001so [Music] so [Music] so [Music] do [Music] do [Music] do [Music] do [Music] do [Music] do [Music] but somebody's [Music] do [Music] okay [Music] do [Music] do [Music] um thank you do [Music] oh i think [Music] do [Music] do [Music] do [Music] do good evening everyone i'd like to welcome you to the november 15th meeting of the lakewood board of education the board met an executive session earlier and now we're turning to public session and we would like to have you join us in the pledge of allegiance i pledge allegiance to the flag of the united states of america and to the republic for which it stands one nation under god indivisible with liberty and justice for all thank you very much we now move on to adoption of the agenda is there a motion
002so move second it's been moved and seconded that we adapt the agenda as presented mr zeeman we call the role mr shaughnessy aye mr faber aye mr callahan aye ms beebe aye ms peter barcelona aye thank you next item of business is approval of minutes of the regular board of education meeting held october 18th has anyone noticed any thing that needs to be updated or corrected hearing nothing is there a motion to approve the move second it's been removed and seconded that we approved the minutes all in favor signify by saying aye aye opposed and the minutes are approved and we now move on to the superintendent's report superintendent nzwiki thank you good evening president shaughnessy vice president favor distinguished board members i would like to invite to the podium mrs christine foote principal of
003grant elementary board members superintendent nizwiki and treasurer zemen it is my privilege to present to all of you the grant star student award to our fourth grader kayla sell kayla can you come up with me so kayla sells a fourth grader at grant elementary and i have words that i've collected from her former and current teachers that i want to share with you kayla and with our board kayla is a wonderful young lady and a hard worker she comes to school every day with a smile on her face and a good morning to everyone she passes she is kind and caring another teacher writes kayla has a positive outlook and an attitude that is contagious even when faced with challenges she keeps smiling and is always trying her best we are so lucky at grant
004to have her as a peer role model another teacher stated kayla's work ethic is beyond her years kayla consistently consistently puts forth effort in all of her schoolwork even if the work is difficult she is confident assertive creative and artistic kayla shows responsibility for her learning is an active learner and asks questions kayla is proud of her work effort and she perseveres congratulations kayla cell on being selected as our star students [Applause] and this is just something from the board to recognize you um did you come here with someone tonight [Music] do you want to introduce them give them stand up my mom dad and my younger brother we're very proud of you thank you so much congratulations thank you congratulations thank you for mistaking another oh good my goodness [Applause] and now if our
005student speakers would come up as well as mrs holland all right well good evening again [Laughter] tonight i have the honor and privilege of sharing with you the social emotional learning goals at grant as well as our academic focus goals oops there we go all right so together with my colleague mrs jesse holland and six of our grant students we will share with all of you how we are working each day to achieve the collective vision of a lakewood graduate through the lens of diversity equity inclusion and also social emotional learning our school's mission is we grow greatness at grant this mission is centered on growth growth for each and every student and each and every staff member and is tightly woven in with the vision of a lakewood graduate as the six core competencies
006grant's committed and caring staff make all the difference in the lives of our student and in the lives of our entire grant community you can see us here on the morning of the fall parade dressed up as a giant bag of m m's we certainly do have fun together earlier this fall we started off the year with a whole school self-reflection piece that was centered around the notion of growing greatness with the imagery of a flower students and staff each completed a flower and each petal was an attribute or a piece of their own individual growth that they are growing and working on growing within them you can now see these growing greatness flowers throughout the building and they truly are an inspiration each day as we celebrate our learning and the reflection piece as
007well grant's academic goal is tightly aligned with the district's mtss or multi-tiered systems of support and specifically it states that 80 or more of all students in second through fifth grade will be at or above benchmark on the oral reading fluency measure which truly that measure looks at the automaticity of reading and how well our students are doing with their fluency which directly relates to comprehension with the focus on instruction and using that aims web data that i mentioned along with ireti data each of our 314 students at grant has a specific focus area that they're working on this would range anywhere from phonemic awareness to phonics to vocabulary or different threads within the comprehension strand this laser-like focus allows us to meet students where they are and move them forward from there in order
008to achieve this academic goal that i've stated our core curricular units that we that we use for teaching have been adjusted per the data to meet students where they are and move them forward from there using the data again from ames web i ready and running records we're able to address where each and every student is on the screen you can see one of the i-ready personalized instruction pads and this is yet another way that we're able to differentiate instruction for specif for students along the school year we have incorporated this i ready program in a variety of ways including before school groups after school groups homework time during the day with a center rotation that some teachers have set up as well as part of a homework plan or even in some of our
009ie star block time i'd now like to share with you how we're growing our social emotional learning and our goal at grant our specific sel goal this year is that each child will have an appropriate just right fit for an sel support that is aligned with their individual need and this is noted within a tiered approach as part of our pbis school-wide approach at grant we have common expectations in place across the day and across the building these are directly taught so students know precisely what is expected of them at all times our weekly second step lessons continue to teach students the skills of empathy communication collaboration and also how to be mindful of others as an important member in the grant community here you can see one of our tier one sel supports this
010is our reset program that's held during the recess time where students can come together and learn through mindful movement breathing and guided meditation as a way to foster that whole child with a generous grant from the margaret warner education grant we were able to create what is known as calming corners the idea behind these is to proactively provide trauma informed care across the building in a tier one approach students are trained as far as what the calming corner is and can utilize the common corner when necessary as far as the mindfulness the breathing and the calming another tier one scl approach are the different wellness lessons where we have a wednesday wellness focus as well as some of the mindfulness curriculum that's in motion each week here you can see the international dot day which
011is a celebration globally of creativity courage and collaboration tier two supports related to sel we have several small group focus areas where students can be in different groups related to friendship skills fostering empathy teaching zones of regulation and or building communication skills a tier three supported grant includes check-ins with our student wellness specialist or a check-in or check-out with intervention specialists as well as our belfair counselor that's within the building throughout the week we also have supports designed again around the trauma-informed lens where there's an individualized behavior plan in place in order to share some insight into our diversity equity inclusion and belonging we have a task force it grant for our second year and my colleague jessie holland will come up to share her perspective of being a key member of the dei task
012force at grant good evening and thanks for the opportunity to talk about what we're doing in the classrooms and as a staff with our students in the building at grant as well in the dei task force we decided that we would like to have a focus which would be an activity centered around a piece of literature that could be available to to and for all of our families at grant so working with the whole staff we decided that the book we were going to use is all our welcome and we're focusing on the idea of community for the first and second quarters at grant with this piece we shared the book each classroom has a copy of the the story uh our our um our el teacher denise our body worked to translate it into
013arabic so that it could go home and families could read if there were second languages that were spoken at home and we are working to not only send the book home but then there were activities designed around it at a k2 level and at a three to five grade three to five level simple activities that families could do and then send in um if they would like to share a picture of the family reading and also turning in some of those individualized family activities that have come back to be collected in places like our lrc board additionally we are talking about the idea of community through second step lessons this is an activity that was done by mrs kelly king who is a second grade teacher at grant and after one of their second grade
014lessons on community the classroom that's everybody's hand in their classroom each individual got to design their hand and this poster is displayed in the hallway outside outside their classroom many of the pieces that we're doing in the dei movement and activities are posted all around the school in common areas so that our students and families and the staff are walking by every day to see reminders of pieces that we've all put together as as part of sharing in the part of our grant community uh oh oh gosh oops sorry i might have skipped one there these are some of the pictures that have come in when the after families have read the story and taken it home we asked if they would be willing to contribute a picture of their family or you know the
015how how they did the activities aligned with the all or welcome book and those are on display in the lrc in fact i think that that the board there has become so full that now they're spilling out into other common areas so again it's a great way to reinforce and the kids can see their families at home as a part of our big grant family at school additionally this is a sign that every member of our grant community has their name on a heart and this is displayed in the hallway that is walking on the way to our cafeteria so it's you know one of the most popular places in the building uh used on a daily basis and and so another reminder uh that that work we all have a space here uh there
016were some uh blank colored hearts even that were left as we add members and making space for inclusion into our grant community um our little notes underneath reed you have a place here our time together is the best andy you have a space here good thing those are bigger letters because i didn't know i would have to read so far away um and you can see that those are underneath the long long sign in our hallway additionally we've included the international flags of the ethnicities that are represented in our grant community and these hat flags all hang in our gymnasium space uh making it even more brightly colored than just our walls in there uh another again reinforcing enough the idea that that is another common space that everyone uses and we want to see
017and value our representation there this is a bulletin board that we've created that's just inside the front doors at grant as you're walking in to again support that idea that we are looking worldwide at at our community and the histories of of all the stories of the people that come into the grant community and our words of welcome are written there in the different languages that are represented in our population and families at grant elementary everyone is welcoming and we are with along with our task force the dei task force we have been in consideration within that smaller committee but then also taking it to the larger community of staff at grant talking about what our idea for the next focus concept might be and then what we will do within the task force or
018within our committee is learn look together to find appropriate resources that we're going to use and the same idea of maybe using a book or something that can go home with families and have an activity to engage our parents and relatives as well and we are moving out of our first and second quarter focus into and have recently decided that our quarter three and quarter four focus is going to be respect so i don't have all the details on that because they're still in the works so stay tuned or come and visit if you'd like to see that later in the year okay so you have heard a great deal about how teachers and staff at grant elementary are working to incorporate ideas that support our both our academic and our sel development and we
019also want to connect that in with the six competencies of the vision of a lakewood graduate only right now we brought some of those experts here for you to listen to and they're going to tell you about how they are working with and living through experiencing some of those six competencies so i'm going to ask graham breitenbach to come to talk about global awareness and then trade it over to you hello everybody my name is my name is graham breitenbach and i am in fourth grade my teacher is mrs holland i will be talking about global awareness i am global awareness i am growing my global awareness at grant by the following one thing we do at grant is that all the families are sharing and reading a book about how everyone is welcome in
020our community we are also being global aware by wearing our masks in school to protect everybody and keep them safe every friday my class and mrs moss crosses class in third grade get together to watch news death and learn about what's going on in the world right now global awareness is important because it shows respect to everybody thank you [Applause] good evening my name is elise stooks and i'm representing grant i am in fourth grade and i am in mrs holland's class i would like to share with you how i am growing my empathy at grant our class goes to miss syed's wellness space in room 119 on wednesdays to learn about empathy and caring for ourselves too she also has small groups of reset every week during our recess time where we do yoga
021or guided meditation i hope my friends by letting them express their feelings and telling them that i understand offering to help and being okay with their decision if they want help or not they feel what they feel and it's important to be respectful of that i have become more of an attentive listener and i am more patient in class with my teacher and classmates i like our step second step lessons and the song walk walk walk which is about empathy these lessons have helped us to talk more about different different feelings and that not everybody has the same feelings i have really learned over the years to have empathy for people i may not talk to a lot and i can understand what they're feeling i can empathize with them miss saeed really helped me
022realize that empathy is so so important i think that empathy means helping other people who may be sad and letting them know you understand [Applause] good afternoon everybody my name is jack porter from fifth grade at grant elementary i grow my critical and creative thinking at grant i am on news crew and this allows me to be creative newscrew is a group that records our friday morning video announcements i get to pick the songs and pictures for the green screen also in my fifth grade class we are learning about the aztecs the incas and the mayans i use my critical thinking skills to compare and contrast these different ancient ancient civilizations for example i have to consider how these ancient civilizations differ with government social structures technology and geography i learned how to compare how
023life was back then to how life is right now learning about all these civilizations and being on news crew has helped me become stronger as a creative and critical thinker [Applause] my name is kayla shell from fourth grade i grow my communication skills at grant because i'm in k kids for the second year k kids is a club with student leaders that help the community we work with the kawanas i have shared my ideas with the club i use my communication skills to share my ideas communication is so important because i can give my thoughts to other people i can help others with my communication skills [Applause] [Music] my name is neely funk and i'm in fourth grade i grow my collaboration at grant by doing a year's theater reader's theater is like a play
024with no audience kids get a script that tell sorry all right what's my favorite the story readers theater helps me collaborate by working with others to read and understand the story we help each other if we get stuck on a word or lose our place we have fun learning how to read with expression it makes the story more interesting the stories we read in readers theater are easier for me to remember afterwards because we worked on them as a group reader's theater is my favorite way to collaborate in fourth grade [Applause] my name is youssef wabla my name is youssef abdulhadi from third grade i grow my growth mindset i grant i not not everyone knows how to recursive but i have been practicing cursive in class i had to work hard at cursive i
025practice my letters i and i practice cursive often and i don't give up get stronger with practice growth mindset means i have to keep trying even when it's hard i won't give up i might make mistakes but i will continue my growth each day i grow my greatness i grant [Applause] as you can see the efficacy of our work each and every day is six students like this up to 314 students at grant as well as the committed staff members like mrs holland and the other staff members that are here tonight are watching from home or with us every single day and so i thank them and i thank you and what questions do you have for us at grant just to comment that it's really impressive the work you all have done and particularly
026the young people is i just i keep thinking how wonderful would have been if i'd have had something like this in school you know there's a certain part of me that says this is not what it was when i was in school and probably for many of you as well and the awareness that these young people have of some of the essential skills that we need as we go out in life it's a wonderful thing thank you thank you grant teachers just yes definitely they worked hard they did a lot of practice they wrote their speeches by themselves and then they did a couple run-throughs and practiced in between so they really did work hard thank you i just want to say thank you students um we know um getting up in front of this
027this group being on tv and everything like that that takes uh bravery and everything and so just thank you for sharing your words with us and your experiences with us and everybody here in lakewood well done you did a really good job outstanding we're super proud of you every time and having students demonstrate all these qualities that we've talked about so much and us reinforces to me the importance of those and then i look at the bigger world and i think all those skills that you talked about are going to serve us all very well in the future so thank you thank you definitely thank you the speakers did just an excellent job and and i'd love to see um all the all the flags and the the celebrations of the ethnicities that are taking
028place the the calming corners are they in are they is there one in each classroom yes so there's one in each and the funding was able to provide that and so the idea is like i said trauma informed care planning in advance and having that there for when students need that space funding and so it was really able to be kind of tailored to the vision of just what teachers were comfortable with and wanted to see the space look like in their rooms which was another really fantastic it's woven into the reset at recess program so it's all intermingled so it's not a separate piece it's all part of how we do business at grant so that's one facet of it so just a question for mrs holland do you notice like some days you
029have more students that want to go to the relaxation court you know or are there days you know how to do that as adults now when we either take a walk walk away for a minute or pause and and so thank you for doing that and just another great example of that we have the job of preparing kids for their future not our past yeah and uh this shows that the six of you did an excellent job congratulations so proud of you i'm very impressed with your students thank you i'm impressed as well they're fabulous thank you thank you can we have a picture of this group i think sure yep that'd be great if you want to come up to get a picture also feel free [Music] it's a photo of this [Laughter] and
030now get a picture of the parents getting a picture of me thank you parents for coming tonight so proud additionally i'd like to invite mr stephen os to the podium our director of teaching and learning he has a presentation on the district report card for us good evening uh president shaughnessy vice president of favor distinguished members of the board superintendent zwicky treasurer zeman mr oz you know what we have so many students here we were just wondering i know your presentation is riveting on the report card but we weren't sure if if you would like to leave it this time and head home for a celebration you can go ahead and do that or you can stay for the report card thank you all thank you thank you all again thank you again for coming
031i always forget myself that's very kind of you mrs shaughnessy and mrs this wiki for anybody that wants to stay wonderful but yeah yeah you are welcome to stay what are you trying to say yeah i was just about to say that moment when you realize you get to follow a bunch of articulate poises and present on the ohio department of education local report card so i'm here to provide oops went the wrong way there we go i'm here to provide an update from uh the presentation that i provided a little over a month ago on the state local report card from the ohio department of education uh tonight i'm just gonna provide and highlight some of the the things that became a little more visible after the report card was released online as well
032as the additional data component that we were unable to provide in our first update focused on the progress metric in the report card which focuses in on on value added and then as i do that i want to also highlight some of the work we're doing related to each of the sections of the report card uh just a quick reminder um some of the changes this year first of all the report cards for the state ohio were pushed back about a month um no letter grades were given uh you know there was some debate in the spring whether or not there would be a state report card ultimately the state and the federal government felt that there was value in finding out to what degree any learning loss might have taken place this past school
033year so they did move forward with having a report card to report the data but without the letter grade designations they also reported some additional information related to the student experience this past school year so on the state report card you'll find information about the educational delivery model whether students were in person remote or a hybrid of that and then there was also interest in reporting information about students access to technology whether it was hardware or internet connectivity and then there was also plans to include more detailed chronic absentee information related to how each subgroup was showing in the attendance here a few of those statewide observations related to achievement um as one might expect given the the changing dynamic of school this past this past year english language arts testing saw an 8 decline
034statewide and then mathematics was almost double that districts that spent more time in remote learning because there were some districts that were remote learning half the year some the full year they experienced as much as two to three times the decline in student achievement based on state testing and then lastly the subgroup that was affected the most were students from families facing economic difficulties some brief updates on our achievement component uh when you log in or you don't have to log in but when you go to the department of education website and you pull up our state report card um you'll notice that it has a few features including trend data this is the trend data for our district uh performance index score which you know if you recall your performance index score basically calculates
035uh all your students as proficient are worth one point um towards the numerator and then if you're accelerated 1.1 advanced 1.2 and then if you're basic or limited less than one point um and then ultimately that's calculated and divided by the total of 120 and you get your performance index you'll see that this trend data highlights 2020 but the thing to note about 2020 is the there there was no spring testing so you know as you look at this you have to realize that this doesn't indicate how many tests were taken on just the the achievement on those tests in this past school year five percent of the scheduled tests for our students were not taken because you know students or their families elected to not have them come in the next three slides highlight
036the achievement components and this is one of the newest newer features on the state report card website i apologize for those in the audience it's very it's it's very little or hard to see um but the uh the upper left is our third grade testing to the right is our fourth grade and the bottom areas are fifth grade with english language arts being on the far left mathematics being on the right and then in fifth grade there's also a science assessment which is in the middle uh the red bar is the lakewood city schools performance um the blue bar is similar districts as identified by the state of ohio and then the yellow bar is uh the the mean for the whole state um if you if you want to find our similar districts if
037you go to the financial tab on the on the website you will see the similar districts listed out um and there's 20 of them a handful include fairview manor willoughby springfield north royalton kettering north canton just to give you an idea of some of the schools that that you would find as a as a comparison moving on to the middle school very similar uh and it goes from sixth grade and upper left seventh grade in the upper right eighth grade at the bottom but to complicate my presentation is flip-flop so mathematics is on the left english language arts is on the right and then once again in eighth grade there's a science assessment and then here's the achievement for the high school end of course exams just with a note that algebra 1 and geometry
038are also exams that middle school students can take if they're if they're taking algebra 1 or geometry so just some notes and responses to that work this this fall we continued the work that was begun by the student services department and the teaching and learning department related to implementing a multi-tiered system of support you heard principal foote highlight some of that work related to intervention and the big difference between like a response to intervention model and a multi-tier system of support is that you're really addressing the needs of a whole child as opposed to just looking at the academic needs of a student another thing that our team is doing is trying to leverage the resources from the ohio department of education teaching learning coordinator mrs squires she reviewed and introduced the new state benchmarking
039system to our principals as well as gave them a very thorough item analysis document which allows teachers to do a couple things with their students on the new state benchmarking system it allows students to take a benchmarking assessment after a unit that both gives them experience with taking a test in the ohio state testing portal in a non-high stakes testing situation which is excellent because they get comfortable with the system but then at the same time we're able to collect data and see how they're achieving throughout the school year the item analysis as you might imagine uh it gives us an opportunity to take a look at what types of questions the state was asking in previous years and then it's and then mrs squires does an excellent job pairing it up with the state
040standards related to each of the items which then allow teacher teams to see which which standards are being tested a little more and then perhaps which ones we need to spend more time on we've also really tried to continue work on having a shared leadership model related to data review and then with our literacy team and our mathematics team and what this means is we look at all our data at the district level first and then we um communicate some things that we're seeing and collaborate with principals to unpack that data and then the principals do the same with their building and then down to the teacher teams within our department uh we're also in the process of developing a schedule cycle for reviewing curriculum and supplemental material resources a few years back with the
041introduction of the common core and the ohio model curriculum across the state you saw curriculum departments in school districts disrupted because basically all these new standards came out at once so it was very common uh to have like a six seven year cycle where you'd go through each of the content areas and you would look at your curriculum uh perhaps do some curriculum mapping and pacing guides and make sure you're aligned and then you would move on to the next content area the following year so our team is hoping to put that cycle back in place as we move forward and look at the other parts there's really four questions that guide our work you know what do we want students to learn how do we know what they've learned and then what do we
042do when some students haven't learned the content we wanted them to and then what do we do when students have become proficient or mastered concepts before their peers so moving on to progress this is that value component that i mentioned we did not have data on um the last time that i presented um on the school report card uh a really quick um statistical description of value added um basically what the state's hoping to do with their value added is they're hoping to project on the the achievement gain that any given student would make um in in in one school year in their specific subject and they do so by analyzing the mean um the mean scores of groups of students from around the state and then comparing it uh to how they score the
043following following school year so if you look at your your third through eighth grade what they're doing is they're comparing the test results from one year to the next year when you look at your high school and the course exams because oftentimes these tests won't come consecutive right after another test they have to use a couple test scores and then they use the means from those test scores to project um what what a student would is expected to score after a year's worth of growth um looking at the at the slide i apologize because i think your handouts have the light green and the dark green backwards at least mine does so i apologize for that so on your handout light green will show significant evidence of growth and dark green will show moderate evidence
044of growth for those in the audience it is that the opposite and then orange will show moderate evidence of less than expected growth and then red showing significant evidence of less than expected growth so whenever you're doing a statistical analysis there's uh depending on your sample size the dynamics of your sample size how many data points you have you end up with some error and if you if yellow that middle part is the expected growth a student would have from one year to the next if to get to that next level which the state calls moderate either below or above that mean that would be one error measure away from the mean and then to get that significant level of growth or significant level of of underachievement i guess that would be two error measures
045away from the mean which is just kind of different to think about um and and for someone to go back and look at their statistics schooling so how do we use the progress on the progress data um we started by sharing uh you know having a brief conversation with our principals uh and giving them some ideas on how to unpack this with their teams about a a few weeks ago we were given school reports and and and the district report and then just this past week the teacher reports were released conversation around value added you have to start with what do we want students to know because you could have the best teacher in the world but if they're not teaching to the state standards which ultimately are assessed on these on these tests that
046we're talking about tonight it will look like students haven't grown if you don't have standards alignment another conversation that comes up is the level of rigor that you have in the classroom are you trying to get students to you know a level three or level four of depth of knowledge where you have students creative and critically thinking if you think of our vision of a lakewood graduate and then lastly you need to make sure that you're paying attention to the different types of students that you have in your classroom on the teacher reports you'll see that teacher classrooms are broken into three chunks of students um you have your your lowest achieving third your middle third and then your highest achieving third and it'll give you a different growth score for each of those areas
047and so if you looked at a teacher that had high growth perhaps with their bottom two thirds and then you know perhaps their upper third isn't growing as much or perhaps it's not even is growing as much as the state would expect then you have a conversation you know what are we doing when our students have shown proficiency or mastery are we giving them extension opportunities are we giving them enrichment opportunities and so as you unpack that data with teachers you can identify some ways to improve instruction and then the last thing is just you know identifying whether or not you need additional resources to support your students moving on to gap closing if you remember with gap closing the state of ohio has projected out and they set annual measurable objectives for different subgroups
048and so you'll see up here this is our english language arts scores for the different subgroups that are listed below with the red dots indicating indicating that annual measurable objective and then this is our math so as you can see when we when we look at this um this is a good indication that there's something we need to look at with regard to math and making sure that we're meeting those annual measurable objectives for our students and then the last one is graduation rate by subgroup so when you look at gap closing once again you know whenever you have an achievement gap you want to think about how are you responding to situations where students haven't learned what they what they need to with regard to skills or content area so this goes back to
049that how important it is to have a strong system of multi-tiered systems of support specifically the student services department worked with the department of teaching and learning to finalize a literacy decision framework and what this allows our teachers to do in elementary grades is to look at student data identify specifically some areas that they need might need to work more on and in in some cases maybe even some areas that we need to investigate a little more closely to find out you know to do some additional assessments or probes to see what specific area and you heard principal foot give some great examples of how her team is really zeroing in on the specifics that they need to address with each individual student to make sure that that they're achieving our district also you know
050in adding the lens of diversity equity and inclusion to our vision of a lakewood graduate we're also applying the shared leadership model to that work as well as mentioned uh you know mrs holland's a member of our of our uh district uh task force for for this excuse me for diversity equity and inclusion and then we also have those task force we've asked the building to meet at the building level to talk through that once again hoping for that work to reach the the teacher-based teams both in the grade levels and in the departments recently that district task force had asked to have a good portion of the february professional development day with regard to do some district-wide diversity equity and inclusion training with our team and superintendent nezwicki was in full support of that
051so we have a committee working on planning that day currently the other thing that i would mention uh just you know once again applying consistent approaches to improving services for students receiving intervention supporting our english learners and then of course our our students with special needs uh the last thing i would note uh related to gap closing is you know oftentimes schools are thinking about inside the classroom our student services department has done an outstanding job through through securing grants and providing services to our students and families outside of the classroom to make sure that they're ready to learn because they have some of the things outside of the school taken care of on this slide once again are improving at risk k3 readers there's not too much additional information that you can find on
052the website and just as a reminder on last year's testing because it the data that informs this metric is from the benchmarking testing that takes place three times during the school year um this assessment cycle was was significantly disrupted by last year's schooling but if you look at what we're working on with regard to improving at-risk k-3 readers once again going back to the work of that literacy decision framework making sure that we have data teams at the district level and each building level identifying the needs of our students um the two areas that jumped off the page to us this fall were phonics so then in some instances our teams did more screening and more probes to see if we needed to go back to phonemic awareness and then the other area that kind
053of jumped off uh in the upper grades was working on vocabulary so then you know we just need to be more explicit in our vocabulary instruction and then the last piece of that uh teaching and learning coordinator brenda budzar has been working with our grade level teams across the district both in reviewing and diving into the data as well as looking at ways that they can support intervention and supplemental materials um both in the classroom at the tier one level as well as with our um individual small group instructors providing intervention next is the graduation metric on the data just presented more in a graphical format on the website but the information being pretty consistent with what we talked about earlier you know i'd like to celebrate uh the goal and the focus at the
054high school on mr walter and his his team they identified trying to improve if you think back to our gap closing data related to graduation they have a goal where they're trying to make sure that all those subgroups increase their graduation rates and that that requires a lot of work both identifying students that might be at risk as well as identifying ways for them to either get support intervention instruction to retest or identify alternative ways that they can meet one of the seal requirements attached to graduation and then just one note on graduation recently you may have seen that there's a new financial literacy course requirement so in the past financial literacy was a requirement but you could embed it in a course um the state has just moved that to be a standalone uh
055half credit requirement the last section those kids are so bummed they didn't stay for this um the last section is the prepared for success metric on this will be the last time we see prepared for success because it's being rebranded but basically they look at your last two graduation cohorts and it identifies the percentage of students that are act remediation free sat remediation free or have earned an honors diploma or an industry recognized credential the idea being if they met one of those things their career college ready um to earn bonus points on this students if they've earned college credit plus credits or if they earned a three or higher on an ap exam that can bump up your score a little bit moving forward the new metric is being replaced or rebranded as the
056college career workforce and military readiness component and basically what you see is some of the things that would have or have been appearing on your career technical school report cards are now being shifted over into this metric with an expanded focus on career credentials pre-apprenticeship apprenticeship programs earning scores on the careertech like your webex exams and other industry specific tests if you look at what we do with our work and i couldn't highlight it better than the kids here tonight and the team here that presented but the work of our vision of the lakewood graduate i think is is our work that we have going here with regard to preparing our students um for success after high school um superintendent nadzuwicki has also tasked us with trying to improve and increase our college credit plus
057offerings by expanding those offerings to make students have an opportunity to experience college and the safe confines of lakewood high school versus having their first college experience on campus somewhere and then of course uh you know we want to continue to use the college entrance readiness assessments that our students use and we're investigating an expansion of implementing the sat suite of assessments at lower grades to give students access to some of the test preparation materials through khan academy that link to those assessments just to kind of wrap things up you know once again today really highlighted one of the biggest chunks of summative data that we receive from the state report card another example of summative data that we get or after the learning data would be end of the year reports from our vendor
058assessments um the sat cohort report as our students graduate um and these these are useful for helping us identify areas in the content that we might need to focus in on more on perhaps work we need to do with individual subgroups opportunities for standards alignment or even a way to refine internal processes the most valuable piece of data is our formative assessment and that comes both in you know our our benchmarking that we do throughout the year that informs instruction and intervention as well as the day-to-day assessment that our students do or that our teachers do with our students in the classroom that informs the next decision that they make in that classroom or the decision that they make for the next lesson and then data long-term impacts how we prioritize professional development decision or
059we decide to address any barriers that might exist related to learning and ultimately you know we're just identifying any needs we have to improve student learning outcomes as i conclude uh the update you know just circling back to our vision of a lakewood graduate i think some school districts make a mistake and they look at the state report card as a guidepost and over the past few years especially we've seen how much that report card has changed and created a moving target for school districts and i think that the stakeholders and the team here did an excellent job creating the true guide post for our work and that's the vision of a lakewood graduate all right does anyone have any questions oh lots of questions oh boy i don't know where this starts yeah which
060class year is the new financial literacy course required i believe that's uh next year's incoming freshmen okay is it something that has to be at the high school level or can it be at middle school that's a that's a good question i believe my interpretation thus far is that it has to be at the high school level but they have provided flexibility on whether it could be a social studies class a family consumer science class a math class okay yeah i was just curious because when i think about i mean way long ago we had things like homec and stuff like that as well as a lot of math classes and i just think about so many high school students that we have that literally pack their schedules in and so hearing about at another
061like semester long class that's going to have to be shoehorned in schedules i just i just think about not that not that the topic isn't important but functionally that time could be used toward other other academic pursuits that students at our schools like to have so absolutely and i think the other dynamic that we we talked about when it became law was often times you try and get the graduation credits out of the way early on in the high school career because as students get older they have a better idea what they want to focus in on you know whether it's a opportunity at west shore or perhaps some classes in a specific area but if you think about when would it be most useful to have financial literacy training right before you graduate so
062formative assessment versus summative okay we're spending a lot of time testing kids for basically the state report card and and the and certainly formative assessment which is classroom testing all of you know what that is so how how do those two pieces come together i'm a classroom teacher i've just done a unit in it and something historical and i've tested my kids i know they've got some issues with writing i've got some issues with identifying significant themes et cetera but how do i as a teacher given your guidance in your department put that together with that big piece of information that you're getting from state and national testing that really gives you a mean score for a group it's not giving you what little johnny in the classroom showed me today how do those two
063pieces come together i mean i think you have to balance uh you have to balance the information as it comes in uh you know i think i think you'd be a disservice you'd be doing a disservice not to look at the data but at the same time uh you know when you reflect on your school year when you reflect on the program as a whole that's where i feel like the summative pieces of data become more valuable whereas on a day to day i mean you could do a thumbs up thumbs down you could have students writing on little white boards and you check their answers that's going to let you know as a teacher whether or not it's time to move on whether or not you know those two students in your class need
064some enrichment opportunity because you know they've mastered the curriculum or whether or not you know the smaller group of students needs to come over to the station and i need to work with them one-on-one because it's always puzzled me as we've done more and more statewide testing or summative testing how as a that we're spending a lot of time on it it just has always concerned me a bit that the amount of time we've spent on it doesn't justify the the results on the one-on-one individual classroom student basis absolutely i mean i think i read a book the other day and one of the lines said that educators have been become very good at sorting students but we need to get back to instructing students if i could you mentioned that the state identifies the
065similar districts is that based on size socioeconomic components um how how are those similar districts identified as i look through the list that that that um and i would invite any additional comment but i do believe it's based on size socioeconomic background and [Music] classification you know like if you're an entering district versus a suburb versus rural i think that factors in as well thank you um i just wanted to you alluded to the impact that um parents selecting not to have their students take the test had on our scores can you just explain that a little bit more so uh we we had uh approximately five percent of tests not taken last year and the way i say it that way which sounds kind of awkward is just because some of our students would
066have taken you know more than one test depending on what grade level they were in um so if you look at our overall uh test uh five percent wouldn't be taken so if you think about that um you know each of those tests instead of it being a one towards our performance index it ended up being a zero okay so they're counted in the score but that's okay there's something wrong with that but there's something wrong with much of this i mean that that's a different issue that not taking the test but the kid but taking the test it gives you a tilted version of what your competency is in a certain right it does it i mean in in many districts it becomes trying to get the students to actually take the test versus
067you know focusing on is that primarily coat was covered related yes that's what i've been told okay yeah usually we have a hundred percent yeah i know there's a big effort to get kids at school that day and have them be rested and fed and that's um so yes it was definitely covered related and until we dug into it more because the numbers weren't just matching what we thought was going to happen and then figuring out oh that's right we had so many students that did not because they had chose elected to be at home and for the reason of the you know their family choice and did not want to come in for the test okay but we have enough data to make decisions so that's the important thing okay thank you mr austin
068thank you thank you so tonight i apologize it's the endless night of updates but so many things have been happening and i wanted to make sure i gave an update to a couple other topics so please stick with me so i know everyone's thinking now what with covid and um you know i'm very fortunate i am a part of a group with 47 other northeast ohio superintendents also along with a state superintendent group but i wanted to share some data that is relevant when we talk about covet 19 right now and that some school districts were starting to remove their mask masking mandate and so realistically though out of 47 only 14 school districts in the northeast ohio that we work with with kyogre county esc has either already had no masking mandate or moved
069to that so we still have 33 other districts at this point in time that we've had conversations the last few weeks saying you know let's just hold our stance right now what we know we have lessons learned we know that in the winter months just like last year in the winter months we started holding gatherings inside our house last year you know many people didn't and there was still an uptick in covet 19. 19 cases and we also know that indoor activities start happening with the colder weather and kids are getting sick and so with that you know we're going to stay the course we want to give time for students and you know really celebrate the fact that we have a vaccination for five to twelve-year-olds at this point and so give them time
070to get fully vaccinated that will get them through if their families choose to do so through the holiday season and we will continue to look at cdc odh it they highly recommend still masking indoors nobody loves to wear these masks i know people are frustrated with them i am too but as a school district as a whole yesterday we only had 14 cases that is probably one of our highest days aurora city schools went to non-masking and they had a close on friday because they did not have enough staff or students and so we know that our students and our staff are able to do well with covet 19 after they go through the course of it but they're still out and we can't carry on and we can't see six children stand up here
071and give a presentation about everything they learned and you also just got to see the data that was that showed quite clearly in the state of ohio and our own district data groups that stayed remote lost more last year and so we're just making up for that so we're just trying to stay safe and stay in additionally i wanted to share that uh mrs burning's been working with the cleveland clinic and we are going to be able to offer some vaccination clinics so we'll get some more information out to everyone at that time and we'll reevaluate the first week in january in my big from a few people uh each week i get what you know just give us a date the first week in january i will put out another update i also wanted
072to share that we we've talked about the lakewood north lot softball team room bathrooms and concessions and that work that's being done i'm going to ask that mr zeeman share a little bit we're going back to rebid and could you share why that is at this point i'm sure so when we had the bid opening last week we two things one we only had one bidder that came in and their their bid amount was in excess of 10 significantly in excess of 10 it was almost of actually almost 100 percent higher than the estimate and so we needed to reject that bid by a high revised code because it was in excess of the 10 estimate what was in excess of by 10 of the estimate we are working with the design professionals right now
073we are going to re-advertise on the 18th with the bid opening on december 1st um some of the reasons that we had indicated through the design professional was the recent labor material escalations contributed to a higher amount and in addition we needed to revisit some of the scope the overall project is will still be completed as we've indicated it won't affect the time frame and it will still be a you know first class facility for our for our students athletes over there on the north lot thank you any questions for mr seaman okay our completion date is still set for march 1st so we do not believe that just even waiting an additional week or being having to get this bit out for two is going to cause us to have to push that date
074at this point so our completion date is still the same i also wanted to share that we continue to have uh relations with the city of lakewood and our community recreation education and talking through the renovation of a couple fields our partnership is going well they meet monthly we also have a few different documents that chart throughout the month if things are going well or some updates to different fields need to happen they can address them at those meetings at this point we have had a couple bids in and that we are looking to we just had some conversations tonight mr zeeman and myself we have to work through some of the financial pieces with the city but it looks like completion date remains prior to the 2022 season that's great any questions on that
075i i have a question going back to um protocol if i could you mentioned um cdc and and odh as far as their recommendations um you know for me as a parent and i think i think i i think i speak for other parents um that that the pediatrician is uh is is someone whose um uh position is valued right and and i if i'm not mistaken the american academy of pediatrics remains unchanged in their recommendation as well uh am i am i correct on that at least to you you are correct thank you um i know again for for my family and i think for many others um so if your pediatrician is a a member of the american academy of pediatrician or pediatrics there's thousands of them um i think that that they're
076unified in that statement at this time correct thank you that's my understanding also and finally community recreation and athletics so we have committed to just in the past week or two to an outside study of an internal organization structure and what that means is at our cabinet and central office level to really look at and study community recreation and education along with and how it relates to pre-k instruction and athletics and to make connect those systems of supports that we have in place and this is more an organization organizational model for us internally and then afterwards we have great commissions and our our c-rec committee and many of you are here today are just great supporters of the group we'll be coming out then at that point to say okay so is everything working and
077what does it look like and what are our great ideas that we have but initially we've really sought out to look within first to ensure that we are supporting both of these uh community recreation education and also pre-k 12 instruction and athletics and that concludes the superintendent's report i do have a back question that just popped in my head if that's okay yeah um so this will go to probably um treasure zieman overall um so it's with regard to the north law just so i understand so um we're being asked to reject the the one bit it's so bid partly or at least if i understand it correctly because the ohio revised code because it's more than 10 above what these estimates were so when we go back out again we're revising the scope i
078do i am aware just overall that the market is pretty challenging out there so if the numbers come back challenging again do we have to reject or can we pay whatever the market is saying this is going to cost in the process not only will we you know again looking at the scope but we're going to also look at the budget as well so the original budget was 150 000 the sole bid its public information came into 240 000. so we are going to be adjusting the overall budget for the project as well as understanding the overall scope and trying to bring those two closer together got it okay i appreciate that but in the event that say our budget and just i'm going to use just easy numbers say it's budgeted at 200 000
079and those bids come in at 240 by a high revised code we still would need to reject that bid um and bid it again just because that's the process so we're not looking to have that happen we're going to be hopeful that it's not going to get to that point but just in case that question did come up okay thank you okay thank you i got so lulled into listening that i've got to remember to do my job interesting um we now move on to the consent agenda portion where we consider the items we discussed two weeks ago is there a motion to adapt the consent agenda second it's been moved and seconded that we uh accept the consent agenda roll call mr zeman miss shaughnessy aye mr favor aye mr callahan aye ms beebe
080aye ms p restaurant aye thank you very much and we now move on to some other board business and i believe mr favor you have the first three yes we have uh we're on human resources yes okay uh first is a certified resolution there's 300 actions in this that includes leaves appointments compensations and rate adjustments and i would move adoption to the resolution and this is going to be a roll call second uh the resolution has been moved and seconded uh can we have the world call please ms shaughnessy aye mr favor abstinent mr callahan aye ms beebe aye mr speaker thank you okay next is the certified non-employee coach advisor ecs resolution is just four in this one four appointments and i move adoption of the resolution second the certified non-employee resolution has been
081moved and seconded all in favor signify by saying i i opposed and the resolution passes next is classified 19 actions six appointments 11 compensations and two rate adjustments move adoption of the resolution second classified resolution has been moved and seconded all in favor signify by saying aye aye and the motion passes uh next is 11 actions under classified non-employee coaches advisors move adoption second classified non-employee coaches and advisors has been moved and seconded i'm all in favor signify by c9 hi and lastly we have just two for community recreation and education one aquatic and one for programs and move adoption to that resolution okay the resolution for community recreation and education has been moved and seconded all in favor signify basically and the motion passes sorry that was five items we now move on to
082other board business and have additional hr items i believe there are three okay first we have three resignations these are classified and this is being asked to approve on one reading and remove adoption of the resolution second resolution has been moved and seconded and because we're doing it on one reading it requires a roll call vote ms shaughnessy aye mr favor aye mr callahan aye ms beebe aye ms peter barcelona aye next is a resolution to approve appointment to the lakewood community recreation and education commission uh this is a second reading um there's been several interviews done on this position and the recommendation is that mr christopher mayling be appointed as a commission of lakewood community recreation and education commission to fill an open seat and that would expire in december 31st of 2024 and
083remove adoption of the resolution second resolution's been moved and seconded all in favor signified by saint aye aye opposed in the resolution um carries um is mr mailing here this evening hello welcome would you like to say anything sorry [Music] um i'm happy to have you and thank you very much for coming tonight sorry to intrude okay ready to move on yep next then is a resolution to reappoint members of the lakewood community recreation education commission uh mr joel stelitzka and tom zigman reappoint them as commissioners for the terms that expire december 31 2023 and also the request to reappoint maureen dowell dowell william from felder and matthew mark when his commissioners to the in terms that expire in december 31st and these are appointments that actually should have been done more timely during the
084covet situation so this is a little bit of catching up on some work that we needed to get done and we're going to do this this recommendation is for one reading uh so that'll be a roll call and i make a resolution or i move the resolution in one reading second second it's been moved and seconded um this requires a role called though mr zeeman miss shaughnessy aye mr favor aye ms callahan aye ms beebe aye mr speaker barcelona hi thank you very much and those folks have all been doing their work so we're happy to make them a visual yeah we have two of them here anyway thank you for your service all of you okay and now the next item is a resolution uh regarding the field um and this is mrs p
085thank you um so i will be uh requesting this on one reading um but just i just want to just note on this this is uh the topic that superintendent miss wiki noted in that the school district did solicit proposals for quotes for the renovation of the garage at the multi-purpose field at lakewood high we received the district received one bid and it was almost double i guess what was what was budgeted or in in the initial process and because it exceeds the um by more than 10 the consultant quote we are recommending the rejection of this bid and that the reason we are not doing two readings on this and we are doing this on one reading really is to allow the process to keep going so we don't delay it any further and
086so with that uh this is a resolution to reject the sole bid for the multi-purpose field garage renovation at lakewood high school uh and i request approval in one reading second thank you very much the resolution has been moved and seconded we've had discussion uh maybe we have a roll call miss shaughnessy aye mr favor aye mr kellyanne aye ms beebe aye ms peter barcelona aye thank you very much we now move on to the communications portion of our meeting um first of all i'll ask is there any communications you have um i just have two quick ones one is the school year fiscal year 2020 2021 audit has begun and so the auditors will have done a little bit of pre-testing they'll be starting in full force after thanksgiving and we anticipate you know
087no issues with that but just wanted to give the board an update and then also mr calahan indicated at the last board meeting we had two resignations one was an expiring term and then one was someone that had resigned from the financial advisory committee meeting those positions are going to be advertised with the expected date of those resumes for interested parties to be by december 1st they will come to mr shaughnessy as board president one term will expire in december of 2023 and one will expire in december of 2024 or is it 2024 in 2025 and we've indicated that those that are applying make sure they indicate which one they are applying for thank you thank you that's such a useful group that you want to get them up to speed okay any board members
088i just just a general note i know as the superintendent noted that we're now approaching the time of year where there's lots of things going on and a lot of things going on inside and so i would just ask as as many people as possible students families and everybody as soon as much as what people are able and willing just to be as safe as possible over these next periods because i know just as a parent of lakewood city school students i just really want to do our part to help continue this school year in the best possible manner and while things are certainly um different than they were last year we have vaccinations available to almost every age group for those who are interested and able to to get them as well as just
089a lot more information about how this um this virus spreads and what we need to do um we just have to remember that the the counts are going in the wrong direction in our area right now and hopefully that won't last um but just indeed that for the sake of our kids and our community to continue to do what you're doing um and just do your best to make the best possible choices you can um as more inside time and more travel time and more family time is bound to occur so but i would add i think we just encourage everybody we have some of the best musical performances of the year coming up with the christmas concerts and i urge you all take you know one or two of them in it's a great
090way to start the christmas season nothing further at this time okay mr favorite okay now i would just add to what mrs peter barcelona said we had two examples tonight of why it's a simple thing to wear masks to keep our kids in school we heard about the trouble that they had as a result of being out of school and then we saw these wonderful kids from grant who are clearly thriving and we want them to continue to be able to work together and be kids together so that's my comment i did have one call from a mother of a lakewood student and very supportive and ad but asked if we need more counselors and more mental health services in our district i think she was articulating what a lot of us know which is
091it's very difficult for children and adolescents to receive mental health services and there are a lot more children needing them and she was she had gotten very good service from people she was dealing with she just felt bad for them that they had so much to contend with and so she was saying you know could we hire we had a nice conversation but i told her that i would pass on her message so nothing more from up here i we will now go on to those of you who would like to address the board i think we have some additions i'll try very hard this time not to miss anyone and i have to go back okay the first person i have is rosalind matthews good evening my name is rosalyn matthews i'm a parent
092of two kids at lincoln spoke to you guys a few times before really don't have too much to say uh superintendent niswiki said a lot of the things that i wanted to say i wanted to express that i'm grateful that you guys are taking a conservative approach a wait-and-see approach as you know you know some of these it's going to take some time to get all these kids vaccinated i know several people are still waiting for that first appointment to get the first shot for their kids the second shot will come in a few weeks and it still takes two more weeks on top of that to reach full effectiveness so i appreciate the wait and see approach especially with the holidays coming up and you know inevitably you know hopefully not but in uptick
093in cases i think that that's warranted to take this conservative approach appreciate you mentioning aurora actually a good friend of mine is a parent in aurora and he's really struggled this year you know keeping his kids in school and in the issues that they've had so you know i appreciate you guys realize that this is working in lakewood and you know we're going to take this conservative approach moving forward and also for the parents out there who have kids that are less than five years old personally my kids are both eligible but i have lots of friends who have two-year-olds and three-year-olds and one-year-olds at home and in order to protect them i think it's important so i just wanted to say that i support you guys and i appreciate what you're doing thank you
094next person john gromick uh good evening and thank you for pronouncing my last name right uh my name is john gromick i'm a resident here in lakewood and parent of a student in lakewood city schools um really just to echo ms matthews just coming here today just to say thank you for your leadership of our community and our schools especially the past year i have a six-year-old so he started school at the beginning of this pandemic and as you might imagine that brought a lot of anxiety and concern for my wife and i but um at no time have we ever felt that he is not in a safe environment where he is healthy and can learn and it's been in large part because we've had mass mandate we've encouraged kids who are old enough
095to get that vaccine and i think the numbers speak for themselves i check that counter pretty much you know weekly i think it's amazing in a district our size those numbers are so low and obviously there's a reason why it's because we listen to common sense and we mask to keep our kids safe and healthy um so again just thank you so much um our six-year-old just loves school he goes to roosevelt he loves all his teachers his students and masks and all the other precautions we're taking are making sure that he can stay in school with his fellow students and he can learn and grow and eventually graduate from liquid city schools so again thank you so much for all your leadership and appreciate everything thank you and our next speaker is mindy lewis
096evening board good evening uh neighbors and parents i came to the last meeting and as a educated as a teacher i wanted to speak on development standing up for some parents in the district that don't like the mass policy and i came to speak on their behalf and on the behalf of the children so the major question that we are all debating constantly is should children be required to wear masks the cdc as you pointed out does say that children over two are recommended to wear masks regardless i would point out a vaccination status if they're going to be indoors uh one thing we need to keep in mind is the cdc is the is not considering other aspects they are focused on stopping transmission of covid only they're not keeping in mind the development
097and the education of your children in fact when dr anthony fauci was asked about the collateral damage that his policies have had in the past over the past year since coveted began he said that's not my job so whose job is it to ask the hard questions what negative effects are happening from these policies i would say that it's on you parents and teachers and members of the board do the masks work this is ongoing debate the science is very new and there are science on both sides of this debate supporting it and not supporting it but i would remind us all of another science called child developmental science and has been around since about 1840 when charles darwin began studying his first son so children are undergoing critical periods during their development these special
098windows are known as enhanced times for certain aspects of development to happen some of this development if it does not happen in the appropriate window may never happen naturally may require years of additional education and therapy so while the brain is developing physically and while they're developing their language skills and their social emotional skills all happening in the background daily they're learning to decode and implement facial expression and how they use this to communicate with each other not only to understand others and where what they're feeling and what ideas they're expressing but also to express the ideas that they want to to be successful in the world and i'd i'd just like to ask you know what studies have been looked at for the long-term effects masks are having on this development that is something
099we've all taken for granted in our development and who is going to be accountable thank you and that concludes the folks who have signed up to speak tonight thank you um we now come to a journey unless any on the board have an additional question or comment okay is there a motion to adjourn all right i'm with adjournment second removed and seconded all in favor signify by saying aye aye opposed none we are adjourned thank you thank you all for coming you