District 208 Board of Education Special Meeting 06-28-21

001call to order the special committee of the whole of the board of education township high school district 208 we have some members on zoom but we have members here in person we can go ahead and start with the pledge of allegiance 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 marianne would you take the role here miss ruska mr jacobs so mr fisher you need to uh who's on zoom please so when marianne took attendance this is brusco and uh this is yes is mr van horse on there so we have four or three four four four yep okay [Music] miss towner i think is she's on her way on her way

002she is on her way so we'll we'll speak slowly for introductions here let's give her a minute to come in from the parking lot um do we have any visitor statements here today i see a lot of administration that's come out on a monday morning thank you very much summer it's monday at 7 30. um who who isn't happy to be here um and i want to move on to the business of the day which is the safe return to in-person instruction and continuity of services planned for the 21-22 school year so i know that i'll turn it over to dr skinkus to introduce us but i know the administration and the staff and the teachers and everyone involved in the community has been working very hard to get us back to a school year

003that is helpful and productive and connected with our students in the fall so we wanted to hear some details about that from from everyone on the administration thank you in advance and i'll turn it over to dr skankys thank you president zayla safe return to in-person instruction and continuity of services plan for the 21-22 school year uh this will also help us meet are some of our requirements for the sr-3 grant money that will be released from the federal government as we all know in may of 21 carmen ayala state superintendent of education made a declaration that all schools should be returning to full in-person learning at the start of the 21-22 school year a remote instruction should only be made available for students who are not eligible for the covet 19 vaccine and and

004i stress the word and are under a quarantine order by a local public health department so we're pretty much preparing to come back full purse you know a traditional school year traditional schedule traditional services as as traditional as we can be we still have three main open questions or key open questions uh mask requirements for vaccinated versus unvaccinated uh social distancing and quarantine clarifications for unvaccinated students and staff they are ready they being the idph and isbe already had sent out updated guidance in late may uh that anybody that was fully vaccinated uh did not have to quarantine um and then the one of the key uh questions that we're waiting to get clarification on the state we believe we can ask this as proof of vaccination because if we are going to have to

005do some contact tracing still come to fall we will need to figure out who's vaccinated and who's not vaccinated so we can determine uh who has to quarantine and who does not one of the other clarification clarifying questions we're waiting to get some clarification on is whether it's ten days or seven days with a negative test as you know the board knows we are cleta certified already so we have antigen testing on site for symptomatic students and there may be some possibility of having to do some additional testing come the fall based if the idph wants that now we are a tier two school in their funding model and um they have additional testing resources at no cost for uh tier two schools so in the event we do have to do some additional testing

006uh we'll have access to that and i know mr mannin and miss mattana have been keeping track on that a majority of today's presentation will be the administration speaking on five key sections teaching and learning building culture and operations which is kind of like the what is what will be our schedule what will be some of our safety protocols uh sel supports which is social emotional learning supports extracurriculars and then ms matano will just touch on again the spending plan that she also touched on during the tentative budget process uh the third slide in the presentation are some goals that dr freitas had put together for the 21 22 school year dr freitas i'll let you just touch on these good morning honorable board members um to begin with i want to thank my building

007admin team who's working hard to bring everybody back this upcoming school year i want to thank miss carla lindquist best augustine mr dave manning mr bretton curtin and mr kevin baldus for the relentless effort and making sure we open successfully i'm really proud i always feel like i have the best boss and i work with the with the best team in this state so um you know what's really important about the goals here is that it aligns to the wishes of our community and i've spoken to students and parents at mamma mia i spoken to them during summer school summer classes i spoke to them during dismissal and what i'm hearing consistently is that they want the school open they want kids back full enrollment they want them supported both emotionally and academically they want

008them to be organized to help improve their effectiveness their executive functioning skills so kids can engage in school and do it well and i'm really proud that all the efforts that we're doing here really aligns to the wishes of the people that we serve so again i'm so proud of my team because we are listening to the community and our plan will be reflective of what's best for students for our families and for the staff members here today so goal number one is to effectively open school with full enrollment for in-person learning come august goal number two is every vote that will have formalities one positive connection with a trusted adult goal three is to improve our ef skills and effective planning organization decision making behavior type management and last but not least really going

009back to our commitment to equity something that we'll be working on throughout this year and in the next coming years is increasing the number of students from diverse backgrounds and advanced placement courses and like what is important to the mission of the district and to my team we continue moving that forward and dr skinca's then summarizes the goals of the building thank you teaching and learning ms lindquist assistant principal for curriculum instruction and just as a question if someone from the zoom call raises their hand you'll just give us a shout okay great thank you good morning good morning okay so um the teaching and learning section of this um presentation is set up just to give you an idea of where we're going and how we are going to meet and receive our students

010when we return in the fall i think the board of education has seen some of my portion of this presentation as we presented quite a bit of the teaching and learning section to staff members before they left for the summer because there are certain expectations embedded within our teaching and learning for next year that we wanted to give people an opportunity to work on throughout the summer and embed into their practice so as dr skinkus mentioned the new normal is going to be uh in-person learning and i think the first question that people are going to ask with regard to teaching and learning is is remote going to be an option um and the the answer to that is yes sort of uh in a way um but not like what it looked like last

011year um a student who is unable to be vaccinated um due to medical issues or whatever the the case may be who is not able to come into the building we'll have an opportunity for remote learning west 40 the intermediate service center that serves our area along with i knew the number of schools that we served at one point as a board member but i don't remember um exactly i want to say maybe 41. um is that what it is yes very good somebody added on after they made the name right there we go 41. yes okay um so remote learning will be available through west 40 for students who have a health plan that requires them to have remote learning and what west 40 is looking to do is putting together literally a remote

012school under an a-lot program where they will have a director of that program or they have teachers that are dedicated in that program to service the 41 schools in the area who have students that would need to access remote learning so remote learning is not going to be something that students will be able to have rb teachers connected to them for remote learning as we transition back to fully in-person learning that's where we want the energy and the focus of our teaching staff on the in-person learning unless a student has to quarantine and then we are looking at how we can make live streaming of courses available to students only in the case of a quarantine not i woke up this morning and i kind of have a stomachache so i need remote learning today

013right we're trying to really transition back to full in person learning and west 40 is looking to be a support to all of the area school districts in that way so that is where that remote learning piece is going to come in if students need it and i mentioned briefly a health plan we've compared the process of getting a health plan that includes remote learning to applying for a 504. it's not the same we're just talking about a very intense process where there needs to be documentation from a medical professional where there really needs to be an examination of is this the appropriate step to take for this student because they truly cannot be in the building so after we answer that question of remote learning and and i know that the board of education

014has seen this on the next slide the idea of reframing the conversation um and i want to say it uh again publicly and keep saying it um this idea there's been so much talk about learning loss and all that's been lost throughout the pandemic and there's also been some research recently that looks at the negative impact of talking about learning loss can have on a student specifically with their social emotional learning right we're talking about the fact that oh you're you're starting back and you're already at a deficit you're already in a ground hole that you have to dig out of so we want to even work right we want to try to squash that and so we're really talking about and this was i stole this from a book by fisher and frye with

015john hattie the idea of the rebound with the idea of coming back from the pandemic and really looking at what happened during the pandemic learning-wise where are our students comparative to where a typical student should be at the sophomore level or at the junior level but where are the students and then the question then after we figure out you know where students are is what do we do now for students so the idea of learning loss we're just kind of putting that aside we're going to assume uh well we we know that a lot of our students have made gains through remote learning um and so we really just want to start fresh meet everyone where they are and move from there and that's what this next slide is about the continuous improvement cycle so

016when people say to me kylie how are we going to instruct how are we going to teach how are students going to learn next year it's going to be on a continuous improvement cycle so we're going to receive students in the fall we're going to collect data from them assess them figure out where they are we're going to respond to what the assessment tells us we're going to progress monitor them as they are going through instruction throughout the year and we're going to adjust our instruction and our intervention based on the data we collect so a continuance collection of data where we are receiving information from students and we are acting and reacting accordingly so when you look at um slide number nine the analysis of current student performance in order to be able to

017engage in that continuous improvement cycle we need some assessments to drive that instruction and so we have a couple of large-scale assessments that we're looking at or assessment models that we're looking at for the fall first we have now been able to implement two years grades nine and grades ten with star assessments star assessments from renaissance learning we purchased last year of course um i think it's like the great irony that i wanted star assessments for five years and we got them and then it was like global pandemic this is the worst possible time ever to implement an online assessment system um but we did uh implement star in a more limited capacity last year with our freshmen but next year we're going to have star assessments in reading and in math for our freshmen

018and our sophomores this has replaced nwea map for educators who are more familiar with the map test and there are several reasons why we chose going with that assessment that i won't get into but the purpose of star is to identify those gaps in reading and math and provide teachers and our interventionists with actionable data that's going to not only direct instruction in the classroom but that's going to direct interventions um and i'll talk about our interventions that are in place um in a moment your question before you go on thank you so um and it is totally ironic i i agree so um what's being done for the for the rising ninth graders so these star assessments were for current ninth graders rising ten and they were selectively administered and then what data do

019we have from the feeder schools in terms of the eighth grade cohorts coming in and what am i getting ahead in the presentation no no you're fine okay we have so at the um eighth grade level they do they still do nwa math so we do have map data um it is not as robust um as it has been in in past years normally when we would give map data for example when we would give a map test for example if a student was absent we would track them down we would find them we would be dragging them into this room and be getting them to test so the data is there um if we don't have data on a particular student we're in a sticky kind of spot and that's typical um for us

020we've we've worked with lindsey meinov for example has been giving placement exams to freshmen to figure out do incoming freshmen to figure out do they need a math intervention can they go up to honors geometry so we have very similar data for incoming freshmen as we have previously but one of the reasons why if you notice on that last bullet of star we're going to administer in the first week of school is because we want to baseline on all of our students and so that is going to be when our incoming freshmen come in for us in that first week of school that is going to be the best data that we can get on them because it's immediate it's right there and it's going to be in uh uh in a format that our

021staff is going to understand because they will have been trained on star and then it will be immediately actionable because star results are immediate so we will have what we've always gotten from the feeder schools with some gaps probably more gaps than we normally would have had because it's harder to track those kids down and get them to take the map if they missed it but we will in that first week collect data on those ninth and tenth graders from our own systems to be able to start them with some data we're also taking all uh 2021 data like with a grain of salt right because some kids could have uh had their families sitting naturally is your hand dave let somebody finish it um sitting next to them helping them take the test if

022they took it remotely right so like some of that comes into play and it will be hard for the rb staff because in the elementary schools they're like oh yeah that parent sure they are kind of like that's them right and we know that kids math score doesn't really line up with their in-person learning what we know of their in-person learning from like the seventh grade teacher right so but the rb staff doesn't know those cases so it's clean to do it the first week and then we do that the first week like like uh kylie said right we're just starting sort of with a clean slate and testing dave there's a zoom question okay go ahead oh it's ryan good morning all right uh you can speak uh speak if you have a question

023go ahead is it laura or is it ryan okay okay okay go ahead laura so with the starter data we used to get a presentation of where the school stood uh nationally will we have that as part of our presentation so we know where the district stands at some time this year star data is local data like for classroom performance they're still going to do the psat data and we should have a report for that at the end of the year you know in the fall so this october you'll we'll see how last year's juniors did on the psat will continue that presentation that you're used to there's no other questions on zoom kylie go and continue and that's the um the second bullet there on the large-scale assessments um we are administering a psat-9

024a psat 10 and a practice sat in the fall so that we also have the psat suite data because we can also along with star we can also predict or look to try to predict where a student will be falling on their sat as well so we want to do classroom data that's more actionable in the way of star but we also want to take a look at that psat suite data so that we can get close to what those college readiness skills look like so we're supporting students on the classroom level but we're also supporting students long term as they're moving toward that sat in their junior year so in the months of september and october we're going to administer the psat 9 and the psat 10. we don't have as much freedom with

025when we administer psat data because we're working with college board for when we get those tests and when those will be scored that's why star is going to be that more immediate first jumping point so that we can dispatch interventions based on star and we can start to instruct based on star and then weave the uh the psat data into that as well as a second data set thank you so what's important um with having a strong assessment system is obviously how you're going to respond to that assessment and so through mtss which is a multi-tiered system of supports we are going to take action on the data that we are collecting from students when we receive them in the fall the supports in mtss are divided into three tiers tier one supports or interventions

026being those things that we do for every student every student gets this level of support at the tier one level when you move into the tier two interventions or the tier two supports that's where we're adding additional supports for students who are not responding or not growing at that tier one level with just the baseline supports that everyone gets and then as you move into the tier 3 data or the tier 3 interventions or supports you are looking at your most intensive support students who are still struggling after everything that's been put in place at tier 1 and tier two and more than likely at the tier three level we're talking about individualized support a student checking in and checking out with a staff member for example or a student's iep team evaluating specific needs

027that a student might have once we get to that tier three intervention we have some additional school psych services that we have purchased to support our work in mtss so that pushba winbush who is kind of our our resident veteran school psychologist can work as an mtss coordinator and work directly with me hand in hand to identify students after we analyze the data who need interventions and supports beyond that tier one level and we can begin to dispatch those supports which is what i'm going to discuss next so those tiered interventions or supports that we have on the next slide slide 11. i've broken those down into what we're going to see taking place this year and the arrows indicate that the bullets that are that are at the other end of the arrow are

028things that are new that are in place for next year so at the tier one intervention level for all students we've retrained our staff with rush neurobehavioral institute so that we can brush up on our ef curriculum years ago pre-dating me i think it was about 10 years ago rush was here and was rb was one of the first schools that russia neuro behavioral institute partnered with to support an ef curriculum for high school students we are still used as we retrained we found out rush still uses us as their exemplar as the first school so rb's initial data is still in their presentation when they come out and they train people because we really were their first partners in examining how an ef curriculum can really support high school students so 10 years later

029we're coming back to that right we've trained all of our staff all of our teachers all of our paraprofessionals school psychs guidance everyone is involved in the training to know the common executive functioning routines that are going to be expected in all classrooms to support students next year along with those ef routines we have established a set of common academic routines that we expect our teachers to engage in with regard to our students each day so that when students walk into a class there is a routine in each classroom that feels very similar to them that is an ef practice in and of itself so it's an additional way that we're supporting ef and i'm gonna talk through some of those as i as i move on so that's at the tier one level for

030every student some new tier two interventions in addition to some of our traditional intervention courses like reading or pre-algebra we have concentrated some fte in interventionist capacities so we are going to have math and reading pull-outs taking place at the grade 9 10 and 11 and we are also going to have um something that has been a tier one intervention homework hangout which pushpoint bush has kind of spearheaded and really worked actually with dr smatana when dr spentana was the principal to get that up and running as a space where students can go and get support when they are doing assignments for a class when they're working on long-term projects or maybe when they just have a hard time going home and doing their assignments at home there's a space here where they can stay

031where national honor society students are there to help tutor where we give them some snacks and we encourage them to just be here and um and get their work done with us so that we can support that yeah did a nice job just raising your hand who's got the hand up dave oh that's uh ryan okay go ahead ryan uh so on the tier one supports i'm fully on board with the rush the rush curriculum for executive functions and then obviously the common routines um i guess from i'm going to use my own experience but how much is this going to be something that we're going to ask the teachers to develop and take ownership of in their own practices versus the comment i i guess when with the common routines is this something that

032we expect uh hard line for teachers to go step by step or are we going to give them space um and i'm going to suggest through plc's or other time at the beginning of the year to build something in and how much does it need to look uniform versus they can self-report to admin and or their colleagues what they're doing so they can share in the successes i know i'm looking at my own practices going back into what is normal school and hoping that we provide some space for teachers to see what was working prior but also assuming that each classroom is going to look a little different in terms of how how to engage students and you know turn their minds on and get them into those executive functioning routines and so i'm kind

033of curious just to know what language or direction is going to be given to the teachers to get them to develop practices that are just best utilized among the student population and shared among the teachers themselves so more from the professional development or institute day i'm kind of curious to know how how it will be addressed to them if that makes sense yeah that makes perfect sense um so this has already been addressed to the teachers this is something that we've talked about with the teachers in may before they left for the year where we presented what those common and i'll get to the common routines in a moment but we presented the expectations for what the common routines needed to be to the teachers um for that very reason um what mr vanhorst is

034speaking of one of the things that rb teachers are very used to and that we celebrate quite a bit is the autonomy of the teacher so everything that we're doing in terms of the common academic routines and the support for the ef there is a little bit of standardization because there needs to be for that routine and so that there is at least a bottom expectation but there is also autonomy in how those expectations are carried out um and one of the things that we did or our intention behind giving people a heads up in may was so people could begin to have those conversations with their colleagues with their departments about what has worked what have i done in the past and so they can start to brainstorm and share ideas so taking that

035a little bit further and trying to create that space and i like the language that you use there um ryan to create that space for teachers we created two workshops for teachers we've already had one that took place in june and one will take place in august where any teacher who wanted to um was given uh curriculum hours summer curriculum hours to come into the building with our experts with me with our instructional coaches our ef team was there to come in and begin to talk about or work on what does this look like in your classroom space to ask questions of people who are those ef experts we have a great executive functioning team here in the building and really what i noticed at that first workshop because you know you don't know what

036it's going to look like when when you start something new like that right it really did end up being a very collegial and collaborative conversation about what do you do in your classroom there are math teachers there and the foods teacher was there and people sharing ideas about how does this work how does this work in special education what do students do in study skills that might support executive functioning so it was a time for people to gather and come together and talk about what has worked for them in the past and start to look at with the support of the ef curriculum because it's got a wealth of ideas for lessons start to look at what do i think this might look like in my classroom in a collaborative uh in a collaborative setting

037and i believe i want to say there were about 15 teachers that came to the first one and i have about the same number if not a couple more signed up for the august workshop teachers could come to both i have a couple teachers who are coming to both workshops and like i said it was open to everyone on the staff and it really was just a workspace a space to bounce ideas off one another and really talk about how is this going to look in our classroom because as i mentioned we want to set the baseline expectation but i want your classroom to be your classroom i taught for long enough to know that when someone tries to force a teacher in a box that doesn't fit them their instruction becomes disingenuous and that

038is that's not successful instruction um so to answer your question ryan it really is both it's it's a baseline of expectations that you'll see and i'll discuss in a moment but it also is very much giving teachers the freedom to use a format of meeting those expectations that works for them um and feels appropriate for their course for their level and for their student population i just want to add too like that number seems low but i think we have such a veteran staff that yes some of them just kind of need to brush up on it yes right from 10 years ago absolutely if my math is right it was 2010 2011 because my older one was like in the pilot program got it yeah kylie you want to touch on a couple of

039the slides with the tears as well but we do have another question one more question can we leave the zoom faces up there or we want to go back to the powerpoint i think i'm sorry i don't know if the power points being for the live stream i guess the live stream can uh they can see the powerpoint afterwards if we want to leave this no it's fine it's fine it was just curious especially as we're in kind of a more of a q a section here yeah so okay should be good now and if some of these questions are better to be held i'm fine with that too i guess um one of the things that i'm anticipating uh in this return uh as we attempt to rebound is a lot of uh i

040guess struggle for for teachers and students to re-engage and this is an anticipation i we don't know uh but i'm curious on the front end how much are we going to be looking for time for teachers to meet and i guess that's why i brought up plc's is is that is that an expectation that on the front end uh i think on thursdays that that will be the focus is there going to be a direction to attempt to foster open space for those teachers to communicate what their successes and failures are at the beginning so that we can really try to re-engage students in a positive manner on the front end i'm just looking at this return and expecting that the first uh two to four weeks are just going to be something that's quite

041cumbersome both mentally emotionally and then trying to re-engage academically hoping that teachers are given the space and time and also uh freedom to collaborate uh early on one thing i think i've tried to um establish in my six years here is time freedom and space for teachers wherever possible um and i think i think that we have an abundance of that and i think a lot of that comes from kind of the established routines before i got here but also the fact that i i was an instructor for as long as i was so when we structure things like institute days um you mentioned we are very cognizant of ensuring that a large chunk of our institute days typically in the afternoon are dedicated to teachers having time with their departments to collaborate i'm excited

042that next year with the new bell schedule that we'll touch on in the operation section that our plc time is expanded so we have longer plc time for our teachers to be in that collaborative space and and share ideas and talk about what works so i i feel very confident that we have that time built in for teachers to collaborate and share what works and i also feel that we have established through the pandemic a very strong culture on our tuesday plc's that we did during the pandemic we have established a very strong culture of sharing what works and just you know a quick five minutes of here's what i'm doing in my classroom and here's how it helped me and so we're looking to integrate that as well back into plc um time on

043it was always an optional basis we had really good attendance though for people who are eager to share those ideas so we're looking to continue um that it's going to be tricky because the schedule is different we don't have the freedom of time that we did um during the pandemic but that is something that came to be very valued in our building and we will continue to carve out space for that as well kelly i want to make sure we get to the other i know some board members need to sign off at nine so uh can we just touch on the next a couple tears and then so um the uh i have two slides for tier one i wanted to expand on on those bullets that i put in so the ef practices

044um i have listed the five ef practices that are going to be standard in our building these are the same five that we did ten years ago um number four we just changed the wording on a little bit because it was long-term storage where kids were keeping folders of paper and notebooks in teachers classrooms 10 years ago so now we're talking about materials management and how do you manage a google drive so that you can actually find something that you did in there it's a good lesson for every research right that's how i make sure so those five practices um are the ones that we are going to be using across the building um we have our teachers were hungry for the color coding system to come back and i should note all of these

045ef practices and and the resurgence of ef at rb is a teacher initiated um action our ef team is comprised of people who were here 10 years ago when we were doing really strong work in ef and people who are embedded in that understanding like our school psych some of our special education teachers so this is something that for a couple of years now has been a call from our teachers and this is the perfect time really to bring it back when everyone is coming back figuring out how do we do school again i put the color codes there because you never know who's watching this will be sent to parents and families also but you know parents always want to know if i buy school supplies do i need rights so i wanted to

046make sure the colors are there so someone who's watching this meeting um can see uh how that color coding system works so this is the again it tracks with the feeder schools yes this is the fundamental um ef practices that we're going to see in all of our classrooms the next slide are those common academic routines that i mentioned so we're asking that teachers are greeting students and receiving them there's a lot of research that shows especially with sel that just talking to a kid hello ramona how are you you get a sense of what is going on with that kid for the day and you can level set what's going on in the classroom we want every teacher to have some sort of anchor and here's really where the autonomy comes in i've seen

047this done in classrooms in a variety of ways in my classroom i always did it as a powerpoint slide and i have lots of teachers who do this as a google slide some teachers still write it on the board and that's okay too some teachers use a page right out of schoology where they direct students to the objective for the day the agenda for the day the bell ringer the assessment for the lesson so there is something that anchors students in here's where i am here's what i'm doing what is expected of me and what is going to happen at the end of this um we want teachers to have a conscious wrap up so to the degree possible right i know that there are some days where you are running out of your physics

048class with your hair on fire because the experiment went right up to the bell and this might not be possible every day but 160 out of 180 days there's a conscious closing of the lesson where students understand this is the final thing that we're doing today this is what it meant and this is what i have to look forward to again getting students into those routines of really understanding here's what we're doing here's why we're doing it and here's what we're going to do next um and then some sort of exit some sort of formative exit where you are checking in with your kids before they leave the classroom whether it be the classic thumbs up thumbs sideways thumbs down how comfortable do you feel with this concept or write on a post-it note how

049comfortable you feel with this concept and stick it on the board as you're leaving the classroom so that the teacher is constantly collecting feedback from students about how they are doing doesn't have to be a quiz and this is again where some of that autonomy comes in it can be in any manner that you want to take the temperature of your students but as long as you are taking the temperature of your students the name of the game this year is going to be a clear understanding of what students know and what students can do and if we don't have those two things we're going to be paralyzed so we want to routinize checking in on that every day homework hangout right the two tier two slides deal with those tier two interventions for students

050who might be struggling after those baseline services have been met so a student who is failing um more than one core academic course will go we'll will be mandated to go to homework hangout now i'm not going to show up at their class and you know drag them kicking and screaming there i might show up and nicely encourage them to come but mandatory to the degree to which we can make it right the expectation will be if you are failing more than one academic class we have you somewhere where we are working with you to try to get that grade up where we are in communication with teachers where we are having some tutoring situations to really help students come out of that hole and really get ahead um and then the second like i

051mentioned we have dedicated 1.0 of our total fte for pull-out interventions for next year and this is what i'm really excited about we have some incredible interventionists who are going to help at the 9th 10th and 11th grade level collecting students bringing them in for small group instruction to repeat concepts to reteach concepts to give them an opportunity to work together and relearn concepts and again all based on that large-scale assessment data so once we do the start testing in that first week of school we are immediately going to be able to start scooping students up before they get into a situation where they're failing and then the homework hangout can be something that helps them you know as they're as if they are still struggling um and then i mentioned tier three academic uh

052interventions tier three is really the one on one level a student who maybe is not still being successful with small group out instruction maybe need some one-on-one tutoring maybe need some adjustments in their programming maybe needs a check-in or a checkout with a staff member so a much more individualized um program at tier three and that is something that is very typical for rb already that's why it's not flagged as a new intervention we're really looking at making more robust interventions before we get to tier three so that we have fewer students who need that tier three intervention because we're addressing their needs already at tier 1 and tier 2. [Music] in special education mr mr baldus added some information in the special education section just to kind of review what has been going on

053with special education our special education department has done a phenomenal job getting students in all year last year the students who needed to be here with ieps were here and they were in rooms in pods working together with a trusted adult helping and supporting them and those are the kinds of things that we want to continue continue creating and establishing relationships reviewing those ieps and the assessment data that goes along with them so that we can make adjustments as needed co-teaching support and professional development for co-teaching has been a big initiative for mr baldus that all happened before people left for the summer and then we have opportunities especially for new co-teaching pairs to meet together and do some of that planning based on that professional development but special education has always been the front

054lines of supporting things like executive functions because that's what they do very typically special education students thrive with those routines and there's a reason because they're good practice and so a lot of this a lot of our ef has come from special education teachers saying this works we've got to do this in all of our classes we've got to bring this back thank you kylie hector is this your slide yeah so um thank you very much and i know we're kind of moving on i wouldn't be mindful of time but thank you very much of course lindquist yeah kylie um addressing diversity equity and inclusion and ap enrollment and this is more of a of a long-term goal but it's very dear to me and it aligns with the mission of our board so if

055you look at the bottom if you look at the data to my left you have the percentage of ap student this is the fall 2020 2021 school year you have the percentage of ap students and then on the right side you have student enrollment by race so for example for last year there were 214 latinos in ap which represented 31.9 percent of our ap students overall latino population is 37.3 percent that's an opportunity to be more inclusive and and include more latinos in ap our black students we have 17 2.5 of ap students overall black students were about 101 6.1 percent of our total school population going down to our asian americans we had 4.8 percent um enrolled in ap and if you look at the rare overall asian population we have 66 students four

056point percent so we're we're above kind of that threshold there and for white students we had 401 59.8 percent enrolled in ap and overall white students represent about 52 of our overall student population so that'll that's so you guys can see some data of how ap enrollment looks like at rb to increase diversity in advanced placement courses i will be hosting an ap family night in the fall consistently analyzing monitoring and act on current ap data and really where i see a lot happening is me collaborating with my admin counselors and staff to find opportunities for students with diverse backgrounds to engage in ap coursework currently we don't have ap at the freshman level i've been in schools where ap has been very successful um at the freshman level so there's just opportunities again this

057is really like a a multi-year vision but going back to the board's mission to what's dear to me you know we're going to get more students of diverse backgrounds and advance placement i think you have a question dr freitas go ahead with the zoom question hi this is tom good morning tom um good morning everyone um it's actually not about dei i just have two very quick comments that have to do with kylie's presentation and i thank you i think i mean the whole package i think it was is very thorough and and appreciated so i think this is all good the two quick points you started out with the question that probably the majority of community members will have which is is there a remote option i would answer this by saying no right

058however if blah blah blah all the things you said the thing i think the danger with starting out and saying yes but is that people might associate this with synchronous learning and you know what the teachers have been doing since i know there's discussion about some of that may be coming back but i think in terms of setting the expectation the answer should be no there is no remote i mean that's my personal opinion and the second one a very broad one but also related to community communications over this whole year and a half you know we've i guess i've always sort of thought like what might be the silver lining argument of of a pandemic if such a thing even exists and i just think if there's ever been an example that a lived

059experience that makes the argument for growth as opposed to hard performance right the whole discussion about is it about growth or i mean this there i don't know if there's ever going to be a more powerful example that illustrates how not only students but every human being throughout their lives is going to have setbacks and spurts of growth and if anything i think we might want to think about how to actually um you know piggyback on that and say like this is why the growth discussion is so important that's all i had thank you i'm gonna try to piggyback in there because tom just hit on some things so this is ryan's marched again uh can i have a second yeah absolutely uh so one of the and tom thank you with the community communications

060um i want to emphasize that um again i don't have a student at the high school yet and so i'm not following those uh those communications out quite as as much as i am the d96 which is the elementary school but heading off some of the concerns about students coming back in the classroom and i like that tom said that the answer about remote learning really is no but it's also about getting people into a comfortable situation understanding what the um expectations are on uh wearing masks and and things like that i know we've had concerns from the community about that as well but um addressing those now in its widespread a manner as we can um giving information about i know i've been saying this at a prior meeting but information about where people

061can get more scientific information about getting vaccinated and also sharing our vaccination rates i know whether we can collect the data on who is vaccinated and i understand there's going to be some issues on people's concerns but that number one is a huge thing in communicating with the with the entire community about uh what the expectation is when we come back so thank you for that and then the second one i i was going to save this for a discussion at the end but because tom just kind of mentioned something that i was thinking of is uh we can go back to the 2018 2019 which is our last full school year model or uh look forward and this is an opportunity now to uh pumps in what we're doing and reconnecting but i think

062it's going to be very difficult uh that like i said the first two to four weeks as uh students try to re-engage and so getting everyone uh including and i'm the teachers as the front line um to engage with students and create a an atmosphere that really does welcome students back and creates and under creates some enthusiasm but also an understanding that we are going to have some major fears and some people that are ready to be back and go back to what normal life was and finding a classroom dynamic that is going to allow for everyone to quickly adjust back to a new normal and also feel comfortable as comfortable as possible and so i guess i'm looking at this concern of both fears and also anticipation to create a collaborative environment and so

063i guess i'm kind of piggybacking there's not necessarily a question involved in there but um you know going off of what tom said is communication with the community and my fears that uh we're going to see a wide spectrum of people's comfort level gained back so uh anyway i'll leave it at that there's two other questions i think are there two more if i can jump in quickly on the communication piece i think as a board we should be at our july meeting like us to have a discussion about communications and how we're um sharing information that this district is doing out with the community i think there's some real opportunities to be positive and talk about the good things that are happening here that sometimes they get lost in translation through through social media

064and other things so i think we we have an obligation but also an opportunity to be talking about some of our our communication strategy in july so i'll put that back on on dr skinca so we can talk about this at our july meeting not to take away from anything else that ryan or tom said i think that's just an important piece for for next steps and were there more questions i'm sorry yes there's two more uh miss gaska um i have a question related to the good morning everybody good morning my question is for dr pereitas in relation to the ap classes um i'm wondering um what barriers have been identified as to why underrepresented communities are not enrolling in these ap classes i know that you listed on their an ap night for

065parents and that leads me to believe that it's just reluctance on the part of parents to sign their students up or you know is it academic barriers and if they are academic barriers how can we start to mitigate those barriers at the feeder schools because unfortunately by the time our students get to the high school that they may be behind academically so sorry that's a very um multi-part question but what barriers if any have been identified as to why students are not enrolling in ap classes i guess the real question here sure mrs garcas so initially again you know this work really you know has just begun in my vision for for our ap program but you know i think knowing right information for every communicating what we have you know is huge you know

066i'll be working on definitely communicating that you know um i think you speak to a good point you know what's happening and um in the feeder schools and again another piece of my work is engaging in a with the middle school principals and with the staff to find you know opportunities for those students as they kind of transition in in high school you know my presentation you know will be you know um bilingual you know i know that's you know i know some of our community members many you know speak spanish that's their first language so really creating awareness was about ap in multiple languages you know engaging with the feeder schools you know to see what what work they have that could align to our practices um but i was i would say those

067are some initial barriers that i've seen um but there's a a lot more work uh you know to be that to be done miss gasket do you have a question or is your hand left was your hand left up from the last question no no i do have a comment so if we look at the dei slide i think there's some confusion there um if we just look at our black population we see that we have about a hundred students enrolled you know i think we need to probably clarify that goal so if we have a hundred black students we can maybe assume that there's 25 black students in each grade and then we're showing that out of the black population seventeen percent have been t are enrolled in ap classes no it's two and

068a half percent seventeen out of the whole pie but if you look at the percentage of black students 17 percent of black students are in ap classes and if you think that's a wrong number not a percentage the way this chart is done is not clear because there if you look at the raw number it says that the raw numbers 17 students are in ap classes if we assume that they're spread evenly there's only 50 students that are junior senior that's a high number of black students given their population so i don't think that these i know that these numbers are not correlating and just based on raw numbers you're never going to have an equal percentage of students in here if we look at asia just look at the native americans native hawaiian students

069we have literally three native american students in the school raw number two of them are in ap classes that's almost a hundred percent of that population is taking ap classes so that percentage of those native americans taking ap classes is higher than white or any other nationality if you look at the only one that kind of compares if we look at our latino population we have raw numbers 620 latino students we have a third of our latino students in an ap class which is excellent because you would assume that half 300 of those students may be junior senior and yet over well almost more than half are taking ap classes which says that maybe some sophomores are even taking ap classes if you look again this is a little confusing we have um seven native

070amer okay so and our american indian or our hawaiian students here's just shows you the statistics are off we have native hawaiian students we literally have three in the building two of them are taking ap classes so that is 66 would be out of that population are taking the ap class that's pretty good but out of the whole portion of who's an ap yes they're only 0.3 but they're if you do the statistics that way when you have three students they're never going to be equal but in representation of their population they are ahead of all the other populations clearly every you you guys see this yeah yes exactly you're absolutely correct in that that percentage on the left-hand side is based on the total number enrolled in ap but technically even if you use

071100 african-american students and 17-year-olds 17 of our african-american students are taking versus percent of the doctor said if you can just maybe we we need to probably clean up that chart what is the goal so we're looking at our junior senior in the population because freshmen there's only a few ap [Music] freshmen have no idea did you want to clarify your goal and be careful with your statistics this slide is not doing justice to what your goal is i'm just saying yeah i think it's a good point it's a great point so i think the the stats need to be cleaned up here and show as a percentage of eligible is that what you're saying is a percentage of eligible ap students right well ineligible and of the population when you have three students in

072an entire population and two out of three or an ap you can't get much better than that because the assumption out of three students is maybe all three are not junior senior i would think you almost have 100 of eligible students so what what are we trying to say here are we trying to say that we want an equal percentage in of eligible students per population group if that's what we're trying to say we definitely need new stats dr freyas this was your goal what did you want what are you trying to accomplish yeah of course no to really to increase rep to increase i mean representation you know overall throughout the you know every grade level with the population that's really the goal but you're never going to have equal dr freitas because our

073populations are not equal so what we need to say is that out of every population of eligible students what percentage of that population you know so if you want a 30 or 50 uh of every population in ap that's going to look different than this chart absolutely yep because you have 50 representation in your asian community and i don't even know if that's you know an eligible student so i think we need to do some work on those numbers i know we do we have another question ms gasket thank you mr ruska um sorry i was just going to add to what laura's saying and i i agree the stats definitely need to look a little different only because 40 of all of the rv students are enrolled in ap right but yet it's close

074to 60 of the white students that make up that population so while it's never going to be equal laura i think it needs to be equitable so yes i i agree thank you for bringing that up um there's i mean if we want to play around with that that's like the easiest thing to do right data you can spin it in so many ways but at the end of the day we just need to ensure that our students are getting a fair shot at signing up for these ap classes and again i go back to my original point is it are they not signing up because of a lack of interest a lack of communication to parents or is it because they don't qualify academically i think that also needs to be included in this

075outreach effort because of its lack of academic preparation then we have a bigger problem on our hands than just getting the parents to come out to an ap night so let's let's really think about that i'm just going to say we got to be careful with the numbers because there will be more white students in ap classes just because that population is so much higher you've got to look at the percentage of eligible students per population that's where you've got to find parity i think dr laura except when you take the number of white students and compare it to the entire population of students that are not white it's about 50 50. so let's make sure that it is an equitable representation that's all i'm saying but it goes even back to is it academic

076why are they not enrolling and that's where i think that we can have a bigger impact is that academic preparation that we need to ensure our students are receiving so that they can if they so desire sign up for these ap classes so so what i'm hearing is we need to have a follow-up discussion on the ap class this data needs to be revised to to be perhaps more appropriate but then we want a more robust discussion about how do we actually move the numbers once we get those baseline numbers so i think we can put a put a pin in that and we know we have to come back to that at some point but this is probably not the the forum today but i do think it's an important discussion to be had

077certainly next part of the presentation is school operations and culture culture and school operations which is mr manning dr freitas why he's well coming up i think you got some work to do with on the ap goal that you set up right morning mr man good morning good morning so the first slide in this section is the new bell schedule that was constructed we had this on our minds in regards to extending out periods just due to the the population in our lunch in our cafeteria so what we did was break that out so it's a 10 period day and then what we did was decrease the amount of students in the cafeteria from 500 to 350 which will really you know do justice for us in regards to our protocols for social distancing and

078things like that and open up more space in our cafeteria during lunch periods so as students get their handbooks at residency uh in the in person portion of residency you'll see on the first cover in the as you open up the handbook the bell schedule that'll be outlined and so just pay attention as you go through it um on the left hand side it'll show the bell schedule the right-hand side what your lunch looks like it's going to take a little bit of an adjustment period for our students to look at that um talk through it with your with your parent and then as you you know go through your first week they're going to get acclimated to it just going to be a little bit of an adjustment period going from where we're at

079to now the 10 period debt in addition and we'll get some other health and safety items here but we will increase our security staff this upcoming year not only for just more people in the building but also extending the hours in which we have security presence so we're gonna have them in the morning um and then all the way up until 10 o'clock p.m and in regards to um the about schedule on thursday late start again same situation as we've had previously pre-culvet we will have that plc meeting and so every thursday will be a late start in the schedules outlined there and this represents an extended plc time which i think mr van hurst asked earlier and kylie touched on this is something we were prepared to implement last year and then obviously with

080the schedule changes and going remote first semester and dr freitas will lead us into our diversity equity and inclusion slide so one thing you know that's really important about all the work that we've been doing is in regards to equity is that in order for us to reach excellence and i'm using and i'm paraphrasing the words of charlotte danielson um the creator of the model we use to value education is the equity must be part of the work if we're to be an excellent school and just an excellent educational system in the in in the united states um so this is what we've done so far when it comes to diversity liquid inclusion with dr ebay dubiel so a leading expert in the state of illinois who also works and at the state level who

081has worked with the state representatives as far as um equity so we've uh done equity 101 understanding what equity is and we've begun to understand implicit bias those are two other works that we've done so far there's eight other workshops scheduled that were completed that will be completed by the end of the 21-22 school year and you could see other topics there as well implicit bias part two social construct microaggression modern day racism dimensions of the isms you know and teaching and classroom assessments so these are other trainings that we will do that we will complete by the end of the school year and as it relates to our work in diversity equity and inclusion dave back to you restorative practices dave sort of practice is something that we you know have been implementing and

082using in our in our office for for several years now in regards to switching the hat from a behavioral standpoint to more of an instructional sense we do have a team that has been working together within the past year so it is comprised of you know a lot of our support staff and so that what they're going to do is look at how does that how do sort of practices look within an instructional sense inside the classroom so they're going to be utilizing those best practices in the upcoming year as really a valuable resource for our our teachers and our students going forward some of the sample practices that they're going to be utilizing is just you know simple things you know greeting students at the door you know the first impression i think a

083student gets is the most important especially within a year when they're coming back full time and something that's what we're going to do as well is create and transform our entry ways to really a welcoming environment not only just for students coming back from covid but just for everybody regardless if they haven't been here last year or if they've been here you know uh engaging in whatever activities or in in-person learning last year we want you here we want you to feel welcome and we want to make that known that everybody is welcome regardless of where you're at and then like let's go forward together in this and so you're going to see some of that not only in the entryways but then also in our classroom through goal setting norm setting reflection discussion about

084choices things like that and then grading practices so you know i'm talking with kylie and through some of the conversations with our teaching staff last year that first week is so critical and so we're going to utilize that not to say what you can't do this year but like how we can help you what you can do and what you can engage in so these restorative reflective conversations are going to be targeted and something that we're going to use on a frequent basis going forward so mr manning quick question i think one of dr freitas's goals as an uh you know an adult being in contact with everyone in the building establishing a relationship we've heard from ms lindquist we've heard from you but but walk me through and i know through the the esser

085funding that dr smitan has worked on we'll have additional personnel here as you indicated from seven to ten kind of acting is that but walk me through what it really looks like for a student entering the building because sometimes you do come in and it's a little bit cold so tell me how you envision that looking sure and then there is a question when i'm when you're done answering that that's a great question working with uh we met with some students second semester several times in regards to what they would like to see and what they told us was we want to see banners we want to see pictures of students that look like us we want to have affirmations of when we come in oh this is a welcoming environment and then here's what

086i can set my goals towards we want to see activity boards we want to see calendars we want to see just friendly faces hello so i've been working with a couple different things um that we're going to unveil it here but a lot of post-it like banners signage and then staff like just throwing staff at doors so that when students come in they're graded like they were in person second semester and then a little bit first semester as well i don't know in regards to like not contact tracing the self-certification how that process looks yet we're still waiting on the state to provide some of that information for us so second semester we had every single student come in with an id they scanned their id and they went forward we're still working through that

087process a little bit and what that looks like once the state gives us that guidance we'll go from there so i can't tell you exactly how it's going to be from where we're at last semester to come in the fall here but we will have some sort of process when they come in they're going to be greeted and then we'll go from there whether it's directly going to their classroom or again it's all based on guidance um but there's going to be ample support for students as they walk through our doors so if i could there was a question really quick so the check-in checkout is where they literally cut like if i'm struggling i come to see mr manning at the beginning of the day and at the end of the day to not

088only make sure that i have like all of my academic stuff but like how you know when he leaves when i leave him in the morning he's gonna be like mona you are gonna have a great day today i'm confident and you know if you need something at any time during the day come back and see me at the end of the day i know you had a great day show me your paperwork like that um checked in checkout thing is going to be really um it those are the kids that are the ones that feel like they are falling through the cracks and just so by the mtss system they're going to start really making some strong connections with the most vulnerable part of the population so is that really i mean certainly there's

089a lot no that that's helpful and we have we have a wide and i'm sorry sure population diverse right in in all definitions of that word so i think reaching not just uh the the targeted population but it sounds like we're reaching a broader swath and including kids at this end and kids at this end i think is going to be so incredibly important because they all had a shared um experience in 2020 which was which was not normal it was not necessarily positive for a lot of people so i'm sorry lorena you had a question ms gasco ryan oh ryan mr van horse uh yeah i'm actually going to go to the same thing that you were saying it is and this is a question that i've had and i love the idea that

090we are intending to have a trusted adult in the building or trusted person in the building one is i know the goal is setting it that students have one trusted adult or at least one um i would love to see that goal go up to minimum two or three but that would require each teacher to be making an intentional outreach to engage students on a on a personal level to to do those check-ins so mona's mentioning the same thing that check-in check-out and reading at the door i'm curious how we're going to and i recognize that we may not care to measure it directly but i'm curious is there going to be a way that we're going to try to measure uh whether students feel like they have that trusted adult i'm also noticing the

091uh and some of these are hitting later slides so i'm hoping that we can front load some of these conversations and and uh not have to spend so much time on it in the next few slides but the monthly community building lessons i think are a great time for students to rotate through teachers having those lessons and feeling some trust that they can talk about topics that go outside of the typical content area and just making sure that students haven't have an understanding that they aren't necessarily going to connect with every teacher but they that we are looking to get multiple avenues for potential connect to reach out when they have concerns when they have frustrations so that some of those restorative practices uh are headed up quickly with people who students trust so when

092we do run into those issues where students are having trouble engaging we know an adult in the building who's got a different kind of relationship i know there's not necessarily an advisory period in in the schedule where students have a homeroom teacher or someone that they're talking in a non-academic level with but i think that's what we're looking to do is create an avenue for students to have a trusted adult and so i would want to up that goal to attempting to have students have two or three contacts if not three or four but i'm curious if there will be any way of understanding whether students are meeting or having those trusted individuals sure sure ryan i'll quick i'll make a comment on that so um you know doing a pre and post assessment right

093asking the question you know do you have one trusted adult you know early in the fall when we start and then later in the fall asking the same question do you have a trusted adult right that will allow us to measure you know that goal so that's that's the plan at the moment right and i think that might be confusing for students i know i wouldn't have understood what that meant as a high school student is to say a trusted adult so how how do we communicate that to students that they're understanding that it's someone that they you know feel comfortable going to talk to about something that is uh more along the personal or relationship end as opposed to content end of things in regards to like what we did in our office last

094year um we purchased the enhanced package of remind and remind is a system that a lot of our coaches and our teachers are using just to connect with our students and it also links up with their classroom sites too so if they have a schoology page they can send a link out for students that run remote that they weren't there that day or whatever so we utilized that site for like a dean mentoring group last year and so to answer your question um we have data in regards to like how many times those students respond to us or their frequency and how much we put out there from and we just split i think we we looked at over 150 students just looking at basic data for attendance and previous data and so then we

095compiled our group and we usually do that like at our quarter one so when we say we want to link all of our our students up with a trusted adult i think along the lines of that we have some administrative meetings here coming up this week and where we're gonna kind of identify the route in which we go with some of that communication but that would be one that i would suggest we use as well in regards to just you know coming up with a group and then having that whoever may be that staff member then utilize that group and we did that with our security team as well not only sir dean's office um and our administration so and it worked out that you know and it goes through their either their chromebook to

096their email to their cell phone whatever they have linked in to the remind application it's just a really good way to to communicate with students and then the parents are also linked in as well as we had a letter that was generated we did phone calls and said hey we're going to start this program with your student i hope you don't mind but you know we're going to be really forthcoming and and consistent with the communication with your student so that they can be successful in the upcoming year so that's something that i would uh plan on doing again as well dave do you mind uh going to the uh health and safety sure so that um i want to make sure we save enough time for miss augustine before nine o'clock when some people

097have to sign off we can stay on after nine o'clock to do some additional q a sure so last week the governor extended the covenant team executive orders until july 24th in that order they outlined that districts and schools should follow the idp isb guidance which hasn't come out yet in regards from the isb at least uh so what we're working on right now is just the iph um you know phase guidance that that we have and so mass obviously in the building right now are you know required for unvaccinated staff students and visitors we're fully expecting isb to come out with something here shortly all this guidance may change at any moment depending on you know covet rates or you know where where the state thinks that school districts should be at uh social

098distancing under the current guidances at three feet will be implemented to the greatest extent possible students who are vaccinated this is really critical do not have to quarantine so we saw a lot of this second semester where students may have had a close contact with someone on the athletic field or even in in the instructional setting um you know if it was less than six feet and we'd have to quarantine them which means they would miss out those opportunities you know whether it's you know instructional or extracurricular so if you are vaccinated you do not have to quarantine on the current guidance testing we are clia certified testing center um that was kind of something that we accomplished in short order and we're able to turn that around with the help of our health office

099and our nurse and so what that means is any student that is symptomatic that wants to come in and get a covet antigen test we can provide that and it's a rapid 15-minute test that'll let that student know where they're at so we plan on continuing that we have enough uh to carry us far into first semester up until probably december january so we're good there um additional testing may be required for unvaccinated students based on isb again we're waiting on some of that uh guidance and uh vaccinations we've hosted two vaccinations clinics one through jewel and recently last week through cook county the second shot for cook county will be july 14th for those who need their second shot they will also welcome those up the street or need to come in and walk

100in and get their second shot good county will will help them out with that on july 14th self-certification again something that we need to look at as further guidance comes through the state [Music] thank you very much thank you dave miss augustine scl and since this is just a committee meeting if some board members i know had uh prior obligations if you need to sign off or excuse yourself that's fine we can stick around and do some additional q a uh and this this this meeting was recorded so we'll be on rbtv as well as the powerpoint will be available okay good morning good morning so um i'm here to talk a little bit about the social emotional support that we will be providing students as we return to full in-person learning um i'll start

101by talking about satchel which will be new for this school year satchel is an sel screening and assessment and intervention tool we had a had an opportunity to have a demo during the spring and we're very impressed with the company and actually i know that oak park river forest is using this screener and pushba winbush our school psychologist talked to the school psych over there and that's sort of what sparked our interest in the product and again we were impressed with the demo we were impressed with the company i gave you a little bit of information on the slide and we will be using this as a tier one intervention for all of our students but primarily our incoming freshmen and our sophomores because we really feel like our freshmen last year we did not

102get an opportunity to know them so getting as much information as we can about them seems pretty important and so the next slide just gives you a little bit of a breakdown how it will be used as a tier one and a tier two and three screener the targets are the social emotional learning targets that were designed by castle and that self-awareness self-management social awareness relationship skills and responsible decision making and all of our students will take a universal screener at the start of the year right now it's kind of a work in progress where we will actually be administering the screener our teachers are great with allowing the social workers and the counselors going into the classroom so i don't anticipate that this will be a problem especially since it's all digital and they

103have chromebooks or one to one so it won't be very time consuming so all of our students will be taking this universal screener which is quick 20 questions and then the other part why this is i think really useful and it's not just student data the teachers will also be asked to provide some input on these students a quick five questions so um and this data will sync up and we'll be able to really identify who our tier two and three students will be which they will then go be taking a diagnostic assessment which will be a little bit more in depth 10 to 20 questions and this will be quarterly and these will help identify those students that we were mentioning during dave's presentation those check-in and check-out students our most at-risk students whether

104they are at risk you know if they have some interventions with learning or if they're in ap classes these are really identifying who are our students that are at risk with social emotional concerns and then based on these assessment results the tiered interventions will be recommended to the students and then they will be implemented by the student services team and we will be monitoring them quarterly and the interventions are fluid so as they improve we move them out of the interventions and as we fi identify more students that need interventions they'll flow into those interventions so ms augustine quick question this might be a very um naive question yeah the tier one tier two and tier three we're looking at for sel interventions um are not necessarily the same tier one tier two tier three

105for instructional interventions correct so we have almost like a tier one two three and a tier abc i just think for those kind of listening so your student might be identified in one group but not the other right so if you think of this triangle with the base really being at the top that would be tier one and if you put a line down it you'll have academic and sort of behavioral social emotional because you'll have students that need some interventions on the academic side but don't necessarily need it behavioral or social emotional then you'll have students that need some interventions on the social emotional side but don't need it on the academic side and then you'll have students that need both right and it all falls under mtss though correct yes okay yeah just

106want to be dawn to be clear on that so thank you um then the next slide is um kylie already mentioned that we have an additional school psych next year um thanks to astr funds and our our small team structure has been something that we've had in place for gosh at least 15 years but i just wanted to point out that how one way we'll utilize the new site is we'll actually have three identified uh problem-solving teams that will meet weekly and on that team will be two counselors a social worker and a psych and then the deans participate and the dean's um i'm sorry the the teams will use the data collected from satchel and will also use attendance reports grade reports discipline referrals and then these are the students that we will problem

107solve at that tier one level who really need some additional both academic and behavioral supports then i just wanted to share the topics that the freshmen will receive during pe classes the social workers and psychs did this last year during second semester all of the freshmen received sel lessons during their wellness class and we're going to continue to do that this year starting with first semester and then i just included some of the topics that will be discussed on a monthly basis [Music] so beth we're focusing on the ninth grade first with these lessons correct that's just the immediate right so trying to help them through with the obviously anxiety and just getting back to school and being back in the school setting right so we actually have a number of students already identified for

108this year just based on um sort of lack of engagement last year so we can already target some of our current students but yes the incoming freshmen are who we really need to to focus on and again the freshman last year received the lessons during pe classes and then this year we're just starting with with first semester but again the satchel assessment will be available for all grade levels and then the social workers and sykes and the counselors will be implementing school-wide supports throughout the school year again this is tier 1 available for all students with a suicide prevention week kindness week teen dating violence and healthy relationships inclusion week then we will mental health awareness week will be in may and then during finals week we'll have some mindfulness some de-stress activities and then

109we also have quarterly parent presentations that will be available for parents to find ways to support their students who might be struggling with some social emotional health concerns and then we also have outside supports nami has been fantastic with providing us with outside resources they also are the organization that support our text to talk which is a 24 hour seven days a week support line for just rb students we have our own phone number students can text this number whenever they're in need if they need someone to talk to and then we receive a report from the from nami on a quarterly basis to see how often it's being utilized sara zinn will be providing us with support next year and we already have a scheduled and they are the domestic violence and abuse prevention

110shelter and and they will be providing a presentation to our juniors and seniors in february pillars continues to be an excellent resource we have a counselor here three days a week and that is a grant provided by the riverside township provides us with this counselor and she will be very instrumental she's bilingual and she's going to be instrumental with some of our parents support groups and providing presentations in both english and in spanish and then i think kristin brought this up at a previous meeting we will have rap services through ladsee for our most at-risk students who are not identified as iep students and these are these would be our most vulnerable at-risk students who are just we're not able to make connections with and are really needing more support at home and it will

111be um we utilize the support this year and realize it would be an added bonus for next year and so about the rap services is real quickly for those watching that's like having somebody reach out to the family at home having somebody reach out at night maybe on a weekend even over summer break right correct the idea that the student would have a continuum of services throughout summer break throughout winter break um and exactly if if the rep worker needed to go over in the evening to meet with the parent because the parents working during the day um just where again we're we're not able to make the connections and we need someone who could be out of the building and and doesn't really work within those sort of set school hours and then lastly

112um i think kylie added this slide but um the restorative justice team and i think it was also on dave's slide as well um presentation that they will be doing um monthly lessons um to build community within the classroom and this will probably be a great opportunity for the relationship building between students and teacher does anybody following on zoom have any questions for beth in regards to the sel supports we're planning to implement as we return to in-person learning in august one moment one moment just wait i'm sorry please understand it's just a curiosity and i probably it's probably already thought of um in terms of an answer uh but number one um let's see the satchel screener i think is great and i'm glad i don't know that much about it i mean other

113than i don't know if it's an acronym or whatever but i'm glad to see that we're being proactive and trying to gather that data and and find out who needs to be reached out too quickly when it comes to those monthly community building lessons that we're just spoken of i'm just curious how teachers will be prepared for those to be executed is it by the teachers i think i read and is it something that is going to be given time for them to think about how to implement it or is it something that they're reading off of i guess i'm looking more on the buy-in aspect um and i'll say this 100 uh teachers have some ability to to connect with some students and not with others and you'll get that mix throughout the uh

114throughout the school year throughout the day throughout individual uh groups of students that you can connect with so i'm trying to figure out how that's best going to be implemented so and i think this goes to what i've been asking questions on before is this idea of how are we going to build community now that we're coming back into uh in person recognizing all the struggles we've been through in the last year uh i like that these activities are being put in i just want to know what preparation and i'm saying this as a curiosity but also hoping that there is a robust understanding from the teachers and how it'll be implemented so i'm sorry that i haven't been part of those conversations um here comes kylie hurry so the way that these are set

115up and this was again this was a teacher initiated um initiative uh so the restorative justice team of teachers came to us and said this is something that they really value and they feel strongly that they want to do and we consider doing this for this year um but kovid so the restorative justice team is going to plan the lessons themselves so that the teacher does not have an additional lesson that they need to plan they're um designed to be about 15 to 20 minutes on a rotating basis so we're not ever taking 15 or 20 minutes from the same class period um and so the teachers will have those in advance the restorative justice team has some summer curriculum hours that they're working on this summer um those will go to teachers and teachers

116will have the freedom then um to kind of fill in with their personality with their flair the delivery of those lessons teachers who maybe don't feel as comfortable delivering a community building lesson on their own can seek support from all of the social workers the school psychs who are very ready and excited to support teachers in delivering these community building lessons with the kind of understanding that teachers are learning to become more comfortable delivering that type of lesson and building those connections with kids without the additional support of a school psych or a social worker being present with them on the days when these lessons are delivered and again the purpose of the lesson as it states in the slide is really just about building connections with students and having you know a non-academic lesson

117a time to talk about goal setting or a time to talk about whatever is um the subject of that lesson and continually build those connections to hopefully as you'd mentioned ryan b go beyond the goal of one trusted adult into maybe having some additional trusted adults as those community building lessons cycle through different periods of the day good i think we're gonna see different comfort levels from each teacher and their willingness and ability to engage for sure and that was something and giving that freedom is what i would hope is let teachers you know exploit what they're good at and yes things like that and that partnership was something that came out of some discussion with the instructional coaches about that very thing right that some teachers in some content areas etc would feel much

118more comfortable than others and that's why our student services team is always at the ready um and very happy happy to jump in and support all teachers okay thank you another question i think mr ruska not thank you and i i'm sure you won't have an answer now but one of the questions that are coming up these are great resources i'll be curious as we move forward how are you going to be able to assess that we're actually meeting the need that we're identifying the need and getting these resources to them and if it's working and so i'm sure that's going to come in the future definitely pre and post testing for sure if there's no other questions for beth i'd like to bring up brendan and cover extracurriculars dave you could join brendan for

119activities [Music] yeah i'm gonna take off [Music] good morning everyone good morning good morning so what you're looking at right now is a slide that's provided by the idph guidance in terms of face covering for different athletic activities if you will it's broken down into two groups you have fully vaccinated and obviously not fully vaccinated fully vaccinated student athletes coaches staff will not have to wear a face covering whether their sport takes place indoors or outdoors those that are not fully vaccinated need to wear some type of face covering while they're participating indoors outdoors they are not required to wear a face covering screening and testing for high risk sports is recommended if a participant is not vaccinated covers sports such as boys lacrosse wrestling football to my knowledge that's pretty much the limit of

120high risk sports the next slide is just another diagram that just more clearly illustrates who falls into which category and then lastly in terms of the summer camp update for riverside brookfield we begin our summer camps on june 7th they run through the end of july we have approximately 33 camps and just north of 1100 campers so all the discussion and the talk about returning to normal i think that's pretty encouraging because i think we were sitting on about a third of that number last year this time ihsa calendar for next year early indications um suggest that we will be in a traditional year they have not put that on their website yet typically they carry a a five-year calendar which will touch on when each season will begin and conclude that is not visible

121yet but everything i've heard out of bloomington indicates that august 9th the second monday in august will start the traditional fall of sports so with summer camps concluding for all school members on august 1st brendan i know that guidance from the idph and that's somewhat of what we're following here because all of our large majority of our summer programming is all athletic related we're still asking kids to wear their k masks to and from the car um you know when they report to camp report to camp right i mean they come in the building the one thing that was unclear in the idph guidance is whether or not we're allowed they have to if they're required to show proof of vaccination and i think that's what dave and i are still waiting on i think

122that's what all schools are waiting on like we're getting this you would think after 15 months and all the drama that like occurred during this pandemic that you would think they'd be a little more deliberate and trying to put out consistent and concise information and we're kind of getting it in chunks again so i have 1100 campers who are saying well if we're vaccinating we don't have to wear mass right and then we have people that aren't vaccinated we have people asking well do i need to wear it not wear it so these are kind of things we're still working on um with uh with the idph and some of our superintendent association sure and we know that's going to take time dave there's a question one second one second i'm sorry just one second

123all right i'm good to go i just wanted to chime in on that i'm not sure what kind of data we would be collecting and obviously there's an outcome to the data as it's collected as to who's been vaccinated who's wearing a mask not wearing a mask and what we run into with regards to uh burpa and hipaa laws and things like that but ultimately um i'm hoping that there is an understanding that if when the data is collected or uh or not i guess the intent of it is to have the entire community recognize the safety that's being put in in our extracurriculars and so that we can get students back into those as quickly as possible and so certainly sports is the one that's that we're seeing with the contact issues going in

124but also understanding that the different levels of people's comfort in rejoining the clubs and activities that are beyond the sports realm will require a lot of trust um as to who's wearing masks or who's been vaccinated and how that works and so um as you just said dr skinkus i think we're definitely looking for guidance but also understanding that as we do request that information from the community it is for uh the good of the community as a whole so we can get back to normal as quickly as possible so i'm hoping that we do uh get an encouraging word to have uh guidance from the state but also understanding that when we do or if we do ask for that information it's so that we can provide a an experience that mimics a lot

125more of what we knew and we can get more engagement from students thank you dave do you want to touch on activities sure yeah so a lot of stuff coming up here uh to start it up i should preface this you know there's a lot of information today that's been sent in regards to you know kylie's office to bath to brendan to my and we're going to put out a transition guide for parents it'll be post on our website and we'll send that out to them via email that'll break a lot of this information down per department so that all families can read through that talk with their student in regards to you know what they can expect for next year in a concise format um and so be on the lookout for that and

126we're working on that here shortly in regards to activities august 11th uh we bumped it up so it's gonna be nine a.m nine a.m and we're putting this letter out soon by the end of this week to our freshman families 9 a.m to 10 30 at the stadium we're gonna have all of our freshmen at once it's gonna be great to have everybody back together at once in the stadium we're gonna kick it off uh the new school year here with an orientation there's going to be an activity fair following the orientation from 10 30 to 30 in the main gym i'm just a chance for our freshmen to be with other students and this is guided through our student association only so student driven orientation student guided just really to get an experience for

127our new freshmen coming into the building get acclimated to what they can expect for next year we're also working on an all family welcome back night we realized that some of our students if you are a freshman last year maybe you haven't been in our building we want to give an opportunity for all of our families to come in walk the building get used to their schedule and this is aside from the open house so i have a q a session with the admin and really just an open campus to watch schedules activity interest and involvement is so critical for next year unplugging our students and re-engaging them in in-person activities is so vital to i think just good mental health and engagement as a student and their growth and development as a person so

128our activity website has over 40 clubs and activity offerings we have a survey that's live right now so if you're interested um and it's on our activity site in any activity for next school year and you're a student at rb whatever grade level you're at click that link provide your information and we'll get back to you um with uh either an email from our sponsor or just for additional information from that activity and then the activity link calendar link last year we went to an all building calendar so our sponsors will put that information in and then students can click that link and then view what activities are on which day we'll also have this pretty visual in our cafeteria and then in our main entryways as i discussed earlier today and then also we're

129you know we're going to be really creative with just doing highlights of programs that we have here for students to see and again it goes back to just the engagement of promoting uh activities you know and involvement for our students so uh if you are looking for something to do we have it here in you know and hopefully that our students and families realize the importance of uh them getting their students getting engaged mr ruska you have a question i do so because our our incoming sophomore never had this opportunity would we want to extend that invitation freshman and any sophomore who's also interested to come to this they've never had that activity to go to the activity fair and kind of sign up like this the activity fair absolutely um the orientation is going

130to be specific to the freshman but the activity fair we can open that up for our students and we'll create that communication like i said by friday probably that'll go out so thank you [Music] okay any other questions thank you dave and brendan and last piece is uh miss montana and they asked her plan which the board's seen already uh once in the tentative budget we have that as a tab in the tentative budget but we want to make sure we're communicating this as well as part of the uh grant requirements kristin yes this is um what i have provided for the board today is a draft of the sr-3 spending plan as dr skink has said the board has seen this before it's also posted on our website and this certainly is a draft

131it's going to change as additional information about the grant comes out for example i just received information today that there will be a separate astr 3 set-aside grant well there will be money set aside that the district can apply for specific to learning loss summer school and after and after school supports what we're seeking clarification on is whether that money is additional money or if that's money that's included in the roughly 1 million dollars that we anticipate receiving so as dr skinca said as this is revised we will certainly update it on that budget tab but if you go to slide 45 you can see we've separated into three categories teaching and learning social and emotional supports and health and safety and a majority of the money that we will be receiving from astr 3

132is being allocated towards teaching and learning and social and emotional supports about almost 95 percent thank you very much kristen are there any questions on zoom dave in regards to the spending plan okay so before before we open up for second visitor comments i just want to since this is a committee a working committee there's a couple follow-ups uh dave you can flip to the uh zoom view so what i would recommend is uh based on the questions asked today and uh some things to continue to work on and then if we need to reconvene this committee i'll talk with president zela she had to step out but we would probably resume this if we had another meeting it would probably be that first week august last week or july somewhere in there um in

133the next month hopefully by then um dr freda needs to revise the ap data and the plan that you plan to address uh used to address that goal um mr manning we'll work and we'll continue to follow the idph and isb updates in regards to health and safety and what's required and recommended miss augustine assessing and identifying how the scls are everything using those resources and how we're going to pre-assess that and post-assess that and then communication obviously all areas need to um all these areas and all the administrators related to those areas need to work on the communication piece um i know president zeal has talked about touching on it as a full board but we're also trying to put more out it seems to be like instagram and uh facebook some of those

134things seem to be our fastest way to getting information on what people are checking on a regular basis and not necessarily going to the website to look for the information so we want to make sure we're over communicating this and i think it's important to reiterate that remote learning will not be an option unless there's an identified medical plan and that remote option will not be provided by riverside brookfield high school so i think that's important as the state superintendent of education mentioned in her thing remote the in-person room or the remote option that schools have to provide is only if a student's under quarantine and can't be vaccinated so they have to be both variables so i think mr jacobs brought that point up and miss lindquist if we want to maybe even make

135that more clear on your slide that'd be appreciative are there any other comments from the board members before we adjourn or ask if there's any additional visitor questions so i just um that is in like the that's in line with what i'm hearing from other schools right that they're they're giving an online option or an option that is not administered by their staff so that's what i'm hearing from other high school educators so we're in lot that seems to be the way that it's going i just want to thank all of you who worked so hard on this plan i appreciate a student-centered data driven plan i think this is a huge step forward a great way to reset the year i know that everyone from the people in the lunchroom to the person who

136unlocks the doors all the way up to dr skinkus is going to do their best to bring us back to better and i think this plan is a great guide for that and so again i i think i just want to tell you um how appreciative i am of all the hard work that i know that you've put into this and all the lots of hours and the you know making sure that this part of the organization has what they need and this part has what they need that there's a lot of moving parts here and and you you've all done a great job so thank you thank you dr freitas obviously the month of july will be implementation final planning stages you'll be working directly with your team correct and this will be and

137then hopefully if we need we reconvene this group before the start of the school year everything will be ready and final draft phase okay thank you dave is there one more question bye mr van hurst i'm just going to conclude by once again saying thank you um i think this has been a good guide in getting started and all the work that's going to come ahead you know as we bring students back we can see the collaboration and cooperation are extremely important and it's been obvious that those who were most successful in this very strange year were those who were able to shift and uh communicate collaborate and cooperate in a productive manner so hopefully those are lessons that we're working to give to our students as well because they're in the midst of this

138as well and thank you all for all the extremely thoughtful input that went into this presentation uh that's a good guide for us to understand and hopefully for the larger community out there to uh understand what we are trying to do as a as an entity so uh thank you very much for all the that went into this thank you anyone ask if there's any other business are there this is a second opportunity for visitor statements are there any if so please come up to the table okay um being the lone person in the room i will make the motion to adjourn and i need a second from someone on zoom please okay great miss gas guy i think beat him to the punch there okay yeah yep thank you everybody