001[Music] foreign [Music] foreign [Music] thank you [Music] foreign [Music] foreign [Music] thank you [Music] thank you [Music] thank you [Music] thank you foreign [Music] foreign [Music] foreign [Music] thank you [Music] thank you [Music] foreign [Music] foreign [Music] thank you we recognize that the Hogan administrative Center occupies the land of the Ho-Chunk people please take a moment to celebrate and honor this ancestral Ho-Chunk land and the sacred lands of all indigenous peoples will the secretary please call the roll Dr Cooper Stoll here Dr Garcia here Dr Jimenez here Ms Leahy excused Miss moots excused Mr corberg Excuse Mr Spivey absolutely form of the board of education is present so the regularly scheduled meeting of April 3rd 2023 is called to order and will now have the Pledge of Allegiance please stand and face the American flag
002[Music] 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 tonight's agenda has been previously distributed to the board and I would entertain a motion at this time with a second to approve the agenda as submitted unless there is a motion to amend Ed by Dr Garcia to approve the agenda as presented all those in favor please signify by saying aye aye aye all those opposed the motion has carried and we do not have any public speakers so we'll move on to our school's showcase and I'll turn it over to Dr Engel uh we're so thankful to have Spence Elementary here along with art teacher Rana Metz to lead us in some uh neat
003origami so welcome um thank you for having us here tonight and this project um was originally created its vents earlier in the year and I decided to share some of the projects with the superintendent's office and then you guys were kind enough to invite us to come and maybe show you some of the folding techniques so we call this project in origami radial design and you're here tonight with Spence elementary students and myself I'm Rona Metz and if you know a little bit about origami you know that it comes from the Japanese word which meaning folding or Aura meaning folding and gummy meaning paper but the type of origami that we're going to do tonight is a little bit different and it's called modular origami and with modular origami you create multiple units of the
004same kinds of folds allowing you to create patterns and so examples of that are the kusudama balls which maybe you've seen examples of those the radial relief designs which I have on the screen and that are also hung up around our school and here at the board office and another example of that is the soul box project which is [Music] um an artistic response to gun violence in the United States and it's a national project and you will see the soul box project featured at Art Spire in this summer as well so more you can learn about origami there this is a slide with many words about origami and I'm not going to go through them all but basically the idea is that origami has many applications and a rich history and lots of different
005ways it's for all levels you can do it with all kinds of groups of people it can be a craft project and it can also be infused with meaning like taking it to a higher level making it an art experience so um today I'm going to ask you guys to help make this a little bit deeper of an experience and so the board members you are going to be invited to do some folding in a minute with our student teachers that we have here but before you do that I would like you to write a statement on one of your Post-its that we provided for you and to write one sentence about your goals Visions or aspirations for serving on a lacrosse school board for example you might start your sentence my goal is or
006I aspire to or my vision for the school district of La Crosse is and then after you write that statement and you only get one posted I suppose you could use two but we don't want to spend too much time on that part but after you write that statement be sure to sign it and put today's date which is 4 3 23 and you have 30 seconds to do this Ready Set Go this part where we wrote where we write on the Post-its was not something that the kids and I did but I think it would be a nice extension of the project what do you guys think put little wishes and dreams in here [Music] when we are creating art and writing out our goals and aspirations we're putting our ideas into action and
007that is one of the benefits of arts and Ed and arts education in general is it allows students to put their ideas their feelings into action just go ahead and set your pens down when your pencils down when you're done and I'll know you're finished so what's going to happen this evening is you're going to have the privilege of working with some of our student teachers these are students that have mastered some of the folds that we use for this project and just like you they started out at the beginning they didn't know how to do these folds and then through practice some of them have mastered some of the different folds and so you can see on the screen three of the different folds that we are going to try tonight and each student
008got to decide which one they wanted to teach to you um they're going to be coming onto stage and pairing themselves up with one of the board members up here we might invite a few other adults to come up as well and they'll just we'll just have about seven minutes and they'll demonstrate for you to how to do the folding and then you'll just fold together with them for a few minutes the first couple times they'll walk you through it step by step and then the goal is that by the third or fourth Post-it that you are also an independent folder which is kind of how we do it in the classroom too is we build our knowledge and our expertise as we go so um as far as color goes and the phone goes
009you get what you get as we say in class and but our teachers are going to be excellent um you will have seven minutes if we need it to and you're going to fold four units or four modules and then if you finish a little bit earlier than the other person in front of you just go ahead and start playing around with arranging your folded pieces into what's a radial design which means it's a design that has symmetry north south east and west and um you can also your student teacher will be folding with you so you guys can kind of play around a little bit with some designs but when everybody's finished we're actually going to collect all your folded pieces we'll take it back to Spence we're going to create a beautiful art
010piece that we'll bring back to you and that you can display here at the board so all right um oops I don't want to start the timer yet okay next slide I can do that there we go so now we're going to call up the students and I want to introduce them to you as as I call your name they'll be coming up and finding an adult to stand next to I have 10 students one two three four five six seven eight nine would you like to come up with you that's awesome so in fifth grade we have Kyrie Kyrie coming on up and Tatum why don't you go work your way all the way back to Mr Dr Engel all right there okay and Tatum or just work this way okay Lucia Ada what
011else is out here tonight Lucia you're good you can use it over here right at Chloe's here okay I really want to come right up here and Evie okay fourth grade we have Jacob and Jamar I'm Jacob do you want to come you want to come this way and start working on this side okay Jamal are you want to come this way Eden [Music] Adriana oh you're at the bottom of that list it was on there all right Abriana student have a teacher and every teacher has a student do we get everybody okay all right so they're gonna introduce themselves and then they're going to start showing you how to fold all right I do have extras with anybody else good stuff anything [Music] um yes everything's fantastic planets she heard that um [Music] I
012tried to like okay yeah so just make it really really crazy um it is we're trying to figure out this third fold that he's not an expert of so we're trying to do it together [Music] sounds great um [Music] four three two one and I told the kids I'd Ring My Bell but I forgot okay so to finish um first of all be sure to thank your your teacher and your student and um thank you for your time and then we are gonna pass these bags down this way that you can put your folded pieces in and as soon as the students are ready they can come back to their seats but I think we want to give them a round of applause thank you good job boys and girls thank you very much if
013you would like to keep your folding instructions we have extras so you're welcome to keep those if you like thank you and I just want to say thank you to the board for um enjoying this time with our students and being great students yourselves and also thank you Dr Engel for inviting us and thank you Laura for helping to organize this and we just appreciate your time and your appreciation of what we do have a wonderful evening thank you thank you thank you again [Applause] you are you are all more than welcome to to take some time and head out if you so desire you can also stick around for a really exciting school board meeting if you like it'll be hard to top origami folding the recipe maybe we practice our own origami while
014we're meeting oh thank you all right well with that we'll move on to excuse me the superintendent's consent agenda the consent agenda is a mechanism used by the board to deal with routine business that must come before the body are there any items that the members want to remove from the consent agenda okay superintendent's consent agenda as presented is there a second okay moved by Dr Cooper Stoll and seconded by miss birkendahl the items on the superintendent's consent agenda are approved as presented unless there's objection is there any objection hearing none then we'll move on to the approval of the board consent agenda is there anything that the board members want to remove from the board consent agenda hearing none then moved by Dr Cooper stolen seconded by Miss birkedahl we will approve the items
015on the board consent agenda unless there is objection is there any objection hearing none those items are approved and we'll move on to the information portion results monitoring report are 3.5 involved citizenship and I'll turn it over to Dr Engel thank you Dr Jimenez uh so this is monitoring of one of our results policies we split up our results policies to be monitored throughout the school year and this is to ensure that we're presenting that information when it's relevant to the school board because there's assessments that come out or it's been recently completed we want to be able to provide that information to the board close to when the Public's going to receive it and they're also pretty large policies and we want to continue that focus on student results throughout the school year so
016it's a nice opportunity to do that as well and we have Dr lahaki here with us to present on our 3.5 good evening that was a nice summary we are you can smell it in the air it's assessment season in Wisconsin uh our we have Wisconsin Ford a.c.t uh pre-act are all going on now so it makes sense to have a more curriculum in classroom-based focus to the data tonight rather than those standardized assessments which are being taken now but we'll get those results over the summer and I'll be able to present those when they're on embargoed in the in the fall so results policy 3.5 students will recognize the impact of social location or positionality on how individuals see understand and experience the world around them race ethnicity gender identity gender expression sexuality social
017class and disability status this has been a work in progress right for the board members who have been here for the last several years my first presentation was here's kind of what we're thinking for a plan what do you think uh and it's moved to the point now where we do have data that we're generating from our classroom assessments to share with you tonight and it also provides some opportunities uh in for the first indicator is social studies this is the first time we have data and it I it it represents just what we can do with assessments I would say in our school district we found a way to connect our community meet legal statute meet our standard space grading initiative and it's providing a good talking point within our social studies Department of
018how do we grow now we're given the same Common Assessment we're using the same rubric let's talk about how this we're using it to improve student outcomes so you will see a point in time for example this is the 10th grade U.S history course that it's been administered in it's a point in time but as our system evolves we will continually build this into other grade levels in different ways although you might not see it in a standardized assessment or in curricular assessment for results policy so uh talking about the partnership with the community we have a results policy first as I mentioned we did connect to the community and this provided I think an opportunity for us to connect and about that connection I have a guest speaker to come up tonight Maureen Friedland
019whom some of you may know to talk about the partnership with the school district of La Crosse and when she's done then I'll come in and talk more about the data itself right thank you for the opportunity to address Holocaust Education which is what I'm going to speak about I am Maureen Friedland my husband Bob and I are parents of three lacrosse School District graduates two were high school student reps to the board and I was up here at the podium many times during my days as district-wide parent committee so it's good to be back home again thank you it's timely that I am here tonight the Wisconsin legislature in 2021 enacted act 30 which requires that all districts in the state ensure that the Holocaust and other genocides be incorporated at least once in
020the middle and high school social studies curriculum as I will tell you the La Crosse school district is far ahead in fulfilling this mandate in 2007 my husband and I through the La Crosse Public Education Foundation lpef established the first of our two funds to teach about the showa or the Holocaust in the La Crosse school district our second fund is for other public or private schools in the area and the La Crosse Community Foundation administers them and Katie burkedal was was very helpful to us through the through the years on that at the time there were only a small handful of family and lpef Partnerships so the notion of focused area Partnerships about curricula was novel lpef has been an enthusiastic partner with us these 16 years now with Nell Saunders Scott quite dedicated
021at the helm first definition showa is Hebrew for catastrophe the genocide in which approximately 6 million Jews and 5 million others including Roma the disabled homosexuals and Jehovah's Witnesses were murdered by the Nazi regime and its collaborators including citizens during World War II we use the words Holocaust and showa interchangeably so why is it important to study the showa the goals and the basis for granting funds to the district are three first exposing students to the history of the showa and connected topics of European and world history even American history two teaching students to recognize the historical events and beliefs that made the show a possible and to relate them to current events and beliefs and three assisting students and Educators to understand the impact of the showa in the world and to comprehend the
022impact of current and potential genocides today so in a nutshell in less educator terms as this dark period of humanity is studied important lessons are understood in the way that hatred can irrationally build to mass movements Allowed by large groups of people students can learn to analyze and identify how hate speech scapegoating confirmation bias as examples can all be used to turn a group of people against another group of people yet tolerance forgiveness goodness and compassion are amply revealed as well in the lessons of the Holocaust inspirational stories of helping individuals in helping communities are included in Holocaust Education teachers report that students become deeply engaged and deeply inspired by the ample stories of goodness at whatever learning level they're at in their Holocaust studies are remembered and valued for years when other subject topics
023are forgotten the district has had a remarkable journey in its teaching about the Holocaust some districts are fortunate to have one or two people inspired to do the extra work and there's a lot of extra work curriculum writing reviews of new materials Grant applications for new materials Etc and by the way Holocaust Education is not just in social studies but also in literature art music and more but many districts may have no identified Holocaust Educators at all in La Crosse Mary Munson at Lincoln School and later Jill Garrell at Logan Middle where the self-energized pioneers and Mr harsey will remember those days those those early days he was there and he was he was helpful in 2019 a car core group of teachers and staff designed a unique entire coordinated social studies curriculum for all
024three middle schools and and I know time matters here but it's just me to to throw out the names of these wonderful people who have helped so I'm going to do it anyway they include Sandy Brower Jerry patchell Bobby gilitzer Eric Martin Gene hulgerson Scott pagnevsky and Joe garel so today we have even more teachers and curricula staff engaged in all high school students will receive targeted teaching always adhering to required standards so I I know about Gene halderson and Christina Fenton for example spending hours and hours working on the new grade seven curriculum in jeans basement during vacation summer vacation finding just the right books to capture the interests of students a special education teacher at Logan Megan Giroux excitedly shared with me recently that one of her students was so engrossed they made
025more progress with their basic reading skills than had previously been demonstrated in any manner our Fund in the La Crosse Public Schools has supported Middle High School soda 2 Cooley Montessori projects and even in the La Crosse County Jail including teacher training books films curricular units and other resource materials presentations a traveling library and more this year our funding included several teachers attending Daryl klotz renowned two-day workshop for Midwest Educators at Viterbo University in the purchase of 270 copies of the award-winning graphic book White Bird a shared vision of Peace by R.J Palacio for all seventh graders also buses to Viterbo for seventh graders and 80 of the 10th graders to listen firsthand in March to Peter feigel a holocaust Survivor it is important more and more to learn history from people who have tangible
026lived stories so a special announcement and an invitation to you all the La Crosse school district will be honored with the Wagner leaf for excellence in Holocaust Education on Tuesday April 18th by congregation sons of Abraham on 1820 Main Street in our annual Holocaust remembrance observance at seven o'clock P.M this is an Interfaith public educational event free and open to the public the Wagner Leaf is named after UWL history and education Professor Dr Gregory Wagner to recognize outstanding Educators from all walks of life including an entire Theater Company in La Crescent led by Christy Moulton who's now in library services at Logan High an outstanding Aquinas High School teacher the lpef and David stoffler's executive director at the time and now the La Crosse school district itself um featured in the program will be long
027fellows Gene halderson who will talk about the school district's comprehensive Holocaust programming as well as present yokine Alexander freidank's oscar-winning short film Toyland the subject of an essay contest for middle school students sponsored by our fund there there's a different film for the essay contest for high schoolers it's called a night in the garden about the 1939 Nazi rally that filled Madison Square Garden with Americans in New York City and you can easily find these these short films just by Googling them they come up really very easily we'll have a scene from the lacrosse Community theater's recent excellent production of the Diary of a young girl Anne Frank directed by William Garcia so we hope you'll be able to join us so um to wrap it up good creative timely even life-changing learning is taking
028place in the La Crosse school district as its teachers have chosen to deeply engage in Holocaust teaching supported by curriculum directors my husband and I are grateful to the La Crosse Public Education Foundation and many teachers and staff for their willingness to open the eyes and hearts of students and to see the value of teaching the Holocaust we thank them in the La Crosse school district for supporting their students thank you very much thank you very well said thank you the link to a night in the garden has been placed in the board report if you'd like to watch the video the video Toyland was referenced as well that's actually what we're going to use for results policy 3.6 so you'll see that data I think in October is when we'll have all the information
029ready for you for 3.6 so stay tuned for that one as well the actual data that we have for a night in the garden is based on a rubric that was developed in our social studies Department within the rubric there were three rows or three statements that align to the results policy 3.5 and that that has been shared with you along with the rubric itself so you can see how students are evaluated with that and what their performance was for this first year do you have any questions about indicator one questions from the board over time will this be the same prompt next year or how will this like evolve if we're looking at that's a good question yeah we're talking about what that looks like uh so we did change to prompt for the
030Middle School from year to year it keeps it pros and cons right it keeps it fresh and there's no redundancy it also increases the amount of resources that we have for other grade levels then if we continuously use new resources the bad side of it is that well it's a little bit more work when you create new um we are rubric based meaning that it shouldn't matter what the resource is those those those rows that connects past and present demonstrates an understanding of historic and current events and uses respectful discourse should apply to any resource we pick so I I can't answer your question if we'll use this next year or not that's something we are talking about though [Music] how does that work right well um continuous growth right with standard space learning it's
031repeated opportunities to learn so this won't be the last time that particular standard in social studies is touched upon this year they'll have multiple opportunities for it this was this point in time that we were reporting on but using this data will say okay so here's some students that we might want to use a different resource for to apply to the same standards and they can demonstrate learning we also discussed and this is more like results policy 3.6 what are multiple ways that we can show learning other than a writing prompt which is what we used here so that's certainly an area of growth for us our seventh grade students may be able to provide a little bit more variety into what's submitted in talking to the freelance there was they were open to Art
032music audio for submission into that contest so we're still working this uh like it's like three years ago we had this idea we had a plan and the plan continues to evolve but it's good it's good for students to have these kind of discussions for sure thank you other questions not hearing any Dr alhaki the second indicator is English language arts unfortunately I do not have a guest speaker for English language arts um maybe maybe for all these results policies that should start bringing people in I can't wait to hear somebody from the Department of Public Instruction talk to us about the Wisconsin forward exam really but for English language arts we were able to have year two of our data to answer the previous question this is a different prompt so last year we
033had a different prompt that we use for this indicator this is a new one for this particular year sometimes student interests will drive that a little bit I'm guessing that there's some talk about homelessness in the area and that was a timely incentivized topic the year before you may or may not remember it was about freedom of speech in through the use of social media was last year's so the rubric does apply in both situations for ELA it's a writing assessment which will remain a writing or assessment because um the standard that's involved is a writing standard so this this one unlike social studies will remain a writing prompt um and you can see the rubric one row of the rubric is appropriate it's the claim uh Advanced proficient approaching and not yet so those
034are languages the language you'll see more as that is our proficiency scale for the school district of La Crosse that we will use going forward they're uh let's see what else would I say in this particular one where we have to work with and I would say this for the social studies prompt as well is some of our alternative settings making sure those students are involved for example like our Coulee region Virtual Academy because their curriculum is outside of the district per se we have to bring them in on some of these things especially related to act 30 act 31 Etc do you have any questions about indicator 2. an indicator too is that data just for this year there was I noticed an indicator one you had data from 2021-22 and then 22 23.
035I was just wondering yeah I I think I have them labeled incorrectly so indicator one where it says uh that is the English language arts indicator in that one we were able to get the prompt out a year earlier than social studies so there is two years of data although the the resource changed and then for indicator 2 the social studies that was our first year this year that same approach we'll use for results policy 3.6 so we curriculum assessments there's not a standardized assessment that's related to these particular results policies so they're they're locally made the teachers so in implementing this for the second year was there any difference that teachers noticed or were they more comfortable or more comfortable yes right it was their our standards based Learning Journey is ongoing um so
036our first time around was really for some of our teachers the first experience they had in assessing uh learning in that way not for all but for some and so this was year two we're growing in our capacity the more Comfort level with it we'll see some scoreboard variation as people work together and you know have those conversations stood in their professional learning communities like why why did your students score so well what what what what is the Magic in your particular classroom those Rich discussions are why plcs or professional learning communities can be so valuable so you talk about instruction and its impact on student outcomes common assessments allow you to do that like this so the rubric that you have in indicator one If This Were to grow into something other than a
037writing assessment say a um video that was created by students or some other project will this rubric be sufficient for those types of projects or will we have to do something different and then we would recreate the data then using that new rubric given the different types of projects that we might use the proficiency scale the 4321 would stay the same for every rubric the wording the descriptors would change based on let's say it's a a an art project it's a ceramic piece that those the words that are in the rubric wouldn't be appropriate sure however what does Advanced look like what does proficient look like using that sort of art medium would be that so I without without seeing the data we probably have to share multiple rubrics in in so you might get
038four different rubrics and then add them up together to get uh compiled right number which makes sense I mean I just wanted to make sure that you know what we'll be seeing in the future so if we were to expand the number of or types of projects students could do we may see different rubrics that are being used and then we might have a different way of looking at the data correct and I'm not 100 certain we're still having uh we're actually going to do the seventh grade uh one in the next few weeks the next month and so there's some talk of do we just do writing um for this board report essentially but then for the contest show a reflection contest is that where we allow students to go above and beyond in
039submit and so we haven't come to consensus on that as well that makes sense you know I think some students may have a better ability to Showcase their talents um in a non-writing way so I mean it would be interesting to see that but obviously you know whatever you all decide is is fine but I you know I it would be curious to just talk about that maybe off on the side I agree yeah year one year one we we do what we can to get across the Finish Line reflect and then grow yeah any other questions or comments from the board hearing none thank you very much Dr lucky and we will move on to our next information item operational expectation monitoring report OE one Global operation expectation Dr Engel um so this uh
040OE is kind of a global operational expectation and it covers in a sense all of them but also some basic uh commitments through the policy and uh it's part of our ongoing monitoring process this one I will take the lead on the expectation is the superintendent shall not cause allow or fail to take reasonable measures to prevent any practice activity decision or organizational condition that is unlawful unethical unsafe disrespectful imprudent in violation of board policy or endangers The District's Public Image or credibility indicator number one is the district is compliant with 100 of state federal and DPI laws and regulations the evidence attached there is a compliance documentation letter from our auditor the auditor's governance communication and the financial audit which all indicates the district was compliant with 100 of state federal and DPI laws
041and regulations for the last year the second indicator is the board upon evaluation of the OE policies finds no significant violation of or non-compliance with any of the policies the three-year monitoring report summary uh linked there indicates the state of compliance for each OE monitoring report and indicates no significant violations or non-compliance with policies over the last year indicator number three is no legal charges or formal regulatory complaints against the District results in a finding of negligence or an intentional violation of federal state or local law the attached documentation letter indicates the district faced no legal charges or formal regulatory complaints against the school district over the last year indicator 4 no written complaints against the superintendent are presented to and substantiated by the board the compliance documentation letter indicates there were no written complaints
042against the superintendent presented to or substantiated by the board for the last year and lastly indicator 5 District employees are terminated due to unethical illegal or unprofessional conduct violations and the documentation letter indicates that we did terminate one employee due to unethical illegal or unprofessional conduct violation over the last year and this is a short policy with some pretty straightforward documentation and we've indicated in compliance but happy to take any questions on any of these items uh from the board questions are comments from the board members I'm not seeing anything from the board members so with that then unless I hear otherwise it sounds like the board would be fine finding oe1 in compliance give them just a quick struggle yes on indicator 5 is it that no employees have been terminated for those reasons
043or just though I know there was one listed that's what I'm saying I'm just because you had checked it in compliance so I just was curious as to our job is if we find that we have to fire it that's what I wanted so we identified a situation that met those criteria and we terminated that individual that's what I'm asking yeah absolutely okay so again just to check again with the board members it seems like we feel comfortable with OE one no concerns there I have no concerns so okay then we will move on to 7.03 operational expectation monitoring report Action Plan OE 10 learning environment and turn over to Dr Engel yeah this is a new thing in our in our process uh with coherent governance um it's identified in the coherent governance manual
044as a opportunity to um present evidence for continual Improvement and it doesn't necessarily need to come on the heels of an area where we've identified that we haven't met expectations but it seems prudent to do so in cases where we have done that and so this is a follow-up of the monitoring report from last month for OE 10 and thought it wise when we've identified an area where we weren't meeting expectations that we would provide an action plan to improve that for the future and some activities that we would undertake in order to continually seek Improvement so the first one was OE 10.1 the super attendant will maintain a climate that is characterized by support and encouragement for high Student Success the indicator is 95 percent of students respond affirmatively to an annually provided survey
045instrument indicating feelings of safety belonging support at school and we did not meet that Mark at safety it was 80 percent belonging 76 and support at school at 93. using a kind of a pdsa format plan do study act we identified some of the so that evidence was kind of the study portion and then we went through and we identified some of the things that we are doing right now to help support students a sense of safety belonging and support at school and there's a list of and a short description of many of the things that we're doing it's certainly not wholly comprehensive and things that go on in individual buildings or in individual classrooms certainly exceed this to a great extent but things like PBIS social emotional learning restorative justice uh the whole child
046framework trauma-sensitive schools training our rights and responsibilities Community review our school discipline committee our SRO advisory committee our review of policies on an annual basis or biennial basis professional development from social responsibility speaks Partnerships with black and hope restores for ajima circles and lunch-based connections graduation Specialists with the boys and girls club partnership with the good fight way our community schools initiative our Partnerships with the community at the Huber hinchen partnership and shumalen as well as system of care our shared social workers with the county and are handled with CARE program with every organization in the area it seems a lot of things that we're doing right now to address that sense of safety belonging and support at school um we did a some research and into what's best practice or what's recommended you know
047from the DPI or other authorities in the in the State uh we identified three uh Key Resources one the national Center on safe and supportive learning environments which identified School climate as kind of a key strategy the Wisconsin Department of Public Instruction which identifies the positive culture as a key strategy to address all three of these [Music] for students and then the Wisconsin Department of Justice has a comprehensive school security framework as well um we also did other research just kind of diving into the internet and literature to identify other sources of evidence and summarize those there as well and uh with all of that we came up with a root cause and a theory of change for moving forward the root cause of positive student perceptions of safety belonging support is learning in a
048school that has a positive School culture and climate and so those resources support you know the best practices and evidence-based strategies to do so and our theory for changes if schools Implement and enhance the elements of a positive School culture and climate then students will have more positive perceptions of safety belonging and support um there's a number of uh re-emphasis of existing strategies things we already do but you know we want to highlight those and get better at them and those include uh continued implementation of universal school-wide PBS PBIS leading to fair and consistent expectations and treatment of students continue to provide training to staff to develop trauma-sensitive schools continue to implement social emotional learning curriculum with students continue to promote mental health awareness and continue implementation of the whole child framework but there's also
049new strategies that we can engage in to continually seek Improvement and the the ones that we've identified here are bolster the incorporation of culturally responsive evidence-based practices reinforce instructional strategies that are learner centered promote student agency provide relevant meaningful and authentic experiences and follow best practices and assessment continue to expand and promote restorative practices in partnership with the YWCA exploring Teen Mental Health First Aid and peer supports and expand specific support for lgbtq plus students and other identity groups I would say that these are things that certainly exist in our schools but maybe in pockets and maybe not in a systemic way with um you know emphasis and support that's necessary to make them widespread and Universal and so excited to look at those six strategies and uh reinforce those as we move into this
050next school year with that I'll turn it over to the board for any questions that folks have about this particular action plan any questions from the board members I appreciate the development of the exome plan and is that something that you plan to use going forward with a board in response to measures that might not be might not be in compliant absolutely my goal would be anytime we've identified an operational expectation or a results policy where we don't feel like we've met our expectations we would provide an action plan and then be able to focus on that over the next school year and then also annually be able to provide an update you know we should be able to take those six things and identify how we have addressed those a year from now I
051think it's a good expansion of coherent governance as we have you know implemented that I I think implement we had policy governments before that they updated it to coherent governance and um over time those improvements I think make that process stronger so I appreciate that I'll add on Crystal this is great I mean just in terms of from a board perspective knowing in detail the initiatives that are taking place some and kind of the path we're going but I think also for like Community accountability having a document like this where we can point to we're falling short on these things here's what we're doing this is still being deeply monitored I think that could alleviate some of the community concerns especially around student mental health issues but um glad to see the peer support the
052Teen Mental Health First Aid but also a question about like who owns this or how like what is what is the process for ensuring that these things are out like at what level is this owned and then how is it distributed throughout the schools yeah OE 10 is uh instructional and so it would be Dr harsey Who Would oversee the implementation of this we have a whole team of folks though and you can imagine you know with each of our directors they might take something different so um Mr Browski might take on the explore Teen Mental Health First Aid and peer support given that she oversees pupil Services expanding our restorative practices in partnership with YWCA that might be Mr teff because he oversees Community Services uh you know and you know reinforcing those instructional
053strategies that will probably be Dr lahaki Who will take on that work and curriculum instruction and assessment and so the accountability for me will be to reassess this as we move forward you know to look at our professional development plans and our resource allocation as we start off this next school year and then to monitor it on at least an annual basis you know I anticipate that when I we present on OE 10 next year we would have a summary of our efforts and hopefully we will have seen some shift in the the results so a couple questions I have um and this might be going into the weeds a little bit but so the first thing I think of is seeing the bolstering of the incorporation of culturally responsive practices I'm curious as to
054what does that look like and then the expanding of specific support for lgbtq students what have you all kind of discussed with those things would look like in this District or how we go about doing that I know the culture responsive practice thing has happened previously so in what ways would that be different yeah I would say first off that we haven't explored the actual execution of this to any great extent with our curricular team yet and so there is some work yet to be done but things that I saw when I went through the the research and the evidence um I think one for the culturally responsive evidence-based practices especially as it relates to safety and belonging uh and and support at school as well is um culturally responsive PBIS positive behavior intervention and
055services Sports you know so there's a way to do that that is you know not culturally responsive that is you know from a single identity and there's ways to do that that incorporate an entire Community into developing those expectations and so I think that's a key area where we need to continue to bolster those efforts I know some initial efforts have been made but given our discipline data I suspect that we need to continue that work uh and then I think you kind of that that daily teacher instruction and we have new staff every year and we have turnover and people in New spots and taking on new classes and courses and so I think it's an area that needs continual emphasis and additional support to teachers on how to make their instructional practices culturally
056responsive and then with the lgbtq plus uh this last year or for this school year we expanded our gsas to the middle schools and so we have a GSA in every Secondary School we've talked about what does that look like at the elementary school as well uh for for kids but then other identity groups as well we don't have a as comprehensive of supports we have uh um we have some programs at the secondary level you know for our black students for our Southeast Asian students but what does that look like into the middle schools to support those different identities our students might have and how they can you know have an adult they trust can go to feel comfortable with and so I think that's an area where we can continue to grow okay
057and then the last question I have is it I guess your goal that um not most maybe all some by the next monitoring report um how can the board hold this hold you accountable to this um and maybe that's a board question not a you question because if you have this action plan I'm I mean this is some robust things I don't know that it necessarily get done right away by the next um time we review this but maybe it would right I think the the proof is in the monitoring report right like that's the the level of accountability the board's at you know this is our administrative plan that we're sharing with the school board to show you that these are the things we intend to do and we should be able to demonstrate
058that we've done something one year from now and our based on our theory of change it should shift the the outcomes in our monitoring report and I would see that's you know the board's level like we expect these you know levels of student perception and if they don't exist we're going to continue to ask why and what are you going to do about it and this is our response to that what are you going to do about it you know and so if we don't meet that Benchmark we'll continue to have an action plan and try new things or re-emphasize things but not only would we the board be looking at those um uh those indicators on the monitoring report we'll also be providing evidence that we did the things we said we would do
059is the school district correlation between the rate of suspension and the student's perception of positive School culture and climate I noticed if you break out the data for responses about feeling safe at school the highest percentage of students who indicate they feel safe at school or white student and then it's much lower scores with students of color and students of color are also disproportionately suspended at a higher rate than white students so have when considering new strategies for increasing the positive School culture and climate has the school district considered a correlation between those things I think when we look at the disproportionality you know I think we highlighted our American Indian Native American students it's being disproportionate the others are within a there's a certainly a variance and it's lower but not so great that
060it's disproportionate um the there's certainly a connection I suspect right and so I think that's one of the reasons why we're looking at um that culturally responsive evidence-based practice you know so that when we're um engaged you know as Administration or as a teacher in a disciplinary incident uh being understanding of the full context of that situation the teacher's own identity you know the student's identity the uh the perceptions of students in that classroom when something's happening and um you know by and large that response should look the same you know almost regardless of those things but uh we're not going to be colorblind as we approach this stuff and so um being understanding of that full context is important I think and so that would be a key strategy to address that potential connection
061between differences in students perceptions about safety belonging and support and that ultimate you know maybe connection to discipline and I think something that we have seen over the years anecdotally and I think it's hard to measure sometimes is there will a student who is Black say might have a disciplinary referral or a in-school suspension for a day and it comes from an outburst that happened in the classroom and for that teacher it felt kind of out of place like where did this come from and when you talk to the student they identify you know a series of microaggressions or slights that happen throughout the course of the day or in that classroom that were unaddressed by adults or other students and it's a accumulation of effects that results in a suspension potentially and it's rooted
062in a cultural response or a failure to address patent bias and so I think there are certainly connections and as we train up our our teachers and we spend more time looking at it and working on it we should hopefully see that um the students feelings of belonging increase and those suspensions decrease along the way I wish it could be done overnight I suspect it's a long trajectory though as we you know rapidly as rapidly as we can improve those circumstances for teachers and students questions maybe I see that we've got some older data here from a couple of years ago for the Wisconsin youth risk behavior survey and I was wondering if you ever look at this data I saw the respondents were third through 12th grade do you ever just look at the
0639 to 12th grade right like the different bands to see if there's a difference in safety perception as you go up the scale I would suspect there would be and I just wondered yeah I'll turn that over to Dr harsey who's been diving into the yrbs for years the bottom of each of the charts are just 9th through 12th grade okay so it correlates with the yrbs great yeah and they are usually a little depressed from the average as a whole from three through twelve yeah if the referendum doesn't pass and also knowing that the Esser money is expiring what changes to these sort of extra efforts do you anticipate for next year if any yeah our with the SR money will you know um discontinue regardless we have a plan to continue some of
064our core supports for next year with the remainder of the Esser funds but some of those other programs particularly connections to our community we have to identify other sources of funding and even if the referendum passes you know that that referendum is for core things basic things it isn't able to replace all the things that Esser was able to provide for us and so uh there are some things in here that um you know we're continuing to to look at you know how do we move forward with some of those initiatives either through grant funding or shifting to other sources or efficiencies somewhere that we can use to leverage those funds somewhere else so we're still in the process of analyzing exactly how that's going to look but it is certainly something that um uh
065it's not a foregone conclusion as we move forward and if we do want to shift the trajectory on these numbers we need to continue to provide some of those supports that make our students feel like they belong foreign that the the last item on the the strategies and I think Dr harcity will consider it is consider revision of safety and belonging goals to be in line with what is a realistic stretch goal given School District history and Statewide and National benchmarks and I'll let Dr harsey talk about that more when we look at monitoring report changes if there aren't further questions I can go on to the next action plan excellent so we also identified OE 10.2 the superintendent will ensure all policies procedures regarding student Behavior are collaboratively developed appropriately Community to students and
066parents and most importantly in this instance equitably enforced indicator 4 percentage of student of office disciplinary offenses and suspenses for students is proportionate for students of color and students identified as having a disability and our evidence identifies that there remains to be disproportionality for students of color and students having a disability I outlined our current efforts and given our root cause and theory of change almost all of them overlap with OE 10.1's action plan so I won't read through those again other than to identify in our Community Partnerships we also have a a partnership with youth Justice City of La Crosse Police Department for system of care I think that's the one item that was outstanding and that's a a process to avoid ticketing students and to put them in a more wrap-around services a
067review of research best practice and recommended actions we found some good stuff from The Brookings Institute that had some recent research a joint dear colleague letter on the non-discrimination administration of school diplicity school discipline during the Obama Administration which was very helpful DPI recommendations and as well as a number of other sites the root cause of disproportionality in student discipline outcomes are school policies and school Personnel practices incorporate underlying biases into disciplinary responses leading to disproportionate outcomes for individuals from historically marginalized groups and then a second root cause that we identified with societal factors outside of schools cause disproportionate experiences for historically marginalized groups which are expressed at schools leading to technically appropriate School responses to disciplinary incidents but disproportionate outcomes when taken as a whole and then the theories of change are that if
068school policies are written to be actively conscious of the likely systemic presence of bias towards historically marginal group marginalized groups and if School Personnel are actively aware of biases develop cultural humility and incorporate positive non-discriminatory practices then school-based causes of disproportionate disciplinary outcomes will be reduced over time and the second theory of change is if the school district partners with Community agencies to implement programs that disrupt disproportionate experiences for historically marginalized groups then the expressed behaviors of individuals from historically marginalized groups at schools will be less disproportionate resulting in more proportionate disciplinary outcomes over time uh we once again identified some re-emphasis of existing strategies and these include uh implementation of social emotional learning continued implementation and expansion of restorative justice practices at the middle and high schools continue to monitor for appropriate use of
069school resource officers and schools limited to legitimate safety and legal issues continue to review the court of Rights and responsibilities with internal and external stakeholders to ensure disciplinary protect practices our non-discriminatory fair and age-appropriate continue to seek Community feedback on rights and responsibilities and emphasize positive interventions over removal and continue to strengthen and build Community Partnerships that reduce the societal causes of disproportionality in student discipline and then new strategies uh that we intend to implement are bolstered incorporation of racially and culturally conscious approach towards implementation of school-wide PBIS through the development of cultural humility and training and hate and bias response and school personnel school and then also develop School Personnel student interaction strategies through a focus on teacher mindsets about interacting with and maintaining positive relationships with students when they misbehave and I should
070add administrators to that and then the societal factors strengthen the high quality implementation of the Community Schools model through ongoing partnership and mentorship through Nea we've had a nice partnership with them already and we continue to improve our community schools effort at Northside and Hamilton with that I'll take any questions that folks have on this [Music] um so I guess my question would be in the research I know we're talking policies Personnel those different things and I've been a very vocal person around the structure itself right um so in my head I was about to tell a story about something that happened last week and I'm going to not do that and just focus on this um so the structure in schools like did that ever come up in terms of like how are we
071able to change how we have historically done things and not just focused on the policy and the Personnel because I know that's a part of it and then there's also like maybe this model is just not working for people yeah I I think this didn't incorporate radical change you know we have um um some might interpret you know what we're proposing as uh you know more Progressive than others that's true um I think the racially and culturally conscious approach towards implementation of school-wide PBIS is an important ongoing shift we're certainly not there yet but I think uh bringing in families and ensuring that they're a part of that process you know as a Hallmark of culturally conscious and community-based PBIS um that will continue to be an effort there uh and then I think you
072know our educators [Music] you know there's radical in terms of like how you organize a school which is is certainly one way to um approach an environment where there's less disciplinary issues but if the Educators in that radical system aren't any different than the ones you had in any other system they're going to implement on a daily basis the exact same things that you had before administrators and teachers and so um I think as opposed to thinking of changing our system through like a radical systemic change like when the do we have bells or not you know is it an integrated project-based system is it you know more of a college type environment uh the the the radicalness in this case comes from the individual's teaching every day and that they are prepared to view
073situations through a culturally responsive uh lens so that the experience of every student regardless of if it's in a project-based learning setting or a more traditional one has access to an educator that's going to help them feel like they belong and doesn't lead to disproportionate disciplinary outcomes I believe you can do it either way um uh and so um you know we're going to have traditional schools for a while I suspect and so it's incumbent on us to ensure that those Educators that are in that system can enact that you know like radicality in a way that allows uh students to avoid that discipline that would become disproportionate Dr Cooper still have to help me find a better word for today first off heard that but any other questions or comments from the board no
074I'm just glad that you all you know took the initiative to create this action plan because I think that's really important and that's a part of I think what us as a board would like to see you know when we're not meeting some of those monitoring reports or what is the district doing and not necessarily us getting into the weeds of things but this helps and I think this also helps the community in terms of transparency and things like that too so I appreciate it yeah I think as we got around to the second or third year of monitoring and we noticed that you know we hadn't met our expectations yet there was an opportunity to create a more comprehensive plan for how we're gonna get better and it just seems like a good idea
075every time we identify an area where we don't meet expectations and uh adds another layer to that monitoring and that accountability for the board to the school district I think it's a good good process I would say that when I was reviewing the action plans my thought was one there always remains so much work to be done for sure but we have come a very long way in the six years I have been on the board in terms of how we're monitoring what we're monitoring and a focus on equity for sure that's unquestioned and there remains much work to be done anything else for the board members foreign hearing none then we'll move on to 7.04 operational expectations monitoring Port OE 10 learning environment and I'll turn it back over to Dr Engel so um
076the mo the the meeting after we monitor um is an opportunity uh in our process to identify opportunities to change the monitoring report uh the the indicators or the benchmarks not the policy itself at this point unless the board took up that action but we generally have this process to address our monitoring report and sometimes Administration brings those uh items and sometimes the board identifies them and so Dr Hersey is here to present and proposed changes for Oe 10. consider tonight both the first you heard in both of the action plans presented tonight an Evidence evidence-based framework called PBIS and so we had discussed with the student climate survey when we presented initially that 95 threshold would be something that we would just bring back for the board to consider with proposed changes uh PBIS
077uses a threshold beginning at 80 percent and so instead of just grabbing something random we decided to go with something that was well established uh and so uh the way we wrote This Was 80 to 95 percent of students will respond affirmatively to the annual student climate survey indicating the same components that we had previously feelings of safety belonging support at school and again we had added responses will also be proportionate across all student groups which we felt that proportionality was important for the board to to hear and to reflect on as well and so given the previous conversation around the action plans the board will obviously have a thoughtful conversation about if you want to go to that 80 percent based on the data we still wouldn't have made it in belonging which was
078at 76 percent this last year in terms of raw numbers out of the 2432 respondents we would have needed a 1946 agree or strongly agree uh just given this last year's data so that would be one of the proposed changes for the board to consider and the other one I think Miss Bauman had made mention of wanting to hear more in terms of particularly children's students mental health a particularly given you know what we'd hear from student presenters over this last year and we frankly agreed and so we we have a new indicator actually the district's comprehensive effectively staff people Services Program is reviewed annually but we've already spoken with our director of student services Ami zabrowski and some of these reports are at the ready now and so we'd end up covering the major
079staple areas with under the uh her umbrella and so we would talk about school counseling School psych special education and nursing this would cover the whole child framework and certainly updates on children's mental health and so we feel like with that indicator would be able to provide evidence within that indicator that would cover some of what we feel like would be appropriate to bring to the board as well so that's a brand new indicator for the board to consider those are the two proposed changes that we would suggest questions from the board okay so since we're talking about change when we first started the monitoring process and 95 is certainly a very worthy goal and they as you know the focus was on we want to set that how we want to keep these high
080standards to be sure um I do think part of the monitoring process is revisiting of how it is that we establish some of those metrics and so my intention was to ask about whether we're going to change that range anyway since the way it's written however before the understanding was at least 95 right now we've got this range of 80 to 95 percent I think I would just say change the threshold from 95 to 80 as opposed to set that range because in an ideal situation we'd have 98 percent so I'm just thinking from a verbiage standpoint that I I might just instead of giving a range just change the 95 to 80. I would agree with Dr Cooper stole because if the numbers below 80 we would recognize that that is not in compliance
081but if we use the range so 98 is not in compliance so I think we want to keep just a minimum threshold and that was my reaction as well what percentage of students what's a good question because it's not a hundred right no it's not 100 so this last year we had 2 432 students take the survey uh what percentage of that what's what grades is that uh three through twelve I guess what I'm getting at 15. I wonder if we changed the language to 80 of student respondents will respond differently because the way it reads suggests that 80 of all students and they're not all taking them just that makes sense yeah it's certainly not 100 clearance I would be curious as to understand why 80 like what the PBIS yeah again yeah PBIS
082that's the threshold where PBIS starts and we stopped at 95 because that's where PBIS it ends up going to about 95 they generally indicate about one to five percent will be in a tier three of support and so it goes to about 95 percent and then tier three and so I I frankly agree with you we just went with that model because it was a research-based model that I think we could put for the board for this very discussion I also as I have served as the principal investigator or co-principal investigator on a number of climate surveys 95 is extremely high yeah looking at National benchmarks as we were doing the research for the action plans um you know nationally in terms of safety it's somewhere in the 70s in most school districts and National
083averages to get to 80 would be an outlier if we look at our history here at the school district you know we haven't come close to 95 in those areas you know 70 to 80. you know that has been typical not that that's the goal obviously to stop there but if we're being realistic I think that 80 Benchmark is reasonable and especially for an operational expectation because that kind of establishes a basic expectation of our School District results are kind of aspirational and we're like working towards something and it's about growth operational expectations are did you meet it or did you not and so having an aspirational goal of 95 is challenging because that's not the intent of an operational expectation there's like a growth piece in there so I think you know looking at
084PBIS or other models you know 80 of students will have one or less you know student disciplinary referrals you can expect 15 of kids to have a few more and five percent to kind of have some some additional challenges and I think that's similar here we could expect 80 of our students to feel like they belong uh have student support or teacher support feel safe but after that there's going to be some kids that experience some stuff every day or in our community and you know when there's a school shooting in another state that affects our students sense of safety here and if that's you know less than 20 percent I would count that a success on some days so just to emphasize for the record the 80 percent put it in evidence right it's
085not just moving the goal posts to make us compliant next year correct yeah yeah and I think that that's good for the board and the community to hear as well also for the second indicator I appreciate that you my thoughts and it's into an idea um just wondering kind of what you envision that looking like if it would be like a like one of those compliance letters where we just get like a signature at the bottom or would we see more like um data on like the ratios for example or presence of counselors versus social workers stuff like that yep exactly that we were already talking about ratios Dr Engel and I had an initial conversation which we carried forth forward with Mr Broski and supports ratio programs Innovations all with data and many of
086these thought we were talking she was ready to go now no no we're she's got a lot of that data you're already in the runway ready to go and so it will be a compliance letter yeah um there's a place for those but I think with this type of indicator we'll have data available that will be I think meaty you know meet the boards certainly the board's needs Ami has historically presented to the board with all of this data so this is not new right this is she's our she's already here providing that information it's just we're using that now as a metric since we have it yeah one of the things that Dr hockey has tried to do with our results policies is find a way to connect each of our curricular areas you
087to be able to highlight the awesome things that we do but also to make it meaningful in each of those areas as well as it relates to our results policies for those curricular content areas value them and I think a similar thought process when Dr harcity and I were talking about our operational expectations you know do we formally monitor some of those programs that we have and this is a great opportunity to formally do that to be able to highlight the great programs we have indicate where we need to improve and continue to be you know accountable to the school board for the the board's expectations so as we go through this year as we're in this kind of third year of monitoring we're going to continue to look for those opportunities to create those
088connections to be able to Showcase what we're doing and be held accountable to those I think the only thing I'll add is I appreciate Miss Bauman's question because when I read this that was my concern as well are we just going to get a letter saying yes it was reviewed so I think that as we move forward if we maintain the languages is seeing what data comes forward and what specifically will be discussed under here may lead the board to determine different language that will actually incorporate that data in otherwise I mean I think a reasonable person would read this and say okay the district comprehensive effectively staff people Services Program was reviewed annually here you go here's a letter that says we did it so I want to make sure that we do have
089that and that we can have that incorporated into the language for the future you've got to knock the compliance letters they do they do have a purpose but I think in this one you're absolutely right I mean if the data is already there then let's and it's going to be presented in some situations there's no way there there's nothing but what can you do it's a documentation that something hasn't been done versus it has right exactly yeah we would you know submit that review you know as opposed to compliance documentation letter here any other comments from the board that's it with the compliance documentation letter I appreciate that what it symbolizes to the board is that there have been more than one set of eyes on monitoring that process yes hearing nothing else okay I'll
090turn it over to Miss Bauman so I'm looking in the crowd and seeing now and I forgot to email her about updates so I have no updates to share today not to put you on the spot right there right just to share that we will be announcing our second round of Grants on Thursday April 13th we'll be delivering to 10 schools I'm not going to tell you which ones right now but if you are curious and available that morning before 10 and you would like to join us on any Grant delivery email me and I can share the schedule and we can find a place for you to join us how many dollars of Grants this year um this is 41 500 in Grants for 22 projects um that totals nearly 90 000 for the
091school year so yeah pretty much uh the only announcement I have is tomorrow's voting day so I hope everybody gets to the polls and an exercise is the right to vote and um I'll turn it over to Dr ankle I will reiterate get out and vote exercise your rights uh our goal as a school district is to have an informed citizenry and we hope that our folks get out there I'd also like to help Proclaim School library month uh in April I've got a little uh proclamation to read that our school librarians helped produce whereas School libraries are integral to a quality education program and whereas licensed school librarians play a vital role in the teaching and learning process through their work with both students and teachers and whereas School libraries provide materials for teachers
092and students that will encourage growth and knowledge and whereas School libraries provide materials that will develop literary cultural aesthetic appreciation and ethical standards and whereas School libraries provide books to encourage children to read for pleasure and whereas School libraries are fun place for students to go and all students deserve a well-managed library to provide for free expression and access to ideas therefore be it resolved that the superintendent of Lacrosse schools declares the month of April 2023 at a school library month at the school district of La Crosse we are growing readers so excited to help facilitate that and support our school libraries and they didn't even mention all the other stuff that they do like supporting technology integration and instructional technology uh being a go-to resource filling in as substitutes whenever needed providing teachers with
093crucial opportunities for planning and prep time they do so much and we're thankful for all of their efforts thank you so we'll move on to agenda planning I'd like to make them approve the April 17 2023 Board of Education agenda with any additions or Corrections is there a second move by Dr Cooper stolen seconded by Mr Spivey to approve the April 17 2023 Board of Education agenda with any additions or Corrections the final one of this sitting board all those in favor please signify by saying aye all those opposed that motion has carried and we'll move on to board debriefing anybody like to add any comments regarding the board's actions this evening I think we're talked out great job so with that um the La Crosse Board of Education will consider a motion to move
094into closed session on Monday April 3rd 2023 immediately following the Board of Education meeting Hogan administrative Center room 209 first who went to Wisconsin statute 19.85 sub one some C for the purpose of considering employment promotion compensation or performance evaluation data of any Public Employee over which the governmental body has jurisdiction or exercises responsibility to what the superintendent's contracts is there a motion to adjourn to closed session so move is there a second all right oh everybody's talking today Miss birkendahl to move to closed session and I will need a roll call Miss daggerwald aye Dr Garcia aye Mr Spivey aye Dr Jimenez aye so we are adjourned into closed session thank you everybody [Music] thank you [Music] thank you [Music] foreign [Music] thank you [Music]