that i just pulled i thought they were really fun to share with the board about how our parents felt when their kids were talking about it at home if their kids didn't talk about it at home they probably didn't have as great a feedback to provide as far as the experience as the students were sharing but in this particular first one on the students said that her daughter shared about being assertive when she needs something and also about solving problems with peers so that's always great to hear another parent shared that her daughter enjoyed the lessons about
047managing emotions and how she can better react in certain situations um the parents stated that they talked about how she was actually applying the strategies both inside and outside of school and the parent appreciate the learning on how to calm down and also use some of those strategies as well going to the next slide some feedback from our teachers they really do love the lessons we were in i've been in six buildings thus far when our since our teachers have been back and teachers are talking about they really appreciate students using that common that common language particularly around bullying and also the the classroom lessons um it really in the bullying um it really gives kids an opportunity to role model and practice that assertiveness that we all want to see our students do at
048the at the really young levels first grade and kindergarten the second step curriculum resources excuse me come with stuffed animals and the teachers talk a lot about how the kids really enjoy those things it's very age-appropriate the teachers also like the scripts the videos and the activities and there's also home links that can come home and parents can do with their students knowing that parents are very busy may not always have time so it's always an optional thing teachers did share when are we supposed to do this that was a big concern during that first year of implementation and what we had to do was go in with training saying this is not an additional thing this is something you would do during your class meetings which is a structure we want all of our
049teachers to do is have a class meeting that time to build community with their students if you go to the next slide so just to give you an idea in case anybody wants to look into any of these you can google these resources second step and character strong they are available to do you are also anyone is always welcome to give me a call i've had a very fortunate um meeting you know very fortunate meeting yesterday with two parents i thought it was extremely productive we went through some resources and more and just really talking about um what is important to them what's important for their child and it was just really great to hear that feedback and think about how can we reflect how can we take that feedback how can we move forward
050with it making sure that we're always being inclusive of of all people in their different and their perspectives as well so moving into the next slide if you think about social emotional um the big picture of it we have our tier one which is what we use second step in character strong for we want every student to have that foundational component of it those lessons where they are and then we have tier two this is for students after receiving their universal supports may just need a little bit of extra help so we have interventions in social emotional learning for them as well and then in tier three when students need a lot more help we get um we can dig into some social emotional supports that are more targeted and based specifically on their need
051so i'll talk a little bit about that if you go to the next slide um for our so here's some of our tier one the basic structure the how we do it so i talked a little bit about the why the what we do and here's how it is done in our district social emotional learning at the elementary level social emotional learning is um conducted during class meetings those meetings last about 10 to 20 minutes long the topics within character excuse me in second step are skills for learning empathy emotion management and problem solving those are the four big strands they are in kindergarten through fifth grade those are those topics i'm happy to sit down and share those with anybody who is ever interested in looking at any of those as well in middle
052school the social emotional learning is done during flyer time social emotional is not all they do in flyer time but when they do it's typically about one to two times a week those topics in the character strong resource which is what they use there are values and purposes empathy and compassion emotion understanding and regulation goals and habits leadership and teamwork the high school is pac they call it pac it stands for they changed the acronym so i had to write this down more for me than for anybody else but perspectives academic and community it's a time for the students to get together and build community i put the topics here they also use characters strong as a resource but the chara i would say they do not go through all of the lessons and characters
053strong just to make sure that i'm being fully transparent as we move to the high school we really start to think about career development and how students talk about the things of that they are interested in the careers that they want to engage in and how they use those strengths their own personal strengths to move forward so social emotional probably takes it would probably be less explicitly taught as the student moves into the high school it's not that it's not does not exist so i don't want to send that message but the shift is really towards that career development as students move into the high school if you go to the next slide you'll see that our counselors also do lessons these are push-in lessons these happen more at the elementary level in the the
054middle school level than they do at the high school again if a counselor is pushing into a classroom to talk about um their curriculum their counseling curriculum they're more heavily focused on that career development as well but you will see if you ever want to find out more information about the counseling curriculum and the standards that they use you can find those on the department of elementary and secondary education's website and they are part of the missouri learning standards they're based around these three big ideas of social emotional development academic development and career development and so those are k-12 those are the three big strands that are for all counselors according to the missouri comprehensive counseling guide next slide please so we have a foundation for social emotional learning through class meetings flyer time impact
055at the high school when students need more support in social emotional learning or meeting some of those social emotional skills we start to move towards tier two this is not for every single student these are for students who just need a little extra help and the goal behind that is to support them and get them back on track this does involve parent involvement um it does include parents being a part of that plan what is their student need it also can be supported and facilitated by our school counselors sometimes it's individuals sometimes it's group sessions and it's mostly aligned to casel's five competencies where a student may be struggling or having a legging skill in any of these five particular areas such as social awareness self-awareness relationship skills emotional management responsible decision making but we
056also look at function too we may look at is a student trying to access something or avoid something so we look at a few different things and that's we learn a lot of that through our partnership with special school district they have a lot of great supports and things that we as a partner district are able to learn and access with through that partnership for tier three when a student may need a lot more help regarding social emotional learning we again number one get the parents involved in that because there may be some type of assessment and when we're assessing students on individual skills we want that parent to be involved and knowledgeable about what is going on sometimes this is a referral done by the school but sometimes it's a parent calling and saying
057i have a concern i really need your help so these are can also be supported tier three by our school counselors but our social workers are licensed clinical social workers which is amazing so that is like really a great thing to have we have three in the district they are also there to help support the student but also build that connection with the family too like talking about the talking to the family about here's what we're working on here's how you can help at home as well and give give us feedback on what is working and what is not we also have partnerships with children's service funds so we do memorandums of understanding with not too many but a few that we know are tried and true that provide great services we have those therapeutic
058supports in our district so we will have youth in need um therapists we have chad's providing social emotional that's usually a parent referral for a chad's social emotional teacher but we also have supports through provident and these are all therapeutic supports that are housed within our school they also align with these competencies from casel but they may also dig into some more targeted specific lagging skills depending on the student's need so if you move to the next slide this is just kind of an overall i do want to say even though this looks like a cone i don't i think now that i look at it i don't want people to think that um one thing is um those class meetings and the counseling lessons like not all students get those counseling lessons so but
059i just wanted to kind of give that overall big picture of where we are and what we're trying to avoid as you'll as i'll mention here in a second class meetings flyer time pack that's a time for students to really dig into those character lessons those social emotional lessons and to do to practice those four c's which are critical thinking creativity collaboration and communication that is really what that is all for those are those opportunities where we give kids to skills to learn about it talk about it and practice it those counseling lessons are for all students too those are tier one supports those are all based on the grade level expectations as i just stated when students don't get it they or may need a little bit of help we have those tier two
060interventions and those are evidence-based interventions that we employ to help support the students and i just want to reiterate that parents are involved in that part of the that part of the process when students really need a lot of support those targeted interventions are brought in and parents are again a part of those and we do use evidence-based supports for our students that partnership with children's service fund is really for something much much more intense those are therapeutic supports and those are happened by providers outside of limburg schools that we have mou memorandum of understandings with and then if we still are not making gains students aren't responding to the interventions that we need we will consider eligibility under idea the um but our goal is to always avoid getting to that part we want
061to see what we can do on our side before we ever have to move to that eligibility component so if you go to the next side just wanted to give you a little bit about what social emotional is that big picture from what happens in the classroom what happens with our counselors and what happens when students are responding to the things that we are or need additional supports throughout any questions okay thanks jim thanks dr wilson appreciate it all right so we'll move on to uh 9.00 or 9.0 panels action items by consent we have action items 9.01 to 9.17 although there are none in 907 to 908 so would anyone like to remove any of these items for individual consideration all right hearing none do we have a motion to approve consense 901 through
0629.17 uh noting there are none for 907 and 908. so moved motion by matt second second second by christy all in favor say aye aye aye aye opposed okay motion carries all right so then we'll move to 10.0 we got individual action items we have none this evening so moving to 11.0 which is reports we have three for the record reports 11.0101 [Music] annual financial uh secretary of the board report and this is pr for information only and if you have any questions you can contact joelle with any of those questions correct okay 11.0102 the green light plan this item is also presented for information only and you can connect contact dr lake or any of the other cabinet members with questions on that particular item 11.0103 the district student assessment plan also for informational
063purposes and you can contact dr sparks or dr lawson with any questions on that particular report 11.02 we have no other reports 11.03 review of board policies we have two policies i believe right under review so uh these are presented for your first reading uh brought back in the september meeting so any questions you can contact either joelle or brian on those two board policies so given that we'll move to 12.0 which is citizen comments regarding non-agenda items so we'll hear those comments at this time again the reminder we have 30 minutes total which i think we have enough time here for all those that have signed up uh you do get three minutes again so when i call your name come forward and give us your name and the item you wish to speak
064on uh and if somebody has spoken information that that you're speaking on um you don't have to come in and speak again um but everyone's welcome to speak and share what they have with us just make sure that uh you know let's be respectful and let everyone sit have their three minutes so i will call up the first person on the list melissa shelton hello i'm melissa shelton a retired educator a counselor and the mother of four girls three are black and one is white i'm here to speak to you from the heart and from personal experiences to begin i want to thank you as i look at this board in front of me and i look around this room i see no other explanation for the efforts this district is making to prioritize the
065essential work of equity diversity and inclusion except that the hard truth is racism in our community and in the world around us is an issue that has to be addressed i understand that there are solid steps being taken in the district and as a district we're in the midst of a five-year plan that began in 2018 to become a more welcoming equitable and inclusive environment in 2018 that was quite an undertaking the honest to goodness truth is that was a walk in the park compared to the recent emergence of the the buzzword critical race theory i want you to know that although perhaps not as loud and not as organized there are many many community members who understand that critical race theory is an academic concept that's more than 40 years old and is not
066something being taught in our schools the hot debates are um that we're seeing are um seem to be more of a psychological defense to unwanted change by people that are really really comfortable with status quo throwing out critical race there provides a barrier to change and causes just enough distraction and chaos that it has the potential to stall the progress that has to occur in our schools and communities continued diversity training for teachers reflective communication history lessons that are taught in depth and truthfully and thoughtful reflections of how racism has impacted the world around us must occur i was given permission by my 12 year old to share a situation that happened with her i dropped my eager five-year-old off at school one morning bright-eyed and ready to conquer what was ever placed in front
067of her and she was ready to hit hit school running her backpack was still shiny her shoes were unscuffed and her bow was bigger than her head and i thought maybe i had the cutest in the world definitely the brightest i must have gloated a little on the way to work and she waved confidently that evening when i put her bed she said don't make me breakfast to mom the black kids have to eat breakfast at school i asked her what in the world she meant and she said that a teacher got her as soon as she got in the door and said your bus got here ten minutes ago get to breakfast she tried to explain to them that she didn't eat breakfast that her mom made her breakfast she said the teacher was
068mad so she ate a second breakfast as a 25-year veteran of public schools i shamefully admit it took that with my own child to realize how much work we have has to be done so again i thank you i urge you not to let the district goal of inclusion equity and diversity be lost in the noise that you may encounter thank you next speaker on the list is philia davenport good evening i'm felia davenport i'm a mom a multi-racial woman of color and a professor i believe this this district is moving towards a more diverse and inclusive education i believe every child and family should be represented in the textbooks reading books and curriculum in the classrooms and school buildings when a child sees themselves or their family members in the readings images or lessons
069they feel a sense of belonging i want to encourage all teachers to work towards having diverse and inclusive classrooms i encourage this because my daughter and i are different shades however she is mine and i am hers we need to start seeing through the lens of not just black and white but understand the spectrum that lies between just because my daughter may look like many of you in this room she does not necessarily share your cultural heritage she is a woman of color i do not want another anyone in this educational system labeling her different because she may appear to fit in your box one of my biggest concerns is how are teachers trained to work with diverse children from diverse homes and backgrounds what professional training will you provide for them that is continual
070will this be transparent to us what textbooks will be used will there be funding for supplemental materials for the teachers will there be funding for guest speakers to assist teachers on certain lessons i ask that teachers step up and try and ask for help if necessary i know so for some this may be uncomfortable but i as a parent as a mother and as a woman of color will step up and i will help you i ask for the administration to hear their asks and to follow through because the burden cannot solely be placed on their shoulders in this time teachers will need as much assistance and guidance as possible because it's a slow process to achieve what the ultimate goal is which is a diverse and inclusive education and on a side note i
071actually have worked with kindergarten teachers especially through covid and i did lessons for their students and read books all through virtual learning for them and i work always around my university schedule and i've actually come in and done guest lectures to actually help teachers and i'm very willing to have those conversations and to help and what i want to leave you all with is this our children are a reflection of us and sometimes they can see the cracks before you can thank you our next speaker is jason frye hey everybody coming up here is such an adrenaline rush i think i'm getting addicted to it um i come here every month now uh so first of all on masks i want to say i continue to support our school district's mask mandate and i believe
072there is evidence and our icus are filling up i have three relatives who died from covid um two of them could have been protected by masks and weren't one of them was a vaccine skeptic and passed away just a couple weeks ago but i really came here to talk about critical race theory and equity i agree a critical race theory is a boogeyman that is an academic concept that's not being taught at our schools but it's being used as a blanket term for any kind of equity in education especially in history curriculum and uh i they're going to be people who speak against equity they're going to use a straw man argument where they say well equity means equal outcomes no one believes that no one who's promoting equity believes equity means equal outcomes um
073what you do with a strong man argument is you take a legitimate argument you tell people that it means something completely different and then you defeat that and then you look like you won but you actually haven't dealt with the real issue so equity would be if somebody has a wheelchair a student has a wheelchair if you believe in equal outcomes you would say well then all the students need wheelchairs so they can all have equally challenging times get into their classrooms but no one advocates for that because that's not what equity means equality would say that student needs to struggle to get to the classroom however they can maybe they can ask some other students to carry them up the stairs equity really says what if we had an elevator and most of us
074would agree that's a pretty reasonable thing to allow equal access to the classroom for a student in a wheelchair that's equity when it comes to equity in history curricula or in other ways it means if a student's struggling maybe they get extra attention it doesn't mean you slow the whole class down but you do find a way to get that student some extra help if you have students in your classroom who are of color who are of different backgrounds they get to learn about their history as well as the history of the dominant group in the classroom there are definitely white supremacists who want to stop people from telling the whole truth about history we know that there's this theory called uh the lost cause that says that the civil war was really about states
075rights and tyranny we all know that if you read the letters that the actual states sent to the u.s government at the start of the civil war they said they were succeeding so that they could continue to enslave black people to telling the whole story is important let's keep it up and don't be afraid of the people who are using critical race theory as a boogeyman thank you next we have amy minton hello and thank you to the school board for giving me the opportunity to address and applaud your diversity equity and inclusion efforts at limburg i'm a mother of two lindbergh students one at the high school and one at the elementary level we moved into the district three years ago and were sold on the school district by some of our lindbergh alumni
076friends as well as many of the accolades that we've all heard about read about and experienced we relocated here from a district that was pretty diverse obviously much more diverse than this one and but equally decorated um i had high hopes we would have a smooth transition and imagine my surprise when three years ago when my son was freshman he came home from a lindbergh sports team practice and told me that all of his white teammates were throwing the n-word around in the locker room um this is the year of our lord 2021 so it was a little bit mind-blowing for me that this is still happening when my son my son just he's brand new and he moved into the district and under cover of you know being behind closed doors children are getting
077this these words from somewhere um my my high schooler since quit that team and he found camaraderie um within the lgbtq plus community and club and got involved with the black student union those groups welcomed him with open arms they they welcomed him with empathy and kindness and as a white cisgender student they they were accepting and understanding which replicated what we've been talking about with this diversity equity and inclusion he he was the white cisgender guy in this situation and the groups that were the most welcoming and kind were those those who continue to be othered by some families in this district this isn't the first time i've attended one of these board meetings but it's the first time i've been up to speak um so i wanted to just touch on critical race
078theory since that seems to be the boogeyman um critical race theory is an academic construct taught in law schools that is not merely the product of individual it doesn't study individual bias and prejudice it's about laws and embedding policies that are racist into our systems but you aren't teaching about sundown towns in missouri you're not teaching about you aren't teaching about white families having nearly eight times the net worth of black families and how that might affect our school district and what it looks like thank you um next we have uh mackie randleman maki randelman tonight i'm talking about uh erl ela 10th owner my daughter is taking taking this so um and i'm here representing many parents concerns uh some of the books that are assigned in this course as choices uh the girl
079who fell from the sky is about a girl who survived a fall when her mother committed suicide with her children a little boy witnesses the scene i quote the baby was still in her mother's arms a gray sticky porridge pouring from the underside of her head the girl was heaped on top of the body's body a bloody helpless pillow the bones from the bottom of the boy's leg poked through his jeans at his thigh later this girl goes through a rape i quote he sticks his finger into me and it feels like pain jamming into a top i feel his weight on me and his hands spreading my legs further apart he is taking the thing i thought i was giving it's like my body thinks surrender beautiful then her grandmother comes in maybe she
080heard the small noise i let out when he thrust harder to get deeper into me dry another book monday is not coming is about a girl who finds her best friend's dead body in the freezer monday she was killed by her mother and the mother killed another child and destroyed both bodies while the siblings still living in the house the book is full of words such as a word female dog d word f word and i'm censoring the black words another book handmaid's tale is about woman in religious cult forced sexual ceremony and i quote my red skirt is hitched up to my waist though no higher below it the commander is f ing what is what he is f ing is the lower part of my body the commander f with a regular 2
0814 marching stroke on and on like a tap dripping arousal and orgasm are no longer so necessary he comes a at last with a stifled grown as of relief i untangled myself from her body stand up the juice of the commander runs down my legs and this book has a graphic novel version and it exists in our high school library i cannot go through other books but they are all disturbing these are rated on border line of x they are available at high school library and the category is correctly adult here's my call to actions one rated and adult but content books should be stored behind the counter at school library as restricted books and the students should represe present parental consent to check them out two these books should be not be promoted in
082the reading list by lindbergh schools not to mention being assigned in classrooms this is not for minor students to be requested to read by thank you very much adult educators for speaker you know that investigation should be done on all books in the current curriculum in all grades this this is not only 10th grade and i ask you to remove this kind of content [Music] [Applause] here thank you [Applause] uh hello my name is anna marie blumenkemper i'm speaking on literacy my husband and i have been in residence have been residents of lindbergh school district for the past 10 years we have six children all school age and our oldest two sons are enrolled at lindbergh high school our other four children either no longer attend lindbergh or never attended the district the reason we
083do not have confidence in the district's ability to educate our children using the current literacy program there is a story behind our decision to withdraw and how we lost our confidence in lindbergh and tonight i'd like to share that with you several years ago when our current seventh grader began kindergarten he struggled with many basic skills he was frustrated and we were told the school was keeping an eye on him and that they wouldn't let him fail he would come around it was probably just taking him a bit longer during first grade our son's frustration began to build he didn't like school he was really struggling with learning how to read i scheduled a meeting with his teachers in the school's administration and voiced my concerns i was told he will get it he's making
084slow progress but that's okay and since he was so behind my son began receiving daily reading intervention however reading continued to be a struggle for him my husband and i were not satisfied until we had our son privately tested achievement in iq testing revealed that our son had several learning deficits and dyslexia it was recommended that he would benefit from a research-based reading program that provides direct instruction and letter sound correspondence for decoding of unknown words when we share this information with our school we were not well received we were told our child would not qualify for any extra testing or resources and with continued reading intervention he would become a successful reader that's when i began to realize how lindbergh's curriculum was failing our child limbo uses a balanced literacy program lucy calkins instead
085of a structured literacy program which our son desperately needed instead of being taught sound simple relationships and decoding skills he was being taught to guess at words based on picture cues while he made some reading progress by the end of first grader sun continued to slip back below grade level through the rest of his elementary years he struggled not only with reading but with spelling writing math it was all connected homework was difficult and my husband and i spent hours each week working with him he still lacked that strong reading foundation we hired a tutor so we could learn the basic structured literacy skills lindbergh had failed to teach by the end of fifth grade he was finally reading at grade level however as his parent i was ready to get off this roller coaster
086ride we had been on for the past several years how could i be assured that he would thrive in middle school my husband and i made the decision to withdraw our son from lindbergh and enroll him in a private school where his educational needs would be better met today a year later he is thriving and so by sharing this with you i hope you all consider my concerns balanced literacy lucy copkins does not work for all students i ask why why would you continue to use this program why not implement a research-based structured literacy program that will work for all kids and those parents with similar concerns who are out there listening please speak out speak up and advocate for your children because this district will not thank you all right our next speaker is
087jessica huff [Music] good evening and thank you for the opportunity to speak tonight my name is jessica huff and i'll be reading a statement from the lindbergh equity and diversity coalition also known as lead the liberty equity and diversity coalition would like to thank the lindbergh administration for an informative and impactful workshop last month focusing on diversity equity and inclusion initiatives in our district we are encouraged by the partnership with core collaborative and training our educators to be more intentional about creating a culture of belonging and dignity for all students and look forward to seeing it implemented in the coming school year we are especially grateful for dr lake's remarks about the why why is lindbergh engaging in this work according to dr lake it's because the community asked for it through his engagement with
088the community upon first arriving at lindbergh dr lake identified five top success measures for students in our district those success measures include high quality teachers social and emotional well-being of students and staff student mastery of collaboration communication critical thinking and creativity personalized learning for staff and students and student satisfaction diversity equity and inclusion work in our schools addresses three out of five of these success measures in addition dr sparks reminded the community that diversity equity and inclusion initiatives align with the latest iteration of the missouri school improvement plan called msip6 msip6 is focused on continuous improvement for all schools the preparation of each student for life beyond high school and promoting practices that lead to healthy school systems the missouri department of education believes high expectations a clear vision and a few very focused high
089impact goals will be critical to drive the improvement efforts necessary to bring about positive results given the community feedback and state guidelines investment in diversity equity inclusion in our district just makes sense as we have stated in the past we are encouraged by the work being done at lindbergh to advance diversity equity and inclusion but lindbergh has a long road ahead to truly transform our community lead is here to support these efforts and garner community buy-in through our continued outreach and relationship building we understand that the work of making our district a safe and equitable place for all students is the responsibility of every lindbergh parent and staff member we wish everyone in the community a happy healthy and safe start to the school year thank you next marylee sauer what is equity and why
090hasn't our district been able to define that for us well here's why equity is a perception give two kids a piece of cake and ask them to share it does one kid end up with more because he's bigger do they both get the same size piece does one kid accept a smaller half with lots of icing you see there's no universal rational application to equity because it's a subjective evaluation equity at limburg is applied to our children based on the perception of those in charge our superintendent and our board of education it is being applied to achieve a certain outcome one of those outcomes is to have proportional disciplinary incidents based on race and other immutable characteristics to achieve this lindbergh has inc has incorporated restorative practices this program has been implemented despite the fact
091that the key findings in the rand corp randomized control trial study reported in the u.s department of education parent and educator guide to school climate resources were not positive the findings from this study were teachers like it but they don't have time for it it reduced overall suspensions for certain groups of students specifically african american and female students but no reductions for white students or male students there are no reductions of suspensions for serious infractions involving violence weapons or arrests there are negative effects on academic achievement for african american students all middle school students and overall negative effects on math achievement there are negative effects on student ratings of teachers classroom management practices related to safety and discipline and negative effects on students overall assessment of teacher performance so basically there are lots of additional
092costs and no real benefit from this program except that our board's perception of equity is achieved yet academics suffer think about equity in terms of grades lindbergh's going to a new grading system also based on the perception of equity once again equity is applied so the same proportion of students based on their race receive similar grades it doesn't matter how hard someone works or how much they learn in fact the school is forcing teachers to grade students based on state learning standards something historically used to evaluate in great great schools as a whole not students as individuals in addition they've added something and are grading our children on it called limburg life skills these life skills tell our students how and when to use their character skills to achieve success this is a big problem
093according to the book character strengths interventions a field guide for practitioners character skills are never supposed to be prescriptive only descriptive it should always be left to the child to decide what character skills should be used to achieve success instead of limber our children will be forced to conform with someone's vision in order to achieve success at school not to mention that there is no easy way to explain how our children achieve these skills and receive their grades for them grading for equity is simply a way to affect grades to ensure that a racially proportional equitable outcome is achieved and it leaves parents with no real assessment of their child's success academically thank you we can push back and we have opt-outs for those who are interested we have some to turn in tonight and
094more are coming parents push you can just set them here i'll make sure everybody gets them thank you uh last speaker kelly mohan well i mean i've been respectful and but somehow you guys don't seem to feel like that's incumbent upon you to return it that's enough all right three minutes go ahead well i'd like to speak in support of equity um i graduated in 1986 this was a very different school at that time i grew up in a household where both of my parents were openly racist and i went into a college that was much more diverse than my experience here there were two african-american kids that i met the entire time that i was in limburg from kindergarten through high school too they were really nice kids but that was really tiny and
095then i went to college and i met people from all over the world and i had an african-american roommate and my mother flipped out she's like people aren't going to eat with you i'm like oh my god if they're not going to eat with me because i have a black roommate i don't want to eat with them it's not a problem and of course it wasn't a problem because times have changed as a historian i find what's fascinating about history is that it's a kaleidoscope of experiences it has been taught in the past and it was when i went to lindbergh as a single color from the rainbow just one lens one perspective and what i find fascinating about the american revolution is what did that mean to the unlanded white men who would not
096have a vote what did it mean to the native americans who were being dispossessed from their land what did it mean for african-american enslaved who would have no part in this new freedom in this new liberty what did it mean to all the women who would have no part in this new liberty this new freedom this new right to determine what happens to you and the history of the united states has been expanding all those benefits that were at first kept very close to the chest by the ruling class it's a wonderful story it hasn't made me less patriotic to learn that it's been a struggle to learn that people struggle to get along we see that everywhere all the time people struggle to get along but it's something that we have to do because
097we all share this planet together and we can't understand each other if we don't know where we're coming from and if we don't know if we only know our history from one perspective then we can't relate to other people we can't understand where they're coming from we're going to talk past each other so i really want to thank the school board for trying to expand what our children think about the perspectives that they consider when they think about an issue and teaching them to relate to other people's experiences and not just say because it doesn't work in the in the classroom it doesn't work in your home to just say you're wrong and you don't have a right to feel that way that's not how you resolve a conflict all right thank you thank you
098to everyone who spoke this evening and i'll remind everyone you know let's be respectful of one another and courteous we want to continue having these citizen statements it's not a requirement to have those but we appreciate people coming up and taking their three minutes and giving that opportunity to everyone you know foundationally we're here to educate kids and support kids and respectfulness and courtesy are two foundational things so let's keep that in mind 13.0 is recess as we already conducted our executive session there's no need so we moved to 15.0 which is adjournment do i have a motion to adjourn board meeting 1537. so moved second motion by matt second by jen all in favor say aye aye aye opposed board meeting 1537 is adjourned you