1 00:03:40,821 --> 00:03:42,821 Test. 2 00:03:51,865 --> 00:03:53,865 [Captioner Present] 3 00:06:27,263 --> 00:06:27,930 >> Good evening. 4 00:06:27,930 --> 00:06:30,484 I called the Chapel Hill Harbor City Schools Board meeting 5 00:06:30,484 --> 00:06:31,670 to order. 6 00:06:31,670 --> 00:06:33,238 The first item is approval agenda. 7 00:06:33,238 --> 00:06:37,878 May I get a motion to approve the agenda? 8 00:06:37,878 --> 00:06:39,305 >> So moved. 9 00:06:39,305 --> 00:06:40,318 >> Second. 10 00:06:40,318 --> 00:06:42,650 >> All those in favor say aye. 11 00:06:42,650 --> 00:06:43,158 Any opposed? 12 00:06:43,158 --> 00:06:47,745 The next item on our agenda is to go into closed session. 13 00:06:47,745 --> 00:06:50,905 May I get a motion to go into closed session for the purposes 14 00:06:50,905 --> 00:06:53,305 stated on the agenda? 15 00:06:53,385 --> 00:06:54,971 >> So moved. 16 00:06:54,971 --> 00:06:57,105 >> A motion from Meredith. 17 00:06:57,105 --> 00:06:57,965 >> Second. 18 00:06:57,965 --> 00:06:59,345 >> And a second from George. 19 00:06:59,345 --> 00:07:01,585 All those in favor say aye. 20 00:07:01,585 --> 00:07:02,315 Any opposed? 21 00:07:02,315 --> 00:07:03,529 Thank you everyone. 22 00:07:03,529 --> 00:07:07,565 We will return to 7:00 as close as possible. 23 00:07:07,565 --> 00:07:09,565 Thank you. 24 01:08:59,837 --> 01:09:00,670 >> evening everyone. 25 01:09:00,670 --> 01:09:01,212 Welcome back. 26 01:09:01,212 --> 01:09:04,560 As you can see it looks a little different in front of us tonight 27 01:09:04,560 --> 01:09:06,139 because we are swearing in our newest board member 28 01:09:06,139 --> 01:09:10,590 and so with that I'm going to turn it over to Judge Brian. 29 01:09:10,590 --> 01:09:12,590 Thank you. 30 01:09:12,459 --> 01:09:13,734 >> Thank you so much. 31 01:09:13,734 --> 01:09:16,734 It is an honor. (indiscernible). 32 01:10:08,499 --> 01:10:13,899 As a member of the Chapel Hill City School. 33 01:10:15,190 --> 01:10:17,190 Board of education. 34 01:10:17,299 --> 01:10:19,699 So help me God. 35 01:10:21,119 --> 01:10:23,119 Congratulations. 36 01:10:27,660 --> 01:10:29,660 [Applause] 37 01:11:42,326 --> 01:11:43,368 >> And when you're ready. 38 01:11:43,368 --> 01:11:47,436 Board member Wu, you can press the button on your mic 39 01:11:47,436 --> 01:11:50,299 and I believe you've got some comments to make. 40 01:11:50,299 --> 01:11:52,659 >> I want to say something. 41 01:11:52,659 --> 01:11:56,859 Now my head, it went totally blank. 42 01:11:57,219 --> 01:11:59,219 It's unbelievable. 43 01:12:01,179 --> 01:12:05,979 This moment is bigger than me and I 44 01:12:06,445 --> 01:12:13,450 have to thank my parents, my son, my, both from Glenwood 45 01:12:15,820 --> 01:12:16,592 and the Asac. 46 01:12:16,592 --> 01:12:18,430 Also my church. 47 01:12:18,430 --> 01:12:20,581 Without you guys, I wouldn't be here. 48 01:12:20,581 --> 01:12:22,810 You guys give me the courage and all 49 01:12:22,810 --> 01:12:25,470 of the support I need for me to take this step. 50 01:12:25,470 --> 01:12:28,359 I also I want to say that this moment reflects 51 01:12:28,359 --> 01:12:32,179 a lot of work that has been done by many people that 52 01:12:32,179 --> 01:12:34,390 came before me. 53 01:12:34,390 --> 01:12:37,212 On the board and behind the scenes. 54 01:12:37,212 --> 01:12:40,725 I take this job very seriously and I'm 55 01:12:40,725 --> 01:12:44,679 going to listen and learn and care for my community. 56 01:12:44,679 --> 01:12:49,190 I'll do my job with honor and humility and care. 57 01:12:49,190 --> 01:12:51,190 Thank you. 58 01:12:51,972 --> 01:12:53,972 [Applause] 59 01:13:00,740 --> 01:13:00,846 >> Thank you. 60 01:13:00,846 --> 01:13:02,399 I'll give board members a moment. 61 01:13:02,399 --> 01:13:06,599 I know we have a proclamation and a resolution 62 01:13:06,599 --> 01:13:08,599 to read tonight. 63 01:13:09,979 --> 01:13:15,979 So everyone could take a moment to get those open. 64 01:13:56,379 --> 01:13:59,672 Board members, for the first proclamation, 65 01:13:59,672 --> 01:14:03,920 if everyone could read to and we'll 66 01:14:03,920 --> 01:14:06,920 end with vice chair Fedders. 67 01:14:06,507 --> 01:14:10,107 I'll start with -- >> Thank you. 68 01:14:10,325 --> 01:14:14,590 The first proclamation is Ansi Disability History 69 01:14:14,590 --> 01:14:15,879 and Awareness Month. 70 01:14:15,879 --> 01:14:19,952 School Board resolution call to Action October 2026. 71 01:14:19,952 --> 01:14:22,199 Whereas the North Carolina General Assembly 72 01:14:22,199 --> 01:14:25,299 passed Senate Bill seven five 3 in 2007 73 01:14:25,299 --> 01:14:28,390 designating October as Disability History and Awareness 74 01:14:28,390 --> 01:14:29,752 Month in North Carolina. 75 01:14:29,752 --> 01:14:32,411 Requiring local boards of education 76 01:14:32,411 --> 01:14:34,829 to provide instruction on disability history 77 01:14:34,829 --> 01:14:36,490 and awareness. 78 01:14:36,490 --> 01:14:40,187 And whereas the Americans with Disabilities Act of 1990 79 01:14:40,187 --> 01:14:42,699 was founded on four principles. 80 01:14:42,699 --> 01:14:45,699 Inclusion, full participation, economic self-sufficiency, 81 01:14:47,539 --> 01:14:51,739 and equality of opportunity for all people with disabilities. 82 01:14:51,739 --> 01:14:55,179 And was enacted to end disability based discrimination. 83 01:14:55,179 --> 01:14:59,307 And whereas most families are likely to be affected 84 01:14:59,307 --> 01:15:02,563 by someone with some kind of disability 85 01:15:02,563 --> 01:15:05,819 and to whereas to ensure the full inclusion of people 86 01:15:05,819 --> 01:15:08,439 with disabilities into society, it 87 01:15:08,439 --> 01:15:11,819 is necessary to expand the public's knowledge, awareness, 88 01:15:11,819 --> 01:15:14,419 and understanding of the history of disabilities, 89 01:15:14,419 --> 01:15:17,239 and the disability rights movement. 90 01:15:17,239 --> 01:15:20,839 And whereas October is recognized nationally 91 01:15:27,152 --> 01:15:30,590 as disability Employment Awareness Month, 92 01:15:30,590 --> 01:15:33,519 and whereas designating disability History and Awareness 93 01:15:33,519 --> 01:15:36,504 Month in North Carolina will increase public awareness 94 01:15:36,504 --> 01:15:38,454 and respect for people with disabilities 95 01:15:38,454 --> 01:15:41,579 who comprise a substantial percentage of North Carolina's 96 01:15:41,579 --> 01:15:44,289 population, teach future generations the people 97 01:15:44,289 --> 01:15:46,990 with disabilities have a rich history 98 01:15:46,990 --> 01:15:48,552 and have made vulnerable valuable contributions 99 01:15:48,552 --> 01:15:51,629 throughout North Carolina and the United States, 100 01:15:51,629 --> 01:15:54,203 and ensure future generations understand the disability 101 01:15:54,203 --> 01:15:56,888 as a natural part of life and that people with disabilities 102 01:15:56,888 --> 01:16:01,115 have a right to be treated as individuals above all else, 103 01:16:01,115 --> 01:16:05,915 and whereas In the 2026, 2027 school year, chapel Hill 104 01:16:15,619 --> 01:16:19,219 Carrboro, city schools, is serving approximately 1425 105 01:16:19,685 --> 01:16:21,685 students with disabilities, 106 01:16:21,779 --> 01:16:25,479 under the individuals with Disabilities Education Act, 107 01:16:25,479 --> 01:16:29,472 and whereas Chapel Hill Carrboro City schools 108 01:16:29,472 --> 01:16:33,720 teachers, related service providers, and staff, 109 01:16:33,219 --> 01:16:36,139 are working collaboratively using effective teaching 110 01:16:36,139 --> 01:16:38,739 approaches and related educational intervention 111 01:16:38,739 --> 01:16:41,547 strategies, to support the unique learning 112 01:16:41,547 --> 01:16:43,569 needs of all students with disabilities 113 01:16:43,569 --> 01:16:46,569 and whereas in seeks, approximately 94% 114 01:16:53,190 --> 01:16:55,539 of students with disabilities spend their time 115 01:16:55,539 --> 01:17:00,729 in the general education setting where inclusive practices are 116 01:17:00,729 --> 01:17:04,792 promoted, and less than 6% of all students with disabilities 117 01:17:04,792 --> 01:17:07,719 receive services on alternate standards, 118 01:17:07,719 --> 01:17:14,319 and whereas I'll see each e s students with disabilities need, 119 01:17:15,947 --> 01:17:20,939 deserve, and have the potential to excel by receiving support, 120 01:17:20,939 --> 01:17:23,859 understanding, acceptance, and meaningful inclusion 121 01:17:23,859 --> 01:17:28,590 in the life of their school community. 122 01:17:29,539 --> 01:17:34,339 Now, therefore be it resolved that chapel Hill-Carrboro 123 01:17:35,992 --> 01:17:38,200 supports and promotes the interests of all students 124 01:17:38,200 --> 01:17:40,325 with disabilities at all times and further supports 125 01:17:40,325 --> 01:17:42,890 Disability History and Awareness Month 126 01:17:42,890 --> 01:17:45,419 to increase appreciation, respect and inclusion for people 127 01:17:45,419 --> 01:17:46,209 with disabilities. 128 01:17:46,209 --> 01:17:50,409 And be it resolved further that CHCCS 129 01:17:50,739 --> 01:17:54,332 school principals administrators and educators are encouraged 130 01:17:54,332 --> 01:17:57,419 through education and other appropriate activities, 131 01:17:57,419 --> 01:18:01,619 programs, events, to promote the highlight disability 132 01:18:02,739 --> 01:18:05,939 History and Awareness Month in the state of North Carolina, 133 01:18:05,939 --> 01:18:08,829 as well as the value of people with disabilities 134 01:18:08,829 --> 01:18:13,290 bring to their specific schools and communities. 135 01:18:15,130 --> 01:18:17,500 >> We have a resolution we are going to read. 136 01:18:17,500 --> 01:18:20,995 If each board member will read one. 137 01:18:20,995 --> 01:18:22,319 I'll finish up. 138 01:18:22,319 --> 01:18:24,319 Thank you. 139 01:18:27,602 --> 01:18:29,519 >> Resolution regarding the impact of the 2026 140 01:18:29,519 --> 01:18:33,719 constitutional amendments Chapel Hill Carrboro City Schools. 141 01:18:34,124 --> 01:18:38,924 Whereas on November 3rd, 2026, North Carolina will consider 142 01:18:40,959 --> 01:18:44,949 amendments to state constitution that would affect state 143 01:18:44,949 --> 01:18:48,965 and local revenue authorities and whereas constitutional 144 01:18:48,965 --> 01:18:53,216 amendments are more difficult to change in ordinary laws 145 01:18:53,216 --> 01:18:56,559 and require 3/5 support from both North Carolina House 146 01:18:56,559 --> 01:19:02,659 and North Carolina Senate, as well as a majority of voters. 147 01:19:02,659 --> 01:19:06,499 And whereas tax rates and fiscal policies 148 01:19:06,499 --> 01:19:09,419 should remain flexible in order to address 149 01:19:09,419 --> 01:19:11,549 urgent local and state needs, and therefore 150 01:19:11,549 --> 01:19:14,579 should be governed by legislation, rather 151 01:19:14,579 --> 01:19:19,239 than constitutional amendments, and whereas the proposed income 152 01:19:19,239 --> 01:19:22,643 tax amendment would reduce the maximum personal income tax 153 01:19:22,643 --> 01:19:26,243 rate from 7% to 3.5%, limiting the revenue 154 01:19:26,789 --> 01:19:29,519 options available to future elected leaders, 155 01:19:29,519 --> 01:19:33,719 to fund essential services, including public education. 156 01:19:34,179 --> 01:19:36,569 And Whereas the proposed property tax amendment 157 01:19:36,569 --> 01:19:38,990 would require the state legislature 158 01:19:38,990 --> 01:19:40,799 to set limits on how much property tax 159 01:19:40,799 --> 01:19:43,679 revenue local governance may raise, 160 01:19:43,679 --> 01:19:45,419 reducing the ability of local leaders 161 01:19:45,419 --> 01:19:47,949 to respond to future revenue needs 162 01:19:47,949 --> 01:19:50,949 and whereas Orange County provides 163 01:19:51,205 --> 01:19:54,759 significant local funding for Chapel Hill cover city schools 164 01:19:54,759 --> 01:19:57,159 and limitation on the county's ability 165 01:19:57,159 --> 01:20:00,190 to increase property tax Levy revenue could reduce 166 01:20:00,190 --> 01:20:03,549 future fiscal flexibility to respond to enrollment 167 01:20:03,549 --> 01:20:07,149 needs, employee compensation, school facilities, student 168 01:20:07,285 --> 01:20:10,885 services, emergencies and other educational priorities, 169 01:20:11,219 --> 01:20:15,899 and whereas the Chapel Hill proper city's Board of Education 170 01:20:15,899 --> 01:20:19,419 has a responsibility to advocate for sufficient and sustainable 171 01:20:19,419 --> 01:20:22,729 resources for our schools and to raise concerns 172 01:20:22,729 --> 01:20:26,990 about measures that could limit the state and local fiscal 173 01:20:26,990 --> 01:20:30,299 flexibility needed to support students, educators, employees, 174 01:20:31,850 --> 01:20:32,992 schools, and families. 175 01:20:32,992 --> 01:20:35,259 And whereas preserving state and local 176 01:20:35,259 --> 01:20:37,719 fiscal flexibility is important to the ability 177 01:20:37,719 --> 01:20:39,605 of state and local governments to respond 178 01:20:39,605 --> 01:20:43,205 to changing educational needs, economic conditions, 179 01:20:43,805 --> 01:20:46,689 emergencies, and future investments in students. 180 01:20:46,689 --> 01:20:49,405 Therefore be it resolved that the Board of Education 181 01:20:49,405 --> 01:20:52,965 opposes these amendments to North Carolina's Constitution 182 01:20:52,965 --> 01:20:57,691 and encourages voters to vote against both the income tax 183 01:20:57,691 --> 01:21:00,910 and property tax amendments. 184 01:21:00,792 --> 01:21:03,192 >> Thank you board members. 185 01:21:13,590 --> 01:21:16,596 I was looking at our clerk and our next item on the agenda 186 01:21:16,596 --> 01:21:19,110 is public comment period I'll go ahead and read this 187 01:21:19,110 --> 01:21:23,990 and obviously if anyone did not sign up and would like to speak, 188 01:21:23,990 --> 01:21:26,592 then you can speak but the board appreciates and encourages 189 01:21:26,592 --> 01:21:29,185 public comment period members will listen to comments 190 01:21:29,185 --> 01:21:32,445 and may ask or make clarification questions 191 01:21:32,445 --> 01:21:35,460 or comments but there will be no general discussion related 192 01:21:35,460 --> 01:21:37,171 to the public comment period comments should relate 193 01:21:37,171 --> 01:21:39,359 to the education and safety of students 194 01:21:39,359 --> 01:21:40,859 or the operational school system. 195 01:21:40,859 --> 01:21:46,859 The public comment time is to discussion of educational issues 196 01:21:47,219 --> 01:21:51,419 or operation of Chapel Harbor City schools. 197 01:21:51,589 --> 01:21:56,379 Speakers may offer criticism of school operations and programs. 198 01:21:56,379 --> 01:22:00,699 However, the board will not allow personal attacks. 199 01:22:00,699 --> 01:22:05,752 Obscene, abusive, or defamatory language, will not be tolerated. 200 01:22:05,752 --> 01:22:08,499 Speakers will have three minutes to make their comments tonight. 201 01:22:08,499 --> 01:22:10,836 Tonight we do have a work session item on the agenda. 202 01:22:10,836 --> 01:22:13,336 So any speaker who would like to make public comment related 203 01:22:13,336 --> 01:22:17,390 to the work session topic will make those 204 01:22:17,390 --> 01:22:19,707 after the presentation of the work session topic. 205 01:22:19,707 --> 01:22:22,779 Not during this general public comment section. 206 01:22:22,779 --> 01:22:24,779 You are recognized. 207 01:22:25,299 --> 01:22:26,924 Please come forward to the microphone. 208 01:22:26,924 --> 01:22:29,136 Directly in front of me. 209 01:22:29,136 --> 01:22:32,320 State your name and if you're speaking for an organization 210 01:22:32,320 --> 01:22:34,390 please identify that organization. 211 01:22:34,390 --> 01:22:38,979 No one signed up in advance, but if we have anyone from a teacher 212 01:22:38,979 --> 01:22:41,379 organization or student group. 213 01:22:41,819 --> 01:22:43,259 I see Mr. Link is here. 214 01:22:43,259 --> 01:22:46,253 You can come forward and speak and we will open it up 215 01:22:46,253 --> 01:22:50,332 to anyone else who would like to make a comment. 216 01:22:50,332 --> 01:22:51,915 >> Thank you very much Madam Chairman. 217 01:22:51,915 --> 01:22:55,199 My name is Brian Link and I'm the president of the Chapel Hill 218 01:22:55,199 --> 01:22:57,169 Carrboro Association of Educators. 219 01:22:57,169 --> 01:23:00,899 I rise this evening first to congratulate our newest board 220 01:23:00,899 --> 01:23:02,805 member, on your appointment to the board. 221 01:23:02,805 --> 01:23:04,939 You are joining a terrific group of individuals 222 01:23:04,939 --> 01:23:06,499 who along with our administration 223 01:23:06,499 --> 01:23:09,521 are doing fabulous things for our schools 224 01:23:09,521 --> 01:23:12,685 and I want to thank all of you so far for a successful 225 01:23:12,685 --> 01:23:16,579 and relatively smooth opening for the school year. 226 01:23:16,579 --> 01:23:17,539 2627. 227 01:23:17,539 --> 01:23:20,539 Given everything going on locally 228 01:23:20,659 --> 01:23:23,739 with restricting but also across our country. 229 01:23:23,739 --> 01:23:26,659 I really appreciate your remarks this evening 230 01:23:26,659 --> 01:23:29,590 about it's bigger than any one of us 231 01:23:29,590 --> 01:23:30,552 and we will all work together. 232 01:23:30,552 --> 01:23:33,159 Our organization looks forward to meeting with and working 233 01:23:33,159 --> 01:23:36,459 with you as we have with every other board member here 234 01:23:36,459 --> 01:23:39,409 to do what's best for our students going forward. 235 01:23:39,409 --> 01:23:42,427 Speaking of which, I want to thank the board tonight 236 01:23:42,427 --> 01:23:45,499 for both its proclamation and resolutions. 237 01:23:45,499 --> 01:23:48,691 It's a fitting that we're getting an easy update 238 01:23:48,691 --> 01:23:50,405 this evening from the superintendent. 239 01:23:50,405 --> 01:23:53,971 With North Carolina Disability Awareness Month. 240 01:23:53,971 --> 01:23:56,179 It's also very fitting that you guys are coming out 241 01:23:56,179 --> 01:24:00,379 against a resolution against the 2026 Constitutional amendments. 242 01:24:01,450 --> 01:24:04,487 Precisely because funding is desperately needed in order 243 01:24:04,487 --> 01:24:06,979 to ensure that all of our students 244 01:24:06,979 --> 01:24:08,150 are supported equitably. 245 01:24:08,150 --> 01:24:10,254 I'm going to use the word equitably 246 01:24:10,254 --> 01:24:12,185 tonight because I also want to draw attention 247 01:24:12,185 --> 01:24:15,819 to an item that is otherwise under the consent agenda which 248 01:24:15,819 --> 01:24:18,755 is item five E and that there are changes being made 249 01:24:18,755 --> 01:24:20,843 to nine different policies and procedures 250 01:24:20,843 --> 01:24:23,947 and I understand once again that this is not 251 01:24:23,947 --> 01:24:26,990 this board's intention but you are being legally 252 01:24:26,990 --> 01:24:28,579 advised to make those changes, precisely 253 01:24:28,579 --> 01:24:32,639 because of the decisions and actions that are happening 254 01:24:32,639 --> 01:24:34,119 in our General Assembly. 255 01:24:34,119 --> 01:24:37,955 It is all the more important, as we 256 01:24:37,955 --> 01:24:42,155 saw, judge Joel Brown who would always 257 01:24:42,299 --> 01:24:45,813 remind us in October that it's important to be registered. 258 01:24:45,813 --> 01:24:46,521 Get out and vote. 259 01:24:46,521 --> 01:24:48,654 We as a community need to be responsible. 260 01:24:48,654 --> 01:24:52,585 For making sure our voices are heard 261 01:24:52,585 --> 01:24:55,979 and our representation is heard in the North Carolina General 262 01:24:55,979 --> 01:24:56,674 Assembly. 263 01:24:56,674 --> 01:25:00,524 While I understand why you have to do it. 264 01:25:00,524 --> 01:25:03,300 Our organization remains opposed to those who are not 265 01:25:03,300 --> 01:25:05,745 going to ensure diversity, equity and inclusion 266 01:25:05,745 --> 01:25:10,149 are a part of our school systems and we thank the administration 267 01:25:10,149 --> 01:25:12,259 and this board for doing everything you possibly 268 01:25:12,259 --> 01:25:15,430 can within the law and within your oaths 269 01:25:15,430 --> 01:25:20,279 to ensure that all students and all families needs 270 01:25:20,279 --> 01:25:22,439 are met going forward. 271 01:25:22,439 --> 01:25:27,205 With that, it is an honor to be back for this 26, 27 school 272 01:25:27,205 --> 01:25:28,817 year, and we of course look forward 273 01:25:28,817 --> 01:25:30,859 to working with all of you to meet the challenges 274 01:25:30,859 --> 01:25:33,567 and needs that our students and staff face. 275 01:25:33,567 --> 01:25:38,967 Thank you very much and have a wonderful evening. 276 01:25:40,454 --> 01:25:45,979 >> Does anyone else wish to make a public comment tonight? 277 01:25:45,979 --> 01:25:47,307 All right. 278 01:25:47,307 --> 01:25:48,635 Thank you. 279 01:25:48,635 --> 01:25:50,933 If anyone wishes to make a public comment 280 01:25:50,933 --> 01:25:53,877 or send comments to the board, the information 281 01:25:53,877 --> 01:25:56,779 and our email address to all boards is on the agenda 282 01:25:56,779 --> 01:25:59,683 and found on our website. 283 01:25:59,683 --> 01:26:02,555 Board members, our next item on the agenda 284 01:26:02,555 --> 01:26:04,299 is our consent agenda. 285 01:26:04,299 --> 01:26:09,699 May I have a motion to approve the consent agenda? 286 01:26:09,699 --> 01:26:11,539 >> So moved. 287 01:26:11,539 --> 01:26:13,185 >> I have a motion from Meredith. 288 01:26:13,185 --> 01:26:15,539 Do I have a second? 289 01:26:15,539 --> 01:26:16,779 >> Second. 290 01:26:16,779 --> 01:26:17,664 >> I have a second. 291 01:26:17,664 --> 01:26:20,339 All those in favor say aye any opposed? 292 01:26:20,339 --> 01:26:22,147 Motion carries. 293 01:26:22,147 --> 01:26:23,955 Thank you. 294 01:26:23,955 --> 01:26:28,119 Our next item on the agenda is our superintendent's report 295 01:26:28,119 --> 01:26:34,720 and we are getting our update on our exceptional children. 296 01:26:34,720 --> 01:26:36,720 Thank you. 297 01:26:43,184 --> 01:26:43,851 >> Good evening. 298 01:26:43,851 --> 01:26:44,726 Members of the board. 299 01:26:44,726 --> 01:26:46,132 Members of the public. 300 01:26:46,132 --> 01:26:49,939 I want to first thank a couple of people 301 01:26:49,939 --> 01:26:53,699 that we work alongside for our EC update tonight. 302 01:26:53,699 --> 01:26:56,459 I have our EC director here of compliance. 303 01:26:56,459 --> 01:26:58,199 Erin Watts. 304 01:26:58,199 --> 01:27:00,199 Doctor Katherine Pritchard. 305 01:27:00,289 --> 01:27:02,125 Our director of instruction. 306 01:27:02,125 --> 01:27:06,619 Miss Harris who is new to the team this year. 307 01:27:06,619 --> 01:27:08,899 Director of Related Services. 308 01:27:08,899 --> 01:27:12,210 And also our Act teachers that are not here tonight 309 01:27:12,210 --> 01:27:14,659 but do this work very tirelessly. 310 01:27:14,659 --> 01:27:17,514 We cannot do this work without them along with our school 311 01:27:17,514 --> 01:27:18,389 and district leaders. 312 01:27:18,389 --> 01:27:22,679 I'm joined tonight to present with Miss Vonda Robinson. 313 01:27:22,679 --> 01:27:25,359 Our Senior Executive Director and she 314 01:27:25,359 --> 01:27:28,259 would join me for the presentation this evening. 315 01:27:28,259 --> 01:27:31,399 In terms of our vision this is not new. 316 01:27:31,399 --> 01:27:33,979 We are repeating this to you this 317 01:27:33,979 --> 01:27:38,590 is our vision for our work with our exceptional children 318 01:27:38,590 --> 01:27:41,670 and that's the work of compliance. 319 01:27:41,670 --> 01:27:43,599 Which we stayed in that lane for a very long time and then 320 01:27:43,599 --> 01:27:46,319 we began to think really differently about specially 321 01:27:46,319 --> 01:27:47,619 designed instruction. 322 01:27:47,619 --> 01:27:50,355 You'll see that we're beginning to see some 323 01:27:50,355 --> 01:27:52,550 of the fruits of that work. 324 01:27:52,550 --> 01:27:53,329 We've had that vision. 325 01:27:53,329 --> 01:27:56,851 We've restructured a couple of years ago around this vision. 326 01:27:56,851 --> 01:28:00,699 Our goal has really been around access for students. 327 01:28:00,699 --> 01:28:02,399 Opportunities for students. 328 01:28:02,399 --> 01:28:06,545 And ultimately thinking about their lives beyond their time 329 01:28:06,545 --> 01:28:07,450 with us. 330 01:28:07,450 --> 01:28:09,315 When they leave high school our students 331 01:28:09,315 --> 01:28:14,790 are even more equipped to do the things they want to do 332 01:28:14,790 --> 01:28:15,507 and the things they want to do. 333 01:28:15,507 --> 01:28:17,215 We're happy to be here tonight because we 334 01:28:17,215 --> 01:28:19,805 want to share some of the work that is in progress. 335 01:28:19,805 --> 01:28:24,539 And the work we have been seeing and accomplished together here 336 01:28:24,539 --> 01:28:28,272 tonight we'll go over for you our EC child Count information. 337 01:28:28,272 --> 01:28:31,230 Student numbers, we will also speak to you 338 01:28:31,230 --> 01:28:33,931 a little bit about student success of the updates. 339 01:28:33,931 --> 01:28:36,421 In terms of where we are with our instruction 340 01:28:36,421 --> 01:28:39,765 our goals where we are with our discipline. 341 01:28:39,765 --> 01:28:42,259 Where you will see our students with disability 342 01:28:42,259 --> 01:28:43,939 in terms of attendance as well. 343 01:28:43,939 --> 01:28:46,339 You will also start to speak with you about innovations 344 01:28:46,339 --> 01:28:51,654 and programing and how we look to enhance stakeholder voices 345 01:28:51,654 --> 01:28:54,382 and the work that we're doing. 346 01:28:54,382 --> 01:28:56,599 You all will see that this evening. 347 01:28:56,599 --> 01:29:01,999 Our goal, ultimately -- should I sit down now? 348 01:29:04,552 --> 01:29:05,810 [Laughter] 349 01:29:05,810 --> 01:29:07,199 my team told me to make it quick. 350 01:29:07,199 --> 01:29:07,699 So. 351 01:29:07,699 --> 01:29:12,379 In terms of EC child count, one of the things we'll start with 352 01:29:12,379 --> 01:29:14,789 is just our overall picture in terms of demographic 353 01:29:14,789 --> 01:29:16,259 for our district. 354 01:29:16,259 --> 01:29:19,859 You'll see last year around 10,700 students 355 01:29:20,747 --> 01:29:24,349 and that's the makeup in terms of student groups. 356 01:29:24,349 --> 01:29:26,819 More specifically when we start getting 357 01:29:26,819 --> 01:29:31,990 into EC, what we're looking at is our amount of EC students 358 01:29:31,990 --> 01:29:36,725 and what you can see is shares data from 2024 where we had 359 01:29:36,725 --> 01:29:40,950 about 1300 students, closer to the 1400 side 360 01:29:40,950 --> 01:29:44,419 and we do a December child count which the state requires from us 361 01:29:44,419 --> 01:29:48,444 and then we do our own internal, April child 362 01:29:48,444 --> 01:29:50,152 count it's really natural for that number 363 01:29:50,152 --> 01:29:51,777 to go up through the course of the year 364 01:29:51,777 --> 01:29:53,539 because students are getting evaluated. 365 01:29:53,539 --> 01:29:55,505 We have more students. 366 01:29:55,505 --> 01:29:56,854 Students come to us. 367 01:29:56,854 --> 01:29:59,652 You'll see that trend is the same for each year. 368 01:29:59,652 --> 01:30:01,485 In December you'll start a little bit lower. 369 01:30:01,485 --> 01:30:03,859 By the time April comes you're a little bit higher. 370 01:30:03,859 --> 01:30:08,270 What we have now for you in this last column is just where we 371 01:30:08,270 --> 01:30:11,779 were at in the 20th day for this school year. 372 01:30:11,779 --> 01:30:13,493 We are at 1425. 373 01:30:13,493 --> 01:30:17,110 We did break that out by our pre-K students only 374 01:30:17,110 --> 01:30:18,379 and that's 28 students. 375 01:30:18,379 --> 01:30:20,350 Again come a very typical for pre-K 376 01:30:20,350 --> 01:30:22,685 to be a bit lower right now. 377 01:30:22,685 --> 01:30:24,987 It is the beginning of the year. 378 01:30:24,987 --> 01:30:27,919 And also their 20th day is a little bit different than 379 01:30:27,919 --> 01:30:30,219 our 20th day because they do a staggered entry. 380 01:30:30,219 --> 01:30:32,379 We pick up students along the way. 381 01:30:32,379 --> 01:30:37,110 That is where we do a lot of our child find. 382 01:30:37,110 --> 01:30:39,859 We anticipate each of these numbers 383 01:30:39,859 --> 01:30:42,859 will be higher by the end of the year. 384 01:30:42,859 --> 01:30:46,659 You'll see here a little bit of a profile for our EC students 385 01:30:46,659 --> 01:30:51,459 that more male students are in and receive 386 01:30:51,759 --> 01:30:54,159 our exceptional children's services. 387 01:30:54,491 --> 01:30:57,459 That's been kind of consistent for many years. 388 01:30:57,459 --> 01:31:00,667 However, you'll also see the student breakdown by groups 389 01:31:00,667 --> 01:31:01,373 as well. 390 01:31:01,373 --> 01:31:06,819 We did pull out that we had 56 students that were identified 391 01:31:06,819 --> 01:31:10,619 by the end of pre-K. Last year. 392 01:31:10,619 --> 01:31:15,859 You saw we had 28 at the beginning of this year. 393 01:31:15,859 --> 01:31:19,368 Typically we'll have another 20 to 30 that will come to us 394 01:31:19,368 --> 01:31:21,247 and that number will go up. 395 01:31:21,247 --> 01:31:26,495 In terms of our April 2026 child count, we then took that number 396 01:31:26,495 --> 01:31:29,672 and began to break it down by the designation 397 01:31:29,672 --> 01:31:31,199 area of disability. 398 01:31:31,199 --> 01:31:34,199 You'll see autism, developmental delay. 399 01:31:34,799 --> 01:31:36,579 Our Ed. 400 01:31:36,579 --> 01:31:37,899 Learning disability. 401 01:31:37,899 --> 01:31:42,485 O I. Which is speech impairments period these 402 01:31:42,485 --> 01:31:43,783 are the areas of designation. 403 01:31:43,783 --> 01:31:46,932 Some of them are a little bit lower. 404 01:31:46,932 --> 01:31:49,259 We're not able to put them on the slide 405 01:31:49,259 --> 01:31:54,910 because they would be so low that you would get 406 01:31:54,910 --> 01:31:55,589 individual student information. 407 01:31:55,589 --> 01:31:59,940 We then break this down by student groups in terms of race 408 01:31:59,940 --> 01:32:00,555 as well. 409 01:32:00,555 --> 01:32:02,959 We take a look at this. 410 01:32:02,959 --> 01:32:05,290 You'll note that our learning disability 411 01:32:05,290 --> 01:32:07,819 group is the highest designation group 412 01:32:07,819 --> 01:32:09,879 that we have in this district. 413 01:32:09,879 --> 01:32:12,179 Do you have any questions? 414 01:32:12,179 --> 01:32:15,392 I am looking at you, I want to make sure. 415 01:32:15,392 --> 01:32:17,392 I can pause. 416 01:32:17,472 --> 01:32:18,165 Yeah? 417 01:32:18,165 --> 01:32:19,539 No? 418 01:32:19,539 --> 01:32:20,605 Okay. 419 01:32:20,605 --> 01:32:23,605 Specific learning disabilities, my understanding 420 01:32:24,459 --> 01:32:27,867 is that what that means is once performance 421 01:32:27,867 --> 01:32:32,667 is much lower than one's general intelligence is 422 01:32:32,859 --> 01:32:35,259 measured by various tests. 423 01:32:36,590 --> 01:32:39,590 That's a very layperson definition. 424 01:32:40,679 --> 01:32:46,219 But the reason why the gap might exist is a big mystery. 425 01:32:46,219 --> 01:32:49,635 We don't really understand why it occurs. 426 01:32:49,635 --> 01:32:54,435 I feel like the interventions would be -- 427 01:32:54,531 --> 01:32:56,835 it would be hard because you don't know what 428 01:32:56,835 --> 01:32:59,835 is explaining for every kid. 429 01:33:00,539 --> 01:33:04,379 >> Several years back we used a discrepancy model where we 430 01:33:04,379 --> 01:33:06,499 compared those to areas. 431 01:33:06,499 --> 01:33:10,990 Cognitive ability as well as achievement. 432 01:33:10,285 --> 01:33:14,141 We don't look at it in that way anymore. 433 01:33:14,141 --> 01:33:16,899 We're really not comparing that. 434 01:33:16,899 --> 01:33:20,579 Students with learning disabilities or students who 435 01:33:20,579 --> 01:33:23,790 have average to above average intelligence, that's 436 01:33:23,790 --> 01:33:24,245 not the issue. 437 01:33:24,245 --> 01:33:27,939 The issue is along the lines of interventions that are 438 01:33:27,939 --> 01:33:29,307 being provided to the student. 439 01:33:29,307 --> 01:33:33,875 We have lots of students who are identified as having dyslexia. 440 01:33:33,875 --> 01:33:37,259 In the public school setting, we use 441 01:33:37,259 --> 01:33:41,459 the term learning disabilities, for the math 442 01:33:42,119 --> 01:33:43,587 and for the reading. 443 01:33:43,587 --> 01:33:45,987 We could go deeper. 444 01:33:47,867 --> 01:33:51,219 >> One of the things you'll see we support with this is 445 01:33:51,219 --> 01:33:53,520 we've made big bets at. 446 01:33:53,520 --> 01:33:54,395 I always call it that. 447 01:33:54,395 --> 01:33:57,395 Around our instructional, design instruction. 448 01:33:57,787 --> 01:34:01,819 This is an area that would support our students 449 01:34:01,819 --> 01:34:03,399 with learning disabilities and you'll 450 01:34:03,399 --> 01:34:06,299 see autism there is really our second and kind of highest 451 01:34:06,299 --> 01:34:07,235 for the district. 452 01:34:07,235 --> 01:34:09,772 One of the things we also did there 453 01:34:09,772 --> 01:34:13,272 is have a good amount of our professional development 454 01:34:13,272 --> 01:34:15,451 has been in that area for our autism. 455 01:34:15,451 --> 01:34:17,121 You'll see that is paid off. 456 01:34:17,121 --> 01:34:19,509 I'll go a little bit later and talk about discipline 457 01:34:19,509 --> 01:34:22,315 because we've seen some reduction in that area as well. 458 01:34:22,315 --> 01:34:24,843 In terms of student success updates, 459 01:34:24,843 --> 01:34:27,933 one of the things we did is we are 460 01:34:27,933 --> 01:34:30,939 going to show you specifically attendance for our students 461 01:34:30,939 --> 01:34:34,532 with disabilities and you will see that we are 462 01:34:34,532 --> 01:34:36,932 making some improvements there. 463 01:34:37,500 --> 01:34:43,500 On average, students who attend our school are listed here 464 01:34:43,182 --> 01:34:46,624 for the satisfactory attendance and that number is up. 465 01:34:46,624 --> 01:34:49,819 One of the things I'll say is that when more students come 466 01:34:49,819 --> 01:34:54,190 to school, more regularly, sometimes they have 467 01:34:54,709 --> 01:34:56,709 more discipline challenges. 468 01:34:56,725 --> 01:34:59,629 You will see that in our next couple of slides. 469 01:34:59,629 --> 01:35:01,123 Doesn't always have to mean that. 470 01:35:01,123 --> 01:35:03,171 But the chances do go up. 471 01:35:03,171 --> 01:35:09,199 One of the things you'll also see is, as a whole, 472 01:35:09,199 --> 01:35:11,389 our district has improved in terms of attendance. 473 01:35:11,389 --> 01:35:13,839 That's been very nice to see. 474 01:35:13,839 --> 01:35:16,710 We also talked about that being a really big win 475 01:35:16,710 --> 01:35:17,529 with our students with disabilities 476 01:35:17,529 --> 01:35:20,927 because there are times when students will have disabilities 477 01:35:20,927 --> 01:35:24,470 to the point it will inhibit them from coming to school. 478 01:35:24,470 --> 01:35:26,379 And in that instance here we're actually 479 01:35:26,379 --> 01:35:28,695 seeing that number go up. 480 01:35:28,695 --> 01:35:31,639 We have resources here for our students, 481 01:35:31,639 --> 01:35:34,763 that they are feeling a sense of belonging in our schools. 482 01:35:34,763 --> 01:35:36,859 They're making their way to school. 483 01:35:36,859 --> 01:35:40,900 There are some ways we can look at that as a positive as well. 484 01:35:40,900 --> 01:35:42,809 In terms of our percent proficient, 485 01:35:42,809 --> 01:35:47,323 overall, the score for our students with disability is up. 486 01:35:47,323 --> 01:35:50,299 It's about 2.2 percentage points up. 487 01:35:50,299 --> 01:35:54,939 There are some areas that we continue to want to look at. 488 01:35:54,939 --> 01:35:57,750 We they do trend with what you'll 489 01:35:57,750 --> 01:35:59,159 see with all students in some instances. 490 01:35:59,159 --> 01:36:02,279 We had a conversation about that Tuesday. 491 01:36:02,279 --> 01:36:04,931 An area we want to continue to look at. 492 01:36:04,931 --> 01:36:06,539 What we're doing there is continuing 493 01:36:06,539 --> 01:36:10,464 to partner with our colleagues and instructional services 494 01:36:10,464 --> 01:36:13,155 division because we really want to make sure 495 01:36:13,155 --> 01:36:15,639 that we're looking at our tier one instruction being 496 01:36:15,639 --> 01:36:16,699 very strong. 497 01:36:16,699 --> 01:36:19,805 These students are in classes with their peers. 498 01:36:19,805 --> 01:36:22,852 We want to make sure all students are come 499 01:36:22,852 --> 01:36:26,452 and get the support they need. 500 01:36:27,499 --> 01:36:30,872 There's going to be a tighter partnership 501 01:36:30,872 --> 01:36:34,691 with our instructional division as we continue to move forward. 502 01:36:34,691 --> 01:36:38,779 The other things you'll see in terms of our office referrals 503 01:36:38,779 --> 01:36:40,405 for students with disabilities. 504 01:36:40,405 --> 01:36:45,649 While that number is up, it is also up for our students 505 01:36:45,649 --> 01:36:49,159 with disability, it is up about eight instances. 506 01:36:49,159 --> 01:36:52,171 These are unique referrals individual students 507 01:36:52,171 --> 01:36:54,959 who received at least one discipline referral 508 01:36:54,959 --> 01:36:59,891 and that is up about eight students from last year. 509 01:36:59,891 --> 01:37:04,319 One thing to note about our office referrals 510 01:37:04,319 --> 01:37:07,443 is it's not necessarily an exclusionary practice. 511 01:37:07,443 --> 01:37:12,835 When you look at that 179 that these students were sitting 512 01:37:12,835 --> 01:37:16,579 at suspension or they were at out of school suspension 513 01:37:16,579 --> 01:37:19,299 it can mean they had another kind of consequence 514 01:37:19,299 --> 01:37:23,430 or another level of support or intervention. 515 01:37:23,430 --> 01:37:26,643 It was something that was noteworthy. 516 01:37:26,899 --> 01:37:32,419 The next piece we looked at is our percentages of students. 517 01:37:32,419 --> 01:37:37,339 We tend to keep an eye on this as well. 518 01:37:37,339 --> 01:37:39,902 If our students with disabilities 519 01:37:39,902 --> 01:37:41,319 are receiving discipline referrals 520 01:37:41,319 --> 01:37:43,939 at a higher rate than their non-disabled peers, 521 01:37:43,939 --> 01:37:45,501 that's a concern. 522 01:37:45,501 --> 01:37:50,509 I will say that, that is the case sometimes. 523 01:37:50,509 --> 01:37:52,599 They are receiving referrals outside 524 01:37:52,599 --> 01:37:54,999 of their non-disabled peers. 525 01:37:55,159 --> 01:38:01,159 We are receiving students with disabilities a little bit less. 526 01:38:01,187 --> 01:38:04,150 The next piece we begin to look at 527 01:38:04,150 --> 01:38:06,452 is the unique referrals by category. 528 01:38:06,452 --> 01:38:09,544 The one thing I want to point out here 529 01:38:09,544 --> 01:38:10,919 that I'm particularly proud about 530 01:38:10,919 --> 01:38:13,325 is the autism number is down. 531 01:38:13,325 --> 01:38:14,963 In terms of discipline. 532 01:38:14,963 --> 01:38:18,350 One of those areas we've had a lot of focus on. 533 01:38:18,350 --> 01:38:21,469 We heard feedback from the board and other stakeholders 534 01:38:21,469 --> 01:38:26,907 that we really needed to make sure we were not just training 535 01:38:26,907 --> 01:38:29,850 our staff but we needed to train our non EC staff. 536 01:38:29,850 --> 01:38:32,900 We'll hear a little bit more about that. 537 01:38:32,900 --> 01:38:36,659 That is beginning to show in our student outcomes. 538 01:38:36,659 --> 01:38:40,659 The other area you can see is higher. 539 01:38:40,659 --> 01:38:42,219 Our learning disability area. 540 01:38:42,219 --> 01:38:45,721 That gives us an eye about where we can continue to focus at. 541 01:38:45,721 --> 01:38:47,843 If you have some of those challenges, 542 01:38:47,843 --> 01:38:50,819 how are you still being challenged in the classroom, 543 01:38:50,819 --> 01:38:53,819 and feel yourself successful there. 544 01:38:53,912 --> 01:38:55,345 We'll continue to look at that. 545 01:38:55,345 --> 01:38:58,739 With that I'm going to turn it over to Miss Robinson. 546 01:38:58,739 --> 01:39:02,339 She'll share more about >> Good evening. 547 01:39:03,234 --> 01:39:05,859 First of all I wanted to thank our superintendent and the board 548 01:39:05,859 --> 01:39:07,907 for inviting us tonight. 549 01:39:07,907 --> 01:39:12,590 We're really excited about being a bit earlier in the evening. 550 01:39:12,590 --> 01:39:16,339 I'm especially excited because this is my anniversary month. 551 01:39:16,339 --> 01:39:21,597 I came to Chapel Hill three years ago, in October. 552 01:39:21,597 --> 01:39:22,759 Very special. 553 01:39:22,759 --> 01:39:25,539 I'm going to be talking with you a little bit 554 01:39:25,539 --> 01:39:27,539 about our disproportionality. 555 01:39:28,590 --> 01:39:31,590 Significant disproportionality is a designation 556 01:39:31,491 --> 01:39:35,859 that is monitored by the state and the federal government. 557 01:39:35,859 --> 01:39:39,459 We are looking at performance indicators 558 01:39:39,723 --> 01:39:45,241 for how are we serving our students and are we being fair 559 01:39:45,241 --> 01:39:49,729 and are we being balanced when we're doing that. 560 01:39:49,729 --> 01:39:51,885 We presented information last spring 561 01:39:51,885 --> 01:39:56,909 or maybe it was February last year to the student Success 562 01:39:56,909 --> 01:39:57,454 Committee. 563 01:39:57,454 --> 01:40:00,427 We have been continuing with that work 564 01:40:00,427 --> 01:40:04,739 throughout the end of last year and into this year. 565 01:40:04,739 --> 01:40:08,195 This will be our second year in this status. 566 01:40:08,195 --> 01:40:11,195 Districts are expected to maintain 3.0 567 01:40:13,320 --> 01:40:16,632 in terms of our risk ratio. 568 01:40:20,139 --> 01:40:24,939 Currently our risk ratio, it's a little bit higher than that. 569 01:40:24,939 --> 01:40:27,319 I do have good news, we are making progress. 570 01:40:27,319 --> 01:40:30,672 We're moving slowly but we are making progress. 571 01:40:30,672 --> 01:40:34,475 We have been disproportionate for over three years. 572 01:40:34,475 --> 01:40:36,147 Once you've been disproportionate 573 01:40:36,147 --> 01:40:39,939 for three years, there is a status 574 01:40:39,939 --> 01:40:45,339 that you go into which is called significant disproportionality. 575 01:40:47,779 --> 01:40:51,379 Currently we are disproportionate into areas. 576 01:40:51,819 --> 01:40:55,235 In the area of discipline, and that's 577 01:40:55,235 --> 01:40:58,512 for out of school suspensions for black students. 578 01:40:58,512 --> 01:41:03,885 The good news is we started out, when this data was first 579 01:41:03,885 --> 01:41:06,653 being looked at, at 4.16 but we have been 580 01:41:06,653 --> 01:41:08,819 able to reduce that number. 581 01:41:08,819 --> 01:41:10,603 We're trending downward. 582 01:41:10,603 --> 01:41:14,803 It tells us our strategies are working. 583 01:41:14,803 --> 01:41:19,159 As Miss Reeves mentioned, we put some significant focus 584 01:41:19,159 --> 01:41:21,707 on working with general curriculum. 585 01:41:21,707 --> 01:41:25,523 We had a training this summer that was very well participated 586 01:41:25,523 --> 01:41:26,147 in. 587 01:41:26,147 --> 01:41:30,259 I'll talk a little bit more about that, a little bit later. 588 01:41:30,259 --> 01:41:34,990 I also want to mention we are disproportionate in the area 589 01:41:34,990 --> 01:41:36,990 of intellectual disabilities. 590 01:41:36,779 --> 01:41:39,179 Also for black students. 591 01:41:39,627 --> 01:41:44,129 When this data was first collected, that three year 592 01:41:44,129 --> 01:41:48,519 cycle, we had a risk ratio of 5.72 in 2024 593 01:41:48,519 --> 01:41:53,319 and we currently have a risk ratio of 3.24. 594 01:41:53,403 --> 01:41:58,203 Many of our activities, we did a lot 595 01:41:59,679 --> 01:42:02,195 of planning a lot of self-analysis last year. 596 01:42:02,195 --> 01:42:05,419 We kind of got a slow start and people were getting 597 01:42:05,419 --> 01:42:08,855 concerned about that but we have some really good data 598 01:42:08,855 --> 01:42:13,790 about what our roadmap is and what we need to do. 599 01:42:13,790 --> 01:42:16,790 We formed a disproportionality team. 600 01:42:16,219 --> 01:42:18,619 A district disproportionality team 601 01:42:18,752 --> 01:42:20,805 that was made up of district leaders, 602 01:42:20,805 --> 01:42:26,205 teachers, just a variety of folks from various disciplines. 603 01:42:27,712 --> 01:42:30,712 We identified four main areas. 604 01:42:31,979 --> 01:42:33,205 Student engagement. 605 01:42:33,205 --> 01:42:34,719 Parent engagement. 606 01:42:34,719 --> 01:42:36,519 Data review. 607 01:42:36,519 --> 01:42:38,519 And professional learning. 608 01:42:38,679 --> 01:42:42,519 We were able to do quite a bit of professional learning. 609 01:42:42,519 --> 01:42:45,149 We have some really good training modules 610 01:42:45,149 --> 01:42:46,619 within the district. 611 01:42:46,619 --> 01:42:48,595 We're also looking at our process 612 01:42:48,595 --> 01:42:51,319 and looking at our procedures. 613 01:42:51,319 --> 01:42:55,999 As I mentioned before, we're looking at discipline, 614 01:42:55,999 --> 01:43:00,125 we're looking at eligibility for intellectual disability. 615 01:43:00,125 --> 01:43:04,279 These are some of the activities we had planned for this year. 616 01:43:04,279 --> 01:43:06,539 Also with the greater emphasis on teacher 617 01:43:06,539 --> 01:43:08,939 support and student support. 618 01:43:09,579 --> 01:43:11,579 Innovation and programing. 619 01:43:12,609 --> 01:43:15,859 We could go on and on and on. 620 01:43:15,859 --> 01:43:18,979 And we know there is not a whole lot of time. 621 01:43:18,979 --> 01:43:22,445 Three of the things we want to highlight 622 01:43:22,445 --> 01:43:26,243 is our EC AC Transition Academy which serves 623 01:43:26,243 --> 01:43:29,243 our students who are 19 plus. 624 01:43:29,339 --> 01:43:31,339 Up through age 22. 625 01:43:32,100 --> 01:43:36,731 There is a focus on job readiness and life skills. 626 01:43:36,731 --> 01:43:39,144 We had a parent reach out to us to say, 627 01:43:39,144 --> 01:43:44,515 we really want you to consider inclusivity and make sure 628 01:43:44,515 --> 01:43:46,609 that our students come up while they're 629 01:43:46,609 --> 01:43:48,739 getting this targeted support, that they're also 630 01:43:48,739 --> 01:43:51,209 able to participate in all the activities 631 01:43:51,209 --> 01:43:54,990 that their peers are participating in. 632 01:43:54,990 --> 01:43:56,499 Yearbook, graduation ceremonies, prom, 633 01:43:58,219 --> 01:44:00,739 because every parent wants their child 634 01:44:00,739 --> 01:44:04,701 to have the same opportunities as their typical peers. 635 01:44:04,701 --> 01:44:07,190 The other area we were focusing on, 636 01:44:07,190 --> 01:44:09,875 and this is really a state mandate but we're 637 01:44:09,875 --> 01:44:12,131 taking a closer look at it. 638 01:44:12,131 --> 01:44:15,990 Expanding the continuum of supports. 639 01:44:15,990 --> 01:44:16,979 Knowing we have some students who 640 01:44:16,979 --> 01:44:19,270 needed a self-contained environment 641 01:44:19,270 --> 01:44:22,881 and we have some students, the majority of our students 642 01:44:22,881 --> 01:44:24,339 are in the regular classroom period 643 01:44:24,339 --> 01:44:27,990 but then there's a host of other kids in between. 644 01:44:27,990 --> 01:44:30,190 We're going to be continuing to look at innovations 645 01:44:30,190 --> 01:44:32,619 and we've talked about quite a few things 646 01:44:32,619 --> 01:44:35,190 that we might want to put in place. 647 01:44:35,190 --> 01:44:36,659 The third thing I want to highlight 648 01:44:36,659 --> 01:44:39,312 is the advanced teaching roles. 649 01:44:39,312 --> 01:44:39,978 ATR. 650 01:44:39,978 --> 01:44:46,680 You may be familiar with the regular Ed slant of that period 651 01:44:46,680 --> 01:44:51,499 but we will be focusing on our special education teachers. 652 01:44:51,499 --> 01:44:55,990 We'll provide leadership opportunities and compensation 653 01:44:56,990 --> 01:44:58,499 for them to participate. 654 01:45:02,259 --> 01:45:07,355 For those of you who may not be familiar with advanced teaching 655 01:45:07,355 --> 01:45:09,799 models, it is a program that offers 656 01:45:09,799 --> 01:45:11,809 school districts and annual opportunity 657 01:45:11,809 --> 01:45:15,179 to apply for grants to design and implement 658 01:45:15,179 --> 01:45:18,179 new organizational and compensational models. 659 01:45:18,279 --> 01:45:22,359 This is an effort for us to promote retention. 660 01:45:22,359 --> 01:45:26,219 To give teachers opportunities for leadership roles. 661 01:45:26,219 --> 01:45:29,619 And to compensate them for doing that. 662 01:45:29,619 --> 01:45:34,419 A lot of coaching and side by side. 663 01:45:36,459 --> 01:45:38,459 I mentioned that. 664 01:45:46,539 --> 01:45:53,139 We have pardoned -- we have partnered greatly and I'm just 665 01:45:54,345 --> 01:45:56,475 looking back at my colleague and partner in crime, 666 01:45:56,475 --> 01:45:58,243 Marcella from the snack team. 667 01:45:58,243 --> 01:46:03,459 We've partnered on quite a bit of community activities 668 01:46:03,459 --> 01:46:07,417 and trying to get families and so 669 01:46:07,417 --> 01:46:09,665 I want to encourage all of our parents 670 01:46:09,665 --> 01:46:13,206 who may be watching out there in the audience to become involved. 671 01:46:13,206 --> 01:46:14,810 We need your support. 672 01:46:14,810 --> 01:46:14,915 We need your vision. 673 01:46:14,915 --> 01:46:15,891 We need your insights. 674 01:46:15,891 --> 01:46:20,670 We look forward to partnering with you in a broader way. 675 01:46:20,670 --> 01:46:23,667 We still have some positions available. 676 01:46:24,145 --> 01:46:27,247 If you have time to participate that would be great. 677 01:46:27,247 --> 01:46:30,339 We partnered with Special Olympics for quite a bit. 678 01:46:30,339 --> 01:46:34,516 We had a wonderful mock IEP meeting 679 01:46:34,516 --> 01:46:36,183 which was really a great way for parents 680 01:46:36,183 --> 01:46:37,558 who were new to special education 681 01:46:37,558 --> 01:46:38,643 to have an opportunity. 682 01:46:38,643 --> 01:46:43,303 Some of our other partnerships, I won't go through all of these, 683 01:46:43,303 --> 01:46:47,939 but I will say some of these are part of UNK research grants 684 01:46:47,939 --> 01:46:51,990 that we have participated in and so it helps us build capacity 685 01:46:51,990 --> 01:46:55,779 in some of the areas of anxiety and self Dysregulations. 686 01:46:55,779 --> 01:46:58,779 We have partnerships doing internships 687 01:47:01,539 --> 01:47:03,499 because we're always trying to encourage others 688 01:47:03,499 --> 01:47:08,219 to come into the district and to choose us as a place 689 01:47:08,219 --> 01:47:09,705 where they want to work. 690 01:47:09,705 --> 01:47:12,510 And then a little bit later we'll 691 01:47:12,510 --> 01:47:14,419 talk about the collaborative. 692 01:47:14,419 --> 01:47:18,990 We're really excited about that and you 693 01:47:18,990 --> 01:47:20,375 will see a host of people who are involved. 694 01:47:20,375 --> 01:47:22,692 We had multiple perspectives. 695 01:47:22,692 --> 01:47:26,472 We've been looking into the Autism Nest program which 696 01:47:26,472 --> 01:47:27,919 is a program out of New York. 697 01:47:27,919 --> 01:47:29,389 We've had a couple of conversations 698 01:47:29,389 --> 01:47:32,165 with representatives and that's one 699 01:47:32,165 --> 01:47:35,270 of those innovations we will continue to see 700 01:47:35,270 --> 01:47:38,870 if we can make that happen. 701 01:47:39,619 --> 01:47:46,850 Many of you may know that pre-K moved under EC this year. 702 01:47:46,850 --> 01:47:50,590 We're trying to be much more intentional about sharing 703 01:47:50,590 --> 01:47:54,259 the resources across pre-K through 12th grade. 704 01:47:55,299 --> 01:47:58,299 We had EC administrators meetings. 705 01:47:59,955 --> 01:48:02,319 That has been really good. 706 01:48:02,319 --> 01:48:05,590 Just talking about some of the targeted things 707 01:48:05,590 --> 01:48:06,212 they are interested in. 708 01:48:06,212 --> 01:48:09,665 We met with them yesterday and they shared with us, 709 01:48:09,665 --> 01:48:13,555 these are the things we really need support with. 710 01:48:13,555 --> 01:48:16,472 I mentioned the EC collaborative. 711 01:48:16,472 --> 01:48:19,959 So, the collaborative group that we're so excited about. 712 01:48:19,959 --> 01:48:25,219 We had three meetings last -- well we've had three meetings it 713 01:48:25,219 --> 01:48:26,959 is a multidisciplinary team. 714 01:48:26,959 --> 01:48:29,459 We get to the end of the slide deck 715 01:48:29,459 --> 01:48:31,809 you will see how many people were involved. 716 01:48:31,809 --> 01:48:33,491 At various times. 717 01:48:33,491 --> 01:48:35,299 We had board members. 718 01:48:35,299 --> 01:48:36,239 Principals. 719 01:48:36,239 --> 01:48:37,179 Teachers. 720 01:48:37,179 --> 01:48:39,579 A host of people. 721 01:48:41,899 --> 01:48:45,152 We engaged in lots of problem solving. 722 01:48:45,152 --> 01:48:48,752 Doctor Christy Stanley was our facilitator. 723 01:48:48,779 --> 01:48:50,943 And she took us through that process. 724 01:48:50,943 --> 01:48:54,369 Our next step through that is to take the information 725 01:48:54,369 --> 01:48:58,529 that we gathered that we talked about, that we prioritized 726 01:48:58,529 --> 01:49:02,729 and then finish our actualization plan which 727 01:49:02,779 --> 01:49:05,965 is going to be the actual work we will 728 01:49:05,965 --> 01:49:09,565 be doing to address our areas. 729 01:49:12,459 --> 01:49:18,999 This is just a quick view of all of the stakeholder groups 730 01:49:18,999 --> 01:49:21,243 that we have collaborated with. 731 01:49:21,243 --> 01:49:25,659 Last year and the beginning of this year. 732 01:49:25,659 --> 01:49:28,115 This is kind of odd that we are kind 733 01:49:28,115 --> 01:49:29,971 of straddling two years here thinking 734 01:49:29,971 --> 01:49:34,320 about what to share with you, we have been very busy. 735 01:49:34,320 --> 01:49:36,439 As you can well see. 736 01:49:36,439 --> 01:49:40,500 One of the areas we really wanted to focus on 737 01:49:40,500 --> 01:49:41,832 was the EC staff survey. 738 01:49:41,832 --> 01:49:44,719 And I believe we also shared this out. 739 01:49:44,719 --> 01:49:46,719 And smaller groups. 740 01:49:49,579 --> 01:49:53,179 We had 65 people of 187 to participate 741 01:49:54,731 --> 01:49:57,427 and we went from school to school 742 01:49:57,427 --> 01:50:02,179 because we wanted to give every teacher, every related service 743 01:50:02,179 --> 01:50:06,907 provider, psychologist satin, giving an opportunity to share. 744 01:50:06,907 --> 01:50:10,259 They were eight open ended questions and this is 745 01:50:10,259 --> 01:50:13,369 just one of the questions and I believe in being transparent. 746 01:50:13,369 --> 01:50:17,459 It's not perfect but we are moving in the right direction. 747 01:50:17,459 --> 01:50:20,619 As long as we are moving forward, 748 01:50:20,619 --> 01:50:24,139 I'm always going to feel there is hope. 749 01:50:24,139 --> 01:50:27,899 Fostering those relationships with our teachers and school 750 01:50:27,899 --> 01:50:28,832 based staff. 751 01:50:28,832 --> 01:50:33,519 These are some of the things we feel like are going well. 752 01:50:33,519 --> 01:50:37,835 You'll see collaboration again and again and again. 753 01:50:37,835 --> 01:50:41,435 And then the professional development professional 754 01:50:41,999 --> 01:50:43,719 learning opportunities. 755 01:50:43,719 --> 01:50:47,319 Staff feel they need more communication. 756 01:50:48,270 --> 01:50:50,369 As I mentioned from the slide earlier. 757 01:50:50,369 --> 01:50:53,900 They want support with student behavior 758 01:50:53,900 --> 01:50:56,619 and that's why you see some of the things happening with autism 759 01:50:56,619 --> 01:51:01,649 and happening with our autism and behavior support specialist. 760 01:51:01,649 --> 01:51:05,249 They have concerns about teacher workload. 761 01:51:05,538 --> 01:51:08,283 We have worked hard to address that. 762 01:51:08,283 --> 01:51:12,987 Some of the planned remedies we have for some of those things 763 01:51:12,987 --> 01:51:16,579 is to increase our pathways of communication 764 01:51:16,579 --> 01:51:18,755 making sure we're giving the schools more. 765 01:51:18,755 --> 01:51:22,299 Being able to spend time in the classrooms. 766 01:51:22,299 --> 01:51:26,239 Parent professional training so that the support staff that's 767 01:51:26,239 --> 01:51:29,901 working with our teachers are able to take some of the load 768 01:51:29,901 --> 01:51:30,401 off. 769 01:51:30,401 --> 01:51:33,699 And then, let's go learn, which is an initiative 770 01:51:33,699 --> 01:51:37,219 that we are using in an online platform 771 01:51:37,219 --> 01:51:39,975 that we got some grant funding for. 772 01:51:39,975 --> 01:51:44,175 So we're doing a pilot of that. 773 01:51:45,139 --> 01:51:49,190 I will not read all of the professional development. 774 01:51:49,190 --> 01:51:54,990 I mentioned earlier the teacher training that has general Ed. 775 01:51:54,990 --> 01:51:57,839 You'll see we tried to diversify and make 776 01:51:57,839 --> 01:52:01,579 sure we met needs based on survey results 777 01:52:01,579 --> 01:52:03,579 based on conversations. 778 01:52:04,759 --> 01:52:08,359 Our administrator institute I mentioned earlier, 779 01:52:08,992 --> 01:52:11,310 building strong EC department. 780 01:52:11,310 --> 01:52:14,575 What is it that you need to do because that will help us 781 01:52:14,575 --> 01:52:15,964 with recruitment and retention. 782 01:52:15,964 --> 01:52:20,475 We feel it's important to provide strategies to help 783 01:52:20,475 --> 01:52:23,475 keep our teachers in place. 784 01:52:23,639 --> 01:52:26,750 Supervising the EC a C program. 785 01:52:26,750 --> 01:52:29,819 And then looking at how do we know our students 786 01:52:29,819 --> 01:52:32,211 are actually receiving educational benefits? 787 01:52:32,211 --> 01:52:34,859 Our data is telling us one thing. 788 01:52:34,859 --> 01:52:37,339 What are the things we need to be looking at? 789 01:52:37,339 --> 01:52:39,165 Neurodiversity. 790 01:52:39,165 --> 01:52:42,165 I mentioned the EC is. 791 01:52:46,299 --> 01:52:51,339 They're being trained to do some of the clerical things 792 01:52:51,339 --> 01:52:53,739 and the data collection. 793 01:52:54,270 --> 01:52:56,630 To free up the teachers. 794 01:52:56,630 --> 01:52:58,355 These are the things we feel are working. 795 01:52:58,355 --> 01:53:01,955 Last year we said these are the things that are not yet 796 01:53:01,955 --> 01:53:02,523 actualized. 797 01:53:02,523 --> 01:53:05,450 But we're seeing growth and progress. 798 01:53:05,450 --> 01:53:07,991 Now we want to focus on how can we maximize 799 01:53:07,991 --> 01:53:10,991 the things that are working. 800 01:53:16,899 --> 01:53:17,990 Thank you. 801 01:53:17,990 --> 01:53:21,719 Oh I didn't ask you if you have any questions. 802 01:53:21,719 --> 01:53:23,219 >> This concludes our time with you. 803 01:53:23,219 --> 01:53:26,250 I know I have presented before for various things 804 01:53:26,250 --> 01:53:29,459 and so we wanted to bring you in a little bit to some things 805 01:53:29,459 --> 01:53:31,339 that we are still problem solving around 806 01:53:31,339 --> 01:53:35,919 and so our EC teachers have been difficult to hire. 807 01:53:35,919 --> 01:53:40,331 Our teachers in general but specifically our EC classrooms. 808 01:53:40,331 --> 01:53:44,531 In some ways our caseloads being low, 809 01:53:44,829 --> 01:53:47,829 that increases our allotment needs. 810 01:53:48,759 --> 01:53:51,205 We need more teachers because we have, 811 01:53:51,205 --> 01:53:53,289 we carry a smaller caseload. 812 01:53:53,289 --> 01:53:56,929 That's something we have been trying to problem solve around. 813 01:53:56,929 --> 01:53:59,169 Also continuing to access funds. 814 01:53:59,169 --> 01:54:02,779 While we did not hit some of the slumps. 815 01:54:02,779 --> 01:54:05,430 Where we had to offload lots of people 816 01:54:05,430 --> 01:54:06,804 because we didn't necessarily hire people 817 01:54:06,804 --> 01:54:09,298 with those funds come with what we did do 818 01:54:09,298 --> 01:54:12,190 is we purchased programs for students. 819 01:54:12,190 --> 01:54:15,459 We're looking for ways to sustain those programs 820 01:54:15,459 --> 01:54:18,787 and resources we were able to purchase for students 821 01:54:18,787 --> 01:54:21,659 and lastly, I'll end with this piece 822 01:54:21,659 --> 01:54:24,720 that we met with our work group around 823 01:54:24,720 --> 01:54:29,309 and they say we need to do a better job marketing our EC 824 01:54:29,309 --> 01:54:31,232 programs really show and telling what 825 01:54:31,232 --> 01:54:32,619 is going on in our classrooms. 826 01:54:32,619 --> 01:54:34,419 I'll leave you all with a little something this evening 827 01:54:34,419 --> 01:54:36,200 that we're working on in collaboration 828 01:54:36,200 --> 01:54:38,402 with our communications team. 829 01:54:45,645 --> 01:54:48,270 >> Progressive VC services means we are looking outside of what 830 01:54:48,270 --> 01:54:49,639 our traditional norms have been. 831 01:54:49,639 --> 01:54:51,639 Adapting our instruction. 832 01:54:51,832 --> 01:54:53,832 Adapting our delivery. 833 01:54:54,192 --> 01:54:57,590 To provide opportunities for students 834 01:54:57,590 --> 01:55:00,654 where they are in places it looks 835 01:55:00,654 --> 01:55:03,344 like co-teaching because they have opportunities to experience 836 01:55:03,344 --> 01:55:05,774 the standard course of study opportunities 837 01:55:05,774 --> 01:55:09,539 to participate with their peers in regular classroom. 838 01:55:09,539 --> 01:55:14,339 And also we see supports that are necessary. 839 01:55:20,188 --> 01:55:22,579 >> Extra eyes for the classroom. 840 01:55:22,579 --> 01:55:25,550 >> The optics are also important to to have better results. 841 01:55:25,550 --> 01:55:29,320 If I were to take a group and work with them, 842 01:55:29,320 --> 01:55:33,239 I'll make sure they're not just EC kids, but some other kids. 843 01:55:33,239 --> 01:55:35,578 I'm not going to choose students that 844 01:55:35,578 --> 01:55:39,320 are struggling because there's a guy that only 845 01:55:39,320 --> 01:55:41,900 works with struggling kids. 846 01:55:41,900 --> 01:55:41,844 And 847 01:55:41,844 --> 01:55:43,969 >> Including them looks like involving the students 848 01:55:43,969 --> 01:55:46,261 and everything that our general curriculum students are 849 01:55:46,261 --> 01:55:47,259 participating in. 850 01:55:47,259 --> 01:55:49,632 Sometimes we have to make accommodations in order 851 01:55:49,632 --> 01:55:50,805 for that to happen. 852 01:55:50,805 --> 01:55:54,215 But they have that entitlement, as well as our other students. 853 01:55:54,215 --> 01:55:59,150 As we know, our students spend 80% or more 854 01:55:59,121 --> 01:56:01,947 of their time in the regular Ed classroom. 855 01:56:01,947 --> 01:56:05,270 It's really important that our teachers are fully equipped 856 01:56:05,270 --> 01:56:08,627 to help our students be successful. 857 01:56:09,712 --> 01:56:13,299 >> I think it was realizing that some things that were 858 01:56:13,299 --> 01:56:15,251 well-intended were more trouble. 859 01:56:15,251 --> 01:56:18,403 So I was creating systems for students 860 01:56:18,403 --> 01:56:22,959 to check off how they clean up their centers 861 01:56:22,959 --> 01:56:24,439 or how they manage their materials 862 01:56:24,439 --> 01:56:26,910 and I wasn't really thinking that if I gave this 863 01:56:26,910 --> 01:56:29,239 to a student who was on the spectrum, 864 01:56:29,239 --> 01:56:32,379 the student might think they had to do everything on that list. 865 01:56:32,379 --> 01:56:37,245 Realizing that I had to think in a different way, 866 01:56:37,245 --> 01:56:39,939 and modify tools that I thought were helping, 867 01:56:39,939 --> 01:56:41,540 that was really helpful. 868 01:56:41,540 --> 01:56:43,665 >> This year one of our innovations is that we have 869 01:56:43,665 --> 01:56:45,539 a transition academy. 870 01:56:45,539 --> 01:56:47,435 Transition Academy is for students 871 01:56:47,435 --> 01:56:52,707 who are 19 and older who have not been in public school. 872 01:56:52,707 --> 01:56:55,249 They have learning opportunities outside 873 01:56:55,249 --> 01:56:56,619 of the school experiences. 874 01:56:56,619 --> 01:57:00,999 We help students be ready and prepared to enter life 875 01:57:00,999 --> 01:57:01,749 after high school. 876 01:57:01,749 --> 01:57:04,919 We are so excited about a new year. 877 01:57:04,919 --> 01:57:07,419 We feel like this year will be the year where we will really 878 01:57:07,419 --> 01:57:13,419 see some positive growth and positive changes in our program. 879 01:57:20,686 --> 01:57:21,186 >> Okay. 880 01:57:21,186 --> 01:57:24,499 With that, will answer any questions that you will have. 881 01:57:24,499 --> 01:57:26,467 >> Board members, I will start. 882 01:57:26,467 --> 01:57:32,312 Whenever I see somebody who has a question, go ahead and -- 883 01:57:32,312 --> 01:57:33,422 Meredith? 884 01:57:33,422 --> 01:57:35,589 >> Thank you thank you so much for the presentation. 885 01:57:35,589 --> 01:57:37,479 I'm excited about some of the new initiatives 886 01:57:37,479 --> 01:57:40,499 that we are embarking upon and I've really 887 01:57:40,499 --> 01:57:42,485 enjoyed being part of the work group 888 01:57:42,485 --> 01:57:44,685 and have had some really productive conversations 889 01:57:44,685 --> 01:57:46,379 about things that are working well 890 01:57:46,379 --> 01:57:49,590 and things I think we can improve upon. 891 01:57:49,590 --> 01:57:52,243 That's been really gratifying to get together 892 01:57:52,243 --> 01:57:55,539 with all these great minds and hear about all the exciting work 893 01:57:55,539 --> 01:57:56,395 that's being done. 894 01:57:56,395 --> 01:58:00,171 There's a couple of things I want to reiterate and highlight 895 01:58:00,171 --> 01:58:02,603 and a couple things I have questions about. 896 01:58:02,603 --> 01:58:04,939 One thing you mentioned at the very beginning 897 01:58:04,939 --> 01:58:07,440 of the presentation and I want to make sure the public was 898 01:58:07,440 --> 01:58:10,199 aware of, looking at the numbers, 899 01:58:10,199 --> 01:58:13,499 we all know that our overall enrollment has been down. 900 01:58:13,499 --> 01:58:18,752 However, our enrollment in kids who are getting EC services 901 01:58:18,752 --> 01:58:20,379 has increased. 902 01:58:20,379 --> 01:58:23,979 As the percentage of our population 903 01:58:24,179 --> 01:58:26,209 who are receiving services increases, 904 01:58:26,209 --> 01:58:30,699 I think that just underlines the need for this work and to really 905 01:58:30,699 --> 01:58:33,579 think outside the box and be able to provide 906 01:58:33,579 --> 01:58:36,499 the supports that our kids need and the supports 907 01:58:36,499 --> 01:58:38,996 for the teachers as well who are teaching our kids. 908 01:58:38,996 --> 01:58:44,850 I did also want to talk about, one thing I wanted to highlight 909 01:58:44,850 --> 01:58:48,285 is the under identification of female students 910 01:58:48,669 --> 01:58:50,139 female students with disabilities 911 01:58:50,139 --> 01:58:52,910 often present differently than male students. 912 01:58:52,910 --> 01:58:55,189 I think they get overlooked because girls 913 01:58:55,189 --> 01:58:58,955 tend to be taught to behave and sit in their seat sometimes 914 01:58:58,955 --> 01:59:02,643 I think we don't identify them as needing 915 01:59:02,643 --> 01:59:04,750 supports they may need. 916 01:59:04,750 --> 01:59:08,510 I was curious to know if anybody had any thoughts on how 917 01:59:08,510 --> 01:59:12,653 we can specifically target our female students who might have 918 01:59:12,653 --> 01:59:14,721 disabilities and some of the strategies 919 01:59:14,721 --> 01:59:17,715 we could use to make sure we're not 920 01:59:17,715 --> 01:59:23,590 missing kids who do need services to be successful. 921 01:59:23,590 --> 01:59:26,872 >> We had an autism series that we did. 922 01:59:26,872 --> 01:59:31,475 There was significant emphasis on how girls presented. 923 01:59:31,475 --> 01:59:36,369 I think that is a training that would be beneficial to all 924 01:59:36,369 --> 01:59:38,219 because students tend to mask. 925 01:59:38,219 --> 01:59:39,100 Girls do. 926 01:59:39,100 --> 01:59:41,160 We know that they do. 927 01:59:41,160 --> 01:59:45,810 We have been taught to sit and be quiet and as long 928 01:59:45,810 --> 01:59:47,859 as we're not creating a disruption, 929 01:59:47,859 --> 01:59:49,539 sometimes we get overlooked. 930 01:59:49,539 --> 01:59:52,430 That's one strategy that we're using. 931 01:59:52,430 --> 01:59:57,590 Certainly as we are looking at data, because when 932 01:59:57,590 --> 01:59:58,904 we start talking about disproportionality, 933 01:59:58,904 --> 02:00:04,304 it is not just boys, but we have girls 934 02:00:04,659 --> 02:00:08,139 in there as well creating opportunities 935 02:00:08,139 --> 02:00:10,139 like Buddy systems. 936 02:00:10,995 --> 02:00:15,299 I think young girls come depending on their age, 937 02:00:15,299 --> 02:00:16,931 they need peer models and they also 938 02:00:16,931 --> 02:00:20,447 need adult models to understand that it's 939 02:00:20,447 --> 02:00:23,689 fine to say that you need help but we also 940 02:00:23,689 --> 02:00:27,990 have a responsibility, even as educators to be really 941 02:00:27,990 --> 02:00:29,429 monitoring our data and making sure 942 02:00:29,429 --> 02:00:33,403 that when we see data that is going in the wrong direction, 943 02:00:33,403 --> 02:00:38,203 that when we see something we do something. 944 02:00:39,659 --> 02:00:41,390 >> Thank you. 945 02:00:41,390 --> 02:00:45,190 And then, the attendance slide was interesting to me. 946 02:00:45,190 --> 02:00:48,679 I was just wondering, there's a lot of reasons kids 947 02:00:48,679 --> 02:00:51,439 with disabilities have attendance problems 948 02:00:51,439 --> 02:00:53,732 it could be some of our medically fragile kids 949 02:00:53,732 --> 02:00:55,399 have medical issues that need addressing 950 02:00:55,399 --> 02:00:57,430 and so they're not able to be there. 951 02:00:57,430 --> 02:00:59,759 There's also a large number of kids, 952 02:00:59,759 --> 02:01:02,315 and I think it's increasing, but I 953 02:01:02,315 --> 02:01:04,403 don't know if I've seen more chatter about it, 954 02:01:04,403 --> 02:01:09,590 but school refusal is such a big deal in this population, 955 02:01:09,590 --> 02:01:12,624 especially with our autistic population of kids. 956 02:01:12,624 --> 02:01:16,224 Just wondering, on school refusal, specifically, 957 02:01:16,245 --> 02:01:18,759 what are some of the strategies that our district 958 02:01:18,759 --> 02:01:23,651 is utilizing to kind of reach those kids and families 959 02:01:23,651 --> 02:01:25,672 and provide those supports that they might 960 02:01:25,672 --> 02:01:28,872 need to get them into school? 961 02:01:28,872 --> 02:01:32,389 >> I'm going to go ahead and take that one. 962 02:01:32,389 --> 02:01:38,459 Our teams are really good in that school system at problem 963 02:01:38,459 --> 02:01:41,147 solving around that period especially engaging 964 02:01:41,147 --> 02:01:45,319 with our autism and our behavioral supports. 965 02:01:45,319 --> 02:01:46,499 Team. 966 02:01:46,499 --> 02:01:49,259 And we have had thoughts and strategies and lots of problem 967 02:01:49,259 --> 02:01:50,939 solving going along with that. 968 02:01:50,939 --> 02:01:54,770 When we see somebody that has school refusal, 969 02:01:54,770 --> 02:01:57,627 we start by trying to engage with the parents 970 02:01:57,627 --> 02:02:00,699 and talk about what the root causes of that are. 971 02:02:00,699 --> 02:02:02,405 We do social stories. 972 02:02:02,405 --> 02:02:05,190 We'll go out for school visits. 973 02:02:05,190 --> 02:02:07,190 We've -- (indiscernible). 974 02:02:18,365 --> 02:02:19,990 >> One of the things I wanted to raise, 975 02:02:19,990 --> 02:02:22,490 this is a bigger topic that we can talk about going forward. 976 02:02:22,490 --> 02:02:25,459 But targeting medical school in particular, 977 02:02:25,459 --> 02:02:28,459 that's one of my big interest. 978 02:02:28,459 --> 02:02:31,446 Not only on the population, but in general 979 02:02:31,446 --> 02:02:33,154 because of some of the numbers that we'll 980 02:02:33,154 --> 02:02:35,669 see later in our accountability presentation. 981 02:02:35,669 --> 02:02:39,365 Suggests we have some work to do in middle school. 982 02:02:39,365 --> 02:02:42,731 I think there's a lot of courses, 983 02:02:42,731 --> 02:02:46,459 whether it's our social studies courses, our science 984 02:02:46,459 --> 02:02:50,469 courses, our elective courses, where there's a teacher 985 02:02:50,469 --> 02:02:53,185 and there's 20 something kids in the class, 986 02:02:53,185 --> 02:02:55,125 a number of whom might have disabilities 987 02:02:55,125 --> 02:02:59,469 of various varieties and the teachers I think 988 02:02:59,469 --> 02:03:02,272 are feeling unsupported, a lot of times, 989 02:03:02,272 --> 02:03:04,259 in reaching those kids. 990 02:03:04,259 --> 02:03:07,579 The population might not know that in our English and math 991 02:03:07,579 --> 02:03:09,587 classes we do have some co-teaching going 992 02:03:09,587 --> 02:03:13,105 on which really helps those kids access the material 993 02:03:13,105 --> 02:03:16,221 and so I was just curious if any, 994 02:03:16,221 --> 02:03:18,201 and again I don't mean to put you on the spot, 995 02:03:18,201 --> 02:03:20,332 you don't have to necessarily answer this tonight, 996 02:03:20,332 --> 02:03:22,629 but I would like to have some discussion going forward 997 02:03:22,629 --> 02:03:25,331 about what we can do in those classrooms 998 02:03:25,331 --> 02:03:28,619 to better support, not only the students, 999 02:03:28,619 --> 02:03:31,827 but also our teachers who often don't 1000 02:03:31,827 --> 02:03:33,563 have a background in special education 1001 02:03:33,563 --> 02:03:37,907 who are trying to help kids access the general Ed curriculum 1002 02:03:37,907 --> 02:03:42,107 and really could use some additional support. 1003 02:03:42,515 --> 02:03:49,590 I was just wondering if there's been any thinking in that area? 1004 02:03:49,590 --> 02:03:52,659 >> I think that's a wonderful point and definitely something 1005 02:03:52,659 --> 02:03:56,229 that inclusive training and professional learning is 1006 02:03:56,229 --> 02:03:57,155 so important. 1007 02:03:57,155 --> 02:04:01,987 One of the things in my conversation with ISD has been 1008 02:04:01,987 --> 02:04:07,779 we have now, we have finished with our comprehensive review 1009 02:04:07,779 --> 02:04:11,547 corrective actions and we are now open to collaboration 1010 02:04:11,547 --> 02:04:16,959 and being able to partner with ISD a lot more with trainings 1011 02:04:16,959 --> 02:04:19,499 peer October 9th training we have a lot of different 1012 02:04:19,499 --> 02:04:23,350 collaborations going on with the teachers there. 1013 02:04:23,350 --> 02:04:28,435 So, the specific thinking about science and social studies, 1014 02:04:29,203 --> 02:04:32,803 we can definitely offer strategy instruction 1015 02:04:33,669 --> 02:04:37,619 for those teachers yes, I would love to partner 1016 02:04:37,619 --> 02:04:40,619 and put that in place. 1017 02:04:45,151 --> 02:04:46,568 >> One more thing I wanted to add, 1018 02:04:46,568 --> 02:04:49,568 our autism and behavior specialist, 1019 02:04:49,739 --> 02:04:53,539 they are also working closely with teams and have built 1020 02:04:53,539 --> 02:04:57,765 neurodiversity teams to work on focusing on some areas that we 1021 02:04:57,765 --> 02:05:00,946 are having some struggles with in middle school period that is 1022 02:05:00,946 --> 02:05:02,779 something they're doing throughout the year. 1023 02:05:02,779 --> 02:05:03,499 Supporting. 1024 02:05:03,499 --> 02:05:06,547 There's a book study that they're 1025 02:05:06,547 --> 02:05:08,259 doing and actually looking at data 1026 02:05:08,259 --> 02:05:11,859 and how they can apply strategies 1027 02:05:12,299 --> 02:05:17,433 to support students that are having some behavioral >> Thank 1028 02:05:17,433 --> 02:05:17,933 you. 1029 02:05:17,933 --> 02:05:17,941 I just wanted to thank you for highlighting 1030 02:05:17,941 --> 02:05:20,445 all of the partnerships and collaboration 1031 02:05:20,445 --> 02:05:23,590 that you're doing with external groups. 1032 02:05:23,590 --> 02:05:25,887 I'm sure it's no surprise to any of you, 1033 02:05:25,887 --> 02:05:28,196 it really makes me excited to see the fact that you're 1034 02:05:28,196 --> 02:05:29,779 talking with people in other districts 1035 02:05:29,779 --> 02:05:32,779 and talking about innovative programing. 1036 02:05:33,659 --> 02:05:34,555 Like nest. 1037 02:05:34,555 --> 02:05:37,579 I've been beating the drum for nest or programs 1038 02:05:37,579 --> 02:05:39,165 like that for a long time. 1039 02:05:39,165 --> 02:05:40,623 I'm happy you're looking into those 1040 02:05:40,623 --> 02:05:42,856 and seeing what lessons we can really take 1041 02:05:42,856 --> 02:05:45,350 to our kids and our district. 1042 02:05:45,350 --> 02:05:46,965 The other districts around the country 1043 02:05:46,965 --> 02:05:48,539 are doing a really good job. 1044 02:05:48,539 --> 02:05:50,687 There's no need to reinvent the wheel 1045 02:05:50,687 --> 02:05:53,259 and there's already some really great programs out there. 1046 02:05:53,259 --> 02:05:56,971 Not only looking at our local resources 1047 02:05:56,971 --> 02:06:00,599 like teach and the university education departments 1048 02:06:00,599 --> 02:06:03,489 and other things but also things that are around the country 1049 02:06:03,489 --> 02:06:06,485 because there's a lot of really cool stuff going on out there. 1050 02:06:06,485 --> 02:06:08,885 I really appreciate it. 1051 02:06:15,260 --> 02:06:17,359 >> Hi, I have a question in regard to the teacher survey 1052 02:06:17,359 --> 02:06:20,667 and first I would like to thank you all for putting all those 1053 02:06:20,667 --> 02:06:23,643 efforts to our EC students. 1054 02:06:23,643 --> 02:06:27,243 And none of those achievement can 1055 02:06:27,459 --> 02:06:31,990 be achieved without those teacher in the front line 1056 02:06:31,990 --> 02:06:35,251 and we want to make sure that they are well supported 1057 02:06:35,251 --> 02:06:37,690 and get all the resources they need. 1058 02:06:37,690 --> 02:06:43,630 One thing I noticed from the slide deck is that only about 65 1059 02:06:43,630 --> 02:06:49,300 out of 187, that's about 35 ish percent of teacher responded. 1060 02:06:52,419 --> 02:06:58,159 I wonder if there is a way to promote this percentage. 1061 02:06:58,159 --> 02:07:03,611 Make the essay, the survey more successful to the teachers 1062 02:07:03,611 --> 02:07:09,110 and also maybe consider some change in survey design. 1063 02:07:11,307 --> 02:07:17,129 Make them so they can respond to these questions better. 1064 02:07:17,129 --> 02:07:23,129 My concern is that with the lower percentage of responders, 1065 02:07:23,359 --> 02:07:28,819 we may not capture all the concerns of the teachers. 1066 02:07:28,819 --> 02:07:31,219 Yeah, that's my question. 1067 02:07:32,739 --> 02:07:37,590 >> In addition to the survey, I mentioned that we would have 1068 02:07:37,590 --> 02:07:41,949 roundtable discussions and obviously we know we are always 1069 02:07:41,949 --> 02:07:47,109 trying to establish trust and that may have been a part 1070 02:07:47,109 --> 02:07:51,559 of the response when we gathered around the table and we met with 1071 02:07:51,559 --> 02:07:57,747 folks face to face, we did get very honest feedback from them. 1072 02:07:57,747 --> 02:08:00,910 But I think that the next time we 1073 02:08:00,910 --> 02:08:03,475 do a survey we could consider the design 1074 02:08:03,475 --> 02:08:06,945 and maybe that's a follow up question we might ask. 1075 02:08:06,945 --> 02:08:10,205 If you didn't fill out the survey, 1076 02:08:10,205 --> 02:08:12,485 can you share with us why. 1077 02:08:12,485 --> 02:08:15,419 What were the barriers to filling out the survey. 1078 02:08:15,419 --> 02:08:17,379 Thank you for lifting that up. 1079 02:08:17,379 --> 02:08:19,379 I appreciate that. 1080 02:08:21,860 --> 02:08:23,943 >> Thank you for the presentation and I would like 1081 02:08:23,943 --> 02:08:27,607 to follow up with board member Wu about the survey for just 1082 02:08:27,607 --> 02:08:32,723 a moment and saying that I appreciate that you're going out 1083 02:08:32,723 --> 02:08:35,979 and speaking with people and building relationships and I 1084 02:08:35,979 --> 02:08:40,745 would definitely recommend you all do your next survey to maybe 1085 02:08:40,745 --> 02:08:43,819 have some that are not just open ended. 1086 02:08:43,819 --> 02:08:46,670 Even though we know that's the best data we can get. 1087 02:08:46,670 --> 02:08:50,264 We also know, as you said, our teachers are very busy 1088 02:08:50,264 --> 02:08:52,952 and that may be a barrier in terms of them wanting 1089 02:08:52,952 --> 02:08:56,145 to take the time to have a thought provoking answers 1090 02:08:56,145 --> 02:08:58,603 to fill them out in that way. 1091 02:08:58,603 --> 02:09:01,959 And have somewhere they can make some of their information 1092 02:09:01,959 --> 02:09:04,419 in a better formatted way. 1093 02:09:04,419 --> 02:09:08,900 Even though, when they're sitting across the table 1094 02:09:08,900 --> 02:09:11,314 and everybody may want to communicate and even build 1095 02:09:11,314 --> 02:09:14,987 relationships, there may be something that still don't quite 1096 02:09:14,987 --> 02:09:16,779 feel they can express themselves in the way 1097 02:09:16,779 --> 02:09:18,805 they really want to, when they're 1098 02:09:18,805 --> 02:09:20,947 in front of their peers and management 1099 02:09:20,947 --> 02:09:22,709 and things of that nature. 1100 02:09:22,709 --> 02:09:25,139 Having a more anonymous way may actually 1101 02:09:25,139 --> 02:09:27,645 allow people to be their true selves, 1102 02:09:27,645 --> 02:09:33,427 so to speak so they don't feel they're calling anyone out. 1103 02:09:33,427 --> 02:09:35,599 I would just recommend or suggest 1104 02:09:35,599 --> 02:09:37,499 that you give them that opportunity 1105 02:09:37,499 --> 02:09:41,459 since that is such a large number of 122 people who 1106 02:09:41,459 --> 02:09:44,459 didn't respond that's a lot. 1107 02:09:45,579 --> 02:09:47,979 But I commend you. 1108 02:09:48,512 --> 02:09:51,809 We can't finish anything we don't start. 1109 02:09:51,809 --> 02:09:54,251 I definitely commend you with that. 1110 02:09:54,251 --> 02:09:58,249 My next question was to speak to the disproportionality 1111 02:09:58,249 --> 02:10:01,659 of the out of school suspension with black students. 1112 02:10:01,659 --> 02:10:04,752 I see the numbers are going down. 1113 02:10:04,752 --> 02:10:10,211 And so I would like to ask, are the referrals going down 1114 02:10:10,211 --> 02:10:13,699 or are the response to the referrals changing which 1115 02:10:13,699 --> 02:10:18,525 would of course have percentages of students going down 1116 02:10:18,525 --> 02:10:20,445 but I'm wanting to know, are the groups 1117 02:10:20,445 --> 02:10:24,590 to the referrals being handled or just the numbers looking 1118 02:10:24,590 --> 02:10:26,365 better because I want to know what the groups are 1119 02:10:26,365 --> 02:10:30,130 and the methods that are being handled and are we even 1120 02:10:30,130 --> 02:10:34,213 looking at the different categories and place 1121 02:10:34,459 --> 02:10:36,859 marks for the referrals? 1122 02:10:36,979 --> 02:10:40,547 Seeing packets where certain areas and certain staff 1123 02:10:40,547 --> 02:10:43,667 are having more referrals with certain students 1124 02:10:43,667 --> 02:10:49,190 and as you stated that there are some girls who mask differently 1125 02:10:49,190 --> 02:10:52,189 with disabilities, we know some different cultures 1126 02:10:52,189 --> 02:10:53,869 they do as well. 1127 02:10:53,869 --> 02:10:56,219 There may be students who are having 1128 02:10:56,219 --> 02:10:59,596 some issues of disabilities that may show up in that way. 1129 02:10:59,596 --> 02:11:03,165 Can you speak a little bit to that, please? 1130 02:11:03,165 --> 02:11:05,587 >> I don't have data and figures for you today. 1131 02:11:05,587 --> 02:11:09,195 But I can tell you, in year two, our emphasis 1132 02:11:09,195 --> 02:11:13,395 is on working with individuals, individual schools 1133 02:11:13,683 --> 02:11:15,259 period we will be drilling down. 1134 02:11:15,259 --> 02:11:17,475 I don't want to frighten anybody. 1135 02:11:17,475 --> 02:11:19,339 But we will be looking at teacher patterns. 1136 02:11:19,339 --> 02:11:22,919 We will be looking at, actually talking with the students 1137 02:11:22,919 --> 02:11:26,365 because that's where you get the real story. 1138 02:11:26,365 --> 02:11:27,715 Not vilifying anyone. 1139 02:11:27,715 --> 02:11:30,709 But if we don't have conversations, 1140 02:11:30,709 --> 02:11:33,107 we won't really truly know. 1141 02:11:33,107 --> 02:11:35,739 In their individual school plans, 1142 02:11:35,739 --> 02:11:38,872 every plan for the folks in the cohort, 1143 02:11:38,872 --> 02:11:42,549 the schools in the cohort, especially designed 1144 02:11:42,549 --> 02:11:44,411 to meet the needs of their schools, 1145 02:11:44,411 --> 02:11:47,747 we will be meeting quarterly with the building principals 1146 02:11:47,747 --> 02:11:51,339 to look at their data, starting in October. 1147 02:11:51,339 --> 02:11:53,481 This is a great month. 1148 02:11:53,481 --> 02:11:58,281 We will be then having conversations with them 1149 02:11:59,371 --> 02:12:02,230 about how we're going to talk with teachers. 1150 02:12:02,230 --> 02:12:05,979 I don't believe people are intentionally suspending. 1151 02:12:05,979 --> 02:12:09,639 We also see patterns of where the discipline referrals are 1152 02:12:09,639 --> 02:12:10,139 happening. 1153 02:12:10,139 --> 02:12:12,899 They are typically happening in the classroom. 1154 02:12:12,899 --> 02:12:13,823 The regular classroom. 1155 02:12:13,823 --> 02:12:15,819 That was one of the highest areas. 1156 02:12:15,819 --> 02:12:20,512 I was expecting it to be those Non-structured settings. 1157 02:12:20,512 --> 02:12:22,332 It wasn't. 1158 02:12:22,332 --> 02:12:26,599 We know if we foster more co-teaching then 1159 02:12:26,599 --> 02:12:30,590 if you've got two adults in the classroom that might be a way 1160 02:12:30,590 --> 02:12:32,219 to mitigate some of that as well and we 1161 02:12:32,219 --> 02:12:36,419 know that oftentimes behavior, behavior is communication. 1162 02:12:37,339 --> 02:12:40,265 There's something a student may not be getting. 1163 02:12:40,265 --> 02:12:44,139 We believe we have to analyze it from both angles. 1164 02:12:44,139 --> 02:12:46,736 Not just teachers but also students. 1165 02:12:46,736 --> 02:12:50,336 Those are some of the things. 1166 02:12:51,590 --> 02:12:53,459 >> Thank you very much. 1167 02:12:53,459 --> 02:12:56,329 We also notice behavior as a response. 1168 02:12:56,329 --> 02:12:58,729 They are definitely communicating. 1169 02:12:58,739 --> 02:13:01,839 They may not be telling you what they're not getting, 1170 02:13:01,839 --> 02:13:06,339 but they're telling you exactly what they're not getting. 1171 02:13:06,339 --> 02:13:07,405 >> Absolutely. 1172 02:13:07,405 --> 02:13:10,125 >> Thank you for the upbeat presentation. 1173 02:13:10,125 --> 02:13:13,712 I always appreciate your optimism and that's great. 1174 02:13:13,712 --> 02:13:16,875 I was sitting up here feeling very old 1175 02:13:16,875 --> 02:13:20,803 because education for all handicapped Children's Act 1176 02:13:20,803 --> 02:13:23,792 was passed in November of 1975. 1177 02:13:23,792 --> 02:13:25,792 That's next month. 1178 02:13:26,231 --> 02:13:27,896 51 years ago. 1179 02:13:27,896 --> 02:13:31,812 When it was passed, I was a special education teacher 1180 02:13:31,812 --> 02:13:36,612 at the right school in Durham North Carolina. 1181 02:13:37,387 --> 02:13:39,425 I have seen the growth of this. 1182 02:13:39,425 --> 02:13:41,979 It's really exciting tonight we are actually 1183 02:13:41,979 --> 02:13:44,499 talking about how to meet the needs of students 1184 02:13:44,499 --> 02:13:45,899 with disabilities. 1185 02:13:45,899 --> 02:13:48,824 50 years ago it was did they even 1186 02:13:48,824 --> 02:13:51,324 have a right to be in school. 1187 02:13:51,324 --> 02:13:53,625 That was what spurred the federal law. 1188 02:13:53,625 --> 02:13:55,996 One of the things the feds did was 1189 02:13:55,996 --> 02:14:00,899 they said it took up to 40% of the cost of education 1190 02:14:00,899 --> 02:14:05,155 of non-disabled students, is what the real cost would be 1191 02:14:05,155 --> 02:14:07,209 for students with disabilities. 1192 02:14:07,209 --> 02:14:10,859 But then they never funded it at 40%. 1193 02:14:10,859 --> 02:14:13,179 The highest it's ever been was 18%. 1194 02:14:13,179 --> 02:14:15,179 The federal government. 1195 02:14:15,699 --> 02:14:18,599 I point this out because I'm leading 1196 02:14:18,599 --> 02:14:20,979 to a suggestion and a question here. 1197 02:14:20,979 --> 02:14:25,779 Just last year, when they funded their $15 billion 1198 02:14:25,911 --> 02:14:29,405 or something to the state, that's about 10% 1199 02:14:29,405 --> 02:14:31,707 of the projected cost. 1200 02:14:31,707 --> 02:14:36,369 The costs are left to the state and local government 1201 02:14:36,369 --> 02:14:38,939 and you mentioned this, the numbers 1202 02:14:38,939 --> 02:14:42,259 are going up while enrollment is declining 1203 02:14:42,259 --> 02:14:47,350 and so I am surmising the costs are going up. 1204 02:14:47,350 --> 02:14:48,259 Period. 1205 02:14:48,259 --> 02:14:53,575 And I think I know it wasn't the focus of your discussion tonight 1206 02:14:53,575 --> 02:14:59,145 but, it would behoove us all to have a session sometime 1207 02:14:59,145 --> 02:15:03,827 on the real costs of educating students with disabilities. 1208 02:15:03,827 --> 02:15:07,419 As we look at our budget, we really have an understanding 1209 02:15:07,419 --> 02:15:12,427 of -- it's not just people asking for money because they 1210 02:15:12,427 --> 02:15:14,259 want to do something new. 1211 02:15:14,259 --> 02:15:18,243 It's real issues and there's just not money there 1212 02:15:18,243 --> 02:15:19,919 or there's not enough. 1213 02:15:19,919 --> 02:15:23,519 It's been a question for 50 years. 1214 02:15:24,259 --> 02:15:26,659 What do we do. 1215 02:15:26,739 --> 02:15:30,110 I just wanted to point that out and thank you. 1216 02:15:30,110 --> 02:15:31,539 You're well aware of it. 1217 02:15:31,539 --> 02:15:34,270 I'm not telling you all anything. 1218 02:15:34,270 --> 02:15:37,270 Perhaps we could get together. 1219 02:15:37,699 --> 02:15:41,731 The board can be, I would like to be fully informed. 1220 02:15:41,731 --> 02:15:46,339 What are our real needs still, where are we 1221 02:15:46,339 --> 02:15:49,899 working, what needs do we have? 1222 02:15:49,899 --> 02:15:56,499 >> You might add in, the 13% cap that the state puts on. 1223 02:15:57,924 --> 02:16:00,299 >> The actual number of students that could be identified 1224 02:16:00,299 --> 02:16:02,507 >> Correct appeared to be eligible for the additional 1225 02:16:02,507 --> 02:16:04,507 funding. 1226 02:16:08,694 --> 02:16:10,270 >> Miss Reeves just reminded me. 1227 02:16:10,270 --> 02:16:11,731 Chapel Hill was selected to participate 1228 02:16:11,731 --> 02:16:14,131 in a research survey. 1229 02:16:14,189 --> 02:16:16,189 A research project. 1230 02:16:18,990 --> 02:16:21,539 They selected three schools within our district. 1231 02:16:21,539 --> 02:16:25,859 The topic, that reminded me of that, the topic of discussion 1232 02:16:25,859 --> 02:16:28,259 is special education spending. 1233 02:16:29,299 --> 02:16:34,318 Looking at what we spend for regular Ed versus what we spend 1234 02:16:34,318 --> 02:16:36,202 for students with disabilities. 1235 02:16:36,202 --> 02:16:39,750 First we were a little -- 1236 02:16:39,750 --> 02:16:42,944 I think we will get some good information about that. 1237 02:16:42,944 --> 02:16:47,331 I do want to take a moment to thank Jonathan 1238 02:16:47,331 --> 02:16:50,676 who's been very kind to us. 1239 02:16:50,676 --> 02:16:52,676 We meet biweekly. 1240 02:16:52,829 --> 02:16:55,829 We are having ongoing conversations 1241 02:16:57,112 --> 02:17:01,218 about how we can bring more resources into the district 1242 02:17:01,218 --> 02:17:05,202 and how we can leverage resources we already have. 1243 02:17:05,202 --> 02:17:06,539 I'm not brown nosing. 1244 02:17:06,539 --> 02:17:09,715 I want to thank Doctor Tri. 1245 02:17:09,715 --> 02:17:12,870 Because he is spending a lot of time 1246 02:17:12,870 --> 02:17:15,890 with leadership talking about our return on investment 1247 02:17:15,890 --> 02:17:19,859 and looking at the practices that have always been in place. 1248 02:17:19,859 --> 02:17:22,843 Whether or not they are yielding the dividends 1249 02:17:22,843 --> 02:17:23,909 they need to yield. 1250 02:17:23,909 --> 02:17:26,720 I think there's good work going on. 1251 02:17:26,720 --> 02:17:30,872 We always can use some picture points, s. 1252 02:17:34,289 --> 02:17:35,956 >> Thank very much for the presentation. 1253 02:17:35,956 --> 02:17:38,355 I really like the video. 1254 02:17:38,355 --> 02:17:41,955 I like the multidisciplinary task force 1255 02:17:42,152 --> 02:17:44,900 and I like the partnerships a lot. 1256 02:17:44,900 --> 02:17:45,567 That's really great developments. 1257 02:17:45,567 --> 02:17:49,167 I have 3 or 4 really small questions. 1258 02:17:49,271 --> 02:17:54,580 To follow up on Vicki's point about the disproportionality, 1259 02:17:54,580 --> 02:17:55,818 does this mean these are the only two 1260 02:17:55,818 --> 02:18:00,180 groups of students that have discipline disproportionality? 1261 02:18:03,138 --> 02:18:06,738 >> We are monitoring all disability categories. 1262 02:18:07,405 --> 02:18:12,972 Because the state monitors this as one of our performance 1263 02:18:12,972 --> 02:18:16,312 indicators, they are looking to see 1264 02:18:16,312 --> 02:18:20,119 how ever the disproportionality is leveling out. 1265 02:18:20,119 --> 02:18:23,650 For some districts, it may not be 1266 02:18:23,650 --> 02:18:25,199 black students it may be Asian students 1267 02:18:25,199 --> 02:18:27,920 or it may be Hispanic students. 1268 02:18:27,920 --> 02:18:31,892 I'm not sure if I'm answering your question. 1269 02:18:33,699 --> 02:18:36,439 >> To answer your question, no, they are not the only areas. 1270 02:18:36,439 --> 02:18:41,239 And our next presentation we talk about accountability. 1271 02:18:47,531 --> 02:18:50,187 >> And then slide 33, it was also following 1272 02:18:50,187 --> 02:18:52,843 on board member Wu's question. 1273 02:18:52,843 --> 02:18:57,500 Wanting a more positive, trust field school climate. 1274 02:18:57,500 --> 02:19:03,500 Can you just say a little bit more about that. 1275 02:19:07,799 --> 02:19:08,299 >> Okay. 1276 02:19:08,299 --> 02:19:10,883 So, I wanted to rewind us back a few years ago. 1277 02:19:10,883 --> 02:19:15,683 Three years ago we embarked on a restructuring 1278 02:19:16,990 --> 02:19:20,939 and there were lots of big feelings centered around that. 1279 02:19:20,939 --> 02:19:26,259 It has been work for us to reestablish trust. 1280 02:19:26,259 --> 02:19:28,259 We made changes. 1281 02:19:28,318 --> 02:19:31,851 There were things that needed to happen. 1282 02:19:31,851 --> 02:19:36,415 Because of the way that our data looks and outcomes for students. 1283 02:19:36,415 --> 02:19:40,299 I believe that that may have been part of it. 1284 02:19:40,299 --> 02:19:46,581 We unpacked all of the responses and did it by district 1285 02:19:46,581 --> 02:19:47,789 and looked for commonalities. 1286 02:19:47,789 --> 02:19:51,611 We also looked at individual school responses. 1287 02:19:51,611 --> 02:19:55,659 I do not recall anyone expanding on that. 1288 02:19:55,659 --> 02:19:58,572 Other than to say we need you to come when 1289 02:19:58,572 --> 02:19:59,807 you say you're going to come. 1290 02:19:59,807 --> 02:20:01,184 We need you to communicate. 1291 02:20:01,184 --> 02:20:04,174 And we need to know what's going on. 1292 02:20:04,174 --> 02:20:07,190 We think the teachers are sitting up 1293 02:20:07,190 --> 02:20:08,519 watching board meetings. 1294 02:20:08,519 --> 02:20:09,899 They're not always doing that. 1295 02:20:09,899 --> 02:20:12,511 One of the things we instituted last year 1296 02:20:12,511 --> 02:20:17,870 was at the end of the year, kind of giving them a summary, 1297 02:20:17,870 --> 02:20:18,783 these are the things we have worked on. 1298 02:20:18,783 --> 02:20:21,319 These are the things you've been involved in. 1299 02:20:21,319 --> 02:20:23,156 I do want to take a minute. 1300 02:20:23,156 --> 02:20:26,453 I know I'm probably getting Eyerolls because I'm going on. 1301 02:20:26,453 --> 02:20:32,706 But I do believe that we are moving in the right direction, 1302 02:20:32,706 --> 02:20:33,841 building trust. 1303 02:20:33,841 --> 02:20:35,651 I think if we did that survey again, 1304 02:20:35,651 --> 02:20:37,579 it would look much better. 1305 02:20:37,579 --> 02:20:43,419 But, change is hard and when change happens, and you 1306 02:20:43,419 --> 02:20:46,419 have comprehensive reviews that were 1307 02:20:46,715 --> 02:20:50,392 many things that were happening, and so people felt it. 1308 02:20:50,392 --> 02:20:54,847 But I think we're doing better in that area 1309 02:20:54,847 --> 02:20:56,565 and we are communicating more. 1310 02:20:56,565 --> 02:20:59,520 That's what I meant by saying, they may not 1311 02:20:59,520 --> 02:21:01,459 be watching a board meeting, but we can send them 1312 02:21:01,459 --> 02:21:03,742 a summary to let them know, these are 1313 02:21:03,742 --> 02:21:04,992 the things that are happening. 1314 02:21:04,992 --> 02:21:07,110 We're really excited about ATR. 1315 02:21:07,110 --> 02:21:13,532 We hope there will be teachers that will be interested in -- 1316 02:21:13,532 --> 02:21:15,699 because we have some phenomenal teachers hiding away 1317 02:21:15,699 --> 02:21:17,320 in classrooms doing their thing. 1318 02:21:17,320 --> 02:21:19,792 We want to expand that and make sure we 1319 02:21:19,792 --> 02:21:23,219 are providing quality services for all of our students. 1320 02:21:23,219 --> 02:21:25,219 Not just some. 1321 02:21:26,219 --> 02:21:27,203 >> Thank you. 1322 02:21:27,203 --> 02:21:28,147 That's really helpful. 1323 02:21:28,147 --> 02:21:30,659 My last question is about professional development 1324 02:21:30,659 --> 02:21:32,643 opportunities and I'm happy to see 1325 02:21:32,643 --> 02:21:36,565 that people are getting training and demand triggered anxiety. 1326 02:21:36,565 --> 02:21:39,923 Is that kind of what we're calling PDA? 1327 02:21:39,923 --> 02:21:40,531 Okay. 1328 02:21:40,531 --> 02:21:41,579 Good. 1329 02:21:41,579 --> 02:21:44,590 I think it's a huge problem. 1330 02:21:44,590 --> 02:21:45,640 Issue slash problem. 1331 02:21:45,640 --> 02:21:50,464 It doesn't necessarily fit neatly into any other buckets. 1332 02:21:56,960 --> 02:21:58,638 >> I just have one question also on the lines of professional 1333 02:21:58,638 --> 02:21:59,328 development. 1334 02:21:59,328 --> 02:22:02,159 It's always an area I'm interested in 1335 02:22:02,159 --> 02:22:05,872 and because we have easy students dispersed 1336 02:22:05,872 --> 02:22:07,639 throughout our schools and our classrooms, 1337 02:22:07,639 --> 02:22:10,243 I'm just curious about the rate of participation 1338 02:22:10,243 --> 02:22:14,839 for our non E-Z staff because I think that's really important 1339 02:22:14,839 --> 02:22:18,835 and it sounded like hearing that one teacher come the art 1340 02:22:18,835 --> 02:22:21,300 teacher comment it sounds like it's paying off, 1341 02:22:21,300 --> 02:22:23,836 but I'm just curious, what does that look like? 1342 02:22:23,836 --> 02:22:27,303 Are they required to do it, how frequent, how much. 1343 02:22:27,303 --> 02:22:30,595 We don't have the answer, don't worry about it. 1344 02:22:30,595 --> 02:22:34,979 I'm wondering, are we also using data to look at the teachers 1345 02:22:34,979 --> 02:22:35,989 who do participate. 1346 02:22:35,989 --> 02:22:39,627 What is the student outcome data look like for them. 1347 02:22:39,627 --> 02:22:44,523 What does referral out outlook data look like for them 1348 02:22:44,523 --> 02:22:47,459 the whole range of training. 1349 02:22:47,459 --> 02:22:52,515 Are they doing less referrals because they are a lot more well 1350 02:22:52,515 --> 02:22:54,963 versed in kind of understanding EC 1351 02:22:54,963 --> 02:23:00,199 students a lot better than maybe in here, we might just 1352 02:23:00,199 --> 02:23:01,911 do the required 1 or 2. 1353 02:23:01,911 --> 02:23:06,184 I know I ask a lot of questions about a lot of things. 1354 02:23:06,184 --> 02:23:08,590 >> I don't know if I'll remember all of them. 1355 02:23:08,590 --> 02:23:09,939 However, I think the fundamental piece 1356 02:23:09,939 --> 02:23:13,317 is the teachers we see coming, are 1357 02:23:13,317 --> 02:23:15,639 the teachers that are dedicated to ongoing growth 1358 02:23:15,639 --> 02:23:18,907 and opportunity for themselves and for their students. 1359 02:23:18,907 --> 02:23:21,559 Yes, we do see outcomes there. 1360 02:23:21,559 --> 02:23:23,752 We also offer, because of our specialist, 1361 02:23:23,752 --> 02:23:27,809 we go in and offer coaching and support after trainings. 1362 02:23:27,809 --> 02:23:31,192 They're not just doing acid and get. 1363 02:23:31,192 --> 02:23:34,507 There's a follow up in some way shape or form from the autism 1364 02:23:34,507 --> 02:23:35,992 and behavior people. 1365 02:23:35,992 --> 02:23:37,179 From compliance. 1366 02:23:37,179 --> 02:23:38,579 From instruction. 1367 02:23:38,579 --> 02:23:40,205 We've got a wraparound service if you 1368 02:23:40,205 --> 02:23:42,523 will to provide that ongoing support. 1369 02:23:42,523 --> 02:23:46,383 We don't have required sessions for the Gen Ed teachers. 1370 02:23:46,383 --> 02:23:49,439 That is a choice that they come. 1371 02:23:49,439 --> 02:23:53,390 Sometimes depending on the disproportionality schools, 1372 02:23:53,590 --> 02:23:55,679 they are asked to attend by their administrators. 1373 02:23:55,679 --> 02:23:58,499 But we are looking at data to help 1374 02:23:58,499 --> 02:24:01,349 inform who's going to be going. 1375 02:24:01,349 --> 02:24:03,749 Especially with the disproportionality. 1376 02:24:04,279 --> 02:24:07,405 We're digging deep within that data to see. 1377 02:24:07,405 --> 02:24:10,849 And yes, we're also, because of some of our initiatives, 1378 02:24:10,849 --> 02:24:14,599 we're doing that implementation plan of looking at pre data 1379 02:24:14,599 --> 02:24:19,300 and looking at post data to see what our outcomes are doing 1380 02:24:19,300 --> 02:24:21,139 and we're digging deep with the programs 1381 02:24:21,139 --> 02:24:25,299 that we're using to see which students are growing. 1382 02:24:25,299 --> 02:24:28,739 Specifically for students being taught with an evidence 1383 02:24:28,739 --> 02:24:32,939 based program and those that are not. 1384 02:24:35,734 --> 02:24:37,234 >> I just think that's so important. 1385 02:24:37,234 --> 02:24:37,768 People know I work private sector. 1386 02:24:37,768 --> 02:24:39,169 We have mandatory training. 1387 02:24:39,169 --> 02:24:43,244 I think that's something, I know teachers do a lot. 1388 02:24:43,244 --> 02:24:44,749 They have a lot of training. 1389 02:24:44,749 --> 02:24:47,389 There's a lot of that they get ongoing. 1390 02:24:47,389 --> 02:24:52,496 But, if the data is supporting it, why wouldn't we do it? 1391 02:24:52,496 --> 02:24:55,787 I think also, maybe we think about changing 1392 02:24:55,787 --> 02:24:59,484 year to year because students come into a teacher's classroom, 1393 02:24:59,484 --> 02:25:01,921 it changes from year to year and so 1394 02:25:01,921 --> 02:25:06,179 I hope we're thinking about when we talk about the specialized 1395 02:25:06,179 --> 02:25:09,475 instruction for our kids, we probably 1396 02:25:09,475 --> 02:25:11,459 need to think about the specialized training 1397 02:25:11,459 --> 02:25:13,979 for our staff as well. 1398 02:25:13,979 --> 02:25:17,299 >> Another thing our teams collaborative are going to be 1399 02:25:17,299 --> 02:25:19,819 working on this year is developing that three year 1400 02:25:19,819 --> 02:25:22,459 implementation plan for our teachers and new teachers are 1401 02:25:22,459 --> 02:25:25,692 not just new to teaching but new to our district. 1402 02:25:25,692 --> 02:25:29,483 What is it that they maybe had training on in another district 1403 02:25:29,483 --> 02:25:31,419 but they needed this district. 1404 02:25:31,419 --> 02:25:35,619 We're looking comprehensively at that as well. 1405 02:25:36,112 --> 02:25:38,112 >> Thank you. 1406 02:25:40,220 --> 02:25:42,605 >> I want to add that last year our staff did receive training 1407 02:25:42,605 --> 02:25:44,897 at the beginning of the year through our vector courses 1408 02:25:44,897 --> 02:25:47,830 and then all new staff had to do it this year. 1409 02:25:47,830 --> 02:25:51,179 We have done some of that and to answer your second question 1410 02:25:51,179 --> 02:25:54,750 about whether or not it had any impact on discipline, 1411 02:25:54,750 --> 02:25:55,799 I don't have any hard data on that, 1412 02:25:55,799 --> 02:26:01,432 but we do have some numbers, not numbers come up 1413 02:26:01,432 --> 02:26:03,925 at some qualitative data that says yes, 1414 02:26:03,925 --> 02:26:06,249 because we have had several teachers that 1415 02:26:06,249 --> 02:26:09,679 have taken specific class and worked 1416 02:26:09,679 --> 02:26:12,139 with our autism specialists and specific 1417 02:26:12,139 --> 02:26:14,251 because they had it in their classroom. 1418 02:26:14,251 --> 02:26:19,510 We did see a significant decrease in referrals. 1419 02:26:22,205 --> 02:26:22,747 >> Thank you. 1420 02:26:22,747 --> 02:26:23,289 That's great. 1421 02:26:23,289 --> 02:26:24,939 Any other questions? 1422 02:26:24,939 --> 02:26:26,939 Go ahead. 1423 02:26:29,299 --> 02:26:32,259 >> I definitely want to commend everyone for the teacher 1424 02:26:32,259 --> 02:26:35,390 training that you've done and I want to give a shout out 1425 02:26:35,390 --> 02:26:37,653 to the EC AC. 1426 02:26:37,653 --> 02:26:41,230 The coffee shop they have at Chapel Hill High. 1427 02:26:41,230 --> 02:26:44,230 The roaring mug is excellent. 1428 02:26:45,939 --> 02:26:49,194 If you are administrator or staff 1429 02:26:49,194 --> 02:26:52,619 member that has someone out there come those young men come 1430 02:26:52,619 --> 02:26:54,559 a young people that love to see you come in, 1431 02:26:54,559 --> 02:26:56,990 they did a wonderful job. 1432 02:26:56,990 --> 02:26:58,379 It was wonderful to see them. 1433 02:26:58,379 --> 02:27:02,659 And I actually got to see some of the student photographers 1434 02:27:02,659 --> 02:27:05,445 coming in and taking pictures of their opening day 1435 02:27:05,445 --> 02:27:07,655 with all the balloons. 1436 02:27:07,655 --> 02:27:12,521 I can't say enough about how wonderful that was. 1437 02:27:12,521 --> 02:27:17,939 It provided me -- it reminded me of being prepared. 1438 02:27:17,939 --> 02:27:21,419 Which is absolutely wonderful place we have. 1439 02:27:21,419 --> 02:27:24,779 I think that was just wonderful and I just 1440 02:27:24,779 --> 02:27:27,990 wanted to give a positive shout out. 1441 02:27:27,990 --> 02:27:29,990 Thank you. 1442 02:27:33,850 --> 02:27:34,350 >> Go ahead. 1443 02:27:34,350 --> 02:27:37,379 >> As was mentioned earlier, I know the General Assembly has 1444 02:27:37,379 --> 02:27:40,979 limitations around diversity equity and inclusion, 1445 02:27:41,449 --> 02:27:44,739 but we're also experiencing disproportionality around 1446 02:27:44,739 --> 02:27:46,659 discipline for black students. 1447 02:27:46,659 --> 02:27:50,219 I was wondering if someone could speak to whether you all 1448 02:27:50,219 --> 02:27:55,190 are or staff fielder any limitations in terms 1449 02:27:56,259 --> 02:27:59,659 of programing that you could do in support of addressing 1450 02:27:59,659 --> 02:28:03,259 disproportionality or if you needed any additional supports 1451 02:28:03,259 --> 02:28:04,231 on our end. 1452 02:28:04,231 --> 02:28:06,445 Your thoughts about that. 1453 02:28:06,445 --> 02:28:08,285 >> I did reach out to DPI. 1454 02:28:08,285 --> 02:28:10,899 Just to find out what our guardrails would be and they 1455 02:28:10,899 --> 02:28:16,899 said we still will proceed until something happens federally that 1456 02:28:17,187 --> 02:28:20,910 tells us that we explicitly cannot. 1457 02:28:20,910 --> 02:28:25,259 We are being a little bit more intentional about our language. 1458 02:28:25,259 --> 02:28:28,235 This is a federal mandate. 1459 02:28:28,235 --> 02:28:31,235 Ava, thank you for nodding. 1460 02:28:32,279 --> 02:28:34,389 It's a federal mandate. 1461 02:28:34,389 --> 02:28:39,565 We've got two positions kind of opposing one another. 1462 02:28:39,565 --> 02:28:41,629 Until something happens, we're going 1463 02:28:41,629 --> 02:28:47,419 to continue to do the work we need to do for our kids. 1464 02:28:47,419 --> 02:28:48,344 >> Thank you everyone. 1465 02:28:48,344 --> 02:28:50,110 Thank you so much for this presentation. 1466 02:28:50,110 --> 02:28:50,803 Yes. 1467 02:28:50,803 --> 02:28:55,300 We do have staff out there watching. 1468 02:28:55,515 --> 02:28:57,515 They tell me. 1469 02:29:04,190 --> 02:29:05,125 All write. 1470 02:29:05,125 --> 02:29:11,125 The next item on our agenda, a work session item. 1471 02:29:12,263 --> 02:29:15,863 It's our 2025, 2026 district Accountability progress update. 1472 02:29:22,739 --> 02:29:24,739 Okay. 1473 02:29:26,339 --> 02:29:31,139 Doctor bales is going to come up here 1474 02:29:31,259 --> 02:29:36,339 >> I know if I stood up -- >> All right good evening doctor 1475 02:29:36,339 --> 02:29:37,259 bells. 1476 02:29:37,259 --> 02:29:38,459 >> Good evening board. 1477 02:29:38,459 --> 02:29:39,359 Welcome. 1478 02:29:39,359 --> 02:29:44,759 I'm excited for us to be able to share. 1479 02:29:44,974 --> 02:29:46,849 I know many of us have seen this presentation 1480 02:29:46,849 --> 02:29:48,363 a couple of different times. 1481 02:29:48,363 --> 02:29:51,551 We have a little different flavor to this one. 1482 02:29:51,551 --> 02:29:53,951 Looking at our accountability. 1483 02:29:54,232 --> 02:29:57,832 This past year, so, overall we're 1484 02:29:59,470 --> 02:30:02,339 going to be looking at our accountability outcomes. 1485 02:30:02,339 --> 02:30:07,739 This one overview, looking at our area of focus 1486 02:30:08,184 --> 02:30:12,819 for the year, so we wanted to start with ten zero 1487 02:30:12,819 --> 02:30:15,739 zero zero foot view to start off. 1488 02:30:15,739 --> 02:30:21,979 So I think it's important to note, that again this past year, 1489 02:30:21,979 --> 02:30:26,243 we did not have any schools that were considered low. 1490 02:30:26,243 --> 02:30:31,915 Every one of our schools are with four of our schools 1491 02:30:31,915 --> 02:30:35,275 improving by a full letter grade. 1492 02:30:35,275 --> 02:30:39,209 The number of schools that exceeded growth, increased 1493 02:30:39,209 --> 02:30:43,899 overall, in this piece, the number of schools 1494 02:30:43,899 --> 02:30:47,299 exceeded growth increased and then also this next piece 1495 02:30:47,299 --> 02:30:51,302 was something Bengali was able to help us look at a little bit. 1496 02:30:51,302 --> 02:30:54,171 We had five of our elementary schools. 1497 02:30:54,171 --> 02:30:56,171 35 scores. 1498 02:30:56,315 --> 02:31:00,119 Of being an A school this past year. 1499 02:31:00,119 --> 02:31:05,859 What that means, is, if we were to have more proficient tests, 1500 02:31:05,859 --> 02:31:11,716 and think back, we had many tests that are one point away. 1501 02:31:11,716 --> 02:31:15,392 We had some schools that were close to seven. 1502 02:31:15,392 --> 02:31:16,847 Some that were 35. 1503 02:31:16,847 --> 02:31:19,819 But to be that close, to know in reality there's 1504 02:31:19,819 --> 02:31:21,819 probably 35 questions. 1505 02:31:22,900 --> 02:31:23,659 For these schools. 1506 02:31:23,659 --> 02:31:26,722 That allow them to be in a school. 1507 02:31:26,722 --> 02:31:31,430 Overall, our goal this past year was to have a proficiency 1508 02:31:31,430 --> 02:31:34,430 increase of -- very close. 1509 02:31:36,759 --> 02:31:37,352 2.8. 1510 02:31:37,352 --> 02:31:40,459 Knowing we still have lots of work to do. 1511 02:31:40,459 --> 02:31:45,399 Seven of our eight members did increase in overall proficiency. 1512 02:31:45,399 --> 02:31:47,799 Within each grade level. 1513 02:31:48,449 --> 02:31:50,655 One of the things we really wanted 1514 02:31:50,655 --> 02:31:54,459 to track this past year as well, was our high school scores. 1515 02:31:54,459 --> 02:31:56,939 Our high school students demonstrated 1516 02:31:56,939 --> 02:32:00,731 positive academic gains within the block schedule. 1517 02:32:00,731 --> 02:32:03,299 That was not something we were going 1518 02:32:03,299 --> 02:32:05,908 into saying it was necessarily going to increase scores 1519 02:32:05,908 --> 02:32:07,491 but to know that the work our teachers 1520 02:32:07,491 --> 02:32:10,179 put in this past year, and the students 1521 02:32:10,179 --> 02:32:12,459 as well, with the new schedule to have 1522 02:32:12,459 --> 02:32:16,659 positive outcomes for our students, to have increases, 1523 02:32:16,659 --> 02:32:19,779 it's tremendously proud of us and proud of our teachers 1524 02:32:19,779 --> 02:32:21,270 proud of our students. 1525 02:32:21,270 --> 02:32:22,755 We're excited about that. 1526 02:32:22,755 --> 02:32:25,699 I'm going to hand it over to Ben Cauley 1527 02:32:25,699 --> 02:32:28,323 our director of Reporting and Research. 1528 02:32:28,323 --> 02:32:34,923 And he's going to take us through a couple of graphs. 1529 02:32:38,584 --> 02:32:40,709 >> Bob kind of Stole all the highlights on me here. 1530 02:32:40,709 --> 02:32:42,425 I'm going to take you on very high level 1531 02:32:42,425 --> 02:32:45,539 through a number of the accountability measures. 1532 02:32:45,539 --> 02:32:47,939 Beginning with school growth. 1533 02:32:48,779 --> 02:32:51,390 Let me kind of walk you around these charts. 1534 02:32:51,390 --> 02:32:53,859 They're all organized in the same way. 1535 02:32:53,859 --> 02:32:55,491 They're banded by groups. 1536 02:32:55,491 --> 02:33:00,179 In this case, the categories are how the Eva statistical model 1537 02:33:00,179 --> 02:33:04,379 categorizes schools in their overall growth measure. 1538 02:33:04,819 --> 02:33:08,171 So we've got not met and met exceeded. 1539 02:33:08,171 --> 02:33:11,945 Left to right we've got the 2324 school year. 1540 02:33:11,945 --> 02:33:12,885 The 24256. 1541 02:33:12,885 --> 02:33:17,419 In the gray bar, in each of the several charts, 1542 02:33:17,419 --> 02:33:19,771 will represent the state challenge. 1543 02:33:19,771 --> 02:33:22,321 The first is a percent of schools 1544 02:33:22,321 --> 02:33:24,279 that fell into each of these growth categories. 1545 02:33:24,279 --> 02:33:29,765 You'll notice we had 77.8% of our schools on a meet or exceed 1546 02:33:29,765 --> 02:33:32,639 growth in the last year. 1547 02:33:32,639 --> 02:33:37,971 They exceeded number is higher than the state average. 1548 02:33:37,971 --> 02:33:43,239 Now I'm going to kind of dial it up to the letter grades. 1549 02:33:43,239 --> 02:33:46,251 The growth percentage of the formula is only 20% 1550 02:33:46,251 --> 02:33:48,939 of the overall accountability model. 1551 02:33:48,939 --> 02:33:52,237 Following this slide we'll go through a lot 1552 02:33:52,237 --> 02:33:53,564 of the proficiency. 1553 02:33:53,564 --> 02:33:54,629 Charts. 1554 02:33:54,629 --> 02:33:59,627 We only have three groups here because as Doctor Wales 1555 02:33:59,627 --> 02:34:03,590 mentioned, we didn't have any schools that earned an F or a D 1556 02:34:03,590 --> 02:34:04,139 letter grade. 1557 02:34:04,139 --> 02:34:06,235 We've got A B and C letter grades. 1558 02:34:06,235 --> 02:34:08,839 The majority of our schools scoring 1559 02:34:08,839 --> 02:34:13,145 or I guess earning a letter grade of B. 83.4%. 1560 02:34:13,145 --> 02:34:18,619 All of our schools are either an A or a B and as Doctor Bales 1561 02:34:18,619 --> 02:34:22,379 mentioned, we were very close to having a few more schools earn 1562 02:34:22,379 --> 02:34:22,879 A's. 1563 02:34:22,879 --> 02:34:26,891 The other side of that too is the growth for those schools 1564 02:34:26,891 --> 02:34:29,527 was improved by a little bit and it 1565 02:34:29,527 --> 02:34:33,635 would take even less of the scores that he mentioned. 1566 02:34:33,635 --> 02:34:37,419 Now we'll kind of dial it back down to the 80% of the formula 1567 02:34:37,419 --> 02:34:38,973 and talk about percent proficient. 1568 02:34:38,973 --> 02:34:40,736 In this case we're going to start 1569 02:34:40,736 --> 02:34:45,439 by talking about EOG scores across courses and across grade 1570 02:34:45,439 --> 02:34:45,939 levels. 1571 02:34:45,939 --> 02:34:48,320 The categories here on this chart 1572 02:34:48,320 --> 02:34:52,347 are split up by reading grades three through eight. 1573 02:34:52,347 --> 02:34:55,590 That's where they give EOG. 1574 02:34:55,590 --> 02:34:57,395 Grades three through eight. 1575 02:34:57,395 --> 02:35:00,592 Then science just fifth and eighth grade. 1576 02:35:00,592 --> 02:35:02,582 The only two with Science. 1577 02:35:02,582 --> 02:35:05,585 Again, I'll point out on this chart over the next few charts 1578 02:35:05,585 --> 02:35:10,234 you'll see if there's a ribbon, if one of the columns 1579 02:35:10,234 --> 02:35:15,340 denotes a ribbon, they went over 3% point increase 1580 02:35:15,779 --> 02:35:17,419 from the year prior. 1581 02:35:17,419 --> 02:35:19,739 In this case it was reading. 1582 02:35:19,739 --> 02:35:24,539 Grades three through eight went up 3.6 percentage points. 1583 02:35:25,990 --> 02:35:28,699 This next chart is still EOG. 1584 02:35:29,619 --> 02:35:33,789 But rather than talking about its composite across all tests, 1585 02:35:33,789 --> 02:35:36,150 but now it's split up in groups. 1586 02:35:36,150 --> 02:35:40,211 This has got reading, math and science all put together into it 1587 02:35:40,211 --> 02:35:40,879 across groups. 1588 02:35:40,879 --> 02:35:44,359 You'll see ribbons over several of our categories here. 1589 02:35:44,359 --> 02:35:48,590 Groups scored above three percentage points higher 1590 02:35:48,590 --> 02:35:49,925 than the year prior. 1591 02:35:49,925 --> 02:35:53,755 And as Doctor Bells pointed out, for EOG scores, 1592 02:35:53,755 --> 02:35:57,670 we were 2.9 percentage points higher overall 1593 02:35:57,670 --> 02:35:58,771 across all groups. 1594 02:35:58,771 --> 02:36:02,699 And our other three groups that the state breaks out, 1595 02:36:02,699 --> 02:36:05,990 I guess, economically disadvantaged 1596 02:36:06,139 --> 02:36:09,790 students, multilingual and students with disabilities. 1597 02:36:09,790 --> 02:36:13,190 We had a big increase in our economically disadvantaged 1598 02:36:13,190 --> 02:36:13,959 students. 1599 02:36:13,959 --> 02:36:18,159 4.9 percentage point increase from the year prior. 1600 02:36:18,859 --> 02:36:22,359 Now we'll move on to the EOC breakdown 1601 02:36:22,359 --> 02:36:25,891 and of course testing is English two. 1602 02:36:25,891 --> 02:36:26,931 Math one. 1603 02:36:26,931 --> 02:36:29,539 We broke out specifically math one in high school. 1604 02:36:29,539 --> 02:36:32,299 We didn't include math one over middle school 1605 02:36:32,299 --> 02:36:35,419 and then we have math three and biology. 1606 02:36:35,419 --> 02:36:40,563 If you notice, that was the year the test was reformed. 1607 02:36:40,563 --> 02:36:44,312 So there weren't scores for biology that year. 1608 02:36:44,312 --> 02:36:45,485 23, 24. 1609 02:36:45,485 --> 02:36:48,192 But science did increase in proficiency. 1610 02:36:48,192 --> 02:36:52,536 More than three points from the year prior, last year. 1611 02:36:52,536 --> 02:36:56,899 Now we'll do the same thing we did with the EOG scores. 1612 02:36:56,899 --> 02:37:00,699 They're a composite of all the EOC scores 1613 02:37:00,699 --> 02:37:03,720 but now divided by student group. 1614 02:37:03,720 --> 02:37:04,718 We have two groups. 1615 02:37:04,718 --> 02:37:07,274 Black and white student groups that scored higher 1616 02:37:07,274 --> 02:37:10,235 than the three percentage point goal 1617 02:37:10,235 --> 02:37:12,619 that we had from the year prior. 1618 02:37:12,619 --> 02:37:15,499 Finally our last three groups before we 1619 02:37:15,499 --> 02:37:17,899 talk about graduation rate. 1620 02:37:19,235 --> 02:37:25,235 Again, 80 ML and s w d, and in this case 1621 02:37:26,841 --> 02:37:29,459 it was the editors group that scored three percentage 1622 02:37:29,459 --> 02:37:30,139 points higher. 1623 02:37:30,139 --> 02:37:33,274 We have the four year cohort graduation rate. 1624 02:37:33,274 --> 02:37:36,107 This is the on time graduation rate. 1625 02:37:36,107 --> 02:37:37,909 Couldn't fit the ribbons on this one. 1626 02:37:37,909 --> 02:37:40,987 But the Latinx group did increase their graduation rate 1627 02:37:40,987 --> 02:37:43,987 by 35% from the year prior. 1628 02:37:46,379 --> 02:37:49,603 And it's also higher than the state average. 1629 02:37:49,603 --> 02:37:51,603 Which is nice. 1630 02:37:51,859 --> 02:37:55,262 Now our final three groups for four year 1631 02:37:55,262 --> 02:37:58,862 cohort graduation rate, again, editors, ML, 1632 02:37:59,423 --> 02:38:01,619 and students with disabilities. 1633 02:38:01,619 --> 02:38:04,899 You'll notice a massive spike in multilingual students 1634 02:38:04,899 --> 02:38:06,759 from years prior. 1635 02:38:06,759 --> 02:38:09,759 12.8 percentage points in Graduation rate. 1636 02:38:16,311 --> 02:38:20,500 And students with disabilities as well, 5.9 percentage 1637 02:38:20,500 --> 02:38:21,769 points higher. 1638 02:38:21,769 --> 02:38:24,190 >> This is just our discipline and this will be a more 1639 02:38:24,190 --> 02:38:25,645 comprehensive look. 1640 02:38:25,645 --> 02:38:31,450 We are not looking at all students, not just 1641 02:38:31,170 --> 02:38:32,795 students with disabilities here, you'll 1642 02:38:32,795 --> 02:38:36,459 see the number did raise slightly last year. 1643 02:38:36,459 --> 02:38:40,539 By about 20 or so students we saw more disciplined. 1644 02:38:40,539 --> 02:38:43,967 I'm attributing that to when we get to our attendance slide, 1645 02:38:43,967 --> 02:38:45,425 we did much better with attendance. 1646 02:38:45,425 --> 02:38:49,832 Not necessarily the case but, that is one possible piece. 1647 02:38:49,832 --> 02:38:54,419 You will see in terms of student groups 1648 02:38:54,419 --> 02:38:56,305 where we made some traction at was 1649 02:38:56,305 --> 02:38:58,763 with our black female students and our black male students. 1650 02:38:58,763 --> 02:39:02,190 Last year we looked at the data and it was down quite a bit 1651 02:39:02,190 --> 02:39:03,199 from years past. 1652 02:39:03,199 --> 02:39:06,264 One of the things we will continue to do 1653 02:39:06,264 --> 02:39:09,619 is look at some of the things we put in place there and try 1654 02:39:09,619 --> 02:39:12,239 to make sure they mirror some of those strategies 1655 02:39:12,239 --> 02:39:15,763 for our other student groups as well. 1656 02:39:15,763 --> 02:39:18,763 This is your earlier question. 1657 02:39:19,430 --> 02:39:23,129 Vice Chair Peters, in terms of disproportionality, 1658 02:39:23,129 --> 02:39:26,724 it is just for those particular groups? 1659 02:39:26,724 --> 02:39:27,224 No. 1660 02:39:27,224 --> 02:39:31,170 You'll see that multiracial male, multilingual students 1661 02:39:31,170 --> 02:39:32,309 and students with disabilities. 1662 02:39:32,309 --> 02:39:35,739 These are other areas where we see disproportionate suspensions 1663 02:39:35,739 --> 02:39:37,489 and again, I'm saying suspensions, 1664 02:39:37,489 --> 02:39:39,599 but it's actually just discipline. 1665 02:39:39,599 --> 02:39:41,999 It's not necessarily suspension. 1666 02:39:45,139 --> 02:39:48,995 We look not just at the discipline data 1667 02:39:48,995 --> 02:39:51,809 by incident we also look at what students are saying to us 1668 02:39:51,809 --> 02:39:55,290 and we do that in a couple of ways but one of the ways 1669 02:39:55,290 --> 02:39:58,639 we do that is by Panorama student Survey. 1670 02:39:58,639 --> 02:40:01,579 We ask students, what is your experience here? 1671 02:40:01,579 --> 02:40:04,277 Do you feel a sense of belonging here? 1672 02:40:04,277 --> 02:40:06,691 Do you have a good relationship with your teacher? 1673 02:40:06,691 --> 02:40:10,139 We know these are all pieces that can mitigate discipline 1674 02:40:10,139 --> 02:40:14,449 when you have a good or favorable experience in school. 1675 02:40:14,449 --> 02:40:16,805 You're less likely to have discipline issues. 1676 02:40:16,805 --> 02:40:20,699 These are the kind of questions we ask our students 1677 02:40:20,699 --> 02:40:23,599 and you'll see here, there's some things 1678 02:40:23,599 --> 02:40:26,290 we'll continue to focus on this year for our planning 1679 02:40:26,290 --> 02:40:27,249 and programing. 1680 02:40:27,249 --> 02:40:29,947 Our teacher and student relationships. 1681 02:40:29,947 --> 02:40:31,981 Specifically at the high school level. 1682 02:40:31,981 --> 02:40:34,285 One of the things we are beginning to talk about 1683 02:40:34,285 --> 02:40:37,259 as a team is teacher student relationships 1684 02:40:37,259 --> 02:40:40,259 aren't necessarily natural for everyone. 1685 02:40:43,939 --> 02:40:47,489 How do we give adults the skills and sometimes students 1686 02:40:47,489 --> 02:40:49,747 the skills to have those relationships with students. 1687 02:40:49,747 --> 02:40:52,100 The other piece we want to take a look at 1688 02:40:52,100 --> 02:40:53,539 is a sense of belonging. 1689 02:40:53,539 --> 02:40:55,325 Specifically at the high school level 1690 02:40:55,325 --> 02:40:57,299 thinking about how do we get students engaged 1691 02:40:57,299 --> 02:41:01,739 in clubs and activities and other outside of school 1692 02:41:01,739 --> 02:41:04,110 activities because we know that's where students begin 1693 02:41:04,110 --> 02:41:06,178 to feel that sense of belonging if they don't get it 1694 02:41:06,178 --> 02:41:10,869 in the classroom with a teacher, how do you also get that? 1695 02:41:10,869 --> 02:41:13,659 We believe in working with those two, 1696 02:41:13,659 --> 02:41:16,659 we'll increase the school climate. 1697 02:41:16,803 --> 02:41:21,300 And our partners with panorama, in terms 1698 02:41:21,110 --> 02:41:24,365 of our elementary school, it looked really nice 1699 02:41:24,365 --> 02:41:27,139 in terms of the national norms for those numbers. 1700 02:41:27,139 --> 02:41:30,350 With attendance, and we are here again, 1701 02:41:30,350 --> 02:41:33,819 this is an area we elected to work on. 1702 02:41:33,819 --> 02:41:36,531 Probably our second year into the strategic plan. 1703 02:41:36,531 --> 02:41:39,403 We didn't initially have a goal around attendance 1704 02:41:39,403 --> 02:41:42,187 when we went into the strategic plan. 1705 02:41:42,187 --> 02:41:45,750 But our board at the time and our district leaders 1706 02:41:45,750 --> 02:41:46,809 felt like it was important to have one 1707 02:41:46,809 --> 02:41:48,267 because we were coming out of COVID 1708 02:41:48,267 --> 02:41:50,547 and there was some reculturing we needed 1709 02:41:50,547 --> 02:41:54,731 to do with people around school and attendance and being here. 1710 02:41:54,731 --> 02:41:58,379 We did end up making goals around attendance at that time. 1711 02:41:58,379 --> 02:42:01,830 You can see that really once we started making those goals 1712 02:42:01,830 --> 02:42:03,900 and being more intentional with that, 1713 02:42:03,900 --> 02:42:06,319 the work with our school social workers, 1714 02:42:06,319 --> 02:42:08,699 support staff, then our attendance 1715 02:42:08,699 --> 02:42:11,327 for satisfactory attendance has gone up 1716 02:42:11,327 --> 02:42:14,969 and then what we want to see is our severe and chronic 1717 02:42:14,969 --> 02:42:18,659 attendance gone down period that has been really across the board 1718 02:42:18,659 --> 02:42:21,899 and for every student group as well. 1719 02:42:21,899 --> 02:42:24,699 We're moving in the right direction. 1720 02:42:24,699 --> 02:42:27,527 The other piece here in terms of attendance, 1721 02:42:27,527 --> 02:42:31,787 you'll see just our overall attendance period probably two 1722 02:42:31,787 --> 02:42:34,307 years ago we started to put in place an actual goal 1723 02:42:34,307 --> 02:42:36,925 for attendance and what that was was 1724 02:42:36,925 --> 02:42:41,349 we worked with our research and data division 1725 02:42:41,349 --> 02:42:45,445 to determine what were the strong attendance rate 1726 02:42:45,445 --> 02:42:48,499 and what would make a student have better outcomes 1727 02:42:48,499 --> 02:42:51,407 in school period that's when we hug our head in terms 1728 02:42:51,407 --> 02:42:52,676 of attendance goal. 1729 02:42:52,676 --> 02:42:56,519 We are at 85% there in terms of our students. 1730 02:42:56,519 --> 02:42:59,539 You'll see that number has gone up. 1731 02:42:59,539 --> 02:43:02,419 We focused a couple years back on lots of incentives 1732 02:43:02,419 --> 02:43:06,979 in terms of parking passes and exam exemptions. 1733 02:43:06,979 --> 02:43:11,739 Lots of other carrots for students the research 1734 02:43:11,739 --> 02:43:13,184 will tell you that as well. 1735 02:43:13,184 --> 02:43:16,419 Some of it is carrots that will help students come to school. 1736 02:43:16,419 --> 02:43:19,339 The other piece we focus on with our elementary school age 1737 02:43:19,339 --> 02:43:22,309 students is that there's a lot of parent engagement. 1738 02:43:22,309 --> 02:43:24,670 The other thing is, and we mentioned this 1739 02:43:24,670 --> 02:43:27,670 in terms of academic data, we have some schools 1740 02:43:27,670 --> 02:43:29,799 that are almost very close to the gold standard, which 1741 02:43:29,799 --> 02:43:31,299 is about 95%. 1742 02:43:31,299 --> 02:43:34,579 We have probably about five of our elementary schools 1743 02:43:34,579 --> 02:43:37,779 that are very close within 1 or 2 points of 95%, 1744 02:43:37,779 --> 02:43:39,947 in terms of their attendance. 1745 02:43:39,947 --> 02:43:44,230 In terms of attendance, the work we will continue to do 1746 02:43:44,230 --> 02:43:46,192 is we have an attendance campaign 1747 02:43:46,192 --> 02:43:48,592 we're working with collaboration, 1748 02:43:48,599 --> 02:43:50,579 with our communications team. 1749 02:43:50,579 --> 02:43:53,259 It will be on the radio really soon talking about our message 1750 02:43:53,259 --> 02:43:56,579 in terms of your presence matters at school. 1751 02:43:56,579 --> 02:44:00,587 Our social workers, a group of our social workers 1752 02:44:00,587 --> 02:44:03,779 will be their, in addition to our director of Preventative 1753 02:44:03,779 --> 02:44:08,579 and Wellness services, who's new to our team. 1754 02:44:08,679 --> 02:44:13,691 She's formerly our assistant principal over at Chapel Hill 1755 02:44:13,691 --> 02:44:14,683 High School. 1756 02:44:14,683 --> 02:44:17,799 We will also be reviewing the parent notification 1757 02:44:17,799 --> 02:44:20,395 and the alert process for absences. 1758 02:44:20,395 --> 02:44:21,401 We want -- 1759 02:44:21,401 --> 02:44:24,269 one of the things we did a little digging around is you 1760 02:44:24,269 --> 02:44:27,459 don't get an alert until probably 6:00 that day in some 1761 02:44:27,459 --> 02:44:29,370 instances for parents around absences. 1762 02:44:29,370 --> 02:44:35,190 How can we make that a little bit more in real time. 1763 02:44:35,190 --> 02:44:39,923 We want to make sure we give more alerts to that. 1764 02:44:39,923 --> 02:44:43,205 We're giving some more attention to that process. 1765 02:44:43,205 --> 02:44:46,779 In terms of our attendance teams, 1766 02:44:46,779 --> 02:44:49,479 our schools received a Pre-list this year. 1767 02:44:49,479 --> 02:44:52,569 Came into the year knowing who had chronic and severe absences. 1768 02:44:52,569 --> 02:44:56,147 Met with those families prior to the start of the school year. 1769 02:44:56,147 --> 02:44:58,430 They have case managers. 1770 02:44:58,430 --> 02:44:58,835 Attendance letters. 1771 02:44:58,835 --> 02:45:00,899 There's a lot of collaboration there. 1772 02:45:00,899 --> 02:45:04,659 Our next steps for these two respective areas 1773 02:45:04,659 --> 02:45:06,251 are to just continue collaborating 1774 02:45:06,251 --> 02:45:09,139 with EC in terms of our disproportionality work 1775 02:45:09,139 --> 02:45:12,339 until we know that they'll drive some of our discipline 1776 02:45:12,339 --> 02:45:13,179 down as well. 1777 02:45:13,179 --> 02:45:16,910 We want to ensure there's some fidelity to our interventions 1778 02:45:16,910 --> 02:45:17,435 in the code of conduct. 1779 02:45:17,435 --> 02:45:19,299 We're kicking off our attendance campaign 1780 02:45:19,299 --> 02:45:23,459 and ensuring the schools have clear goals around attendance. 1781 02:45:23,459 --> 02:45:27,590 Avid, our partnership with instructional division, 1782 02:45:28,219 --> 02:45:33,619 there is a stranded Abbott with around relational capacity. 1783 02:45:34,849 --> 02:45:36,432 Not everyone understands what it means 1784 02:45:36,432 --> 02:45:39,127 to build a good healthy relationship with a kid. 1785 02:45:39,127 --> 02:45:42,610 And sometimes kids that don't look like you. 1786 02:45:42,610 --> 02:45:44,779 How do we really make sure that happens. 1787 02:45:44,779 --> 02:45:49,351 We're going to continue to do some work around that. 1788 02:45:49,351 --> 02:45:53,910 And lastly, I was just there today, 1789 02:45:53,910 --> 02:45:57,171 but our CARES team, different community outreach programs, 1790 02:45:57,171 --> 02:46:00,395 how do we continue to increase our outside school partnerships 1791 02:46:00,395 --> 02:46:03,299 to ensure we have greater wraparound services 1792 02:46:03,299 --> 02:46:04,175 for our students. 1793 02:46:04,175 --> 02:46:05,809 That's some of the work we're looking 1794 02:46:05,809 --> 02:46:07,699 at around school discipline. 1795 02:46:07,699 --> 02:46:10,650 I'll end with this slide Perkins our strategic plan. 1796 02:46:10,650 --> 02:46:15,727 This is the year we are going to sunset our strategic plan, 2027. 1797 02:46:15,727 --> 02:46:21,127 A lot of work has been done around some 1798 02:46:22,475 --> 02:46:27,875 of our strategic actions where we target some cases 1799 02:46:28,139 --> 02:46:32,669 and talk a lot about what has this board been 1800 02:46:32,669 --> 02:46:34,619 able to accomplish in the last five years. 1801 02:46:34,619 --> 02:46:39,971 We can imagine why some of those things are off target. 1802 02:46:39,971 --> 02:46:42,947 The goals we met are about 68% of the goals 1803 02:46:42,947 --> 02:46:44,412 we set out to achieve. 1804 02:46:44,412 --> 02:46:48,131 We have met with the strategic plan. 1805 02:46:48,131 --> 02:46:50,310 And that is more than a notion. 1806 02:46:50,310 --> 02:46:52,899 A lot of times school districts don't necessarily 1807 02:46:52,899 --> 02:46:55,139 actualize all of those pieces. 1808 02:46:55,139 --> 02:46:57,650 We will begin to sunset that plan. 1809 02:46:57,650 --> 02:46:59,219 Some of the work that is still outstanding 1810 02:46:59,219 --> 02:47:04,619 will likely roll over into the work we continue. 1811 02:47:09,384 --> 02:47:10,634 >> Thanks for the water break. 1812 02:47:10,634 --> 02:47:12,134 We wanted to take a quick look back. 1813 02:47:12,134 --> 02:47:15,272 We heard a lot of people ask, how are we doing since COVID? 1814 02:47:15,272 --> 02:47:18,643 We wanted to add a little bit of context. 1815 02:47:18,643 --> 02:47:22,211 Since we left for COVID and came back, 1816 02:47:22,211 --> 02:47:26,411 our Ela and science assessments have changed. 1817 02:47:26,499 --> 02:47:29,439 Just to note, we are not necessarily 1818 02:47:29,439 --> 02:47:32,750 comparing apples to apples as we definitely 1819 02:47:32,750 --> 02:47:35,199 do know these are different cohorts of students. 1820 02:47:35,199 --> 02:47:38,219 When we put this in here, a student 1821 02:47:38,219 --> 02:47:41,419 who was a kindergartner during that 1920 school year, 1822 02:47:41,419 --> 02:47:43,289 is now a seventh grader. 1823 02:47:43,289 --> 02:47:45,441 When we are looking at this data, 1824 02:47:45,441 --> 02:47:47,649 it's important to note that none of the students that 1825 02:47:47,649 --> 02:47:49,659 are currently in elementary school 1826 02:47:49,659 --> 02:47:54,990 were impacted by having to leave during a time period 1827 02:47:54,990 --> 02:47:57,179 when we look at our schools, eight of our schools 1828 02:47:57,179 --> 02:48:00,119 are above the 2019 proficiency levels. 1829 02:48:00,119 --> 02:48:02,699 Three additional schools are more than one point. 1830 02:48:02,699 --> 02:48:06,899 Elementary schools on average have returned to 2019. 1831 02:48:09,459 --> 02:48:12,363 In reality, there's one outlier school. 1832 02:48:12,363 --> 02:48:14,795 For the most part, we're above that average 1833 02:48:14,795 --> 02:48:16,549 for our elementary schools. 1834 02:48:16,549 --> 02:48:19,659 Our secondary schools do happen to remain three points 1835 02:48:19,659 --> 02:48:20,739 below 2019 averages. 1836 02:48:20,739 --> 02:48:24,125 To kind of look at a reference from the state, 1837 02:48:24,125 --> 02:48:25,632 there are about five points lower 1838 02:48:25,632 --> 02:48:27,579 and there's a couple of grade levels 1839 02:48:27,579 --> 02:48:30,234 that might be actually on level. 1840 02:48:30,234 --> 02:48:32,859 We're doing a little better than state average. 1841 02:48:32,859 --> 02:48:35,675 The district is high performing. 1842 02:48:35,675 --> 02:48:37,719 There's a lot to catch back up. 1843 02:48:37,719 --> 02:48:40,483 We're encouraged but also know we have a lot of work 1844 02:48:40,483 --> 02:48:41,559 to keep up with. 1845 02:48:41,559 --> 02:48:45,731 As we shared last year, one of our focus this past year 1846 02:48:45,731 --> 02:48:48,899 was on our multilingual learners and our students 1847 02:48:48,899 --> 02:48:49,649 with disabilities. 1848 02:48:49,649 --> 02:48:52,359 These were our TSI schools. 1849 02:48:52,359 --> 02:48:57,159 Those are designations based on either achievement, growth, 1850 02:48:57,987 --> 02:49:03,107 so we had seven of our 18 traditional schools were 1851 02:49:03,107 --> 02:49:07,307 identified as -- for students with disabilities. 1852 02:49:07,429 --> 02:49:10,979 Three of the schools were also identified 1853 02:49:10,979 --> 02:49:12,979 for multilingual learners. 1854 02:49:13,672 --> 02:49:16,685 I wanted to share a little bit about what 1855 02:49:16,685 --> 02:49:19,899 that looks like in terms of some of our other student groups. 1856 02:49:19,899 --> 02:49:22,464 If you're looking from left to right, 1857 02:49:22,464 --> 02:49:24,912 we look at the number of students that are enrolled. 1858 02:49:24,912 --> 02:49:29,876 The number of that group that are either in a student group 1859 02:49:29,876 --> 02:49:33,279 or being a student with disabilities 1860 02:49:33,279 --> 02:49:38,467 and that percentage, the reason I wanted to show this, 1861 02:49:38,467 --> 02:49:42,499 in terms of being intentional about our work 1862 02:49:42,499 --> 02:49:43,899 with our multi-language learners, 1863 02:49:43,899 --> 02:49:47,990 and our easy students, making sure we're 1864 02:49:47,990 --> 02:49:50,590 being very intentional with the professional development 1865 02:49:50,590 --> 02:49:50,645 we have. 1866 02:49:50,645 --> 02:49:52,116 The focus that we have. 1867 02:49:52,116 --> 02:49:54,187 I know we have a meeting tomorrow 1868 02:49:54,187 --> 02:49:56,739 to really talk about a PDU we're going 1869 02:49:56,739 --> 02:49:59,190 to be running with principals in October. 1870 02:49:59,190 --> 02:50:02,875 You can see there's a lot of overlap within those student 1871 02:50:02,875 --> 02:50:05,579 groups and when we're looking at the overall data, 1872 02:50:05,579 --> 02:50:08,119 we are focusing on those two groups 1873 02:50:08,119 --> 02:50:10,288 and being very intentional with those. 1874 02:50:10,288 --> 02:50:13,190 We're going to see some increases in those other student 1875 02:50:13,190 --> 02:50:14,760 groups as well. 1876 02:50:14,760 --> 02:50:19,139 I wanted to give you an idea, as a former math teacher, 1877 02:50:19,139 --> 02:50:22,156 you can make data look pretty good or really bad. 1878 02:50:22,156 --> 02:50:25,475 However you want to kind of look at it. 1879 02:50:25,475 --> 02:50:30,339 With all the data we have, there is something very positive. 1880 02:50:30,339 --> 02:50:33,859 Even our school's, when we were looking at the schools, that 1881 02:50:33,859 --> 02:50:38,619 maybe didn't meet growth last year, three of those students 1882 02:50:38,619 --> 02:50:41,579 did increase the number of students that were proficient. 1883 02:50:41,579 --> 02:50:43,729 That being a little bit with our ML students, 1884 02:50:43,729 --> 02:50:46,882 when we look at just our ML students, 1885 02:50:46,882 --> 02:50:49,792 this is the same type of graph that Ben showed, 1886 02:50:49,792 --> 02:50:53,790 on the right is our state averages 1887 02:50:53,790 --> 02:50:56,624 and when we look at that we go okay, 1888 02:50:56,624 --> 02:51:00,519 our ML students are not at the same proficiency 1889 02:51:00,519 --> 02:51:03,763 levels on average as our students throughout the state. 1890 02:51:03,763 --> 02:51:08,990 If you look at the bottom left here, look at our growth scores, 1891 02:51:08,990 --> 02:51:10,739 overall our ML students are meeting growth 1892 02:51:10,739 --> 02:51:13,190 and in math they're exceeding. 1893 02:51:13,190 --> 02:51:14,739 In science they're exceeding. 1894 02:51:14,739 --> 02:51:16,299 In reading they're meeting. 1895 02:51:16,299 --> 02:51:18,219 There is positive data. 1896 02:51:18,219 --> 02:51:20,368 We're working with the kids and we're getting them 1897 02:51:20,368 --> 02:51:21,285 where they need to be. 1898 02:51:21,285 --> 02:51:23,499 That doesn't mean the data on the right 1899 02:51:23,499 --> 02:51:25,930 is the only thing we have to look 1900 02:51:25,930 --> 02:51:27,930 at because we're going to flip that a little bit 1901 02:51:27,930 --> 02:51:27,872 on our next slide. 1902 02:51:27,872 --> 02:51:30,659 When we look at our students with disabilities. 1903 02:51:30,659 --> 02:51:32,819 They're doing a tremendous job again, 1904 02:51:32,819 --> 02:51:35,730 this is not to sit here and say there's bad data. 1905 02:51:35,730 --> 02:51:37,563 It's to say there's good data in everything. 1906 02:51:37,563 --> 02:51:42,739 If we look at this, across the board for almost 1907 02:51:42,739 --> 02:51:44,883 every single one of these subjects, 1908 02:51:44,883 --> 02:51:49,319 we are pretty above the state average, in terms of proficiency 1909 02:51:49,319 --> 02:51:51,309 period looking at it from this last year, 1910 02:51:51,309 --> 02:51:54,947 we met growth in math and science. 1911 02:51:54,947 --> 02:51:56,907 Did not in reading. 1912 02:51:56,907 --> 02:51:58,579 And did not overall. 1913 02:51:58,579 --> 02:52:02,339 Again, positive data to look at in terms of proficiency. 1914 02:52:02,339 --> 02:52:05,579 Growth is something I know we're continuing to work on. 1915 02:52:05,579 --> 02:52:08,515 It's kind of the flip story for ML students 1916 02:52:08,515 --> 02:52:10,944 and our students with disabilities. 1917 02:52:10,944 --> 02:52:13,809 It does give us an opportunity to make sure we're 1918 02:52:13,809 --> 02:52:15,572 intentional about the work. 1919 02:52:15,572 --> 02:52:18,952 Last year when we looked at those TSI schools in particular, 1920 02:52:18,952 --> 02:52:22,899 we saw about a 50% increase in the growth measures. 1921 02:52:22,899 --> 02:52:27,290 Three out of the five schools, both for ML, 1922 02:52:27,290 --> 02:52:31,299 and two out of the five for students with disabilities, 1923 02:52:31,299 --> 02:52:33,759 and then we showed a 70% increase in achievement 1924 02:52:33,759 --> 02:52:35,699 for those particular schools. 1925 02:52:35,699 --> 02:52:38,950 Remember this data that I showed you was across the district. 1926 02:52:38,950 --> 02:52:42,238 We were able to move a lot of that data. 1927 02:52:42,238 --> 02:52:45,190 I want to talk a little bit about, 1928 02:52:45,190 --> 02:52:46,567 because I know EC had their shots. 1929 02:52:46,567 --> 02:52:50,251 I want to make sure ML people have a little bit as well. 1930 02:52:50,251 --> 02:52:55,190 We piloted avid, Excel, and, the last couple of years, 1931 02:52:55,190 --> 02:52:56,705 at some of our secondary schools. 1932 02:52:56,705 --> 02:52:58,605 When we look at this data, we're going 1933 02:52:58,605 --> 02:53:00,611 to say those are high numbers or low numbers. 1934 02:53:00,611 --> 02:53:02,439 I don't know what that really means. 1935 02:53:02,439 --> 02:53:06,763 Overall we're looking at our students who are ML. 1936 02:53:06,763 --> 02:53:11,563 Their overall increase, you see gained at least 0.5 1937 02:53:12,830 --> 02:53:14,709 in the composite proficiency levels. 1938 02:53:14,709 --> 02:53:17,419 On average for students that are long term MLS, 1939 02:53:17,419 --> 02:53:21,614 you're looking at either a zero to a point two increase. 1940 02:53:21,614 --> 02:53:25,814 When we're seeing increases of 0.5, 0.6, overall increasing, 1941 02:53:26,419 --> 02:53:29,811 those are the things we want to see with those students. 1942 02:53:29,811 --> 02:53:35,587 Going more in depth, students that were in the Avid Excel 1943 02:53:35,587 --> 02:53:40,630 program, and then students that were not, and again, avid Excel, 1944 02:53:40,630 --> 02:53:43,699 it's kind of like a pipeline for our students in middle school 1945 02:53:43,699 --> 02:53:47,990 to eventually move into the avid elective in high school. 1946 02:53:47,990 --> 02:53:50,399 ML haven't necessarily had the growth that we 1947 02:53:50,399 --> 02:53:51,419 would like to have seen. 1948 02:53:51,419 --> 02:53:53,450 By the time they get to middle school 1949 02:53:53,450 --> 02:53:54,699 we are trying something different. 1950 02:53:54,699 --> 02:53:57,460 You see improvements in reading. 1951 02:53:57,460 --> 02:53:59,981 Reading growth of more than 0.5. 1952 02:53:59,981 --> 02:54:04,181 52% versus 31% if you're not in avid Excel. 1953 02:54:06,691 --> 02:54:09,739 Each of those measures shows an overall increase. 1954 02:54:09,739 --> 02:54:12,390 This was a pilot program the last two years. 1955 02:54:12,390 --> 02:54:14,979 It is a program we have extended across all four 1956 02:54:14,979 --> 02:54:17,759 of the middle schools this past year. 1957 02:54:17,759 --> 02:54:20,942 With all of this, we can sit here and look 1958 02:54:20,942 --> 02:54:22,670 at all the positive things. 1959 02:54:22,670 --> 02:54:25,619 But we also know there's always work to do. 1960 02:54:25,619 --> 02:54:28,371 When we're looking at narrowing our focus, 1961 02:54:28,371 --> 02:54:30,587 we want to make sure we're providing that structure 1962 02:54:30,587 --> 02:54:33,845 and support for those schools that didn't meet growth. 1963 02:54:33,845 --> 02:54:36,459 While those proficiency scores did go up, 1964 02:54:36,459 --> 02:54:39,445 I can tell you right now, each one of those principles 1965 02:54:39,445 --> 02:54:41,956 is not happy with not meeting growth for a year. 1966 02:54:41,956 --> 02:54:45,810 As a principal who has had that before, 1967 02:54:45,810 --> 02:54:47,488 it kind of gets your blood going. 1968 02:54:47,488 --> 02:54:49,363 We're going to do something really different. 1969 02:54:49,363 --> 02:54:53,187 I can also tell you, for some of those schools, the year before, 1970 02:54:53,187 --> 02:54:54,439 they exceeded growth. 1971 02:54:54,439 --> 02:54:55,915 They know what to do. 1972 02:54:55,915 --> 02:54:58,115 There's some circumstances in each of those schools. 1973 02:54:58,115 --> 02:55:00,707 They have some of those things. 1974 02:55:00,707 --> 02:55:03,459 But it's an opportunity to make sure we are increasing. 1975 02:55:03,459 --> 02:55:06,459 Like we shared last year, we're really 1976 02:55:06,459 --> 02:55:09,459 prioritizing our third grade reading 1977 02:55:09,719 --> 02:55:13,379 which is really high when we look at proficiency. 1978 02:55:13,379 --> 02:55:16,209 Maybe not so much when we're looking at growth. 1979 02:55:16,209 --> 02:55:20,859 Also looking at our eighth grade math and math one proficiency, 1980 02:55:20,859 --> 02:55:24,139 I know everyone on the board knows that's a focus of ours 1981 02:55:24,139 --> 02:55:26,605 and when we looked at our data from the last two years, 1982 02:55:26,605 --> 02:55:28,763 we've had about a seven point increase in each 1983 02:55:28,763 --> 02:55:29,959 of those subjects. 1984 02:55:29,959 --> 02:55:32,189 And we're meeting growth. 1985 02:55:32,189 --> 02:55:35,941 But, we're not to the levels we want to be yet. 1986 02:55:35,941 --> 02:55:39,399 As we do every year, making sure we're 1987 02:55:39,399 --> 02:55:43,371 making a very intentional focus on each of our student groups. 1988 02:55:43,371 --> 02:55:46,919 And then making sure we're monitoring. 1989 02:55:46,919 --> 02:55:50,659 We have an amazing director of reporting. 1990 02:55:50,659 --> 02:55:52,659 Academic coaches. 1991 02:55:53,799 --> 02:55:55,440 Working with principals. 1992 02:55:55,440 --> 02:55:59,565 To really dive into that data and make it make sense. 1993 02:55:59,565 --> 02:56:04,125 I think our coaches meeting was done at three. 1994 02:56:04,125 --> 02:56:07,492 At 345 they were still in there looking at the data, 1995 02:56:07,492 --> 02:56:12,853 we are excited to get more in depth in that data. 1996 02:56:12,853 --> 02:56:16,115 If we've got 35 tests that can make 1997 02:56:16,115 --> 02:56:19,715 us go from an A (indiscernible). 1998 02:56:26,390 --> 02:56:29,710 Again, using growth and proficiency data 1999 02:56:29,710 --> 02:56:31,684 to determine what additional supports are needed. 2000 02:56:31,684 --> 02:56:33,635 You've heard about it a lot. 2001 02:56:33,635 --> 02:56:37,739 But really making sure we are focusing on our big rocks. 2002 02:56:37,739 --> 02:56:39,605 How we teach. 2003 02:56:39,605 --> 02:56:41,565 How we support. 2004 02:56:41,565 --> 02:56:42,789 How we organize. 2005 02:56:42,789 --> 02:56:44,871 Just a reminder to the board and the community. 2006 02:56:44,871 --> 02:56:47,723 We spent the last year really diving into the principals 2007 02:56:47,723 --> 02:56:51,523 and this is year one of our three year plan for that. 2008 02:56:51,523 --> 02:56:54,190 We're also excited about our new standards. 2009 02:56:54,190 --> 02:56:55,667 As I say every time. 2010 02:56:55,667 --> 02:56:58,219 Thank you last time for the science adoption. 2011 02:56:58,219 --> 02:57:01,219 This spring you will see an Ela adoption. 2012 02:57:01,219 --> 02:57:05,731 We had about 80 people when we should have had 30. 2013 02:57:05,731 --> 02:57:11,990 We had a lot of people in this room, this week, diving 2014 02:57:11,990 --> 02:57:12,225 into that work. 2015 02:57:12,225 --> 02:57:14,467 What do we need to have to make sure we're 2016 02:57:14,467 --> 02:57:16,319 going to be as successful as possible 2017 02:57:16,319 --> 02:57:18,579 with our students moving forward. 2018 02:57:18,579 --> 02:57:22,779 Again, focusing on avid, districtwide peer continuing 2019 02:57:23,299 --> 02:57:27,390 the shifts with PLCs and MT s. 2020 02:57:27,390 --> 02:57:29,639 At the next board meeting we'll bring back 2021 02:57:29,639 --> 02:57:32,403 information about our curriculum management plan. 2022 02:57:32,403 --> 02:57:37,803 With that, I will open it up to questions. 2023 02:57:45,446 --> 02:57:48,446 >> I've got a few written. 2024 02:57:50,610 --> 02:57:51,235 >> I can start. 2025 02:57:51,235 --> 02:57:51,242 I had a couple questions on attendance 2026 02:57:51,242 --> 02:57:52,911 and then maybe I'll come back around. 2027 02:57:52,911 --> 02:57:56,511 I love that attendance is improving. 2028 02:57:56,711 --> 02:57:58,643 Right if the kids are there, there's 2029 02:57:58,643 --> 02:58:00,965 more opportunity for all the things to happen. 2030 02:58:00,965 --> 02:58:04,459 But I think that's a great starting point, 2031 02:58:04,459 --> 02:58:09,595 we really want to get the kids to love the creative ways 2032 02:58:09,595 --> 02:58:11,971 and we're seeing that growth because then we 2033 02:58:11,971 --> 02:58:14,307 can provide the students with what 2034 02:58:14,307 --> 02:58:16,525 they need whether it's intervention, 2035 02:58:16,525 --> 02:58:19,251 social emotional support, the whole thing. 2036 02:58:19,251 --> 02:58:20,302 I'm excited about it. 2037 02:58:20,302 --> 02:58:21,885 Obviously that means the team is going 2038 02:58:21,885 --> 02:58:26,190 to have to now work with more students on a daily basis. 2039 02:58:26,190 --> 02:58:29,192 Providing them the tools they need. 2040 02:58:29,192 --> 02:58:33,579 I'm curious at the high school, I've always wondered about this, 2041 02:58:33,579 --> 02:58:38,287 how are we looking at attendance now that we've got all the -- 2042 02:58:38,287 --> 02:58:42,439 we've had these options, but now more students are participating 2043 02:58:42,439 --> 02:58:47,603 in things like Durham Tech and like UNC and some of those 2044 02:58:47,603 --> 02:58:48,219 classes. 2045 02:58:48,219 --> 02:58:50,636 They're going to have more study halls potentially slotted 2046 02:58:50,636 --> 02:58:51,739 into their schedule. 2047 02:58:51,739 --> 02:58:55,219 I've observed this personally where the kid had two study 2048 02:58:55,219 --> 02:58:58,619 halls because they were taking the max of Durham tech classes 2049 02:58:58,619 --> 02:59:00,565 and things like that. 2050 02:59:00,565 --> 02:59:05,721 Is that dinged against us or how are we treating it because -- 2051 02:59:05,721 --> 02:59:08,203 or study halls aren't factored in? 2052 02:59:08,203 --> 02:59:10,203 I'm just curious. 2053 02:59:10,435 --> 02:59:12,479 Just making sure we're not inadvertently 2054 02:59:12,479 --> 02:59:14,779 digging ourselves with attendance, 2055 02:59:14,779 --> 02:59:18,899 with some of these additional pathways for students. 2056 02:59:18,899 --> 02:59:20,133 >> I do not believe so. 2057 02:59:20,133 --> 02:59:21,125 I don't believe we are. 2058 02:59:21,125 --> 02:59:23,852 We do take attendance in those sections. 2059 02:59:23,852 --> 02:59:28,790 But I think what I hear you saying 2060 02:59:28,790 --> 02:59:30,579 a little bit is we're starting to get into period attendance 2061 02:59:30,579 --> 02:59:32,961 and what do we count a full day when 2062 02:59:32,961 --> 02:59:34,539 we look at attendance period that's 2063 02:59:34,539 --> 02:59:36,263 kind of what that question is. 2064 02:59:36,263 --> 02:59:39,463 Right now it's a half day is what 2065 02:59:39,463 --> 02:59:41,312 we consider like you've been in school 2066 02:59:41,312 --> 02:59:44,552 and that's how we get to that number. 2067 02:59:44,552 --> 02:59:45,743 >> I'm just curious. 2068 02:59:45,743 --> 02:59:47,472 You see kids taking more and more 2069 02:59:47,472 --> 02:59:49,419 and I don't know what the max is, 2070 02:59:49,419 --> 02:59:53,568 but if they end up with three periods allotted for, 2071 02:59:53,568 --> 02:59:56,719 because now they're taking so many derm tech classes 2072 02:59:56,719 --> 02:59:59,696 and like you and see on campus, they 2073 02:59:59,696 --> 03:00:04,919 would end up with potentially three study hall classes. 2074 03:00:04,919 --> 03:00:07,883 That's just something for us to think about. 2075 03:00:07,883 --> 03:00:10,281 We might find ourselves with a lot 2076 03:00:10,281 --> 03:00:13,483 of kids who are taking advantage of all those pathways, which 2077 03:00:13,483 --> 03:00:14,507 is great. 2078 03:00:14,507 --> 03:00:17,881 I just want to make sure -- 2079 03:00:17,881 --> 03:00:20,305 I was wondering if somebody who got a lot of attendance 2080 03:00:20,305 --> 03:00:21,659 calls every single day. 2081 03:00:21,659 --> 03:00:24,659 I had to throw out the ones that were like red herrings 2082 03:00:24,659 --> 03:00:30,659 and focus on the ones that were actual attendance calls. 2083 03:00:31,179 --> 03:00:36,139 Melinda comment it looks like you've got a question. 2084 03:00:36,139 --> 03:00:38,645 >> Also, about attendance, I think the stuff you're doing is 2085 03:00:38,645 --> 03:00:41,105 great and I also appreciate you're not doing not great 2086 03:00:41,105 --> 03:00:41,605 stuff. 2087 03:00:41,605 --> 03:00:43,872 I think there's a lot of research about what works 2088 03:00:43,872 --> 03:00:45,285 and what doesn't work. 2089 03:00:45,285 --> 03:00:47,999 You're not doing any of the stuff that doesn't work. 2090 03:00:47,999 --> 03:00:48,632 That's great. 2091 03:00:48,632 --> 03:00:50,459 I had a question about math one. 2092 03:00:50,459 --> 03:00:52,675 I had to look at those two slides 2093 03:00:52,675 --> 03:00:54,919 a million times to figure it out. 2094 03:00:54,919 --> 03:00:58,509 It seems like they went up for a career in college ready but down 2095 03:00:58,509 --> 03:00:59,979 for overall proficiency. 2096 03:00:59,979 --> 03:01:00,919 Is that right? 2097 03:01:00,919 --> 03:01:04,185 The number of kids who got fours and fives went up. 2098 03:01:04,185 --> 03:01:08,985 But the number of kids who got -- 2099 03:01:14,153 --> 03:01:15,861 >> Math one is very difficult to look at. 2100 03:01:15,861 --> 03:01:19,932 My team would have said please do not present any slides. 2101 03:01:19,932 --> 03:01:24,390 But the slide deck was focusing on our high school students. 2102 03:01:24,390 --> 03:01:28,152 When students enter into sixth grade they get the choice of, 2103 03:01:28,152 --> 03:01:32,130 do you want to start in math six or advanced Math six? 2104 03:01:32,130 --> 03:01:35,569 If you go on the advanced math pathway, 2105 03:01:35,569 --> 03:01:37,787 you take math one in middle school. 2106 03:01:37,787 --> 03:01:40,683 If you're on the standard six, you 2107 03:01:40,683 --> 03:01:43,139 would take math one in high school. 2108 03:01:43,139 --> 03:01:44,999 That's where that divvies out a little bit. 2109 03:01:44,999 --> 03:01:48,700 We probably have 55 to 60% of our students 2110 03:01:48,700 --> 03:01:50,739 that self-select to go on the advanced pathway. 2111 03:01:50,739 --> 03:01:53,507 Where I do think across the state 2112 03:01:53,507 --> 03:01:56,507 we're looking at more, 20 to 30%. 2113 03:01:57,241 --> 03:02:00,762 It is a different data set to necessarily look at. 2114 03:02:00,762 --> 03:02:04,967 In one respect I'm glad we are pushing our students and saying, 2115 03:02:04,967 --> 03:02:06,667 make sure you try this. 2116 03:02:06,667 --> 03:02:10,499 Early instead of later on telling them. 2117 03:02:10,499 --> 03:02:15,190 There is a lot of talent mining in fifth grade. 2118 03:02:15,190 --> 03:02:17,219 And the beginning of a sixth grade. 2119 03:02:17,219 --> 03:02:20,750 To make sure we have the students on the right pathway. 2120 03:02:20,750 --> 03:02:23,419 Not to minimize the scores that we have. 2121 03:02:23,419 --> 03:02:26,281 It is encouraging to see that when we break it down. 2122 03:02:26,281 --> 03:02:27,799 We have had some growth. 2123 03:02:27,799 --> 03:02:31,176 Again, we want it to be the same as we're 2124 03:02:31,176 --> 03:02:33,432 seeing in the other grades. 2125 03:02:33,432 --> 03:02:35,590 >> Sorry, a quick follow up. 2126 03:02:35,590 --> 03:02:39,259 One of the things that seems great about the block schedule 2127 03:02:39,259 --> 03:02:41,203 is more classes. 2128 03:02:41,203 --> 03:02:45,830 Are you getting more kids taking foundations of math one, 2129 03:02:45,830 --> 03:02:48,423 and if so, do we see that as having a positive impact 2130 03:02:48,423 --> 03:02:51,423 on the math one scores? 2131 03:02:51,659 --> 03:02:53,587 >> We did not have more students take it. 2132 03:02:53,587 --> 03:02:55,859 Again, that may be something as we're 2133 03:02:55,859 --> 03:02:57,752 looking at that data and diving a little bit 2134 03:02:57,752 --> 03:03:00,709 deeper to say like if that made that impact. 2135 03:03:00,709 --> 03:03:06,109 Maybe encouraged a little bit more instead of self-selecting. 2136 03:03:10,267 --> 03:03:12,725 >> Thank you for the enormous amount of data but I think it 2137 03:03:12,725 --> 03:03:16,132 was really good for us and the public watching to hear all 2138 03:03:16,132 --> 03:03:17,390 of this. 2139 03:03:17,390 --> 03:03:18,879 My first question -- 2140 03:03:18,879 --> 03:03:21,525 I want to say thank you for working on the attendance calls 2141 03:03:21,525 --> 03:03:24,615 because that was a bit of a mess when my son was in school. 2142 03:03:24,615 --> 03:03:28,755 Actually got one day he was home sick and we didn't get 2143 03:03:28,755 --> 03:03:30,427 a call, which was interesting. 2144 03:03:30,427 --> 03:03:34,390 One of the first questions I had one 2145 03:03:34,390 --> 03:03:35,979 of the things that came up earlier, 2146 03:03:35,979 --> 03:03:38,339 was the idea that data block scheduling, 2147 03:03:38,339 --> 03:03:40,969 we may have fewer disciplinary referrals 2148 03:03:40,969 --> 03:03:49,369 do we have any data to show that yet, or is it too early? 2149 03:03:51,948 --> 03:03:52,167 >> I know we've looked at it, just at a glance. 2150 03:03:52,167 --> 03:03:53,669 A lot of the discipline referrals 2151 03:03:53,669 --> 03:03:59,690 that were in previous years were during class changes. 2152 03:03:59,405 --> 03:04:02,774 Those opportunities are not there as much. 2153 03:04:02,774 --> 03:04:05,990 We traditionally don't see the behavior 2154 03:04:05,990 --> 03:04:06,979 within the classroom itself. 2155 03:04:06,979 --> 03:04:10,585 There are occasions, but it's really during, 2156 03:04:10,585 --> 03:04:14,185 there's 1600 kids in the hallway time. 2157 03:04:14,459 --> 03:04:17,469 >> I also have a question about the panoramic survey data. 2158 03:04:17,469 --> 03:04:20,670 Particularly at the secondary level. 2159 03:04:20,670 --> 03:04:23,165 Are we able to compare that to other schools 2160 03:04:23,165 --> 03:04:25,907 in the state that are maybe doing that survey? 2161 03:04:25,907 --> 03:04:31,307 I'm curious about how ours looked to other districts. 2162 03:04:33,467 --> 03:04:35,259 >> I think what we can do is more national, 2163 03:04:35,259 --> 03:04:38,990 because it's more of a national assessment. 2164 03:04:38,990 --> 03:04:41,699 Not everyone has to adopt Panorama. 2165 03:04:48,524 --> 03:04:51,107 >> I would like to piggyback a little bit on what Melinda just 2166 03:04:51,107 --> 03:04:52,190 said in terms of panorama. 2167 03:04:52,190 --> 03:04:54,859 I've often wondered why we are using panorama here 2168 03:04:54,859 --> 03:04:59,110 in our district as opposed to the Risk Behavior Survey. 2169 03:04:59,110 --> 03:05:01,771 The DPI has set up. 2170 03:05:01,771 --> 03:05:05,499 That's something I've been wondering for years. 2171 03:05:05,499 --> 03:05:07,150 Orange County schools use at. 2172 03:05:07,150 --> 03:05:08,539 A lot of our other districts. 2173 03:05:08,539 --> 03:05:10,802 I know there are lots of other numbers 2174 03:05:10,802 --> 03:05:13,980 and lot of our other districts. 2175 03:05:13,980 --> 03:05:17,180 I know there are lots of numbers and data pieces and points that 2176 03:05:17,180 --> 03:05:20,748 you can get from looking at that that it is recommended and -- 2177 03:05:20,748 --> 03:05:24,448 there's a lot of health and wellness and tell some stories 2178 03:05:24,448 --> 03:05:29,832 that students really -- maybe not the way that panorama is 2179 03:05:29,832 --> 03:05:30,332 accessed. 2180 03:05:30,332 --> 03:05:33,308 I wonder is there a cost difference? 2181 03:05:33,308 --> 03:05:37,388 Would there be a savings if we use what DPI has? 2182 03:05:37,388 --> 03:05:39,764 As I have it prepared? 2183 03:05:39,764 --> 03:05:43,441 Are there answers to questions that we may not 2184 03:05:43,441 --> 03:05:47,468 have been asking that we need to be asking by youth risk? 2185 03:05:47,468 --> 03:05:49,794 I will say I'm asking that for a reason, 2186 03:05:49,794 --> 03:05:53,788 to say that I'm in spaces where youth risk -- 2187 03:05:53,788 --> 03:05:57,280 every two years and there's some organizations that actually wait 2188 03:05:57,280 --> 03:06:00,804 for those numbers to come out to see if there's grant funding 2189 03:06:00,804 --> 03:06:04,588 to help districts work on those things that come out with those 2190 03:06:04,588 --> 03:06:06,588 statistics. 2191 03:06:07,748 --> 03:06:10,748 >> I was asked to look at that this year because we did move 2192 03:06:10,748 --> 03:06:15,468 away from the youth risk assessment prior to my work 2193 03:06:15,468 --> 03:06:15,994 here. 2194 03:06:15,994 --> 03:06:20,160 One of the things that we have -- 2195 03:06:20,160 --> 03:06:23,421 and that would give us a more state look at things. 2196 03:06:23,421 --> 03:06:25,968 We also know they use it for grants. 2197 03:06:25,968 --> 03:06:29,880 There was a decision to move away from it because during 2198 03:06:29,880 --> 03:06:34,134 a time when we were -- the parents Bill of rights -- 2199 03:06:34,134 --> 03:06:37,978 we should not be asking some of those questions. 2200 03:06:37,978 --> 03:06:40,688 We initially moved away from it. 2201 03:06:40,688 --> 03:06:42,428 And there was also an idea that we didn't 2202 03:06:42,428 --> 03:06:44,908 want to be given two surveys. 2203 03:06:44,908 --> 03:06:46,708 That was the other rationale. 2204 03:06:46,708 --> 03:06:49,651 We worked with our attorney to make sure 2205 03:06:49,651 --> 03:06:51,828 that our Panorama questions now mirror 2206 03:06:51,828 --> 03:06:55,953 some of the questions in the youth risk Behavior Assessment. 2207 03:06:55,953 --> 03:06:58,276 It's still going to give us a challenge that we're not 2208 03:06:58,276 --> 03:07:00,888 going to have the data in terms of North Carolina, 2209 03:07:00,888 --> 03:07:03,322 so that will be one thing. 2210 03:07:03,322 --> 03:07:08,860 We do have a little different, more tailored survey this year 2211 03:07:08,860 --> 03:07:10,804 and that we're asking some of the questions -- 2212 03:07:10,804 --> 03:07:13,828 that our student services has worked with. 2213 03:07:13,828 --> 03:07:17,676 >> It is accurate that when the parents Bill of rights was first 2214 03:07:17,676 --> 03:07:22,181 passed, the youth Risk Behavior Survey didn't align with 2215 03:07:22,181 --> 03:07:25,828 the legislature had to go back and amend the law to allow that 2216 03:07:25,828 --> 03:07:27,680 behavior survey. 2217 03:07:27,680 --> 03:07:30,532 But in that interim there was a lot of concerns from districts 2218 03:07:30,532 --> 03:07:34,348 not wanting to run afoul of the parents Bill of rights. 2219 03:07:34,348 --> 03:07:37,948 That doesn't mean you can't reconsider. 2220 03:07:37,948 --> 03:07:40,771 >> Have we not already stopped using it at that point? 2221 03:07:40,771 --> 03:07:42,771 I think so. 2222 03:07:42,934 --> 03:07:45,934 >> A little bit of both. 2223 03:07:46,668 --> 03:07:48,668 >> 2017, somewhere in there. 2224 03:07:54,387 --> 03:07:56,387 >> Any other questions? 2225 03:07:56,548 --> 03:07:59,561 Well, thank you so much for the presentation. 2226 03:07:59,561 --> 03:08:02,340 It was a lot and obviously I know 2227 03:08:02,340 --> 03:08:05,422 they expanded presentations attached to the agenda as well. 2228 03:08:05,422 --> 03:08:06,725 So thank you. 2229 03:08:06,725 --> 03:08:10,325 This is a work session item. 2230 03:08:10,528 --> 03:08:15,420 And so I can read the spiel about public comments, 2231 03:08:15,420 --> 03:08:18,620 but if anyone would like to make a public comment on the work 2232 03:08:18,620 --> 03:08:20,321 session item -- 2233 03:08:20,321 --> 03:08:22,721 I don't see anyone. 2234 03:08:23,588 --> 03:08:25,988 Thank you so much. 2235 03:08:26,468 --> 03:08:29,468 Yes, you can email us. 2236 03:08:30,734 --> 03:08:33,734 We always read your emails. 2237 03:08:37,588 --> 03:08:42,548 And our last item on the agenda our committee reports. 2238 03:08:42,548 --> 03:08:44,548 I know a couple of our committees -- 2239 03:08:44,548 --> 03:08:47,748 since our last meeting, so I'll give you 2240 03:08:47,748 --> 03:08:51,588 a minute to let me know when your next meeting is. 2241 03:08:51,588 --> 03:08:54,284 Can I start with student success? 2242 03:08:54,284 --> 03:08:59,988 I think you guys were the last who had a meeting. 2243 03:08:59,988 --> 03:09:02,388 Anyone can jump in. 2244 03:09:03,280 --> 03:09:09,280 Yes, student >> We had a preview of the accountability data. 2245 03:09:12,760 --> 03:09:19,365 So we got kind of a bit of a slightly deeper look at it 2246 03:09:19,365 --> 03:09:20,178 than we did today. 2247 03:09:20,178 --> 03:09:22,148 It is obviously something that's going to be 2248 03:09:22,148 --> 03:09:24,796 on all of our agendas always. 2249 03:09:24,796 --> 03:09:28,108 It's one of the most important agenda items that we have, 2250 03:09:28,108 --> 03:09:31,488 talking about our student achievement numbers. 2251 03:09:31,488 --> 03:09:34,374 Sorry, I didn't hold it up. 2252 03:09:34,374 --> 03:09:37,961 I didn't know I was going to be called first. 2253 03:09:37,961 --> 03:09:38,530 >> Sorry. 2254 03:09:38,530 --> 03:09:41,664 I wanted to give everyone else time to get their next meeting 2255 03:09:41,664 --> 03:09:42,788 dates. 2256 03:09:42,788 --> 03:09:44,521 >> Sorry I'll pull it up real quick. 2257 03:09:44,521 --> 03:09:46,521 Board Committee. 2258 03:09:46,748 --> 03:09:48,748 Students success. 2259 03:09:50,680 --> 03:09:53,841 >> Can I get -- can you give me a plug for the -- 2260 03:09:53,841 --> 03:09:56,130 >> We didn't meet since the last meeting. 2261 03:09:56,130 --> 03:09:58,592 We're meeting October 13th at 5:30 p.m. 2262 03:09:58,592 --> 03:10:00,268 Virtually. 2263 03:10:00,268 --> 03:10:04,764 >> And then we've got two policy committee members that came 2264 03:10:04,764 --> 03:10:06,708 and looked at your next meeting. 2265 03:10:06,708 --> 03:10:11,359 >> It's on October the 20th at 530 and it's virtual and I want 2266 03:10:11,359 --> 03:10:15,148 to speak to what Mr. Mink said come with that yes we had 2267 03:10:15,148 --> 03:10:18,488 the group of policies that came before us today and yes sir, 2268 03:10:18,488 --> 03:10:21,936 we understand that we are doing things that were required to do 2269 03:10:21,936 --> 03:10:25,788 by the law but we most certainly are not stopping to do the work 2270 03:10:25,788 --> 03:10:28,780 the best way that we can to support our students, 2271 03:10:28,780 --> 03:10:32,380 so thank you for highlighting that. 2272 03:10:32,708 --> 03:10:36,908 >> Student success, next meeting is on 10/27, 5:30, virtual. 2273 03:10:42,672 --> 03:10:45,680 >> Any updates for your liaison? 2274 03:10:45,680 --> 03:10:47,680 Any other sharing? 2275 03:10:51,148 --> 03:10:53,148 Go ahead. 2276 03:10:55,148 --> 03:10:57,148 Sure. 2277 03:11:01,588 --> 03:11:03,988 Come back to me. 2278 03:11:04,174 --> 03:11:05,964 Any other sharing? 2279 03:11:05,964 --> 03:11:06,956 Oh yeah. 2280 03:11:06,956 --> 03:11:08,956 Go ahead. 2281 03:11:09,468 --> 03:11:10,508 >> Excuse me. 2282 03:11:10,508 --> 03:11:13,108 I went to another place for a minute. 2283 03:11:13,108 --> 03:11:16,974 But yes we had our first meeting and the community Advisory 2284 03:11:16,974 --> 03:11:21,254 council -- it was a wonderful chart start and thank you Doctor 2285 03:11:21,254 --> 03:11:26,923 King and the folks from SC STate who came out. 2286 03:11:26,923 --> 03:11:29,298 We had people from across the district and the principals 2287 03:11:29,298 --> 03:11:32,368 and teachers and staff and two mayors and community members 2288 03:11:32,368 --> 03:11:34,784 and two students that are on. 2289 03:11:34,784 --> 03:11:36,782 One student was present. 2290 03:11:36,782 --> 03:11:39,928 And we really were starting to look at what we're going to be 2291 03:11:39,928 --> 03:11:43,396 needing to do that -- there will be some community conversations 2292 03:11:43,396 --> 03:11:45,228 that we will be going on. 2293 03:11:45,228 --> 03:11:49,188 We will have more reaching out and pulling in. 2294 03:11:49,188 --> 03:11:52,356 It was a wonderful conversation in which they listened. 2295 03:11:52,356 --> 03:11:57,641 We know we'll be making a transparent, inclusive work 2296 03:11:57,641 --> 03:12:00,948 to be done as we're doing the redistricting 2297 03:12:00,948 --> 03:12:05,414 and as a young lady from SC State said, 2298 03:12:05,414 --> 03:12:07,774 50 years ago it wasn't done this way. 2299 03:12:07,774 --> 03:12:10,290 It was done with men in the back room with papers and pens 2300 03:12:10,290 --> 03:12:11,984 and drew the lines and gave the maps to. 2301 03:12:11,984 --> 03:12:13,181 That's not what we're doing. 2302 03:12:13,181 --> 03:12:17,968 Will do our best to make sure we serve every child in the city 2303 03:12:17,968 --> 03:12:20,108 schools to the best of our ability. 2304 03:12:20,108 --> 03:12:22,361 We don't want anyone to think they're not -- 2305 03:12:22,361 --> 03:12:25,364 at any of our elementary schools would be a wonderful place. 2306 03:12:25,364 --> 03:12:27,145 Will do what we need to do to make 2307 03:12:27,145 --> 03:12:30,620 sure there are welcome staff and teachers when these kiddos walk 2308 03:12:30,620 --> 03:12:33,100 into those places and that is what we're 2309 03:12:33,100 --> 03:12:35,348 going to be here trying to do. 2310 03:12:35,348 --> 03:12:39,492 We'll be providing feedback and looking to our community and we 2311 03:12:39,492 --> 03:12:42,908 want you to talk to us so that we can talk to them so that they 2312 03:12:42,908 --> 03:12:48,264 can do the hard work by drawing the maps and we can get on one 2313 03:12:48,264 --> 03:12:53,534 accord to push the CHCCS to the way that we know 2314 03:12:53,534 --> 03:12:56,204 our superintendent has a vision to go with this next strategic 2315 03:12:56,204 --> 03:12:56,860 -- 2316 03:12:56,860 --> 03:12:58,860 >> Thank you Becky. 2317 03:12:59,610 --> 03:13:02,833 I want to give a reminder to the greater community. 2318 03:13:02,833 --> 03:13:07,508 We started and we're in process with the redistricting work 2319 03:13:07,508 --> 03:13:12,612 and you can go to together.org and that's our landing 2320 03:13:12,612 --> 03:13:14,348 page for all this information. 2321 03:13:14,348 --> 03:13:18,354 There's a community survey that is going on right now from now 2322 03:13:18,354 --> 03:13:21,178 until October 9th, so please complete the survey. 2323 03:13:21,178 --> 03:13:23,228 You should have gotten an email. 2324 03:13:23,228 --> 03:13:26,348 There's two community meetings next week. 2325 03:13:26,348 --> 03:13:32,348 The first one on Wednesday October 7th from 6:30-7:30 pm 2326 03:13:36,199 --> 03:13:40,500 at Chapel Hill auditorium at road and the second is Thursday 2327 03:13:40,500 --> 03:13:42,488 October 8th from 630 to 7:30 p.m. 2328 03:13:42,488 --> 03:13:46,504 At Carrboro High School at 201 Rockhaven Road, those who might 2329 03:13:46,504 --> 03:13:47,400 know. 2330 03:13:47,400 --> 03:13:49,870 I'm sharing because some of our elementary parents 2331 03:13:49,870 --> 03:13:51,828 might not be at the high schools yet. 2332 03:13:51,828 --> 03:13:54,956 Any other sharing or updates from board members? 2333 03:13:54,956 --> 03:13:56,268 Go ahead. 2334 03:13:56,268 --> 03:13:58,988 >> Thanks to the PTA Council for continuing to organize board 2335 03:13:58,988 --> 03:13:59,708 office hours. 2336 03:13:59,708 --> 03:14:01,948 We had some yesterday and it was a nice turnout 2337 03:14:01,948 --> 03:14:07,948 and those are a good way to have additional conversations. 2338 03:14:11,183 --> 03:14:12,580 >> Any other sharing? 2339 03:14:12,580 --> 03:14:13,488 Well again, welcome. 2340 03:14:13,488 --> 03:14:16,644 Hopefully this wasn't too much of a first meeting. 2341 03:14:16,644 --> 03:14:19,628 We tried to keep it moving but again, 2342 03:14:19,628 --> 03:14:25,628 thank you everyone and with that, our meeting is adjourned.