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We have a monthly meeting of the Downer School of Grade School District 58 Board of Education, Monday, February 11th, 2019, 7 p.m. at Downer's Grove Village Hall. Melissa, will you please call roll. Member Doshi's absent. Member Harris. Here. Member Hughes. Here. Member Miller. Here. Member Simonsky. Here. Member Siegel. Here. Member Purcell. Here. To make a start with the flag so we and all see her school with principal Jason Lindt.

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of the United States of America and to the Republic for which it stands, one nation, under

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God, indivisible with liberty and justice for all.

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I'm excited to represent in El Serro School tonight.

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We have not only our student council members but our PCA here tonight, so we're going

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to start off with our PCA, our government council members.

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They're very excited to be able to tell us about these.

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I'm pretty thinking of going on in El Ciro and I'm going to be on the council side.

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We have Ella, Pete, we have Becca, we have Joe, and we also have Lauren, and we'll be telling all of the great things in El Ciro.

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I'm going to work for this school this year.

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Each year, it all depends on the election.

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Interested students choose positions for our boring right speech.

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When you write, they would do with a job in that position.

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Two students are then chosen to officially run for each of the four positions.

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Candidates choose a campaign manager and then get to work for the next week and you work out about candidates.

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Campaign meet ends for the assembly for the third or sixth graders.

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The campaign managers enter each of their candidates and then each candidate gives a speech.

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There was some real-time conversation this year. The students met all over their choice.

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We also tried something to do this year and used Google for our love. We think they're not love.

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Students counseled love for 90s bureaucraties or else kids.

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The only place pretty happy here today, crazy soft day,

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jam day and rainbow.

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We're looking forward to having support to school life,

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miss back training, entire day, different shoe day and the school day.

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Writing that out here about students showing their school spirit

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by learning a lot of how to help.

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The last time I was a little scared,

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there was a black cat flag,

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have to be very important to us.

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This year we had a pastor working for us today,

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the more the business of our community.

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Are you ever been sitting for drives of age success?

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You collected boxes of things that were donated

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to the downscrewed fish market.

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In December, we decorated our trees

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with new pasts, new ancestors, and donated

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to the family services.

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We helped out here as super-old as well.

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Students brought in here to see the face of the face

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with the team that went to the big fish.

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I'll give you the evidence to the government's effort to thank you.

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Another priority of student council is to raise funds for various needs

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and else here. This year we will be deciding to sell all this

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council's during lunchtime in the month of December. They were

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making it amongst the kids. Kids seem to enjoy coming up to the table and

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smiling on the center before choosing their favorite. We also

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plan to have a school store which has been named the Vodka and Tea.

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We set up a shop during lunchtime in a self-bought pet being a school supplies to the other students.

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This is a great way to show our school spirit.

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And past year's student council has funded things such as huge in Essexmouth, a curtain

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in the stage, and the God-gathering.

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With help from the PTA and the Lester family, we are still deciding on plans for this year.

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But one of our thoughts is to help fund in water well in Africa.

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One of the highlights of this year is the barren show.

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Students truly enjoy showing off their talent at this exciting event.

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The Student Council officers have the privilege of seeing them and keeping their

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setting in the most high.

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We just have an hour and a half before fifth and sixth grade students.

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It's almost here to help connect our first and second graders working on it

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and play games at injuries as every day.

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So primary students love seeing and interacting

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with the intermediate students outside.

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This program is our ultimate chance to leave by example and keep our players safe.

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At the beginning of the school year, our sixth grade is a country expert

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specifically for the state. They then take what they have learned

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and present it to each grade level. In fact, it's playing.

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The sixth grade model goes for citizenship and explain all the rules.

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This helps to keep this as part of society and stay on your own.

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Thank you for taking the time to hear about all the wonderful things our student council is doing at LCR.

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We are very proud to be back.

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Of course, it was a tradition for us to eat and realize that Chris Marquez was one of our teachers who had been here tonight.

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But they do a wonderful job of helping our school and support a lot of positive things that are going on in their lives.

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Thank you.

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Thank you.

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We have a gift for the Student Council as well.

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Thank you, Dave. Good job.

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We also have our PTA here tonight, we have our full residents,

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that have been passed to New York's Council, and they're going to talk to us a little bit

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about the great things that our PTA is doing in El Ciera.

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Hi, I'm Beth, and I have a question with a little resident in El Ciera, and as Jason said,

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we're just going to tell you one thing about our events throughout the year,

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it's been a very fundraising effort.

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First thing we have is our PTA Kinder in Connection, so our Kinder in Connection,

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coming from the Kinder in Canada, we have come to El Ciera, El Ciera.

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And I'm just to meet the teacher, principal, and other families, drop off their school supplies.

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They need to go down to the kids.

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We, as the PTA, provide a lot of school students, plant playgrounds, get to know each other a little bit.

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It was an exciting, certainly year, as well as our families are able to come this year.

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We have our PTA new family connections.

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So, this is something new we did this year.

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some of our better and healthier families.

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We make an extra effort to welcome new health

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care families to our community,

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which allows new families to get a chance

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to learn about the health care from the parent perspective.

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So what we do, we give them a family,

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and we just communicate them via email.

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We also put up a quick week, send them

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like important dates of school events

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and answering the questions that they might have.

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We have our PTA ice cream social.

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So every fall that this is going to start in, because this is that we've had this

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convent enjoying three ice cream along with an opportunity to meet other

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ulcerative families. It's a great way to start this school year. It's only

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a hundred and fifty in our family at ulcerative. We were actually able to

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end up three hundred and twelve other ice cream ones.

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So our teens are paid, it

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coincides with our partner on our year. We have some lunchtime bills so the kids

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kids aren't able to build their cardboard game at home

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or at school during lunchtime and this is our games

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our game.

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So right before the fun run, the students pack the gym

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to play each cardboard game, then the kids can follow

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on their game or game, they can also continue to go

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that that time with all the cycle materials and just

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play the game and then we'll go on to our own.

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Which is the next slide.

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So, we have our fund run, which is all the last get down, it's not only in the great fun race room, but it's a fun event for our students.

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The class that raised the most money gets to run with more students.

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The annual event is always our largest fundraiser of this year.

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This year we were able to raise over $10,000 at the school at this event.

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So our wash draw is pizza night, and Darwin's most people find out that he stands for

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dad's and great students.

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So this annual round ends in the huge hit students love it.

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They pack the gym with their dad or other important role, male role models, and for some

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pizza, the teachers serve pizza, and he is easy to carry with that for them.

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The gym was packed with a pile of great male role models, and he did, after work, 50

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And along with the watchdog, he's going to have a watchdog Wednesday, and everyone's day

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else here is a watchdog Wednesday, which means that a positive male home life spends

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time at each place, health is bad and reading activity, he also comes up on the playgrounds

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and with a rifle in his missile.

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And I can say that students love, love getting the dinner, and the dads, grandmas, uncles.

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In Shira, he's a very school day with these defendants as a highlight of the four-star ones.

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Moving right along, all the students that every school love the room parties, and it's definitely one of the big hits throughout the year.

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So the PTA plans these parties for the rooms with all of the room parents, and they have fun party games for every classroom.

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The focus there is to always have games that have small groups, where they can enjoy

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a lot of creative ways to serve fresh fruits and vegetables.

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Students always look forward to these parties.

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It's a huge pile of excitement time.

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Field trips. One of the things that ETA has really tried to focus on is

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helping out with this many field trips, as we can.

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So we continually try to provide additional ones.

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New this year, the LCR of ETA is providing the funds for our work with

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and six graders to experience be my starting children.

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So this way they can also make a difference in the lives

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of those less fortunate.

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We also try to try to strive to help out with as many

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educational programs within the school as possible.

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The highlight this year was Public Go,

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which is an online library research tool.

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The students so far this year have been able to use Public Go

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to work on their graduate faculty of research.

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The program has really helped our educators engage

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the children in new creative ways of learning.

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And

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then the other popular breakfast was santa. This is an annual thing that we have at the school. It's four families.

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It's a completely 100% involved with both students and their parents and grandparents.

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And it's also everything they can bring. The kids love food. The students love all the aims and face painting and crafts. And everybody loves santa.

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Another event at Favorite Event at Breakfast of Santa is the story I'm with reading on the

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polar ice press.

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In addition to breakfast of Santa, LCRPTA brought families together, this has to be getting

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further and now down by the State Party, which we are able to get now.

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Our PTA book fairs are great, great reading pool that we have throughout the school year.

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We have two of them, usually per year.

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LCR contained lots of remote reading.

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Each year we have the two book fairs and encourage students

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to earn free cane counting for their tickets

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by reading lots of books.

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To participate in a program, 100 additional minutes

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of reading per week for eight weeks

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earned each student a free ticket to the game,

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a free drink, a hat dog, and a bold intake

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and entitling them to complimentary admission

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to all June through September gains and reading love to.

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The book fair is also helped to provide a wish list for the teachers in the school.

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This year, the book fair sales were able to provide classrooms with wish list books

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of over $500 and then the LRC received over $400 worth of books.

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If you just wanted to thank you for allowing us to come out and show you the plunge of

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the student council and the LCR of the T.R. doing.

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We're looking forward to continuing to build our school as a community and as much as

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and possibly hand them some of it this year's drama.

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Thank you for that presentation,

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for all your hard work for us here.

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Thank you.

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Thank you.

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One more thing we wanted to be able to just promote

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a little bit of some of the neat things

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that are going on in our school.

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Last year we came up with a staff.

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We really worked hard to create a vision statement.

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So we're gonna show that video in just a second.

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But before that I want to just highlight

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some of the great things that we have going on.

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and I'll see her beyond student council in PTA.

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And one of the things this year that we wanted

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to really stress was the fact that our students

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are really growing academically.

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We've been seeing that for a number of years

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with the map tests, but this year,

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really with park factoring in academic growth

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and student growth really helped us

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to be where we are right now with our ranking

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as an exemplary school.

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We're very proud of that.

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We still have a lot of work ahead of us,

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but just like every school,

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but we're very proud to be able to see that growth that our students have.

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One of the things that we're extremely part of is our parent partnership

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that we've been really focusing on these last couple of years. This year,

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all of our staff members are working hard with the CSA app and our students are

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finding a lot more creative ways to be able to express what they're doing with

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their families compared to just the teacher saying that this is what we're doing.

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And some of those authentic pieces have been great to be able to see throughout

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course of the year. I know we're going to be looking at that a little bit later as

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well as this as a district. We're also very proud of our small group

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instructional model. That's one of the things we've been doing at

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You're for a number of years. We have a wide variety of needs, just like every school. But when we can work in those small groups, we can really meet the students where they're at and help them to achieve more and more every year. It's not all sunshine and roses at every school. And just like us here, we do have some challenges too. One of the things that we are constantly taking look at is our enrollment. That's one of the things that I know you as a school board, taking a look at as well. With us being the smallest school in the district number wise in terms of students, it does create

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some challenges for us as we start to make some of those instructional decisions.

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We, me and me, and some of those decisions come down to, you know, how we're going to have one large section in a grade.

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Are we going to have two small ones because we're going to have one large one?

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Are we going to have combination classes with multigrades?

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Some of those types of things we don't always know in the spring because our enrollment changes all the way up until school starts

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and then sometimes even after Labor Day.

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Okay, so that's why I'm kind of pulling my hand over here.

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But it is one of those things where we want to do what's best for kids, but also include

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our families along in that process.

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That's one of the things in the last couple of years we've been having a few more parent

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forums to let them know that these are some of our options that we get closer to the school

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you're starting.

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Other things that we have to make decisions around with some of those one class being one

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grade level being one teacher or having combination classes and things like that or sometimes

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our teachers are being asked to teach multiple math blueprints some years and things like that,

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which is one of those things that we do put into a lot of thought other ways that we can

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help with teachers in those situations or other ways that we can support students,

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but really comes down to meeting students where they're at and helping them grow.

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We're also very proud of our, we talk about the number of families that we have in our community,

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how many of them come out to our events, and I think a lot of that is focused on

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truly being a family event to celebrate the great things that we have at our school compared to just coming in raising money while that's an important aspect.

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We do want to really honor the fact that we want to have a few more community celebrations.

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Last few years we started having an international night in this year through the help of grants.

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We're going to be having our first math night of the year.

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So that's going to be exciting to have.

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And then one of the big things for us is when we're celebrating our 50th anniversary at

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LCR.

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So that's an exciting thing for us as we start to welcome back some of our alumni

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and other community members.

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Our neighborhood has a lot of empty nesters, so it's going to be kind of nice to say, hey,

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remember when your children were in here, you know, within the last 50 years, come back

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and take a look at our school, we're very proud of what we have to offer at LCR.

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So now if we could just take a second to take a look at our vision statement video that

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And we have the reason why we created this was so that people who aren't familiar with

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an open concept can kind of get a little bit of a glimpse into our school, but also see

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that it might not look too different than the classrooms that maybe you grew up with

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even if you're not familiar with an open concept.

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But as you look around, look at the words, but then also look at everything in the picture

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because there's a lot that you can see just by taking a look at this video.

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We appreciate your time.

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Members of the audience will have the opportunities to provide public comments to the board during

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the reception and visitors later on the agenda. The board asked anyone wishing to comment

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to fill out a card and indicate the topic to be addressed. He's going to be placed in the basket

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on the table to my right. They will be used to assist us in allocating time so that all those who

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wish to have the opportunity to speak and help us follow up after the meeting. Tonight the board

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plans to allocate 30 minutes to public comment. Please fill out a card if you wish to speak. The board

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will also ask each person to plan to speak for no more than three minutes so that all have the

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opportunity to comment. We invite those who have submitted cards to speak first, if

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time allows, others will have the opportunity to address the board. So next we'll go to

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the non-action reports. First, we'd like to recognize some students. The board would

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like to formally recognize students. Over 500 students who participated in the 2018-19

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science fair on February 2nd, I don't need. Congratulations on your hard work and accomplishments.

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and thank you to the faculty, staff and community members who volunteered to make this a successful learning event.

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Next on our agenda is the spotlight on our schools, parent partnerships and learning with Jane Eusentis and James Ike Miller.

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Thank you. We're going to spend a little bit of time tonight. I apologize I'm struggling with a cold.

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of sharing information with the Board about our work around

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pair of partnerships in learning and some of the activities that we have begun

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plus the exciting work ahead. So if you would call the goal on pair of

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partnerships was actually part of our prior strategic plan and really taking a

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look at pair of partnerships in learning, looking at the ways that we can

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and improve strength in our partnerships,

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more outreach to parents,

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let's reflect on how we can support student learning

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through this partnership.

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We have since then incorporated our new strategic plan

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and there's definitely crossover

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from both of the plans.

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I have on this slide I wanted to highlight the objectives,

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the 2.1, 2.2, those objectives in our new strategic plan

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are really at this point in their initial stages

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of the work with our community advisory council and looking at the district-wide activities.

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Tonight we're talking more about the specifics at our building level and looking at those

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partnerships and how we're building those relationships specific to the building.

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We're in an objective 2.3 that consistency objective. There is a specific bullet. We've just now

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begun the work with our looking at the communications to our communities from the individual buildings

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and trying to work toward that increased communication as well as consistency.

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And so a small group of administrators along with myself and James have begun to look at what are some of

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the ideas that we are already using, what's in place now, and then our plan will be to continue

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you working through this year to put something in place for the start of next

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year. So there is more consistency in that communication that comes from the

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building, for instance, specifically to our schools, to our parents.

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Another piece of our presentation tonight is sharing the survey information.

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We did a very brief survey during the parent conference week and we were

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pleased to have 642 responses. These next two slides really just give a

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general picture, if you will, of our parents where the value is in some of these activities,

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in our communication against specific to academic progress with their child.

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And so if you notice nothing, actually there's not really any alarming or shocking information.

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When we did the survey three years ago, we had very similar results in that our parents

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value looking at the parents who rated a 4 and a 5. The report card is a

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communication tool, classroom assessments, and then you'll see the next level

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there that math scores are important. Power scores in rubrics were less

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valuable to our parents.

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And then your notice parent teacher conferences

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continues to be one of our structures and systems that parents find very

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valuable as well as student work samples and then you know lesser value on the

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senior space reporting information percentage based reporting. And so this

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was just giving us that sense of word of parents value and how much value is

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there in each of these methods of communication. The next slide this is really

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for those people that want to see the actual numbers of and we've right we've

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order them, so really the value looking at the parents who aren't most valuable, the

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five or the four. The highest value is with our parent teacher conference activity, which

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we were happy to see because we did make changes in the structure of conferences. Student

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work samples still high, report cards done in classroom assessments, and you'll look at

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the map scores in student assessment and it tapers off a little bit. So just sharing this

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information so you can get a sense of you know where that value is.

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And then finally related

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to the survey we wanted to highlight three of the questions and I wanted to share some

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general themes in the open-ended portion. First because we had made the change in conference

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as we wanted to know do our parents feel the information they gained was valuable. We are happy

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with the 90 percent. The information app absolutely though tells us let's take a look at that

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and other 10% are the ways that we can continue to improve the parent teacher conference experience

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so more parents find it a valuable experience.

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That second question was geared more toward the formative conference, the midterm conference

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we have now because if you recall our reason and purpose for making that change was we want

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to partner with parents earlier in the learning process.

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We want parents to have an opportunity to learn more about where their child is progressing,

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what are those areas so they can work and be part of the learning process prior to

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the end of a reporting period.

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So again, 89% of our parents feel they did receive information that allowed them to support

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their child prior to the end of the marking period.

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Again, area for growth, absolutely we can continue to try to increase that percentage.

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So more parents feel they have that opportunity to be actively involved throughout.

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And then final that third question was, as we have changed, if you recall we had conferences,

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we're two evenings, twice a year, we had one year, a couple of years ago, we had a full

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day conference.

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In addition to evenings, we really didn't get large peer participation during that full

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day.

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It didn't seem to fit with our peer schedules necessarily, perhaps.

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This year we had the half day during the day, plus the evenings.

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We were going to get a sense of our parents able to attend,

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which we were happy that 84% of our parents that 538 parents, yes,

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were able to attend, all those parents who earned,

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are they still able to get that important information about their child?

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And so this would be our area to look more closely at,

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78 of the parents who couldn't come to conferences and said yes, 22 said no, so maybe there's

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an opportunity there of how can we put more systems in place to make sure there's

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more outreach, so parents do feel they have that opportunity to gain the information

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and partner with our schools.

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The bullets, as you look in the open again, the last question was, you know, basically

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share anything you would want us to consider or know more about conferences.

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These are general things. 160% understood respond.

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It was primarily a very positive about loving the opportunity.

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The pieces that came up a couple times, more than a couple times,

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or consider the length of the conference as I think that's a common response of it's just not long enough.

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Could we consider 20 minute conferences in the spring as opposed to 15?

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Interestingly, that very safe piece of feedback came from our teachers.

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If it doesn't seem long enough, can we look at this?

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We do want to continue looking at that option of making a change there, possibly.

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The second bullet, again, came from parents, but it also came from our teaching staff.

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As we think about the January conference, it came pretty quickly right after Christmas,

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and that went to a break period.

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Could we consider a little bit more time, a little later in January, when we would have

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math data for the great levels that are taking math and also teachers would have

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more time to analyze the information to make plans and be able to talk to

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parents about here's where your child is, here's the progress and here's what we

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want to do as most of us and so that it was nice to see that came from both our

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parents and our teachers you know asking can we look at that a little closer as we

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plan for next year. The other, both just again parents sharing the things they

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they thought were valuable, and it's that third bullet was around keeping the schedule so

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that we can stay on time with our conferences and encouraging more meetings that if they're

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not going to fit within the conference time to schedule additional meetings, parents,

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multiple parents share how much they appreciated having student work samples because it really

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gave them a much better picture of the strengths or any areas of concern.

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And then that final bullet, again our conversations we have had as well with staff is looking

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Looking at that middle school conference structure, we don't have a good answer for that

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right now, but that definitely has been a question of the 10 minutes.

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Seems real tight.

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We can't get to all of our teachers, isn't there a better way we can organize this?

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So I think you will, from my perspective, we'll be looking at conversations, not for next

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year, but let's try to brainstorm our, is there a different way maybe we should be organizing

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and scheduling the middle school conferences?

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for both parents and teachers.

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As we shift into the partnership activities across the school level,

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the three main topics or activities on this page

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we've talked about the conferences.

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Again, the purpose was to try to involve parents in that learning process early.

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So they can...

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The second bullet related to CSA, James, and we have some staff who will be talking a little bit more. We began initial exploration and implementation of CSA with the end goal. It's not where we are right now. It's not where we will be maybe next year. But our end goal ultimately is to be able to use that tool to provide specific information related to the child's learning experience and their progress in learning.

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for so very specific to the child.

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So as a parent, you have a good sense

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of your child's learning in the program.

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And then the third bullet relates to power school

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and the parent portal.

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Our parents right now at the middle school

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are able to go into the parent portal,

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look at specific information related

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to the learning experiences.

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Some of our teachers, you may know,

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have begun exploring Google Classroom.

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And it was interesting.

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I was in a principal counsel, which is a principal in a group of students meeting, talking

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about the things that the kids liked about communication within the school and the things

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they felt were useful, and Google Classroom continued to come up as a very helpful tool

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that some of our kids are getting to use and benefit from as well as parents.

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I think there will be more conversations that will tie right into our strengthening our partnerships

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around Google Classroom in the future as well.

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This point, I would like to introduce Michelle Zubka,

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Principal Co-Cross School.

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Talk a little bit more about our partnerships.

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Michelle, hello.

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So just a couple more specific examples

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of things that we're doing at the building level

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to involve and really integrate the parent group.

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We're going to switch over to, this is one example.

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of a newsletter that I send out weekly to the Hill Presbyterity. Sharing with them is

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really a balance of information and explanation along with highlighting some of the things

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that we are most proud of. I typically start out the

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opening paragraph just to sort of

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hook our readers in. Anything important here that may be those who aren't going to read

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through the whole thing. In this case, just emphasizing where we're at in terms of the

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bench and our assessment. A lot of times parents know that it's coming, but they don't necessarily

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know how long it's going to last. So I just made a statement in beginning to say, well under

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way, finishing up in the middle of next week, and then I really try to highlight some of

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the great things that we're doing within our classroom. This specific example shows

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some pictures, and then highlights one of the parent partnership activities that we did

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within a third-grade classroom where they were invited in to dissect outfellets, which is

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really cool. I think it's also a really great opportunity for

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some of the parents who have younger students to see sort of the things that are coming in future years.

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We highlight every month at our school meetings we talk about a specific focus character training or focus topic.

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In this case it was communicating out what happened at the school meeting and making sure that parents have some of that comical

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vocabulary and are familiar with what we are emphasizing with students in terms of

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the focus rate of courage and the power of yet.

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We talked through flexible work stuff thinking so again I know that I received feedback from

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some parents who are saying thank you for sharing the exact vocabulary that you're using and

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I'm also trying to incorporate that at home.

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We, of course, learned a highlight and take pride in recognizing these are our handouts

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of the months, along with our awesome staff award winners, and we have to please come

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you award, especially this time of year.

446
00:34:29,610 --> 00:34:36,190
And then this newsletter was back in December when PTA Reflections was happening, so I recognize

447
00:34:36,190 --> 00:34:37,930
and students who participated in that.

448
00:34:38,710 --> 00:34:41,590
And then it's also a way to give some reminders

449
00:34:41,590 --> 00:34:45,750
of music performance, or the Science Fair Registration,

450
00:34:46,610 --> 00:34:49,270
Megan, Hugh, and I kind of work hand-in-hand

451
00:34:49,270 --> 00:34:50,950
and I borrow some current research.

452
00:34:50,970 --> 00:34:52,130
She bought me some money.

453
00:34:53,990 --> 00:34:56,830
And then as we always, or I always incorporate,

454
00:34:58,110 --> 00:35:00,130
we work very closely with our PTA,

455
00:35:00,370 --> 00:35:02,790
so we wanna make sure that we're both tag teaming,

456
00:35:02,990 --> 00:35:03,930
getting the message out there

457
00:35:03,930 --> 00:35:10,250
what some of the initiatives are. I've been humming and then I know that along

458
00:35:10,250 --> 00:35:14,630
with all of this information which looks a little lengthy but parents really

459
00:35:14,630 --> 00:35:19,710
appreciate just getting a rundown. I usually try to map out the rest of the

460
00:35:19,710 --> 00:35:23,590
months and I know a lot of the parents have shared that, you know, as soon as that

461
00:35:23,590 --> 00:35:28,290
comes out they get up a calendar and this serves as a nice reminder too to just

462
00:35:28,290 --> 00:35:33,650
keep everybody on track. So that's just one example. Many of our building

463
00:35:33,650 --> 00:35:38,550
leaders, obviously, use different forms of weekly communications. They might look

464
00:35:38,550 --> 00:35:42,090
different, but we all try to highlight many of the things that we're doing

465
00:35:42,850 --> 00:35:49,610
within the building to keep parents in and out. A lot of schools will use parent

466
00:35:49,610 --> 00:35:53,910
or positive parent context, whether it's BNP or just a phone call.

467
00:35:55,090 --> 00:35:59,570
Pre-school uses the daily communication log so that each one of their

468
00:35:59,570 --> 00:36:02,370
students who maybe they don't have the verbal skills

469
00:36:02,370 --> 00:36:04,750
articulate what's happening at school each day,

470
00:36:04,750 --> 00:36:08,170
but they're able to, then the parent can ask

471
00:36:08,170 --> 00:36:10,750
to more specific questions tied to what's happening

472
00:36:10,750 --> 00:36:12,310
at school.

473
00:36:12,890 --> 00:36:16,170
You also probably have been invited

474
00:36:16,170 --> 00:36:19,210
into your child's classroom or to school

475
00:36:19,210 --> 00:36:21,790
for whether it's a math night or a study,

476
00:36:22,830 --> 00:36:25,310
kindergarten roundup, or cultural arts

477
00:36:25,310 --> 00:36:27,350
are fair or night.

478
00:36:28,050 --> 00:36:35,410
And then just to continue in terms of parent involvement opportunities I know

479
00:36:35,410 --> 00:36:39,350
I'm not interested in that. Watch Dogs with El Ciro. There's lots of opportunities

480
00:36:39,350 --> 00:36:43,490
whether it's guest breeders or mystery breeders, partners in the art or art

481
00:36:43,490 --> 00:36:47,550
appreciation. I think we all have different names but are really trying to do

482
00:36:47,550 --> 00:36:53,430
the same thing which is collaborating with our families in one way, shape, or the

483
00:37:07,140 --> 00:37:21,020
There's a lot of things you've seen and heard about sea sods, it's worth noting kind

484
00:37:21,020 --> 00:37:25,100
of as Jane mentioned, we're not even yet fully implemented with sea sods, and next year

485
00:37:25,100 --> 00:37:28,520
we look forward to kind of being in that first year of full implementation.

486
00:37:28,600 --> 00:37:35,020
We're asking all pre-K through six great teachers to use CSAAA as a way

487
00:37:35,020 --> 00:37:39,140
to document student learning and then share those artifacts with parents.

488
00:37:40,140 --> 00:37:43,280
So we're really excited about that in particular because I can tell you it's feedback

489
00:37:43,280 --> 00:37:46,540
that I've heard for many years pretty much my entire time here at Downers Grove

490
00:37:46,540 --> 00:37:50,320
that it is really challenging as a parent to have so many different tools to have

491
00:37:50,320 --> 00:37:54,560
to, you know, for one grade level and for one school and for this child

492
00:37:54,560 --> 00:37:57,600
for that child to have to track down where to find information about your child.

493
00:37:58,080 --> 00:38:01,180
I'm not going to say that that problem will be solved next year, but we do hope that

494
00:38:01,760 --> 00:38:05,420
CSA, at the pre-K through sixth grade level, will be a central spot that all parents will

495
00:38:05,420 --> 00:38:09,900
know they can go sign in, create an account, link with their students, and really get that

496
00:38:09,900 --> 00:38:14,220
direct line into what their students are doing, what they're doing at school doing at school

497
00:38:14,220 --> 00:38:15,160
doing the school day.

498
00:38:17,280 --> 00:38:20,900
So also along with what Jane mentioned is that in the next year, it will be our first year

499
00:38:20,900 --> 00:38:23,040
full of thementation, but it will be a work in progress.

500
00:38:23,780 --> 00:38:27,680
Now that we're getting more in there, we can continue to have conversations about how

501
00:38:27,680 --> 00:38:32,000
CSO is being used and why it's valuable to document learning and it uses an assessment tool

502
00:38:32,000 --> 00:38:32,980
and a communication tool.

503
00:38:33,640 --> 00:38:37,580
So, you know, look for us to continue to try to improve that, but we view it as a really

504
00:38:37,580 --> 00:38:41,160
essential part of our way to partner with parents and how we're communicating what's happening

505
00:38:41,160 --> 00:38:41,600
in the classroom.

506
00:38:42,980 --> 00:38:47,440
So, with that being said, I've invited a few guests here tonight to speak a little bit

507
00:38:47,440 --> 00:38:50,720
about how they're using CSO and how they're seeing CSO.

508
00:38:50,720 --> 00:38:57,660
So we're going to start with Jason Lent who you saw earlier night speaking in his capacity as a principal of LCR School.

509
00:38:58,640 --> 00:39:04,160
Here is actually going to be kind of shifting a little bit and talking about his perspective, excuse me, of his perspective as a parent.

510
00:39:05,800 --> 00:39:06,900
Thank you Jason.

511
00:39:09,240 --> 00:39:11,380
This first one here is my youngest son Nathan.

512
00:39:13,000 --> 00:39:18,340
He's one of those little guys who would rather have somebody to read to him than to read out loud himself.

513
00:39:18,340 --> 00:39:21,900
So it's kind of been one of those things for the educator myself because I had no weed

514
00:39:21,900 --> 00:39:24,460
degree, but he wants somebody else to return all the time.

515
00:39:24,720 --> 00:39:29,480
So it's been easy for me to be able to see he's in second grade right now, he's been

516
00:39:29,480 --> 00:39:35,200
eating and reading progress, but just with this app for him to want to share with us through

517
00:39:35,840 --> 00:39:40,780
when he's doing it in school, it's been easy for us to be able to see his parents, how much

518
00:39:40,780 --> 00:39:45,180
he's going to do in this reader, but then how much he feels more comfortable to do that rather

519
00:39:45,180 --> 00:39:46,920
and then if we ask him, he may be treated to school,

520
00:39:47,000 --> 00:39:50,260
but he, yeah, now we can actually hear a few things.

521
00:39:50,300 --> 00:39:52,020
We'll just hear a little bit of a sample of it,

522
00:39:52,620 --> 00:39:54,100
but it's nice because he's able to have

523
00:39:54,100 --> 00:39:55,340
ownership of sending it to us.

524
00:39:57,780 --> 00:39:59,180
We see what he's doing.

525
00:40:00,200 --> 00:40:01,000
We see what he's doing.

526
00:40:01,000 --> 00:40:02,220
He's having a good feeling, good.

527
00:40:03,120 --> 00:40:05,620
He's having a good feeling, good feeling, good feeling, good feeling.

528
00:40:06,360 --> 00:40:10,090
He's having a good feeling, good feeling, good feeling, good feeling.

529
00:40:12,230 --> 00:40:14,350
Should I move away in the water,

530
00:40:14,350 --> 00:40:19,630
The name is already here, his name was nothing but a fidget.

531
00:40:20,450 --> 00:40:23,890
So you can see, so the class that you get in a notification on your phone says,

532
00:40:24,250 --> 00:40:26,410
you know, there's, I make them posted this, you know,

533
00:40:26,470 --> 00:40:30,430
so then whatever time you can find it, look at it, you can get that in this parent,

534
00:40:30,830 --> 00:40:34,190
that conversation, and there's a lot different than, you know, the time,

535
00:40:34,430 --> 00:40:36,150
without seasaw, it wouldn't have been possible.

536
00:40:36,470 --> 00:40:37,270
I was easy, maybe.

537
00:40:37,730 --> 00:40:39,210
Yep, the next one.

538
00:40:39,210 --> 00:40:40,630
Well, I actually, I'm fortunate in this year,

539
00:40:40,630 --> 00:40:47,930
not to show you all, but to show you a little bit more, this is my son Everett, he's

540
00:40:47,930 --> 00:40:55,110
in punishment right now, he's one of those kids that, you know, tie a tie and do 100 push-ups

541
00:40:55,110 --> 00:40:59,790
without even, you know, trying, but to see how much this teacher's making focus on his

542
00:40:59,790 --> 00:41:03,530
form, this is one of the things he was kind of need to be able to see that he's working

543
00:41:03,530 --> 00:41:06,650
pretty hard to do in the left-right form, so we're going to go.

544
00:41:19,070 --> 00:41:22,550
Which specials, you know, a lot of times is a parent, you know, they have two times in

545
00:41:22,550 --> 00:41:28,310
me, and a lot of times, for him, he'll talk so much about the beams, they play, they

546
00:41:28,310 --> 00:41:32,210
see that they're really focused on that to this aspect, the importance of that, the

547
00:41:32,210 --> 00:41:36,490
form of coach myself, it's nice to be able to see that the piece that we allow in the

548
00:41:36,490 --> 00:41:40,570
district, and I see it in our school, but I'll see how you see it, because I have it be

549
00:41:40,570 --> 00:41:44,430
perspective, but you get that, and people have that conversation, you know, about

550
00:41:44,430 --> 00:41:49,430
class a little bit different compared to why something wasn't fair is a lot more fun

551
00:41:49,430 --> 00:41:51,510
to be able to talk about progress.

552
00:41:52,690 --> 00:41:53,490
Thank you Jason.

553
00:41:53,870 --> 00:41:59,390
I think a couple of things that I wanted to just be that I was slow to remind about

554
00:41:59,390 --> 00:42:01,810
see some of the students do the posting a little a lot of times.

555
00:42:01,970 --> 00:42:03,770
Not everything, but really the power is done to them.

556
00:42:03,810 --> 00:42:08,090
They do something, work with the crowd, really want to share with the teacher or with their

557
00:42:08,090 --> 00:42:08,370
parent.

558
00:42:09,270 --> 00:42:13,510
They can grab their iPad and with a few clicks really quickly instead of posting.

559
00:42:13,510 --> 00:42:21,210
The other thing is that RPGs are in the news society, you know, PE, there's already so much going on in this space and students have to bring their equipment.

560
00:42:21,210 --> 00:42:26,710
I think it's the fact that this tool is so easy to use that students can bring it into the V-Class.

561
00:42:27,270 --> 00:42:30,410
Well, everything else is going on and being able to create our best connection.

562
00:42:30,750 --> 00:42:31,630
That's great to have you.

563
00:42:31,630 --> 00:42:32,250
Thank you, Jason.

564
00:42:33,150 --> 00:42:35,630
Next, I'd like to call Sarah David.

565
00:42:36,110 --> 00:42:41,330
I'd like to hear some of the schools that are in the strip to give you some more specialist perspective.

566
00:42:45,070 --> 00:42:51,410
I really found out that CSOL was my students to create art and have their parents see what

567
00:42:51,410 --> 00:42:53,410
they're actually making in art class.

568
00:42:53,730 --> 00:42:58,150
It allows students to be present and to present all of their stuff to their parents in

569
00:42:58,150 --> 00:43:00,650
a real-time audience, which we didn't have before.

570
00:43:01,070 --> 00:43:05,250
I have over a thousand students, and that would be really hard for me to get everything across

571
00:43:05,830 --> 00:43:10,210
to parents because I just don't have time to talk to every parent, so this is a great way

572
00:43:10,210 --> 00:43:15,170
for kids to talk. This slide right here is a little slide of I'm not going to

573
00:43:15,170 --> 00:43:19,450
attempt to read it because my four-year-old old bachelor didn't do that. But a student

574
00:43:19,450 --> 00:43:23,730
created a self-portrait and then they talked about the history behind why we

575
00:43:23,730 --> 00:43:27,910
did this and how they did it, the process of creating and then they also talked

576
00:43:27,910 --> 00:43:32,270
about what they would change and why they chose the colors they chose. It's all

577
00:43:32,270 --> 00:43:36,070
about the kids for me that the kids get to reflect on what they're doing in my

578
00:43:36,830 --> 00:43:39,030
And I think that's really powerful for them to say,

579
00:43:39,430 --> 00:43:42,130
wow, I really did something cool and that's really fun.

580
00:43:42,330 --> 00:43:44,610
And this is why I did it, Mom and Dad, and Mrs. David,

581
00:43:44,870 --> 00:43:46,610
and this is what I learned about this artist,

582
00:43:46,850 --> 00:43:48,670
and this is why we're doing what we're doing in class.

583
00:43:49,330 --> 00:43:50,990
So I don't do the post-the-Kids here.

584
00:43:51,090 --> 00:43:52,390
This is a sixth grade example.

585
00:43:53,150 --> 00:43:53,650
I'm going over here.

586
00:43:55,940 --> 00:43:57,720
The next one is a fourth grade example.

587
00:43:57,920 --> 00:44:00,360
I also still focus on the history behind the art,

588
00:44:01,060 --> 00:44:04,000
the process of creating art, and the opinions

589
00:44:04,000 --> 00:44:04,900
of what they would change.

590
00:44:04,900 --> 00:44:06,860
This is a shuddering that, when my fourth year

591
00:44:06,860 --> 00:44:09,180
and you can see parents responded to it.

592
00:44:09,440 --> 00:44:11,040
They love it when their parents respond.

593
00:44:11,720 --> 00:44:13,100
Sometimes they respond in class.

594
00:44:13,780 --> 00:44:14,720
And as I'm approving things,

595
00:44:14,800 --> 00:44:15,480
I see it comfortably.

596
00:44:16,240 --> 00:44:19,040
Joe, you have a parent come on, check your feed,

597
00:44:19,200 --> 00:44:20,780
and then they get to see it, which is fun.

598
00:44:21,500 --> 00:44:22,720
I see on the hand, but I'll show them.

599
00:44:23,920 --> 00:44:26,680
The next one shows a kindergarten sample on the left.

600
00:44:27,220 --> 00:44:28,600
So where I put dot, dot, dot, not a lot

601
00:44:28,600 --> 00:44:29,920
because they're practicing looming,

602
00:44:30,180 --> 00:44:32,000
which is a really big skill for kindergarten.

603
00:44:32,600 --> 00:44:36,200
So parents get to see a couple of kids in class gluing

604
00:44:36,200 --> 00:44:40,060
and they get to use those terms and techniques for kids at home.

605
00:44:40,740 --> 00:44:43,480
The one on the right side was a student picture.

606
00:44:43,800 --> 00:44:46,160
I'm working on the kids to take a picture of both.

607
00:44:46,760 --> 00:44:48,000
There are, put their art on the floor,

608
00:44:48,100 --> 00:44:49,200
and then take a picture above it.

609
00:44:49,660 --> 00:44:51,480
So they'll get like a crazy distorted view

610
00:44:51,480 --> 00:44:53,500
of their art, which is really important.

611
00:44:53,700 --> 00:44:57,160
And that was a meeting that a student made in first grade.

612
00:44:57,760 --> 00:44:59,860
And the parent commented to, which is really fun.

613
00:45:02,460 --> 00:45:09,420
The last one is my kindergartners don't bring their iPads to art. So a lot of times I'll just sit with

614
00:45:09,420 --> 00:45:14,380
like two or three kids and get a picture of them with their art and then I let them talk about it.

615
00:45:14,440 --> 00:45:20,180
So a little kid would say something like, this is my shape party and we learned about cutting out different

616
00:45:20,180 --> 00:45:26,680
chains. I hope you like it. You know something like that. And it doesn't go to the whole class. It just goes to that specific child

617
00:45:26,680 --> 00:45:28,840
and their followers, their parents, or their family.

618
00:45:29,540 --> 00:45:30,420
So that's really nice.

619
00:45:30,600 --> 00:45:33,360
It's something that I'm not gonna have a good way

620
00:45:33,360 --> 00:45:35,460
of finding a way to share everything,

621
00:45:35,740 --> 00:45:37,160
and I've been looking for a really long time

622
00:45:37,160 --> 00:45:38,960
for a tool that doesn't,

623
00:45:39,340 --> 00:45:41,780
I don't want my kids reflecting on each other's art

624
00:45:41,780 --> 00:45:43,280
as per say and writing,

625
00:45:43,460 --> 00:45:44,760
because that can sometimes be repeating.

626
00:45:45,380 --> 00:45:47,220
But I want the parents to be able

627
00:45:47,220 --> 00:45:48,560
to see what's going on in my class.

628
00:45:48,920 --> 00:45:51,460
And we've sparked so many cool conversations,

629
00:45:51,480 --> 00:45:53,080
even when we're out in the hall today.

630
00:45:53,540 --> 00:45:55,360
I was pretty sure the kids made the masks

631
00:45:55,360 --> 00:45:57,300
and one of the parents from El Cero was like,

632
00:45:57,560 --> 00:45:59,360
that was the cutest picture ever,

633
00:45:59,620 --> 00:46:00,800
and then to know what everybody's called.

634
00:46:01,460 --> 00:46:03,640
It's just such a nice way to just,

635
00:46:04,080 --> 00:46:06,100
the parents know me, they understand

636
00:46:06,100 --> 00:46:07,180
what was on in my class,

637
00:46:07,640 --> 00:46:09,720
and so I've had a great time with these other students.

638
00:46:10,680 --> 00:46:11,480
Thank you so much.

639
00:46:11,560 --> 00:46:11,940
Thank you so much, for sure.

640
00:46:13,600 --> 00:46:15,360
That was a number of students, really.

641
00:46:15,840 --> 00:46:16,420
A lot of them.

642
00:46:16,960 --> 00:46:18,500
It's really striking to think about it.

643
00:46:18,700 --> 00:46:22,920
And I think the way that Mrs. David's able to get us

644
00:46:22,920 --> 00:46:28,260
Thank you so much.

645
00:46:28,760 --> 00:46:34,900
Next, I'd like to tell Jenny Lasky, who is an expert at a few of our schools, and

646
00:46:34,900 --> 00:46:35,780
flavor.

647
00:46:36,300 --> 00:46:37,380
Oh, I'll start with learning.

648
00:46:38,240 --> 00:46:41,780
As a structural coach, I have the opportunity to work with teachers across three of the

649
00:46:41,780 --> 00:46:44,420
schools currently, and do any instruction.

650
00:46:44,700 --> 00:46:50,420
And she saw him being able to add a powerful aspect to that, to make that an enhancement

651
00:46:50,420 --> 00:46:51,280
so I'm like, oh, powerful.

652
00:46:51,280 --> 00:46:56,460
In this example, we're going to see a first grade student comparing intermary and narrative

653
00:46:56,460 --> 00:46:58,800
text to the English language.

654
00:47:34,090 --> 00:47:36,570
So here, not only was the student able to show the

655
00:47:36,570 --> 00:47:38,210
comparing and the contrasting of the two different tags,

656
00:47:38,350 --> 00:47:41,210
they were also able to add their voice in to explain even more.

657
00:47:41,410 --> 00:47:42,930
So they were all like on a worksheet,

658
00:47:43,010 --> 00:47:45,130
they would only be able to put in so many pieces of information.

659
00:47:45,530 --> 00:47:47,830
But here you can see further the depth of their knowledge

660
00:47:47,830 --> 00:47:50,050
that they had that you wouldn't have been able to see

661
00:47:50,050 --> 00:47:52,270
on a piece of paper that would go home.

662
00:47:52,790 --> 00:47:54,710
So this not only gets sent to the parents,

663
00:47:54,710 --> 00:47:56,390
but it automatically goes to the teacher

664
00:47:56,810 --> 00:47:59,410
and they're able to get that formative assessment feedback.

665
00:47:59,910 --> 00:48:01,950
And then the student is given that opportunity to reflect.

666
00:48:01,950 --> 00:48:10,150
So they're reflecting on the lesson, making sure they understand what they're doing, while the teacher is able to form a TV assessment, and the parent is seeing all the same time.

667
00:48:10,330 --> 00:48:14,890
So this is a really quick way of doing those three powerful things in the classroom.

668
00:48:15,370 --> 00:48:21,790
And then we're continuing to collaborate on these activities, and comparing and contrasting is a big skill throughout first grade and throughout most of the benchmark curriculum.

669
00:48:22,170 --> 00:48:27,250
So they're continuing to show growth throughout doing similar activities like this in the similar structure.

670
00:48:30,010 --> 00:48:38,090
Thank you so much here, and this is Hume Sonserberg writes that she is a credit course tonight,

671
00:48:38,230 --> 00:48:39,570
so she wasn't able to attend the chair.

672
00:48:40,210 --> 00:48:41,710
Thank you so much for coming to share her.

673
00:48:42,470 --> 00:48:46,430
This is one of the things that I get really excited about, and I think,

674
00:48:47,210 --> 00:48:50,050
luckily for you guys, there's not like 20 more slides, but I feel like there could be,

675
00:48:50,150 --> 00:48:55,770
because there's so many fantastic examples of how our teachers and students have really

676
00:48:55,770 --> 00:48:57,830
to take advantage of this tool this year.

677
00:48:58,270 --> 00:49:01,530
So I'm excited about more to come, and I know.

678
00:49:04,370 --> 00:49:07,830
So I've just got a couple slides, just with some statistics

679
00:49:08,250 --> 00:49:12,350
and this is from November, kind of our most recent

680
00:49:12,350 --> 00:49:13,030
complete month.

681
00:49:14,830 --> 00:49:17,710
And so this just gives you a sense of how many posts

682
00:49:17,710 --> 00:49:18,790
are happening at each school.

683
00:49:19,810 --> 00:49:22,290
In India Trail and Puffer, in terms of noting those two

684
00:49:22,290 --> 00:49:26,350
schools have preschool, and they use seesaw's a tool

685
00:49:26,350 --> 00:49:29,150
pretty extensively as part of their portfolio process.

686
00:49:29,330 --> 00:49:30,850
That's why their numbers are even particularly high.

687
00:49:31,410 --> 00:49:35,550
But this just gives you, yeah, those two, those two

688
00:49:35,550 --> 00:49:36,130
definitely send out.

689
00:49:36,330 --> 00:49:39,690
But this gives you a sense of just the volume of how this

690
00:49:39,690 --> 00:49:40,250
tool has been used.

691
00:49:40,350 --> 00:49:42,510
Those are some pretty big numbers of posts beginning

692
00:49:43,050 --> 00:49:44,350
added to see salvage those skills.

693
00:49:44,430 --> 00:49:46,230
If you think of, you know, if you school having, you know,

694
00:49:46,410 --> 00:49:47,750
around 300 students obviously.

695
00:49:48,130 --> 00:49:51,110
So, so anyways, it's a pretty prolifically used tool.

696
00:49:51,430 --> 00:49:54,550
And again, we're not even quite to a point of full implementation yet.

697
00:49:54,550 --> 00:50:03,230
And this is on the post that has students in orange and family members in blue.

698
00:50:03,990 --> 00:50:07,590
And so you'll see, I think probably the most interesting thing about this one is not

699
00:50:07,590 --> 00:50:10,230
necessarily looking at the difference between schools because those are tied in enrollment,

700
00:50:10,550 --> 00:50:14,590
but actually how tight those student and family members connections are.

701
00:50:14,770 --> 00:50:18,710
So we have a lot of students on there and family members are also connecting as well.

702
00:50:18,890 --> 00:50:19,850
I think that's important part of this.

703
00:50:19,990 --> 00:50:22,990
Not just something that's happening in school and you're putting it out there and we don't

704
00:50:22,990 --> 00:50:26,350
know whether or not parents are interacting, but we have some data that really shows that

705
00:50:26,350 --> 00:50:31,410
parents are connecting with these accounts, and they are viewing these artifacts.

706
00:50:32,150 --> 00:50:35,370
So I think this is one of those things that I think we can be really proud of.

707
00:50:35,430 --> 00:50:40,030
That our parents appreciate this tool, and they're taking the time to tunnel the app to set

708
00:50:40,030 --> 00:50:43,370
up the account and connect with their students because they really value seeing their children's

709
00:50:43,370 --> 00:50:43,490
work.

710
00:50:47,890 --> 00:50:50,350
I think that brings it to the end of our presentation.

711
00:50:50,630 --> 00:50:55,290
So we appreciate your time and for hearing about this, and we do look forward to continuing

712
00:50:55,290 --> 00:50:58,860
you when I worked in this area? Thank you.

713
00:51:01,720 --> 00:51:02,160
Questions?

714
00:51:02,840 --> 00:51:06,600
I do just have one quick question, Jane. You reflected a lot on the parent survey

715
00:51:06,600 --> 00:51:09,720
information and I know you mentioned anecdotally a couple of places where the teachers in the

716
00:51:09,720 --> 00:51:13,680
parents were aligned. Were there any instances that stuck out to you where the teachers had

717
00:51:13,680 --> 00:51:18,400
strong feedback about the way the conferences worked or didn't work

718
00:51:18,400 --> 00:51:20,500
that we should be taking into account for next year?

719
00:51:20,960 --> 00:51:25,400
The teacher feedback, which I should have said, was not through

720
00:51:25,400 --> 00:51:29,780
through a survey, it was through our great level meetings that we've had those

721
00:51:29,780 --> 00:51:34,500
last few weeks and so we really spent time just let people talk about how

722
00:51:34,500 --> 00:51:38,200
the conferences go. From the teacher perspective the feedback that we have

723
00:51:38,200 --> 00:51:44,000
has gotten very, very positive. They feel like the parent feedback that they've received

724
00:51:44,000 --> 00:51:48,220
was also very positive and just that those conversations around sharing what

725
00:51:48,220 --> 00:51:52,740
ideas and what would you maybe try and change for next time. But I would say it's

726
00:51:52,740 --> 00:51:57,480
consistent very positive feedback from SAF. We just wrapped up our great level meetings today

727
00:51:58,060 --> 00:52:04,120
and talked to our teachers who at every great level were happy to hear yes we're going into

728
00:52:04,120 --> 00:52:11,980
next year with this mid trimester conference format and we'll continue to build upon that experience.

729
00:52:19,920 --> 00:52:25,280
Okay thank you nice presentation and thank you to the teachers who came up and gave us the

730
00:52:25,280 --> 00:52:32,580
extra information as well and in the videos of your children. Thank you.

731
00:52:34,640 --> 00:52:41,920
Next on the agenda is spotlight our schools fall 2018 school environment

732
00:52:41,920 --> 00:52:45,500
survey results. Good evening.

733
00:52:48,450 --> 00:52:50,830
I'm really excited to share with you the

734
00:52:50,830 --> 00:52:56,150
results from the recent school environment survey for parents as

735
00:52:59,190 --> 00:52:59,530
you may

736
00:52:59,530 --> 00:53:07,770
Recall the former strategic plan here in District 58 was approved in 2011 and

737
00:53:07,770 --> 00:53:12,950
one of the major goals back then was social and national learning and as part

738
00:53:12,950 --> 00:53:18,310
of that goal back in 2011 the district started a school environment survey.

739
00:53:19,210 --> 00:53:24,090
Originally it was for parents and students and recent years the State

740
00:53:24,090 --> 00:53:28,190
five essential survey for students replaced our school environment

741
00:53:28,190 --> 00:53:32,510
survey for students but we have continued throughout the year to offer parents

742
00:53:32,510 --> 00:53:38,350
a school environment survey. This year we administered it in November and

743
00:53:38,350 --> 00:53:42,690
December and offered it in English and Spanish and while we didn't receive a

744
00:53:42,690 --> 00:53:46,810
record number of responses we definitely received more responses than we

745
00:53:46,810 --> 00:53:51,570
typically do which is great we always we always try to get as much parent feedback

746
00:53:51,570 --> 00:54:01,310
back as possible. So over 1,300 responses was pretty great for this year. So I'm going

747
00:54:01,310 --> 00:54:07,650
to be doing a quick review of some of the quantitative data, both what we did, how we

748
00:54:07,650 --> 00:54:12,010
achieved this year, and then also comparing it to previous years. And then I'll be doing

749
00:54:12,010 --> 00:54:18,690
a deep dive into the open-ended questions that we asked parents at the end of the survey.

750
00:54:20,570 --> 00:54:27,430
So, just kind of to overview the format, here's one of the statements from the survey.

751
00:54:27,590 --> 00:54:30,210
My child is cared for by the adults at school.

752
00:54:31,180 --> 00:54:39,990
You can see that 96% of parents either say always are usually, which is fantastic, but

753
00:54:40,520 --> 00:54:48,530
almost just as important, 0% or I think technically 0.2% of parents said never.

754
00:54:48,530 --> 00:54:52,290
which is very important and really good to see.

755
00:54:52,770 --> 00:54:54,750
And then if you look over at the historic data

756
00:54:55,410 --> 00:54:57,450
over the past four years, each year,

757
00:54:57,630 --> 00:54:59,930
we've improved one percentage point in this category.

758
00:55:00,630 --> 00:55:03,470
And then going back to the baseline year, 2011,

759
00:55:03,990 --> 00:55:07,870
you see really significant growth, 83%.

760
00:55:08,310 --> 00:55:11,350
Though it's worth noting that in 2015,

761
00:55:12,210 --> 00:55:14,350
we had a small survey committee

762
00:55:14,350 --> 00:55:19,090
and we changed the rating scale from one of agreement,

763
00:55:19,310 --> 00:55:21,970
previously, what was strongly agreed,

764
00:55:22,230 --> 00:55:25,330
agreed, disagreed, et cetera, to one of frequency,

765
00:55:25,630 --> 00:55:27,670
to give us a little bit better information.

766
00:55:28,290 --> 00:55:31,350
So we can't exactly compare the 2011 data,

767
00:55:31,530 --> 00:55:34,870
apples to apples, but it's fairly similar.

768
00:55:36,090 --> 00:55:39,730
So I'll go through the rest of these quantitative results,

769
00:55:40,390 --> 00:55:43,210
a little bit more quickly, but you can see with this question,

770
00:55:43,210 --> 00:55:44,910
and my child is getting a quality education.

771
00:55:45,810 --> 00:55:48,890
Pretty good scores, pretty steady over the last four years.

772
00:55:49,390 --> 00:55:52,350
Does show some good improvement since 2011.

773
00:55:54,690 --> 00:55:58,150
Looking at how supportive the school is for students.

774
00:55:58,950 --> 00:56:00,670
Very similar to that first question,

775
00:56:00,810 --> 00:56:03,270
where we see some steady growth each year

776
00:56:03,270 --> 00:56:07,070
in the past four years and also how supportive

777
00:56:07,070 --> 00:56:09,130
in inviting the school is for parents.

778
00:56:10,430 --> 00:56:13,370
They haven't seen as much growth in the past four years,

779
00:56:13,370 --> 00:56:19,890
but it's been fairly steady and still, you know, in the 90% which is pretty good as

780
00:56:19,890 --> 00:56:20,070
well.

781
00:56:22,580 --> 00:56:28,040
Then here, focusing specifically on social and national skills, we see some huge improvements

782
00:56:28,040 --> 00:56:34,380
if you look at 2011, 73% of parents agreed or strongly agreed with that statement.

783
00:56:35,080 --> 00:56:41,860
This year, 90% of parents say that their school always or usually focuses on it.

784
00:56:43,330 --> 00:56:58,290
And related to that, parent, guardian involvement with social emotional learning skills, we've seen improvements we're at 90% now, we're at 78% in 2011.

785
00:57:00,930 --> 00:57:10,010
Parent feedback, this question was not asked in 2011. But as you can see, we've improved by six percentage points in just the last four years.

786
00:57:10,010 --> 00:57:19,430
parent feedback was something that came up during our strategic planning process last year and we formed a

787
00:57:20,090 --> 00:57:28,070
council this past year, the Communications Feedback Council that's really looking at not only ways we can

788
00:57:28,070 --> 00:57:33,650
improve the feedback we get from parents but also improve what we do with that feedback as a school

789
00:57:33,650 --> 00:57:39,890
district. So going forward there is continued room for growth with this question as you can see only

790
00:57:39,890 --> 00:57:46,450
33% of parents that we always consider parent feedback and that's something that I think we

791
00:57:46,450 --> 00:57:52,750
can improve upon and something that I hope I think some of our current improvement measures

792
00:57:52,750 --> 00:57:54,170
will hopefully tackle.

793
00:57:56,330 --> 00:57:59,970
This question, the statement focuses on student diversity and respect

794
00:57:59,970 --> 00:58:04,170
which is also directly linked to social and national learning and you can see we've made

795
00:58:04,170 --> 00:58:10,930
tremendous growth just in the past four years. We've improved five percentage points and

796
00:58:10,930 --> 00:58:15,670
And then the last area for the quantitative section when I focus on is teacher communication.

797
00:58:17,190 --> 00:58:22,110
And this is shown, was not, this particular question was not asked in 2011, but we've

798
00:58:22,110 --> 00:58:28,710
seen some improvement over the past four years, the more study the past two or three years.

799
00:58:30,840 --> 00:58:38,690
And you know, with CSAS, some of our communications in our classrooms are continuing to improve

800
00:58:38,690 --> 00:58:41,110
is we saw on some of our last presentations.

801
00:58:43,820 --> 00:58:46,540
So at the end of the survey, we asked parents to open

802
00:58:46,540 --> 00:58:47,160
into questions.

803
00:58:48,060 --> 00:58:51,600
The first one is, what is one thing District 58 does

804
00:58:51,600 --> 00:58:53,680
while that we would like us to continue.

805
00:58:53,840 --> 00:58:55,560
And the other one is, what can we approve upon?

806
00:58:56,980 --> 00:59:00,720
For both questions about, we received six, like,

807
00:59:00,780 --> 00:59:04,120
for this question, we received 697 responses, which

808
00:59:04,120 --> 00:59:06,280
was just over half of respondents.

809
00:59:06,980 --> 00:59:17,660
And we took that data, all of the parent comments, and analyzed them for the different themes that may have come up and took themes from each.

810
00:59:18,120 --> 00:59:24,640
So if a parent just said something like, I love my children's teachers, that would count as, you know, one thing.

811
00:59:24,720 --> 00:59:34,420
But another parent may have written more and gone into greater detail, and we would have taken all their different ideas when analyzing the data.

812
00:59:34,420 --> 00:59:43,680
And then from there, this is a whole word cloud that the computer generated with the most common words I know.

813
00:59:44,780 --> 00:59:51,500
But from there, we took those themes and categorized them in order to how often they were mentioned.

814
00:59:51,500 --> 00:59:59,180
and to kind of better understand what topics parents are most concerned about and what

815
01:00:00,370 --> 01:00:08,150
I think we're doing well on. So, for the first open-ended question, the most commonly mentioned

816
01:00:08,150 --> 01:00:14,890
topic was communication, and all types of communication were referenced. Teacher communication,

817
01:00:15,390 --> 01:00:21,870
principal, and district communication. Seasaw came up a lot, and from earlier tonight's

818
01:00:21,870 --> 01:00:28,070
presentations, you can probably see why it did come up. Seasaw can be a very powerful tool.

819
01:00:29,550 --> 01:00:34,050
weekly emails, newsletters, all different things were mentioned there.

820
01:00:35,210 --> 01:00:41,170
Corn curriculum also frequently came up. A lot of parents mentioned the recent

821
01:00:41,170 --> 01:00:45,930
curriculum updates that some of our subjects received is being to highlight.

822
01:00:46,510 --> 01:00:53,530
Social and emotional learning was also very widely mentioned, which shows that

823
01:00:53,530 --> 01:00:57,110
that some of our work from the last strategic plan has paid off.

824
01:00:57,870 --> 01:01:01,310
As you can see, carrying the supportive environments, parent involvement.

825
01:01:01,910 --> 01:01:05,490
I think Jason's presentation earlier did a great job of showing

826
01:01:05,490 --> 01:01:09,230
some of the ways Elsira is just one school

827
01:01:09,810 --> 01:01:14,430
really involves its parents. Good teachers, staff administrators,

828
01:01:14,670 --> 01:01:18,390
there were so many comments about our staff, which is fantastic.

829
01:01:19,230 --> 01:01:22,750
Our technology was mentioned a lot, especially

830
01:01:22,750 --> 01:01:28,850
in regards to CSA. I'm not going to go into all of these but you can see here some of

831
01:01:28,850 --> 01:01:35,290
the other common topics that came up as themes of things that we're doing well in District

832
01:01:35,290 --> 01:01:38,430
58, the bar with some keywords associated with them.

833
01:01:41,430 --> 01:01:42,770
So then the other open and a question

834
01:01:43,270 --> 01:01:49,910
is what's something that District 58 and or your school can prove upon. Similarly, we

835
01:01:49,910 --> 01:01:57,590
had 694 people to respond just over half of all survey takers. And here's a word

836
01:01:57,590 --> 01:02:03,070
cloud that shows some of the most frequently mentioned words.

837
01:02:06,120 --> 01:02:06,880
And here are the

838
01:02:06,880 --> 01:02:14,000
themes. So the most commonly mentioned topic would be core curriculum. 149

839
01:02:14,000 --> 01:02:19,960
people mentioned something related to our core subjects. And a lot of the

840
01:02:20,620 --> 01:02:28,660
comments related to the desire to see increased rigor in our curriculum as well as more

841
01:02:28,660 --> 01:02:29,240
acceleration.

842
01:02:30,500 --> 01:02:31,100
Interesting.

843
01:02:31,300 --> 01:02:34,720
We had a lot of parents say more homework and then a lot of parents say I want my

844
01:02:34,720 --> 01:02:38,680
child to have less homework, so there's that definite balance there.

845
01:02:40,220 --> 01:02:47,400
Communication came up again, consistency and timeliness were two facets of communication

846
01:02:47,400 --> 01:02:53,780
that were frequently mentioned, off a lot of parents said, you know, I have one

847
01:02:53,780 --> 01:02:56,640
teacher that communicates with me all the time, I have another that's more

848
01:02:56,640 --> 01:03:03,320
frequent, is there some kind of standard for communication. And yeah, that

849
01:03:03,320 --> 01:03:09,140
is very common. Next facility maintenance, enough grades. 75 people mentioned that

850
01:03:09,140 --> 01:03:15,980
air conditioning received 36 mentions. Facility planning is a big component of

851
01:03:15,980 --> 01:03:23,400
strategic plan, so there's a lot of efforts in place right now to really look at our facility needs, including your conditioning.

852
01:03:24,560 --> 01:03:32,560
Apparent involvement was another common topic with many parents mentioning that the timing of a lot of school events

853
01:03:32,560 --> 01:03:36,360
wasn't always conducive to employed parent schedules.

854
01:03:37,280 --> 01:03:44,560
And then lastly, on this page, instructional technology, there were really three different groups of

855
01:03:44,560 --> 01:03:51,120
comments related to technology, one that we're doing it really well and we should do more.

856
01:03:51,700 --> 01:03:59,020
Another, we're not using technology very effectively or as effectively as we could and we should improve.

857
01:03:59,660 --> 01:04:02,480
And then a third group that said we should not use iPads.

858
01:04:03,300 --> 01:04:09,280
And it was very specific to iPads as a type of technology in that third group.

859
01:04:09,280 --> 01:04:14,320
I didn't see as much about Chromebooks or other areas.

860
01:04:15,780 --> 01:04:20,840
So again, I'm not going to go through all these topics, but here are a few other common

861
01:04:20,840 --> 01:04:26,440
things that came up and associated key words, so we have teachers and staff and specifics

862
01:04:26,440 --> 01:04:34,120
there, class size, overcrowded schools, progress reporting, school and district leadership,

863
01:04:34,120 --> 01:04:40,400
special classes, specifically the desire for increased opportunities in art,

864
01:04:40,560 --> 01:04:45,520
music, PE, et cetera, social national learning and here at other

865
01:04:46,080 --> 01:04:49,920
balance where some parents want more, some think we do enough

866
01:04:49,920 --> 01:04:52,920
and they want less, and then student discipline.

867
01:04:54,540 --> 01:04:56,320
To continue, we have,

868
01:04:57,980 --> 01:05:01,580
themes related to special education, testing,

869
01:05:01,580 --> 01:05:10,760
extracurriculars, the school environment, supervision, particularly like a recess time around the playground, and then the calendar.

870
01:05:12,360 --> 01:05:20,220
Later on in tonight's meeting I believe there's going to be a presentation related to next year's calendar and professional learning

871
01:05:20,220 --> 01:05:28,460
models that may address some of the concerns raised among these calendar questions.

872
01:05:28,740 --> 01:05:36,600
And then this last page has a few smaller themes that came up through the survey that

873
01:05:36,600 --> 01:05:41,680
didn't even include key words for, but some of them are topics that we've heard before

874
01:05:41,680 --> 01:05:46,920
with moving to grade at six, eight middle schools, some of our safety security, food services,

875
01:05:46,920 --> 01:05:54,360
is, um, et cetera. So, here they are. So then finally, what's next? All of our building

876
01:05:54,360 --> 01:06:00,320
principles and administrators have received the survey results. Our principals and their

877
01:06:00,980 --> 01:06:06,980
building leadership teams, um, our groups of teachers, um, will be reviewing the, their

878
01:06:06,980 --> 01:06:13,380
school's results and making, um, improvements specific to their school based on, um, those

879
01:06:13,380 --> 01:06:18,520
results and then at a higher level district administrators and principals will be reviewing

880
01:06:18,520 --> 01:06:23,660
the data to inform district wide improvements. The communications feedback council I mentioned

881
01:06:23,660 --> 01:06:30,160
earlier is to finding how we can use these results to in a more impactful way and then lastly,

882
01:06:30,420 --> 01:06:38,620
we are posting the results on our website so that the community can better understand the

883
01:06:38,620 --> 01:06:40,220
parent feedback that we receive.

884
01:06:41,620 --> 01:06:45,660
So that is a summary of this year's survey results.

885
01:06:46,280 --> 01:06:48,100
You have any questions to let me know.

886
01:06:48,280 --> 01:06:49,560
Otherwise, thank you so much.

887
01:06:51,540 --> 01:06:52,600
I have a comment.

888
01:06:53,180 --> 01:06:58,600
In the years I've been on the board, this I find is one of the most interesting and telling

889
01:06:58,600 --> 01:07:06,200
things and informative things we do as a district and I guarantee everybody out there I read

890
01:07:06,200 --> 01:07:11,600
all almost 1400 of them and I'll read them again because first time through you

891
01:07:11,600 --> 01:07:17,140
you might miss a few and I always find it very interesting and I really use

892
01:07:17,140 --> 01:07:22,080
that to help my thought process throughout the year because there will be a lot

893
01:07:22,080 --> 01:07:25,400
of times where somebody will say oh nobody says that oh nobody says it in this

894
01:07:25,400 --> 01:07:33,700
meeting but we had 1400 respondents and 50 of them said this and your comment is

895
01:07:33,700 --> 01:07:37,600
one of, you know, could be one of those 50, but there's 49 hundred people who are listening

896
01:07:37,600 --> 01:07:41,620
to our 100 people said this. And I think it's interesting when you look at, you know,

897
01:07:41,640 --> 01:07:46,240
how it's scattered. Some of them are tough because they'll be the same topic and you'll have

898
01:07:46,240 --> 01:07:51,500
just as many positive comments and just as many negative. So you'll have 100 people saying

899
01:07:51,500 --> 01:07:57,620
we're doing a great job at X and 100 people saying we're doing a bad job at X. And I was like,

900
01:07:57,760 --> 01:08:03,380
it's just really interesting in the comments, but I think it's really telling. And I think

901
01:08:03,380 --> 01:08:07,780
It's good as much as information that we can get to the community as possible because

902
01:08:08,420 --> 01:08:12,840
a lot of people are willing to share their opinion here, but they're not willing to come to a meeting.

903
01:08:14,060 --> 01:08:20,820
And this is, you know, we want to listen to everybody, not just the one person that gets your attention

904
01:08:21,480 --> 01:08:25,660
about all these people. And I really hope that when the buildings get these, they take them seriously,

905
01:08:26,720 --> 01:08:31,440
especially recurring themes. Do we ever go back? I know we go, we just talked about how we go with the building.

906
01:08:31,440 --> 01:08:33,800
But some of these things, I look on there and I'm like,

907
01:08:34,520 --> 01:08:36,660
I've seen nine of these, maybe a ton of these now.

908
01:08:38,280 --> 01:08:42,700
And it's the same thing, that specific question

909
01:08:42,700 --> 01:08:45,440
maybe pertaining to that specific building year

910
01:08:45,440 --> 01:08:50,400
after year after year, how do we address that?

911
01:08:50,840 --> 01:08:52,840
And I get it every year, there's gonna be this or that.

912
01:08:53,420 --> 01:08:55,000
And you got to sometimes sort out,

913
01:08:55,300 --> 01:08:57,820
you had a bad experience, but 50 people had a good experience.

914
01:08:58,080 --> 01:08:59,800
So what was the difference?

915
01:09:00,400 --> 01:09:10,600
But what concerns me is when I can see the continuous improvement requests from our parents in here, but I don't see progress in it.

916
01:09:11,440 --> 01:09:21,220
What do we do? Do we just share one thing for one year or do we go and say, hey, building X, this is not only a concern this year, this is a concern for 10 years.

917
01:09:21,220 --> 01:09:26,340
and I don't know. I'm assuming that it didn't just start as a trend. When I got on the board

918
01:09:26,340 --> 01:09:31,160
I'm assuming that some of these trends may have been before that. So it kind of a long-winded

919
01:09:31,860 --> 01:09:36,160
comment but then more of a question or what do we do? Well I think the

920
01:09:36,160 --> 01:09:41,940
communications feedback comes, which is that group that just started this past fall to

921
01:09:41,940 --> 01:09:47,680
address how we can better use feedback. I know we're still in some of the

922
01:09:47,680 --> 01:09:51,020
Formation parts of what we want to,

923
01:09:51,780 --> 01:09:53,480
how we want to use feedback on the informer,

924
01:09:53,640 --> 01:09:56,160
but I know a school environment survey results

925
01:09:56,160 --> 01:09:58,160
or something we'll be discussing and considering,

926
01:09:58,520 --> 01:10:00,880
and I'm hopeful that we can,

927
01:10:02,340 --> 01:10:04,600
with that group to find a way

928
01:10:04,600 --> 01:10:07,500
to better follow-up on some historical trends

929
01:10:07,500 --> 01:10:12,440
and identify some more tangible improvements

930
01:10:12,440 --> 01:10:13,180
going forward.

931
01:10:15,600 --> 01:10:21,660
I understand there's been a lot of transparency has been a big issue with many, many people,

932
01:10:21,800 --> 01:10:24,580
many groups, you know, kind of consistently throughout.

933
01:10:25,680 --> 01:10:31,900
How much is information can we share before we can't, I mean, I know surveys and people

934
01:10:31,900 --> 01:10:40,860
take surveys and there's some concern of, you know, what we can share with these individual

935
01:10:40,860 --> 01:10:45,580
comments and what we can't, how do we determine what we can share and what we can't.

936
01:10:46,980 --> 01:10:53,100
So we have taken the stance of much like our reception of visitors.

937
01:10:53,600 --> 01:11:00,340
The surveys are intended to be a place where we're allowing one person to be called out

938
01:11:00,340 --> 01:11:00,820
by name.

939
01:11:01,080 --> 01:11:05,700
So Melissa, the board secretary, has for many years.

940
01:11:05,700 --> 01:11:06,980
Yeah, it's pretty good.

941
01:11:07,520 --> 01:11:10,080
Yeah, took over.

942
01:11:10,720 --> 01:11:13,140
That position has redacted those names,

943
01:11:13,380 --> 01:11:15,260
the personally identifiable information.

944
01:11:15,920 --> 01:11:18,120
But otherwise we post those results online,

945
01:11:18,480 --> 01:11:20,400
the quantitative as well as the qualitative.

946
01:11:21,000 --> 01:11:25,000
The school teams do receive their school's report

947
01:11:25,000 --> 01:11:26,780
so they can look at some of those themes

948
01:11:26,780 --> 01:11:29,360
and analyze those in school teams.

949
01:11:29,760 --> 01:11:32,640
In my experience at least, do take those results very seriously

950
01:11:32,640 --> 01:11:37,600
and they use those results to help design what their school improvement plans will include,

951
01:11:37,720 --> 01:11:41,920
building leadership teams will design some of their outreach around some of those themes

952
01:11:41,920 --> 01:11:42,580
that they see.

953
01:11:43,200 --> 01:11:48,860
And you know, you're right, John, sometimes those themes are hard to tackle in our school

954
01:11:48,860 --> 01:11:53,720
teams, I think, to a really nice job of trying to see improvement year over year on some

955
01:11:53,720 --> 01:11:55,000
of those recurring themes.

956
01:11:55,260 --> 01:11:58,000
And I think the quantitative results certainly show that.

957
01:11:58,500 --> 01:12:01,920
And we need to continue to dig into some of those qualitative results as well.

958
01:12:02,480 --> 01:12:08,500
I just think it's one of the most honest and open I know it's a lot of work for staff

959
01:12:08,500 --> 01:12:13,100
and everybody to do it, but every survey I've ever looked at, the most important part

960
01:12:13,100 --> 01:12:19,660
of the survey is the comments because sometimes you can't just neatly fit things in a 1, 2,

961
01:12:19,760 --> 01:12:22,120
3, 4, 5 type box or 1, 2, 3 box.

962
01:12:22,960 --> 01:12:28,280
I really appreciate it and I'll tell you I think that was one of the best informative tools

963
01:12:28,280 --> 01:12:32,980
of the halls of the community and you know just start seeing trends between schools

964
01:12:32,980 --> 01:12:33,340
right.

965
01:12:33,760 --> 01:12:36,180
Why does this school think that but this school thinks that?

966
01:12:43,730 --> 01:12:44,210
Okay.

967
01:12:44,510 --> 01:12:45,490
Thank you very much.

968
01:12:51,520 --> 01:12:55,820
Next are communications listed on tonight's agenda are 17 communications received by the

969
01:12:55,820 --> 01:12:56,020
board.

970
01:12:56,320 --> 01:12:59,900
Are there any additional communications board members would like to share at this time.

971
01:13:06,170 --> 01:13:06,250
Okay.

972
01:13:06,530 --> 01:13:10,930
If not, we will move on to the report to the board and start with the Superior Intentant

973
01:13:10,930 --> 01:13:12,530
Report with Dr. Kermeskola.

974
01:13:13,630 --> 01:13:14,410
Thank you.

975
01:13:14,410 --> 01:13:19,230
So I just have a few things to report to the board in the community this evening, especially

976
01:13:19,230 --> 01:13:22,070
since we have a rather lengthy agenda tonight.

977
01:13:22,830 --> 01:13:29,670
First is we are excited to present to the board this evening, later on the agenda to action

978
01:13:29,670 --> 01:13:33,790
items related to the STEM curriculum adoption.

979
01:13:34,490 --> 01:13:38,670
The STEM committee held a very productive meeting last Monday, and together came to consensus

980
01:13:38,670 --> 01:13:40,790
regarding the STEM curricular resources.

981
01:13:40,790 --> 01:13:46,530
The board will remember a presentation that Mr. Cicil gave recently, summarizing some

982
01:13:46,530 --> 01:13:51,330
of the options that we were looking at and some of the next steps as well, knowing that

983
01:13:51,330 --> 01:13:55,510
that meeting was really important for our teachers to come together and review those resources

984
01:13:55,510 --> 01:14:00,370
and make some decisions and together with our administrative team-maker recommendation to

985
01:14:00,370 --> 01:14:00,690
the board.

986
01:14:00,870 --> 01:14:04,350
And so, we are excited that they were able to come to consensus.

987
01:14:04,830 --> 01:14:09,190
They've chosen TCI for kindergarten through fifth grade and IQuest, which is also known

988
01:14:09,190 --> 01:14:12,090
is active learning for six or eighth grade levels.

989
01:14:12,410 --> 01:14:16,570
So we're excited for this decision and for the upcoming training that will support our

990
01:14:16,570 --> 01:14:20,910
teachers preparation as they transition to these new resources.

991
01:14:21,570 --> 01:14:27,370
So pending board approval this evening of the curriculum purchases, these resources will

992
01:14:27,370 --> 01:14:32,770
be used in full implementation district-wide next school year, so we're really excited about

993
01:14:32,770 --> 01:14:33,090
that.

994
01:14:33,730 --> 01:14:38,130
And the purchase of these materials will be shared, the cost will be shared over the next

995
01:14:38,130 --> 01:14:44,330
last three years, as we plan those budgets, we'll certainly fold those in, but the board

996
01:14:44,330 --> 01:14:50,310
is aware that we have made those kind of financial projections over the next five years and those

997
01:14:50,310 --> 01:14:55,550
assumptions reflect the purchase of these materials, and so they certainly are built into those

998
01:14:55,550 --> 01:14:59,970
projections that Todd has shared with us many times over at this point, so we're excited.

999
01:15:00,000 --> 01:15:09,620
About this this evening. Second, we with regards to emergency days and making those up. We certainly

1000
01:15:09,620 --> 01:15:14,900
have had an unusual couple weeks of school cancellations. I would like to say, hopefully, the most

1001
01:15:14,900 --> 01:15:19,920
treacherous winter weather is behind us, but today's weather and tonight's weather seems

1002
01:15:19,920 --> 01:15:25,440
to be making me a little nervous about the game. I feel a little bit like a meteorologist

1003
01:15:25,440 --> 01:15:31,760
just recently so hopefully the weather will not be too bad this evening and things will

1004
01:15:31,760 --> 01:15:38,060
continue as planned but we have reviewed the this year's school calendar and we will

1005
01:15:38,060 --> 01:15:42,380
need to plan for three additional emergency days at the end of the school year so there's

1006
01:15:42,380 --> 01:15:49,420
been four days used and we'll need to make up all four of those provided we don't need

1007
01:15:49,420 --> 01:15:54,360
to use any additional emergency days and it scares me to even say that we will plan to adjust

1008
01:15:54,360 --> 01:15:59,420
the calendar to reflect the use of those four emergency days. This would mean that our

1009
01:15:59,420 --> 01:16:06,360
last day of school would be on Tuesday, June 11th. So as typically our practice, June 11th

1010
01:16:06,360 --> 01:16:10,720
would include a half day of student attendance and an afternoon of school improvement activities

1011
01:16:10,720 --> 01:16:16,040
and end of year work for our teachers and staff. We've provided the board with a draft calendar

1012
01:16:16,040 --> 01:16:21,680
reflecting these revisions. At this time, our plan is to continue to closely monitor weather

1013
01:16:21,680 --> 01:16:26,340
through February and early March and we hope to plan, we hope to bring back to the board

1014
01:16:26,340 --> 01:16:31,540
an adjusted calendar for approval at the March Board meeting and so that will finalize

1015
01:16:31,540 --> 01:16:38,720
that June 11th date as our last day of school. And typically, although we're still working

1016
01:16:38,720 --> 01:16:43,140
out the final details, typically the middle school promotion ceremony then is the night before

1017
01:16:43,140 --> 01:16:48,520
the last day of school so that we're put it on Monday, June 10th. Since we host those

1018
01:16:48,520 --> 01:16:53,700
at the high schools, we're still working out some of those, some of the, the scheduling

1019
01:16:53,700 --> 01:16:54,200
of that.

1020
01:16:54,880 --> 01:16:59,380
And that note, Carrie, there's been some concern in the past and I get we have to make

1021
01:16:59,380 --> 01:17:04,360
up emergency days now with community and just beats that at all and everybody kind of agrees.

1022
01:17:05,060 --> 01:17:10,820
But is there any way we can set the promotion because that can affect some families, especially

1023
01:17:10,820 --> 01:17:14,780
if you've got people coming from out of town and can, as you mentioned, can affect facilities

1024
01:17:15,920 --> 01:17:22,300
And I know this is maybe different than in the high schools, but the high school set graduation day.

1025
01:17:22,700 --> 01:17:26,020
And no matter when the school year ends, graduation day stays the same.

1026
01:17:26,260 --> 01:17:31,840
So even if they add more days on which they have and they just came out this past week and said that,

1027
01:17:32,260 --> 01:17:39,520
they don't change that because they know that's an event that people take pride in and want to attend.

1028
01:17:39,520 --> 01:17:44,640
would there be any drawback to just saying this is when eighth grade promotion

1029
01:17:44,640 --> 01:17:50,620
happens on this day, regardless? Here's the deal, right? Like the high school

1030
01:17:50,620 --> 01:17:54,480
knows, if you're not passing three days isn't going to help you, right? So you're

1031
01:17:54,480 --> 01:17:58,640
going to graduate or you're not going to graduate. So you're either going to get

1032
01:17:58,640 --> 01:18:03,640
promoted or you're not going to be promoted. So in our district we have taken

1033
01:18:03,640 --> 01:18:09,420
the stands that instructional days are really important for our students and so

1034
01:18:09,420 --> 01:18:14,080
So for our eighth grade students, those are instructional minutes that would be lost.

1035
01:18:14,080 --> 01:18:21,980
If in fact we set, for example, the promotion day as Wednesday or Thursday of the week prior

1036
01:18:21,980 --> 01:18:29,220
to what now is the last couple of days of school, it would typically a student is promoted

1037
01:18:29,220 --> 01:18:32,960
and they don't return to the school, for those last four or five days of school.

1038
01:18:33,240 --> 01:18:38,360
And so we have taken the stamps in the past that it's important that our students receive

1039
01:18:38,360 --> 01:18:40,580
as much instructional time and support as possible.

1040
01:18:41,160 --> 01:18:44,420
However, we could certainly look into that if that's something that the board wishes to

1041
01:18:44,420 --> 01:18:48,740
do for the upcoming school year, it just has always been our practice that it is the

1042
01:18:48,740 --> 01:18:53,480
day before the last day of school for eighth grade promotion, which does look and feel a little

1043
01:18:53,480 --> 01:18:59,460
bit different than the high school graduation where they have received their grades.

1044
01:18:59,600 --> 01:19:04,380
I understand now at high school, sometimes seniors don't participate in finals, so many

1045
01:19:04,380 --> 01:19:07,520
of their last couple of days of school include finals.

1046
01:19:07,520 --> 01:19:10,520
We don't have that same approach here at the middle school level.

1047
01:19:10,940 --> 01:19:14,320
So those are some of the things that we've taken into account but if it's the board's desire

1048
01:19:14,840 --> 01:19:19,940
to more firmly set that promotion day I know many of us administratively and I'm sure

1049
01:19:19,940 --> 01:19:28,220
our teachers as well would appreciate having the opportunity to simply just set it and keep

1050
01:19:28,220 --> 01:19:34,420
it a firm date that would make for some differences in the way we kind of wrap up the middle school

1051
01:19:34,420 --> 01:19:37,780
you're especially considering we only have 7th and 8th graders at our middle school.

1052
01:19:38,180 --> 01:19:43,840
I'm not saying we're at a point we make a decision but you know at least it might

1053
01:19:43,840 --> 01:19:48,760
be something that you know maybe the teachers can add to that or the administrators can add

1054
01:19:48,760 --> 01:19:54,040
to that. We do get parent comments about that's one of the typically the the comments we get is

1055
01:19:54,040 --> 01:19:57,500
everybody's like when is it when is you know right now we're like when you get a firm up the schedule

1056
01:19:57,500 --> 01:20:01,600
when are you going to firm up the schedule and it's usually 8th grade parents it's not necessarily

1057
01:20:01,600 --> 01:20:07,620
Oh, I plan on going on vacation that day after having that happens, but it's mostly it seems over the years to have been eighth grade parents.

1058
01:20:08,580 --> 01:20:19,460
We get it typically actually at eighth grade and at sixth grade there's some events that happen right after school lets out in sixth grade, which often we hear a lot from our sixth grade parents as well.

1059
01:20:19,680 --> 01:20:22,360
So it certainly is something we can look at for eighth grade promotion.

1060
01:20:22,460 --> 01:20:24,960
With that, I would not advocate for looking at that person.

1061
01:20:24,960 --> 01:20:30,980
With that end up counting against us as far as the ratings because then all those students would be out of school

1062
01:20:30,980 --> 01:20:36,520
That's a really good point because yes, their attendance would need to be reported accurately

1063
01:20:36,520 --> 01:20:41,380
Why just thinking of that box here? Why are we stuck on the idea that the

1064
01:20:42,100 --> 01:20:45,040
eighth-group motion ceremony has to be the penultimate day of school

1065
01:20:45,040 --> 01:20:49,920
Why can't we just set it as the second to last day according to the calendar including emergency days?

1066
01:20:50,160 --> 01:20:52,280
So this year, why can't we just set it as the 11th?

1067
01:20:53,800 --> 01:20:59,600
I understand that people don't always consider the last day of school to include the

1068
01:20:59,600 --> 01:21:00,240
emergency days.

1069
01:21:00,540 --> 01:21:04,400
So many of I've heard from families who have already established vacation plans, but

1070
01:21:04,400 --> 01:21:09,060
if we communicate long and advanced to people who have eighth graders, motion ceremony is

1071
01:21:09,060 --> 01:21:14,940
going to be in all likelihood after school ends, so don't go on your plan at vacation until

1072
01:21:14,940 --> 01:21:17,720
after the motion ceremony if attendance is valuable to you.

1073
01:21:17,720 --> 01:21:27,880
So I would suggest, and I certainly can look for some additional feedback on this, but I think that we might not have as many student participants in promotion if we do that.

1074
01:21:28,300 --> 01:21:38,000
If it were four or five days after school is out, students, especially our eighth grade students, would be thinking about maybe summer and whatever their next plans are.

1075
01:21:38,000 --> 01:21:43,280
I also think it might be difficult for staff, for faculty and our teachers to make arrangements

1076
01:21:43,280 --> 01:21:49,800
then to participate in this ceremony and we have many of our teachers and principals

1077
01:21:49,800 --> 01:21:53,580
and others who come out to celebrate our students as they're promoted to District 99.

1078
01:21:54,020 --> 01:21:56,620
So certainly Greg, that's something we could look at as well.

1079
01:21:57,240 --> 01:22:02,020
I think what might be a better option is to look at the other, but it would have an impact

1080
01:22:02,020 --> 01:22:02,680
on our attendance.

1081
01:22:03,020 --> 01:22:07,720
So that's a really good point, Jill, and something we'd have to think carefully about more pursuing

1082
01:22:07,720 --> 01:22:11,780
that option. Do we have data that demonstrates that if we have that eight-grade

1083
01:22:11,780 --> 01:22:15,960
attendance is abysmal following the promotion ceremony? No. Like for four or five

1084
01:22:15,960 --> 01:22:23,060
days. If there's four or five days after the promotion ceremony, we haven't you're

1085
01:22:23,060 --> 01:22:27,100
saying like go ahead and hold promotion ceremony but then expect that. No, but

1086
01:22:27,100 --> 01:22:32,320
Jill's point was if we're worried about our our chronic absenteeism rate with our

1087
01:22:32,320 --> 01:22:37,140
a pair of S reporting, is that based on historical evidence

1088
01:22:37,140 --> 01:22:39,680
that our A through S don't show up after promotion?

1089
01:22:39,940 --> 01:22:40,560
Is that just an assumption?

1090
01:22:40,740 --> 01:22:43,200
We've never expected our A through S to show up after promotion.

1091
01:22:44,360 --> 01:22:48,680
So we've never had a situation where promotion is day X

1092
01:22:48,680 --> 01:22:50,440
and then the last day of school is four days later.

1093
01:22:51,920 --> 01:22:53,880
Not that I'm aware, I'm looking at my team

1094
01:22:53,880 --> 01:22:55,280
to see if you have any recollection

1095
01:22:55,280 --> 01:22:59,720
of A through S attending four days after promotion ceremony.

1096
01:23:00,000 --> 01:23:01,560
I don't think we've had that experience.

1097
01:23:01,560 --> 01:23:04,440
At least not in any kind of recent past.

1098
01:23:04,660 --> 01:23:06,340
I think up to two, maybe.

1099
01:23:08,160 --> 01:23:10,380
Yeah, and then they don't.

1100
01:23:10,480 --> 01:23:11,720
They don't show up at school.

1101
01:23:11,820 --> 01:23:12,360
They certainly could.

1102
01:23:12,640 --> 01:23:12,760
Sure.

1103
01:23:13,100 --> 01:23:15,060
But they typically, after promotions,

1104
01:23:15,060 --> 01:23:15,940
how many are there?

1105
01:23:16,240 --> 01:23:16,620
Don't look.

1106
01:23:16,780 --> 01:23:20,080
Well, there's a lot of camps and there's a lot of sports activities

1107
01:23:20,080 --> 01:23:24,480
that travel sports that I've already had people ask me about.

1108
01:23:24,720 --> 01:23:27,720
When the last day is for those people going out of town

1109
01:23:27,720 --> 01:23:29,000
for tournaments and things like that.

1110
01:23:29,320 --> 01:23:29,600
Sure.

1111
01:23:29,600 --> 01:23:34,300
I always try to show people that last emergency day, just anything that you can respond to.

1112
01:23:34,560 --> 01:23:35,660
Yeah, right, right.

1113
01:23:36,000 --> 01:23:38,660
So there's certain things that we look at.

1114
01:23:40,520 --> 01:23:42,840
So those are things certainly we could look at.

1115
01:23:42,940 --> 01:23:46,900
And as we build next year's calendar, we always do look at when that last year's school is,

1116
01:23:46,980 --> 01:23:49,680
and when likely the ceremony might be.

1117
01:23:49,900 --> 01:23:55,700
But this has been an unusual year to have four days canceled within one school year is unusual.

1118
01:23:59,680 --> 01:24:04,660
We have five days built in. It's unusual to have four emergency days in the year.

1119
01:24:05,020 --> 01:24:09,500
In the event that we have two more, which unlikely, but I didn't think we'd have an emergency

1120
01:24:09,500 --> 01:24:13,320
date in November either. Is the six day just not made up?

1121
01:24:13,520 --> 01:24:19,840
Yeah, after five days, it's considered an act of God, and so we get to...

1122
01:24:19,840 --> 01:24:21,820
Some of us would think they're all an act of it.

1123
01:24:22,620 --> 01:24:26,260
Well, I don't know this too coldly, sure, we're not supposed to lie.

1124
01:24:26,500 --> 01:24:27,180
We're supposed to lie.

1125
01:24:27,480 --> 01:24:27,840
Really?

1126
01:24:28,660 --> 01:24:30,180
God doesn't care about the first day.

1127
01:24:30,180 --> 01:24:30,600
I don't know.

1128
01:24:31,200 --> 01:24:32,280
I'm the sixth day.

1129
01:24:32,680 --> 01:24:33,060
Okay.

1130
01:24:34,180 --> 01:24:34,720
I don't know.

1131
01:24:34,720 --> 01:24:35,160
I don't know.

1132
01:24:35,300 --> 01:24:36,260
I understand it to be.

1133
01:24:36,760 --> 01:24:42,300
We can forego making up the sixth day, but don't chance us, it's all I'm not saying.

1134
01:24:43,560 --> 01:24:47,520
We're hoping that school will be in session as far as I didn't mean to restrict it.

1135
01:24:47,660 --> 01:24:48,080
That's okay.

1136
01:24:48,300 --> 01:24:50,620
I appreciate the question because John, you're right.

1137
01:24:50,620 --> 01:24:55,900
We get that question every year, too, and especially in these years where we've had to adjust by four days.

1138
01:24:56,200 --> 01:24:57,960
It really does become pretty significant.

1139
01:24:59,100 --> 01:25:04,060
I think seven years ago we had four days, but that was inclusive of a flood.

1140
01:25:04,240 --> 01:25:07,460
We had a four-year individual experience as well, yes.

1141
01:25:09,500 --> 01:25:11,740
On that note, though, I will also share.

1142
01:25:11,860 --> 01:25:16,000
We've received a few questions regarding the possibility of making up school with an e-learning day

1143
01:25:16,000 --> 01:25:18,340
or some type of a remote learning day.

1144
01:25:18,940 --> 01:25:22,560
At this time, District 58 does not currently have procedures

1145
01:25:22,560 --> 01:25:25,400
in place to accommodate this type of an emergency day makeup.

1146
01:25:26,200 --> 01:25:29,400
However, we would like to consider these opportunities

1147
01:25:29,400 --> 01:25:30,120
for the future.

1148
01:25:31,240 --> 01:25:33,720
Some of our neighboring districts, especially the high school

1149
01:25:33,720 --> 01:25:35,920
districts, seem to be exploring this a little bit more

1150
01:25:35,920 --> 01:25:40,440
and many are piloting or exploring it with one day to try.

1151
01:25:41,280 --> 01:25:43,560
So it's something that we'd like to learn from.

1152
01:25:43,560 --> 01:25:49,660
There are a handful of suburban districts at the elementary level that are piloting this approach to the school year as well.

1153
01:25:50,080 --> 01:26:00,480
Again, we hope to learn more from their experiences and to consider some options for that in the future, but right now we just aren't quite in a place where we would be jumping in to give that a try.

1154
01:26:01,080 --> 01:26:07,140
The other thing to keep in mind is the state this year has made some adjustments to how they're counting and calculating student attendance days.

1155
01:26:07,140 --> 01:26:15,580
And throughout this year, superintendents and other administrators have really been closely monitoring this because they have changed it a couple of times.

1156
01:26:16,120 --> 01:26:19,340
Many of the adjustments are offering districts more flexibility.

1157
01:26:20,280 --> 01:26:24,140
But there's still some requirements that in some limitations that they've set there.

1158
01:26:24,340 --> 01:26:34,840
And so there's a little that still is unknown about whether or not an e-learning day, how it would count in how you have to structure it to ensure that it counts adequately.

1159
01:26:34,840 --> 01:26:37,400
And so, again, we hope to learn more about that.

1160
01:26:37,740 --> 01:26:39,620
We will be looking at next year's calendar

1161
01:26:39,620 --> 01:26:41,980
and looking to consider some options there.

1162
01:26:42,280 --> 01:26:45,440
Also some options for where we place those emergency days,

1163
01:26:46,260 --> 01:26:49,660
so that there's some information built into the calendar

1164
01:26:49,660 --> 01:26:51,700
and some opportunities may be built into the calendar

1165
01:26:52,000 --> 01:26:54,440
to more flexibly schedule those days,

1166
01:26:54,440 --> 01:26:59,140
if in fact the board and everyone who contributes

1167
01:26:59,140 --> 01:27:00,880
to the calendar development can come

1168
01:27:00,880 --> 01:27:02,060
to some consensus around that.

1169
01:27:02,060 --> 01:27:03,860
So we'll be bringing back.

1170
01:27:03,860 --> 01:27:08,300
We have long been aiming for bringing a calendar for next school year in March.

1171
01:27:08,740 --> 01:27:12,940
You're going to hear a little more about our calendar development later in tonight's agenda

1172
01:27:12,940 --> 01:27:14,220
and again at the curriculum workshop.

1173
01:27:15,240 --> 01:27:17,500
So we'll keep talking to you about that.

1174
01:27:20,200 --> 01:27:25,500
Third, the superintendent search, the online survey did in fact launch today.

1175
01:27:25,660 --> 01:27:28,020
Megan sent out some communications regarding that.

1176
01:27:28,020 --> 01:27:33,260
They'll be collecting input for the next 10 days via that online survey and we would

1177
01:27:33,260 --> 01:27:34,960
encourage everyone to log in.

1178
01:27:35,160 --> 01:27:41,900
It's a pretty quick and simple survey to respond to, but that responses are really valuable

1179
01:27:41,900 --> 01:27:42,920
to the recruiters.

1180
01:27:43,180 --> 01:27:48,420
They just continue to want us to encourage people's responses to the online survey.

1181
01:27:48,540 --> 01:27:49,480
That's really, really important.

1182
01:27:49,960 --> 01:27:55,800
In addition, we have our stakeholder input events that are being scheduled for February 20th.

1183
01:27:55,800 --> 01:28:01,800
The board was provided that tentative schedule, and I'm looking this evening to just affirm

1184
01:28:01,800 --> 01:28:04,020
that the schedule of events look good to the board.

1185
01:28:04,200 --> 01:28:06,240
We hope to advertise that tomorrow.

1186
01:28:06,980 --> 01:28:12,260
We have some two o'clock meetings happening with some of our faculty who are a little more

1187
01:28:12,260 --> 01:28:12,760
flexible.

1188
01:28:13,420 --> 01:28:20,400
And then right after school, we will host, we are planning to host an event at each of our

1189
01:28:20,400 --> 01:28:23,240
middle school so that our faculty and staff can attend that.

1190
01:28:23,240 --> 01:28:27,880
And then again, in the evening, at seven o'clock at each of our middle schools, so that parents

1191
01:28:27,880 --> 01:28:31,220
and community members and other faculty and staff, if you can't get to the afternoon

1192
01:28:31,220 --> 01:28:33,200
event, you can come to the evening event.

1193
01:28:33,500 --> 01:28:39,200
Again, the goal is to broadly encourage as many people as possible to come out and share

1194
01:28:39,200 --> 01:28:46,020
your input with BWP that will help to build that profile of the next superintendent and help

1195
01:28:46,020 --> 01:28:49,200
to inform the board's decision as you consider candidates.

1196
01:28:49,200 --> 01:28:53,900
So the first is I need affirmation that that schedule looks good, so we can post and

1197
01:28:53,900 --> 01:28:54,640
publicize that.

1198
01:28:55,220 --> 01:28:55,700
Yes.

1199
01:28:55,940 --> 01:28:56,600
Any suggestions?

1200
01:28:57,300 --> 01:28:57,560
Okay.

1201
01:28:58,440 --> 01:28:58,920
Wonderful.

1202
01:28:59,180 --> 01:29:00,540
I'll pass that along to BWP.

1203
01:29:01,220 --> 01:29:06,200
And then first round interviews are being scheduled for Thursday, March 7th in the evening,

1204
01:29:06,360 --> 01:29:10,880
and for Saturday, March 9th in the late afternoon at this point.

1205
01:29:10,880 --> 01:29:15,780
I'd like to acknowledge John Miller for thank you for adjusting your schedule a little

1206
01:29:15,780 --> 01:29:19,240
But I know that that will help with BWP and in the candidates.

1207
01:29:19,240 --> 01:29:21,340
I'm sure as well right now.

1208
01:29:21,340 --> 01:29:25,740
We're looking at that two to six time frame for scheduling the Saturday, March 9.

1209
01:29:26,820 --> 01:29:29,900
I think Melissa, we were still waiting to hear back from a couple of board members.

1210
01:29:30,040 --> 01:29:32,820
Do we have information from everyone that that will work on that date?

1211
01:29:35,500 --> 01:29:35,940
Yes.

1212
01:29:38,420 --> 01:29:40,460
The Google forums said one to five.

1213
01:29:40,720 --> 01:29:40,840
It did.

1214
01:29:41,440 --> 01:29:41,680
Yes.

1215
01:29:41,680 --> 01:29:43,680
But we're going to do two to six.

1216
01:29:44,020 --> 01:29:45,100
If that works for us.

1217
01:29:45,100 --> 01:29:47,240
Because my feedback was I could do two.

1218
01:29:47,360 --> 01:29:48,180
I couldn't be there at one.

1219
01:29:48,420 --> 01:29:48,540
Right.

1220
01:29:48,800 --> 01:29:50,520
So I've heard from about half.

1221
01:29:50,840 --> 01:29:53,000
I just need to check in with everyone else.

1222
01:29:53,200 --> 01:29:53,600
Two more.

1223
01:29:53,660 --> 01:29:54,140
Six is good.

1224
01:29:57,350 --> 01:29:57,830
You can go.

1225
01:29:58,250 --> 01:29:58,610
Okay.

1226
01:29:58,890 --> 01:29:59,170
Perfect.

1227
01:30:00,000 --> 01:30:29,840
Melissa will then proceed with BWP and getting that schedule. For the 20th, for our engagement in that process, do we contact Melissa to set up some time with BWP? Yes. She will hold that schedule for BWP, and it seems easy as just to schedule that directly with her, if it's going to be that on the 20th. And I know BWP representative said that if that date afternoon time doesn't work for members of the board that they would schedule an alternative conference call or meet

1228
01:30:29,840 --> 01:30:33,500
on another date with one of you if that were the case.

1229
01:30:34,340 --> 01:30:37,120
So please reach out to Melissa to secure one of those dates

1230
01:30:37,120 --> 01:30:38,660
and if one of them doesn't work,

1231
01:30:39,340 --> 01:30:41,780
then she'll make sure to put you in touch

1232
01:30:41,780 --> 01:30:44,340
with BWP directly so that you can schedule that.

1233
01:30:44,660 --> 01:30:45,340
Okay, thank you.

1234
01:30:46,780 --> 01:30:50,080
And then again, reserving March 12th, 14th,

1235
01:30:50,080 --> 01:30:52,520
and 15th for the potential final round interviews.

1236
01:30:53,920 --> 01:30:56,540
Okay, so with the boards approval of the schedule,

1237
01:30:56,540 --> 01:31:00,280
We'll ask Megan to update the website with this information.

1238
01:31:00,700 --> 01:31:07,300
We'll start advertising those events hopefully tomorrow, sending out invitations and advertising

1239
01:31:07,300 --> 01:31:10,520
the February 20th, again, an important date for us.

1240
01:31:14,380 --> 01:31:18,860
And then just two other quick announcements. One is the curriculum workshop is on February 25th.

1241
01:31:19,320 --> 01:31:23,640
We'll be talking a little bit more about professional learning, next year's calendar,

1242
01:31:23,640 --> 01:31:27,300
as well as some other really important topics at the curriculum workshop.

1243
01:31:27,300 --> 01:31:32,440
We have on February 25th, we are scheduled on that evening to meet at Fairmont School,

1244
01:31:32,880 --> 01:31:35,360
so we're excited to be able to visit another school.

1245
01:31:35,960 --> 01:31:41,400
We also have a visit to Henry Puppers School coming up next week, a board tour and visit

1246
01:31:41,400 --> 01:31:42,140
with the PTA.

1247
01:31:43,000 --> 01:31:50,160
And then we have the exciting Harlem Wizards event, a fundraising event for our Education

1248
01:31:50,160 --> 01:31:56,260
Foundation that is scheduled for the afternoon of February 24th and we would invite members

1249
01:31:56,260 --> 01:32:02,500
of our community to come on out and enjoy the fun and entertainment. We have faculty and staff

1250
01:32:02,500 --> 01:32:08,840
who will be taking on the wizards and hopefully victorious in that game or at least having a whole

1251
01:32:08,840 --> 01:32:16,060
lot of fun along the way. So that should be a good time. That is all I have to report. I tried to

1252
01:32:16,060 --> 01:32:21,900
keep it as brief as possible this week or this month. I'm sorry and we have monthly business report

1253
01:32:21,900 --> 01:32:23,140
if there aren't any other questions.

1254
01:32:25,490 --> 01:32:26,270
Thank you.

1255
01:32:26,570 --> 01:32:28,330
You had a monthly business report.

1256
01:32:28,730 --> 01:32:29,750
All things are going well.

1257
01:32:30,070 --> 01:32:32,770
We did receive some state money in January.

1258
01:32:35,230 --> 01:32:38,030
And in the interest of time, that is the end of my report.

1259
01:32:38,450 --> 01:32:39,110
There are any questions.

1260
01:32:40,490 --> 01:32:45,070
I should point out I did look up a cicada cycle starts in 2020

1261
01:32:45,070 --> 01:32:47,430
for those interested about, you know.

1262
01:32:53,830 --> 01:32:55,110
Back to the state money.

1263
01:32:57,470 --> 01:32:58,810
Where do we stand?

1264
01:33:00,650 --> 01:33:02,990
You've given us updates in the past.

1265
01:33:03,250 --> 01:33:04,150
Where do we stand on?

1266
01:33:05,190 --> 01:33:07,310
Where are we outstanding on right now?

1267
01:33:08,030 --> 01:33:08,730
I have to go look.

1268
01:33:09,490 --> 01:33:11,270
They have made...

1269
01:33:11,270 --> 01:33:13,530
Well, we've been paid the two payments

1270
01:33:13,530 --> 01:33:21,990
from the reimbursements from transportation that were due to us in fiscal year 2018

1271
01:33:23,170 --> 01:33:26,290
that were for reimbursements or 2017. So those are done now.

1272
01:33:27,530 --> 01:33:32,630
So now we just need the 2018 reimbursements that are due to us in 2019,

1273
01:33:32,630 --> 01:33:34,810
which they're supposed to be for, so we'll get two of those.

1274
01:33:36,330 --> 01:33:40,470
As far as that's transportation money. The special ed money, we did receive some of that

1275
01:33:40,470 --> 01:33:44,210
But that is not already rolled into the evidence-based model.

1276
01:33:45,610 --> 01:33:46,970
Those came in January.

1277
01:33:47,390 --> 01:33:52,270
We do get some money in January, usually when a stake can start, you know, has some

1278
01:33:52,270 --> 01:33:54,090
revenue to put forth.

1279
01:33:54,490 --> 01:33:57,970
I'd have to go and add up what they're buying right now.

1280
01:33:57,970 --> 01:34:00,130
They've been, I think, it's transportation, they've been, like, two behind.

1281
01:34:00,370 --> 01:34:00,690
Yeah.

1282
01:34:01,070 --> 01:34:07,670
And the problem is, I mean, for us, last year's claim was significantly higher than a year

1283
01:34:07,670 --> 01:34:08,110
before.

1284
01:34:08,110 --> 01:34:17,690
So, the budget is based on some of those payments coming in and that's a larger amount than the ones that we've already received.

1285
01:34:18,470 --> 01:34:22,890
So, the next payment when we get them will be a considerable higher amount.

1286
01:34:25,210 --> 01:34:29,390
I'm going to presume we're going to get three payments of transportation this year.

1287
01:34:30,350 --> 01:34:48,130
maybe if they do something significant they'll get a fourth in mid-June. I mean depending on what they're with their structure and stuff and what they try to get through, I'm not going to be extremely optimistic on the state contributing.

1288
01:34:48,370 --> 01:34:52,430
We'll see what happens after tax receipts come in and everything gets filed.

1289
01:34:52,430 --> 01:34:58,570
So in John we should consider ourselves being just as far behind as we were before we're not catching up

1290
01:34:58,570 --> 01:35:03,530
But we're not following behind right. Yeah, yeah, yeah, it's kind of I mean last year was in with three behind

1291
01:35:04,090 --> 01:35:06,890
When you're looking at last year's comparison

1292
01:35:07,430 --> 01:35:12,850
Last year was an anomaly because they accelerated payments at the beginning of the fiscal year

1293
01:35:13,390 --> 01:35:15,810
Because they held state aid money

1294
01:35:17,170 --> 01:35:20,390
as they did, it dealt with the budget and the evidence-based model.

1295
01:35:21,010 --> 01:35:25,730
And so last year was really an anomaly because there was a lot more state money coming in

1296
01:35:25,730 --> 01:35:29,710
because they had to do something to give money to schools so they could open.

1297
01:35:30,310 --> 01:35:34,590
Because a lot of schools that are dependent on, much more dependent on state money than we are,

1298
01:35:35,930 --> 01:35:40,090
were very worried about making their first payroll without having some funds

1299
01:35:40,090 --> 01:35:42,790
and they didn't have a general state aid coming in.

1300
01:35:44,490 --> 01:35:50,570
So, there's always, when you compare last year, this year to last year, particularly looking at the year-to-day reports,

1301
01:35:51,290 --> 01:36:04,510
it's always going to look a little more skewed than the trend has been over the last four years or five years or whatever it's been since we've had a significant reduction in the payment system.

1302
01:36:05,510 --> 01:36:11,190
So, we are where we should, where we would be every year, last year being kind of an outline.

1303
01:36:11,190 --> 01:36:11,510
Okay.

1304
01:36:16,150 --> 01:36:16,410
Thank you.

1305
01:36:21,860 --> 01:36:25,200
The Policy Committee has not met since the last board meeting.

1306
01:36:25,700 --> 01:36:30,300
A legislative committee met January 23rd and member Siegel.

1307
01:36:31,200 --> 01:36:35,200
Sure. We met and we maybe talked about the legislative breakfast.

1308
01:36:35,580 --> 01:36:39,140
We are confirmed for the date of March 15th.

1309
01:36:39,520 --> 01:36:41,640
We do have same dates have gone out.

1310
01:36:41,760 --> 01:36:46,480
We do have two representatives or two legislators that have said they are going, they are able

1311
01:36:46,480 --> 01:36:46,800
to attend.

1312
01:36:47,220 --> 01:36:48,680
We're still waiting here and five other legislators.

1313
01:36:48,680 --> 01:36:54,900
So it is an interesting year where we have so many new representatives that really then

1314
01:36:54,900 --> 01:36:59,220
is I think to some extent coloring the types of questions that we will ask because obviously

1315
01:36:59,220 --> 01:37:04,540
the goal is to ask questions that the representative should be comfortable answering but then also

1316
01:37:04,540 --> 01:37:07,180
help to educate them but the things that are most important to our district.

1317
01:37:08,380 --> 01:37:14,160
And so the plan is at a high level to really start by asking some questions about education

1318
01:37:14,160 --> 01:37:19,180
in general, what our priorities are, what their priorities are, and then talking about ways

1319
01:37:19,180 --> 01:37:23,720
that we could work together and really helping to understand how that outreach could work

1320
01:37:23,720 --> 01:37:24,260
more effectively.

1321
01:37:25,320 --> 01:37:29,300
And then we will probably ask some of the same questions that we ask every year regarding

1322
01:37:29,300 --> 01:37:29,720
funding.

1323
01:37:30,200 --> 01:37:35,320
And perhaps the pension cost, the property tax freeze, reliability state funding, I think

1324
01:37:35,320 --> 01:37:39,380
that still it folks on exactly how to ask the question, but of course that question is

1325
01:37:39,380 --> 01:37:42,540
going to be asked because it's always asked because it's so important as you've heard

1326
01:37:42,540 --> 01:37:47,040
for the stability of funding is so important to our forecasting.

1327
01:37:47,880 --> 01:37:53,440
The only change really versus past years and I do think it's a positive one was that

1328
01:37:53,440 --> 01:37:59,540
the committee decided to invite the legislative committee leaders from our surrounding districts

1329
01:37:59,540 --> 01:38:05,360
from the other districts that then will feed into district 99 as a way just to have that

1330
01:38:05,360 --> 01:38:09,780
outreach and hopefully then perhaps be invited in turn to the extent that they have events

1331
01:38:09,780 --> 01:38:15,720
But just to try and have that be a little broader conversation and then also to to make sure the representative understand

1332
01:38:15,720 --> 01:38:20,800
Obviously that there are a lot of districts who share the interests that that they are representing

1333
01:38:21,420 --> 01:38:23,440
So that that's the biggest change other than that

1334
01:38:23,440 --> 01:38:27,660
I think the format will feel fairly similar assuming that we don't get stowed out

1335
01:38:33,420 --> 01:38:40,020
The financial advisory committee has an affimates since our last board meeting the district leadership team is not met since your last board meeting

1336
01:38:41,100 --> 01:38:44,600
of a discussion in the facility planning update with Dr. Kermes-Killard.

1337
01:38:44,880 --> 01:38:48,980
Yes, thank you. It is my privilege to introduce Todd Drefall,

1338
01:38:49,160 --> 01:38:52,520
who is chair of our facility planning council

1339
01:38:53,100 --> 01:38:57,220
and Amy Fuller and Grand Paulson, who are here with us this evening

1340
01:38:57,220 --> 01:38:59,460
from White Incompany Our Architects firm.

1341
01:39:00,240 --> 01:39:04,300
As the board is aware, we have been working diligently on our timeline

1342
01:39:05,000 --> 01:39:09,700
and our goals related to the strategic plan this evening. We're really going to focus in this presentation

1343
01:39:09,700 --> 01:39:15,600
on securing the future and the work that has been accomplished in steps one and two.

1344
01:39:15,920 --> 01:39:20,420
So we're really excited to be able to share the results of this work with the board

1345
01:39:20,420 --> 01:39:21,860
and with our community this evening.

1346
01:39:22,120 --> 01:39:26,200
So I will let Todd walk us through the first couple of pages here.

1347
01:39:26,580 --> 01:39:26,880
Thank you.

1348
01:39:27,360 --> 01:39:34,360
So this is the first big report for goal three and for the facility planning council we've

1349
01:39:34,360 --> 01:39:39,000
been working since July, August, and the council formed up.

1350
01:39:39,080 --> 01:39:44,280
I think in September, and we've had, again, a few delays.

1351
01:39:44,540 --> 01:39:47,020
Did you just know in ice and cold and everything else?

1352
01:39:47,260 --> 01:39:49,420
But we've been getting through it.

1353
01:39:49,840 --> 01:39:51,780
And White County has done an incredible job

1354
01:39:51,780 --> 01:39:55,060
of synthesizing and getting all the data.

1355
01:39:55,660 --> 01:39:58,600
And there's been a lot of data that they've put together

1356
01:40:00,140 --> 01:40:02,480
very quickly to get the report.

1357
01:40:03,180 --> 01:40:13,380
We had our last engagement session last week, so again, you know, goal three is what

1358
01:40:13,380 --> 01:40:20,600
in securing the future is, if you are focused on this, our timeline, or in February,

1359
01:40:21,180 --> 01:40:27,180
we made some adjustments to it, but we're still working aggressively to get to the board

1360
01:40:27,180 --> 01:40:33,680
a financial plan in the summer for them to consider a review, but there's more

1361
01:40:33,680 --> 01:40:38,820
community engagement sessions coming as part of each, you know, the next phases.

1362
01:40:39,700 --> 01:40:45,700
So after tonight we will, in earnest, begin steps, you know, three and four moving on from there.

1363
01:40:46,000 --> 01:40:52,360
So, but we can't, you know, we, this, what you're seeing tonight is

1364
01:40:52,360 --> 01:40:56,400
of the prior reports going back into 2012

1365
01:40:56,400 --> 01:40:59,120
and that facility assessment updating that

1366
01:40:59,120 --> 01:41:01,700
with current issues and information

1367
01:41:02,330 --> 01:41:05,120
as well as going through the visioning

1368
01:41:05,120 --> 01:41:08,560
sessions that happened first with the facility

1369
01:41:08,560 --> 01:41:10,360
of the planning council, then

1370
01:41:10,360 --> 01:41:12,640
at all of the buildings with all the staff

1371
01:41:12,640 --> 01:41:14,920
and then to community sessions that we've had.

1372
01:41:16,960 --> 01:41:19,580
So that brings us to

1373
01:41:20,200 --> 01:41:28,860
We'll focus on what our next steps are, and we'll be forward, and as we kind of work

1374
01:41:28,860 --> 01:41:35,760
through this year, so at that, I will turn it over to Brad Olson from White Company

1375
01:41:35,760 --> 01:41:36,660
and Amy.

1376
01:41:37,700 --> 01:41:37,860
All right.

1377
01:41:37,980 --> 01:41:38,420
Thank you, Ted.

1378
01:41:39,380 --> 01:41:43,860
So, before we set up some of that data that Amy's going to share on a great level of detail

1379
01:41:43,860 --> 01:41:49,000
and a very high level for the meeting, I'm going to kind of talk about the process we

1380
01:41:49,000 --> 01:41:51,780
and any time we're involved in a facility planning process,

1381
01:41:51,840 --> 01:41:54,620
the question we always get in any community is why.

1382
01:41:55,340 --> 01:41:57,880
People understand the need that we have old buildings

1383
01:41:57,880 --> 01:42:00,260
and the infrastructure and buildings

1384
01:42:00,260 --> 01:42:02,920
are 40, 56 years old need to be replaced.

1385
01:42:03,980 --> 01:42:07,940
But buildings also need to adapt to the modern styles

1386
01:42:07,940 --> 01:42:10,440
of learning that happen so often in education now.

1387
01:42:11,200 --> 01:42:13,740
So in our conversations with your community,

1388
01:42:14,400 --> 01:42:16,500
with the teachers, with the facility planning council,

1389
01:42:16,600 --> 01:42:17,740
we've had a lot of conversations

1390
01:42:17,740 --> 01:42:20,580
and shared a lot of statistics about communication,

1391
01:42:21,920 --> 01:42:24,760
about collaboration, critical thinking, creativity,

1392
01:42:24,780 --> 01:42:27,900
these core elements that are often so important

1393
01:42:27,900 --> 01:42:30,640
in those conversations, but also so instrumental

1394
01:42:30,640 --> 01:42:32,520
to the student experience they have in schools

1395
01:42:32,520 --> 01:42:35,620
and the different types of ways students learn today.

1396
01:42:36,380 --> 01:42:42,260
So as we look at, so as we look at buildings

1397
01:42:42,260 --> 01:42:44,500
for different lens, I wanted to give you a quick,

1398
01:42:44,880 --> 01:42:47,120
high level summary of some of the eight things

1399
01:42:47,120 --> 01:42:54,420
we look for in schools and these are examples we shared with your community to give us a better

1400
01:42:55,000 --> 01:42:59,760
glimpse of how well your buildings are aligned with the types of things that we would see typically in

1401
01:42:59,760 --> 01:43:05,900
a school today as well as tomorrow. So classrooms, modern classrooms are the core of every learning

1402
01:43:05,900 --> 01:43:12,000
environment, modern classrooms are flexible, dynamic, they're largely driven by furniture and technology.

1403
01:43:12,660 --> 01:43:16,660
These support the notion that the teacher has a different role in the classroom.

1404
01:43:16,820 --> 01:43:19,740
They're constantly moving around working with different student groups.

1405
01:43:19,980 --> 01:43:25,200
So classrooms in a modern school are very active in exciting places to be for students.

1406
01:43:26,640 --> 01:43:30,200
Outside of those classrooms are what we would call collaboration spaces.

1407
01:43:30,720 --> 01:43:34,520
These really serve to extend the learning opportunities outside of the classroom.

1408
01:43:34,760 --> 01:43:40,560
Corridors are no longer just a place to move kids and exit kids out of the school and to the lunch period.

1409
01:43:40,560 --> 01:43:46,260
So these are spaces for collaboration, these are spaces that are comfortable and tech-driven.

1410
01:43:46,520 --> 01:43:49,000
It's usually supports groups at three to four students.

1411
01:43:49,860 --> 01:43:53,800
But sometimes you need more than three to four students, you need 30 or 40 students.

1412
01:43:54,000 --> 01:44:00,540
So we often look for bigger spaces in classrooms where multiple and schools where multiple classes

1413
01:44:00,540 --> 01:44:01,360
can come together.

1414
01:44:01,540 --> 01:44:06,640
These are opportunities for interdisciplinary learning, these are opportunities for blended learning.

1415
01:44:06,640 --> 01:44:12,340
these spaces are very different multiple functions in the school and are

1416
01:44:12,340 --> 01:44:14,760
instrumental to extending the learning environment.

1417
01:44:17,060 --> 01:44:18,300
At the core of the school

1418
01:44:18,300 --> 01:44:22,560
typically is a learning center and the traditional school libraries has been

1419
01:44:22,560 --> 01:44:29,200
turned inside out. Modern library support group work, they're no longer spaces

1420
01:44:29,200 --> 01:44:34,560
for silence. These are active dynamic spaces. Yes, they still have books but they're

1421
01:44:34,560 --> 01:44:39,620
focus around the student activity that happens in a different type of learning style.

1422
01:44:40,260 --> 01:44:45,040
Usually adjacent to those spaces has been the traditional computer lab, those are gone.

1423
01:44:46,220 --> 01:44:47,660
Traditional computer lab has gone.

1424
01:44:47,800 --> 01:44:51,200
These tech driven spaces now support a variety of different environments.

1425
01:44:51,380 --> 01:44:52,660
They support the maker movement.

1426
01:44:53,320 --> 01:44:57,400
They support the notion of learning by doing and hopefully doing over if they don't get

1427
01:44:57,400 --> 01:44:58,300
it right the first time.

1428
01:44:58,300 --> 01:44:59,820
they support

1429
01:45:00,000 --> 01:45:06,180
Stem curriculum. Understand that's on the agenda a little bit later. These are messy, clean,

1430
01:45:06,500 --> 01:45:12,400
full of lots of kits, equipment, materials that support a cross-section of different types

1431
01:45:12,400 --> 01:45:17,960
of learning environments. Often, the things we look for, you can't see, you have to

1432
01:45:17,960 --> 01:45:24,720
feel them. So we look for the types of environment that happens in the classrooms and in the school

1433
01:45:24,720 --> 01:45:29,700
to have an improvement to enhance student achievement. They can improve the use and make

1434
01:45:29,700 --> 01:45:35,380
efficient use of taxpayer resources and they can enhance comfort for teachers and students.

1435
01:45:35,560 --> 01:45:39,020
So we look at the amount of daylight, the amount of views to the outside.

1436
01:45:39,020 --> 01:45:44,540
We look at and try to measure temperature, humidity, ventilation, CO2 levels.

1437
01:45:45,100 --> 01:45:49,560
We try to measure acoustics in the classroom which has been documented through research

1438
01:45:49,560 --> 01:45:51,640
to have a direct impact on student achievement.

1439
01:45:52,340 --> 01:45:59,680
So these are all elements that are critical to a learning environment and they're much

1440
01:45:59,680 --> 01:46:05,060
they were 50 years ago. The other thing that's so critical is that we recognize that learning

1441
01:46:05,060 --> 01:46:09,400
happens all over the place and that the dining experience is way different than it was when

1442
01:46:09,400 --> 01:46:14,560
we were all in school. We hope it's different than when we were in school. So the dining experience

1443
01:46:14,560 --> 01:46:19,500
really can change the school's culture. It's a place where social and emotional learning can happen,

1444
01:46:20,160 --> 01:46:25,400
can be enhanced rather than challenged. It's a different type of environment. It lets kids connect

1445
01:46:25,400 --> 01:46:31,160
in a different way. The furniture is integral to that type of environment. So, the old cafeteria

1446
01:46:31,160 --> 01:46:37,260
functions as a multipurpose to remain as a community hub. And then, finally, gymnasiums

1447
01:46:37,260 --> 01:46:41,500
are still the center of the physical education class. There's a variety of different activities

1448
01:46:42,200 --> 01:46:47,060
that really complement that. There's a host of new spaces that enhance physical fitness,

1449
01:46:47,320 --> 01:46:52,740
support lifelong wellness in a variety of different smaller types of spaces that are more focused

1450
01:46:52,740 --> 01:46:56,400
as an individual learning as opposed to team activity.

1451
01:46:57,440 --> 01:47:01,380
So with that, it's a quick primer for some of the things

1452
01:47:01,380 --> 01:47:03,340
we looked at in the schools.

1453
01:47:03,340 --> 01:47:04,840
I'm going to turn it over to Amy who's

1454
01:47:04,840 --> 01:47:07,260
going to share in great detail the amount of research

1455
01:47:07,260 --> 01:47:10,520
that we've gathered through a variety of different tools.

1456
01:47:14,570 --> 01:47:15,250
Thanks, Brad.

1457
01:47:16,710 --> 01:47:19,550
So what could this mean for a district of D8 students?

1458
01:47:19,990 --> 01:47:22,810
We started with a series of visioning sessions

1459
01:47:22,810 --> 01:47:27,110
for it with the FPC group as well as staff and the community.

1460
01:47:28,530 --> 01:47:33,550
Those visioning sessions included conversation-oriented activities

1461
01:47:33,550 --> 01:47:47,290
that we were able to gather data and I'm going to share kind of and identify the big picture items that came out of those meetings and really resonated with staff and community.

1462
01:47:48,190 --> 01:47:57,110
So one of the first activities had to do with that PC group was given a list of 20 different

1463
01:47:57,110 --> 01:48:04,830
items and we narrowed that down through their visioning session down to 10 most essential

1464
01:48:04,830 --> 01:48:11,450
items which were then kind of refined into statements that were given to each of the schools

1465
01:48:11,450 --> 01:48:15,470
for their staff-visioning sessions, as well as the two community events that we

1466
01:48:15,470 --> 01:48:21,030
held. As you'll know, note, when you're looking at one being the most

1467
01:48:21,030 --> 01:48:26,670
essential item and kind of ten being going down the list for effective

1468
01:48:26,670 --> 01:48:32,690
learning environments. A lot of those areas kind of gravitated towards human

1469
01:48:32,690 --> 01:48:36,610
comfort as the top few categories.

1470
01:48:40,500 --> 01:48:43,340
The next activity focused on an activity that

1471
01:48:43,340 --> 01:48:50,360
was really geared towards the areas for consideration outlined in strategic plan 3, goal 3.

1472
01:48:51,640 --> 01:48:55,680
This was one of the most exciting activities for a lot of the participants.

1473
01:48:55,680 --> 01:49:02,040
They were giving a series of dots with different colors to rate priority statements.

1474
01:49:03,500 --> 01:49:09,660
Each group or each person was able to identify and rate their statements from a personal level,

1475
01:49:09,660 --> 01:49:15,520
but be able to discuss in their groups what those statements meant and maybe have more

1476
01:49:15,520 --> 01:49:19,280
of a deeper conversation of how they could be applied to district 58.

1477
01:49:20,440 --> 01:49:23,980
So there were a series of 12 statements per board.

1478
01:49:24,340 --> 01:49:25,840
There are two sets of boards.

1479
01:49:26,180 --> 01:49:31,900
The first set of boards dealt with statements dealing with safety and security and human comfort.

1480
01:49:32,880 --> 01:49:35,960
One thing to note on the safety and security and human comfort.

1481
01:49:35,960 --> 01:49:46,400
Again, a lot of the higher points or higher that's given for high priorities were ranked

1482
01:49:46,400 --> 01:49:55,880
towards student comfort and human comfort, just kind of going into some more of the details

1483
01:49:56,540 --> 01:49:59,280
which you can read through thoroughly in the report.

1484
01:49:59,280 --> 01:50:07,300
board. The second set of boards focused on the grade structure of the buildings. And

1485
01:50:07,300 --> 01:50:13,460
looking at moving six grade out into the six, eight middle schools, and what does that

1486
01:50:13,460 --> 01:50:19,440
mean for the elementary school buildings, as well as what could that mean for the middle

1487
01:50:19,440 --> 01:50:27,260
school structure? After looking at that, there's a lot of positive thinking towards having

1488
01:50:27,260 --> 01:50:32,760
six graders with middle school curriculum and having the opportunities that are available

1489
01:50:32,760 --> 01:50:37,060
by being with older peers and for a longer stay.

1490
01:50:37,960 --> 01:50:44,400
So after we kind of looked at those two sets of boards separately, like in company gathered

1491
01:50:44,400 --> 01:50:52,040
all that data across all of the visioning sessions and across the staff meetings and summarized

1492
01:50:52,040 --> 01:50:59,620
what those top priorities were, and one thing to note is that through all the

1493
01:50:59,620 --> 01:51:04,020
participants it really aligns with your strategic goal-free and the objectives

1494
01:51:04,020 --> 01:51:12,080
that were set forth with goals to consider. And those reinforce that human

1495
01:51:12,080 --> 01:51:17,240
comfort, that indoor air quality, shifting the 6-8 middle school, freeing up space in

1496
01:51:17,240 --> 01:51:20,280
that elementary school and providing greater opportunity for six

1497
01:51:20,280 --> 01:51:24,360
our key, as well as safety and security, our high priorities.

1498
01:51:29,500 --> 01:51:34,020
From there, kind of that was step one if you recall the timeline before.

1499
01:51:34,260 --> 01:51:38,680
Now we kind of move over into step two, and what do we have?

1500
01:51:38,820 --> 01:51:41,560
We really kind of evaluated the buildings as a whole.

1501
01:51:41,980 --> 01:51:47,200
So the Board of Education and the District for a long time have been invested in your buildings.

1502
01:51:47,200 --> 01:51:57,300
back in 2012, a physical needs assessment was completed, and your facility's team since

1503
01:51:57,300 --> 01:52:03,880
has been working on projects based on priorities, as well as they continue to refine and project

1504
01:52:03,880 --> 01:52:07,000
out projects based on needs based on a long-term plan.

1505
01:52:07,940 --> 01:52:15,680
So what's interesting to note is that your average age of your 13 buildings is about 65

1506
01:52:15,680 --> 01:52:23,180
five years old, with about three additions added on average across the board.

1507
01:52:24,280 --> 01:52:29,080
So kind of the next step was to look at it, okay, now that we've looked at the physical

1508
01:52:29,080 --> 01:52:32,780
building, what about how does it align with education?

1509
01:52:36,550 --> 01:52:45,610
So this is important because it kind of addresses a baseline and it really looks at the support

1510
01:52:45,610 --> 01:52:50,330
work for teaching and learning and evaluates it against your district's vision and how

1511
01:52:50,330 --> 01:52:53,430
well spaces are enabled modern learning.

1512
01:52:54,580 --> 01:52:59,390
We know that kids learned differently today than they did before and teaching is delivered

1513
01:52:59,390 --> 01:53:01,590
in a different manner than it was in the past.

1514
01:53:02,390 --> 01:53:12,730
So the district established a core group of people that consisted of FPC members, staff and

1515
01:53:12,730 --> 01:53:18,350
And they were joined by principals at each school to walk the 13 buildings and evaluate it

1516
01:53:18,350 --> 01:53:20,850
based on three overarching criteria.

1517
01:53:21,290 --> 01:53:27,230
White and company helped provide a template for this group to go out and evaluate and

1518
01:53:27,230 --> 01:53:29,230
survey each of your buildings.

1519
01:53:30,650 --> 01:53:36,190
And from that data, we collected and kind of summarized as a district whole.

1520
01:53:36,910 --> 01:53:41,370
So we're going to dive into each one of these areas specifically, but the way it's outlined

1521
01:53:41,370 --> 01:53:47,690
right now is you're seeing right up here a focus on the building campuses and

1522
01:53:47,690 --> 01:53:54,710
facility configurations. The rating scale is color-coded just so it's easy to

1523
01:53:54,710 --> 01:54:01,930
read. Green means good, yellow is fair and red and when you see it in the

1524
01:54:01,930 --> 01:54:11,070
future is kind of poor quality. Overall your building campus which looks at your

1525
01:54:11,070 --> 01:54:16,070
neighborhoods, the security lighting, site configurations, play areas, as well as the

1526
01:54:16,070 --> 01:54:20,050
configurations of the buildings overall ranked fairly well.

1527
01:54:22,290 --> 01:54:29,310
When you dive into holistically your learning space survey assessment that groups along many

1528
01:54:29,310 --> 01:54:35,310
different group types, which, again, will dive in kind of each core learning environment

1529
01:54:35,310 --> 01:54:43,390
in a moment but the key point here to look at as a whole is that areas identified in red

1530
01:54:43,390 --> 01:54:47,930
should not be looked at as a problem but rather an opportunity for improvement.

1531
01:54:48,690 --> 01:54:53,850
Some areas as you'll note there's a lot of green in your technology right now across the

1532
01:54:53,850 --> 01:55:00,570
board and whether it's co-learning spaces, your library, your art across the whole gamut

1533
01:55:00,570 --> 01:55:01,970
of space types.

1534
01:55:01,970 --> 01:55:06,790
That was something that was identified as a red area in the last strategic plan.

1535
01:55:07,370 --> 01:55:15,150
So making these long-term plans really helps show that improvements can be made and

1536
01:55:15,150 --> 01:55:19,290
addressing those issues can be taken in a positive direction.

1537
01:55:20,410 --> 01:55:27,670
One thing to note holistically, too, is a lot of the red areas occur in that human comfort

1538
01:55:27,670 --> 01:55:28,190
section.

1539
01:55:28,930 --> 01:55:40,170
So when we talk about human comfort, we talk about air quality, we talk about humidity and acoustics, as well as artificial lighting.

1540
01:55:44,390 --> 01:55:59,010
Brief overview of core learning spaces and classroom specifically, again, targeting kind of that health and comfort as an area to look at and monitor and technology being kind of on that great side.

1541
01:56:00,070 --> 01:56:06,410
your buildings. For non-core learning spaces such as your library, your art, and your

1542
01:56:06,410 --> 01:56:11,470
music. One thing you'll notice is that music and art are pretty much similar responses

1543
01:56:11,470 --> 01:56:18,730
and that's because in a lot of your buildings they share the same space or if they share

1544
01:56:18,730 --> 01:56:22,350
the same, they might not even share the same space but they're on a cart and they have to

1545
01:56:22,350 --> 01:56:25,870
actually go to a different classroom. Also

1546
01:56:30,220 --> 01:56:33,100
district large groups spaces such as dining

1547
01:56:33,100 --> 01:56:38,340
and your gymnasians showed the need for the most improvement to be considered.

1548
01:56:40,260 --> 01:56:46,440
They're helping comfort, again, those key areas that really drive home but also across

1549
01:56:46,440 --> 01:56:51,980
the board for the physical qualities of the space along with furniture and equipment.

1550
01:56:52,700 --> 01:56:57,540
And technology in these areas were actually just considered to be fair rather than great.

1551
01:57:01,170 --> 01:57:06,930
And finally, looking at students' support spaces, resource centers, resource spaces,

1552
01:57:07,190 --> 01:57:13,110
psychology, social workers, speech, and special ed, again that need to look at

1553
01:57:13,110 --> 01:57:18,630
the health and comfort of those spaces as well as looking at the physical

1554
01:57:18,630 --> 01:57:23,470
qualities of those spaces, the size, the shape, many of those spaces are whatever was

1555
01:57:23,470 --> 01:57:28,810
left in the building tucked away into small either office spaces where they

1556
01:57:28,810 --> 01:57:33,370
have to have three or four, five, sometimes students in those spaces.

1557
01:57:33,970 --> 01:57:34,090
I

1558
01:57:37,320 --> 01:57:41,900
come from a built environment, looking at capacity and what does capacity mean?

1559
01:57:42,540 --> 01:57:46,620
That's more than just a student sitting in a seat,

1560
01:57:47,240 --> 01:57:51,520
looking at the holistic approach, not room size, number of students,

1561
01:57:52,120 --> 01:57:55,380
your site and the building acreage,

1562
01:57:55,640 --> 01:57:57,780
along with teaching and learning styles.

1563
01:57:58,900 --> 01:58:07,740
So the information that listed up here kind of compares the district as a whole for a building square footage as well as enrollment.

1564
01:58:08,400 --> 01:58:19,400
But one thing to note about this summary is there's five buildings here that host special programs with unique enrollment classifications and so that really skews the data.

1565
01:58:19,400 --> 01:58:26,860
So it really looks like O'Neill, Henry Puffer, Hillcrest, Indian Trail, and Kingsley have

1566
01:58:26,860 --> 01:58:32,700
a lot of growth square footage per student, but in reality a lot of those specialty programs

1567
01:58:32,700 --> 01:58:36,860
require more square footage per student.

1568
01:58:38,870 --> 01:58:46,030
So one way to look at it instead is kind of looking at spatialization across just the building

1569
01:58:46,030 --> 01:58:49,370
itself and data from a percentage standpoint.

1570
01:58:51,370 --> 01:58:57,790
So we've kind of targeted a, if the world was perfect and you got to build a brand new

1571
01:58:57,790 --> 01:59:02,210
school with the most efficient building, here's what the targets would be today for

1572
01:59:02,210 --> 01:59:02,990
modern learning.

1573
01:59:03,770 --> 01:59:11,430
Then we looked at a district wide and some of the suggested goals could be by shifting

1574
01:59:11,430 --> 01:59:20,170
access core classroom space into co-learning spaces for making and doing. Also by enhancing

1575
01:59:20,170 --> 01:59:27,170
the fine arts and performing the performance assembly spaces is another area that kind

1576
01:59:27,170 --> 01:59:31,290
of laughed in the overall percentage of the buildings.

1577
01:59:35,500 --> 01:59:43,600
So the next steps Todd had mentioned the overall timeline. We're looking really at going forward

1578
01:59:43,600 --> 01:59:59,860
and coming up with that long-term plan before summer and coming back with that would have options, cost estimates, as well as the additional community feedback by that time.

1579
02:00:00,780 --> 02:00:06,960
And then towards the end of summer, really looking for the board adoption of what that long-term facility plan is.

1580
02:00:09,110 --> 02:00:27,950
Sorry, just by the end of summer, I think we're looking for the evaluation of finances so that the board has the chance to review those. We wouldn't likely be looking for that board adoption until close to December so that there's plenty of time to build out those options, evaluate those options.

1581
02:00:27,950 --> 02:00:57,930
And then over the summer really take the time to digest what those options might mean and what the financing options would look like to support those options or that one option if it comes to some consensus around an option but actually the board wouldn't need to take action on that until more likely December so that we have plenty of time for again community input tweaking of that plan based on some of that input not only from our community.

1582
02:00:57,930 --> 02:00:59,910
community, but from our faculty and staff as well.

1583
02:01:00,670 --> 02:01:03,730
So we're really kind of slow and steady

1584
02:01:03,730 --> 02:01:06,030
with these steps that we've designed, so.

1585
02:01:08,400 --> 02:01:09,600
Thank you very much.

1586
02:01:09,820 --> 02:01:10,520
Are there any questions?

1587
02:01:14,390 --> 02:01:15,550
OK, thank you very much.

1588
02:01:15,670 --> 02:01:15,910
Thanks.

1589
02:01:16,390 --> 02:01:16,470
Thanks.

1590
02:01:19,420 --> 02:01:22,520
All the comment, not necessarily for the architects,

1591
02:01:22,760 --> 02:01:25,600
but I think we do have to consider the social emotional aspect

1592
02:01:26,200 --> 02:01:30,480
of if we're going to have expand those middle schools

1593
02:01:30,480 --> 02:01:33,360
and include six grades, because there's certainly

1594
02:01:33,360 --> 02:01:38,660
your studies that show it might not be the best situation for a six-grader to be

1595
02:01:38,660 --> 02:01:42,920
included with eighth graders with the age difference at that time of their

1596
02:01:42,920 --> 02:01:47,220
lives. So I think that's certainly something that not only the

1597
02:01:47,220 --> 02:01:50,660
administration should consider but we need to get some of that information out

1598
02:01:50,660 --> 02:01:57,380
to the community so that they can have that information and maybe use that to

1599
02:01:57,380 --> 02:02:01,320
evaluate what they want because that could be something that they just appease

1600
02:02:01,320 --> 02:02:04,560
that people don't necessarily think about or have

1601
02:02:04,560 --> 02:02:05,840
at the front of their minds.

1602
02:02:06,220 --> 02:02:07,060
Thank you for that, Doug.

1603
02:02:07,520 --> 02:02:10,560
Actually, those are important questions to be asking

1604
02:02:10,560 --> 02:02:11,820
in steps three and four.

1605
02:02:12,360 --> 02:02:15,000
We also have an instructional models review council

1606
02:02:15,960 --> 02:02:18,180
that is just getting started.

1607
02:02:18,700 --> 02:02:20,720
And that council will really be looking at

1608
02:02:20,720 --> 02:02:24,320
and evaluating some of that research behind the instructional

1609
02:02:24,320 --> 02:02:28,200
model and how we design where grades go.

1610
02:02:28,520 --> 02:02:30,240
Sixth grade does mean whatever it does

1611
02:02:30,240 --> 02:02:36,120
and either other models we can look at grade level centers or other organizations of students

1612
02:02:36,120 --> 02:02:39,900
that we can really examine for those benefits and drawbacks.

1613
02:02:39,900 --> 02:02:44,300
Not only to help inform our facility needs, but also to help us to start to think about

1614
02:02:44,300 --> 02:02:48,420
what our students might need, regardless of the facility structure.

1615
02:02:48,960 --> 02:02:53,180
We have to be thinking about how are we supporting our students through those transitions that occur

1616
02:02:53,180 --> 02:02:54,900
in their instructional lives.

1617
02:02:55,180 --> 02:02:57,680
So thank you.

1618
02:02:58,180 --> 02:02:58,480
Thank you.

1619
02:03:01,620 --> 02:03:06,400
We're going to need a lot more information on why we do some things and we're going to

1620
02:03:06,400 --> 02:03:11,620
have to have some stage gates too because if the community has no support for a certain

1621
02:03:11,620 --> 02:03:16,800
model, we need to know that sooner or later, I'd rather not spend months or years and

1622
02:03:16,800 --> 02:03:22,020
a lot of money going down a path that we don't, so I mean, I know it's a moving train,

1623
02:03:22,360 --> 02:03:27,780
but if there's three different models we're going down, we need to make sure before we

1624
02:03:27,780 --> 02:03:32,860
to get to part on the path and I don't want to design new middle schools only to find

1625
02:03:32,860 --> 02:03:37,400
out the community has no desire to do that or grade centers community has no desire

1626
02:03:37,400 --> 02:03:43,000
to do it why go there yeah and some of that information was was gathered as we were

1627
02:03:43,000 --> 02:03:47,840
doing our strategic plan we asked a specific open-ended question so some of those results

1628
02:03:47,840 --> 02:03:52,760
we can continue to analyze a little bit further but you're absolutely right as we go into

1629
02:03:52,760 --> 02:03:55,280
to this what do we want in some of the gap analysis

1630
02:03:55,740 --> 02:03:56,920
and looking at priorities.

1631
02:03:57,260 --> 02:03:59,920
It shifts from just looking at what our facilities have

1632
02:04:00,440 --> 02:04:03,160
and can offer to what do we really actually want

1633
02:04:03,160 --> 02:04:05,700
within our schools and within our community.

1634
02:04:06,020 --> 02:04:07,160
So you're absolutely right, John.

1635
02:04:07,360 --> 02:04:10,800
In taxpayers, they want things until you ask them

1636
02:04:10,800 --> 02:04:11,600
to pay for it sometimes.

1637
02:04:12,100 --> 02:04:12,920
So you gotta be careful.

1638
02:04:13,400 --> 02:04:16,200
I can ask, I have a lot of wants.

1639
02:04:16,580 --> 02:04:18,940
But if you tell me you're gonna spend $80 million

1640
02:04:18,940 --> 02:04:20,740
on an auditorium, I'm gonna say no.

1641
02:04:21,360 --> 02:04:27,440
But, you know, I mean, we won't spend 10, you know, for just an example, wherever it is.

1642
02:04:28,040 --> 02:04:32,080
Yeah, and again, for those reasons, I think that community engagement is really critical

1643
02:04:32,080 --> 02:04:34,360
like each of the next several steps.

1644
02:04:34,660 --> 02:04:39,240
And so we'll be working with the FPC and with our architects and our administrative team

1645
02:04:39,240 --> 02:04:42,120
as well to plan out with those next several steps look like.

1646
02:04:42,580 --> 02:04:48,440
And also for that reason, we have built in some additional time for people to really wrap

1647
02:04:48,440 --> 02:04:52,880
their heads around what these ideas are to provide us with more feedback and for the team

1648
02:04:52,880 --> 02:04:59,260
to continue to re-evaluate and redefine what that looks like based on that feedback.

1649
02:04:59,560 --> 02:05:04,860
So we've really been cautious to not get too far ahead of ourselves and jump to conclusions.

1650
02:05:04,860 --> 02:05:09,640
We want to make sure that we're evaluating each of those elements beyond just what the facilities

1651
02:05:09,640 --> 02:05:10,480
have in need.

1652
02:05:11,260 --> 02:05:17,280
Well, internal communication as well, understanding the impact that this has on curriculum and the

1653
02:05:17,280 --> 02:05:22,520
alignment that we're doing there, the programs that we're now infesting in, and does that

1654
02:05:22,520 --> 02:05:24,760
align better with one model over the other?

1655
02:05:25,920 --> 02:05:29,960
I think that's going to be really important as well because I think that when we communicate

1656
02:05:29,960 --> 02:05:36,220
with the community part of what we want to be able to explain is why we're going down that

1657
02:05:36,220 --> 02:05:42,820
path and that gives an opportunity to to weigh out options keeping six graders with a younger

1658
02:05:42,820 --> 02:05:47,260
group of children or getting them, you know, if curriculum aligns better. And then they

1659
02:05:47,260 --> 02:05:51,860
have an option to kind of pick between, um, and what is better for their, their children.

1660
02:05:53,280 --> 02:05:53,800
Thank

1661
02:05:58,210 --> 02:06:05,130
you. Thank you. Next, we've discussed professional learning model and the 2019-20

1662
02:06:05,130 --> 02:06:11,430
school calendar with Dr. Framerskulli. Right, and really, um, Mr. Cicil is going to talk us through this.

1663
02:06:11,530 --> 02:06:16,750
We have talked with the board quite a bit about our professional learning needs. Our new strategic plan

1664
02:06:16,750 --> 02:06:19,090
and really calls for some improvements to our curriculum,

1665
02:06:19,350 --> 02:06:21,690
but also to the way in which we support our staff

1666
02:06:21,690 --> 02:06:23,950
through professional learning opportunities.

1667
02:06:24,330 --> 02:06:27,890
And so we've been talking really a whole lot

1668
02:06:27,890 --> 02:06:30,630
about the need for ongoing professional learning

1669
02:06:30,630 --> 02:06:31,390
for our staff.

1670
02:06:32,270 --> 02:06:35,410
Our calendar right now offers institutes

1671
02:06:35,410 --> 02:06:37,850
and some of the more traditional learning opportunities.

1672
02:06:37,850 --> 02:06:41,370
We've been exploring and really investigating opportunities

1673
02:06:41,370 --> 02:06:43,570
for more consistent and ongoing collaboration

1674
02:06:43,570 --> 02:06:46,370
with our teachers and with our faculty.

1675
02:06:46,990 --> 02:06:50,050
We know that we're challenged at times with sub-time

1676
02:06:50,050 --> 02:06:52,630
and with lost instructional time.

1677
02:06:52,790 --> 02:06:54,950
And so we've been trying to come up with a model

1678
02:06:54,950 --> 02:06:57,290
that might support the professional learning needs

1679
02:06:57,290 --> 02:06:59,350
while also really paying attention to the quality

1680
02:06:59,350 --> 02:07:02,310
educational programs that we're offering our students

1681
02:07:02,310 --> 02:07:04,490
as we continue to improve our curriculum.

1682
02:07:04,730 --> 02:07:09,530
So with that, Justin will walk us through some of the ideas

1683
02:07:09,530 --> 02:07:12,370
and offer some insight and we're hoping ultimately

1684
02:07:12,370 --> 02:07:17,230
at this session not to get a nod from the board but to hear what some of the questions might

1685
02:07:17,230 --> 02:07:21,550
be and what some of the needs for additional information might be. We're planning right

1686
02:07:21,550 --> 02:07:27,010
now for this to be an important topic of discussion at our curriculum workshop in a couple weeks

1687
02:07:27,010 --> 02:07:33,850
and then ultimately our aim would be to bring back a calendar for approval by the board at the

1688
02:07:33,850 --> 02:07:38,630
March board meeting. So we've really been trying kind of like we were saying with the facility

1689
02:07:38,630 --> 02:07:44,990
planning to take a slow and purposeful approach to this, offering as much information as we

1690
02:07:44,990 --> 02:07:45,730
possibly can.

1691
02:07:45,990 --> 02:07:49,010
So we're eager to hear your questions and your feedback this evening.

1692
02:07:49,530 --> 02:07:53,630
And if you don't think of them tonight, please reach out to us so that at that curriculum

1693
02:07:53,630 --> 02:07:57,250
workshop, we can make sure that we're prepared to answer those questions and offer whatever

1694
02:07:57,250 --> 02:07:59,790
additional insight might be useful to the board.

1695
02:08:00,250 --> 02:08:03,370
More certain we'll hear some feedback from our community as well.

1696
02:08:03,690 --> 02:08:05,210
So with that, Justin, please.

1697
02:08:05,870 --> 02:08:09,930
Thanks, Dr. Kermeskall. It'll actually be Jane and I who have co-authored the presentation, so we'll walk through that.

1698
02:08:10,290 --> 02:08:16,430
Before I start talking about quality learning experiences, if we were in a learning situation that gone on two hours,

1699
02:08:16,430 --> 02:08:19,050
I would offer at least a stretch break. I just stood up and it felt really nice.

1700
02:08:19,690 --> 02:08:24,690
So, do you want to just think really? I mean, do you want to just stand up physically? And then, and, I mean, I'm actually...

1701
02:08:24,690 --> 02:08:24,930
It's true.

1702
02:08:34,790 --> 02:08:39,630
I also want your undivided attention, so this is for you to make sure that you can present

1703
02:08:39,630 --> 02:08:40,150
over state.

1704
02:08:40,670 --> 02:08:40,990
Thank you.

1705
02:08:41,010 --> 02:08:41,590
Oh, thank you.

1706
02:08:41,750 --> 02:08:44,870
Thank you very much.

1707
02:08:47,250 --> 02:08:53,490
So, as Dr. Kremescoly alluded to, there have been a number of conversations around the

1708
02:08:53,490 --> 02:08:57,910
needs throughout the district, and it's come from a variety of directions.

1709
02:08:58,090 --> 02:09:01,590
Coming out of strategic planning we formed the Curriculum Council, which has looked at

1710
02:09:01,590 --> 02:09:07,370
our implementation and potential and actual adoption sequence of new resources, and that's

1711
02:09:07,370 --> 02:09:08,290
up on the screen right now.

1712
02:09:09,230 --> 02:09:15,090
That group, when it sort of made that recommendation, and a similar response from our administrative

1713
02:09:15,090 --> 02:09:21,150
team, said, this recommendation feels plausible if we can continue to increase our support

1714
02:09:21,150 --> 02:09:22,410
or around the professional learning

1715
02:09:22,410 --> 02:09:24,390
that will be required to implement these kinds of things.

1716
02:09:24,950 --> 02:09:26,770
We have a group called the Professional Learning Council

1717
02:09:26,770 --> 02:09:27,990
that came out of strategic planning.

1718
02:09:27,990 --> 02:09:29,390
That's a group of teachers and administrators

1719
02:09:29,390 --> 02:09:33,250
who have begun looking in depth at the real research

1720
02:09:33,250 --> 02:09:35,430
and actual, you know, our own experiences

1721
02:09:35,430 --> 02:09:37,610
behind high quality professional learning

1722
02:09:37,610 --> 02:09:38,770
and what that really means.

1723
02:09:39,310 --> 02:09:41,890
And it's more than just the learning in the moment

1724
02:09:41,890 --> 02:09:44,210
and the time to receive instruction on new strategies.

1725
02:09:44,690 --> 02:09:47,350
It's the time to implement and then the time to come back

1726
02:09:47,350 --> 02:09:49,790
and reflect around that implementation.

1727
02:09:49,790 --> 02:09:53,550
and talk to people who have had similar implementation experiences,

1728
02:09:53,990 --> 02:09:56,330
learning from each other, and being able to, you know,

1729
02:09:56,410 --> 02:09:59,490
when we talked about the movement of the Institute Day, for example,

1730
02:09:59,650 --> 02:10:01,430
we talked about wanting to make sure teachers had time

1731
02:10:01,430 --> 02:10:04,850
to immediately implement the learning rather than putting it in June

1732
02:10:04,850 --> 02:10:07,510
and we put it in February so that we could make that happen.

1733
02:10:08,070 --> 02:10:10,590
Additionally, we want to have time for teachers to come together

1734
02:10:10,590 --> 02:10:12,250
and reflect and share those experiences.

1735
02:10:12,410 --> 02:10:13,830
We've had those experiences this week

1736
02:10:13,830 --> 02:10:15,550
with our K-6 grade level meetings

1737
02:10:15,550 --> 02:10:18,630
and just watching the power of the conversations

1738
02:10:18,630 --> 02:10:20,750
around the nuances of implementation

1739
02:10:20,750 --> 02:10:22,310
and how are you experiencing that?

1740
02:10:22,450 --> 02:10:23,310
What's working for you?

1741
02:10:23,670 --> 02:10:25,150
It really gives us a chance not only

1742
02:10:25,150 --> 02:10:28,030
to harness what's happening in our classrooms,

1743
02:10:28,030 --> 02:10:30,230
but to build toward consistency

1744
02:10:30,230 --> 02:10:32,010
because when the teachers from across the district

1745
02:10:32,010 --> 02:10:33,470
have a chance to have those conversations

1746
02:10:33,470 --> 02:10:35,330
and even within buildings across grade levels,

1747
02:10:35,810 --> 02:10:38,830
we start to gain even the student experience

1748
02:10:40,050 --> 02:10:41,590
quality continues to increase.

1749
02:10:42,610 --> 02:10:44,510
The consistency piece that Carrie mentioned

1750
02:10:44,510 --> 02:10:46,430
also is a major component of that.

1751
02:10:46,430 --> 02:10:51,990
And totally when I was at Pierce Downer, there were a large number of teachers, or a large percentage of teachers,

1752
02:10:52,010 --> 02:10:56,610
I just had the staff that were pursuing a master's degree together at the same time as part of a cohort.

1753
02:10:57,170 --> 02:10:58,330
Classes met Wednesday evenings.

1754
02:10:58,830 --> 02:11:03,790
Thursdays were awesome days to walk around because new things were happening as a result of those conversations.

1755
02:11:04,290 --> 02:11:08,130
And then they had the chance to come together both in the lunchroom and on their own time,

1756
02:11:08,490 --> 02:11:13,570
as well as regularly through that class and reflect upon what was happening as they were trying new things

1757
02:11:13,570 --> 02:11:15,290
and to continue to build upon that.

1758
02:11:15,290 --> 02:11:21,390
It really, really moved the needle on instruction for those individuals because they had that consistent time.

1759
02:11:23,530 --> 02:11:28,390
We've looked at a number of models first through the Professional Learning Council and second through the administrative team,

1760
02:11:28,890 --> 02:11:32,270
and we try to consider all possibilities that could be out there.

1761
02:11:32,390 --> 02:11:37,330
We started talking about a late start, we thought about alignment with District 99, and that is a possibility.

1762
02:11:37,550 --> 02:11:42,790
However, right now, because District 99 does it, if we were to, we talked about aligning more directly with them,

1763
02:11:42,790 --> 02:11:46,530
It presents some transportation challenges for us to be able to share the busing.

1764
02:11:46,830 --> 02:11:50,950
We were looking sort of at this the Mondays for similar reasons because that's the day already

1765
02:11:50,950 --> 02:11:52,530
impacted on the calendar quite a bit.

1766
02:11:53,050 --> 02:11:55,330
So that was one of the challenges with that model.

1767
02:11:55,690 --> 02:11:59,410
We've been using half days and there is certainly that the learning that happens on those days

1768
02:11:59,410 --> 02:12:04,890
is effective and is powerful and yet that consistency piece doesn't really tend to exist as much.

1769
02:12:05,350 --> 02:12:10,350
There's a challenge to being able to have those frequently enough to have the consistent

1770
02:12:10,350 --> 02:12:10,930
return.

1771
02:12:10,930 --> 02:12:14,170
There's also impact on our instruction when you're taking off.

1772
02:12:14,350 --> 02:12:18,290
We've typically done half days where we're releasing students for the afternoon and that

1773
02:12:18,290 --> 02:12:23,010
eventually over time creates some instructional inequity based on our special schedules and

1774
02:12:23,010 --> 02:12:24,550
certain schedules in the middle schools as well.

1775
02:12:25,050 --> 02:12:29,130
We've been talked about additional full institute days and what that could look like.

1776
02:12:29,250 --> 02:12:33,670
But again, when you're in a, the difference between a five to six hour learning session and

1777
02:12:33,670 --> 02:12:38,110
a three hour or a 90 minute session, there is some point of diminished returns after that.

1778
02:12:38,110 --> 02:12:41,690
that's at their intense days when we have them, and we think about, we value those days,

1779
02:12:41,970 --> 02:12:47,050
but it also, again, is going to not work toward consistency, and currently under the current

1780
02:12:47,050 --> 02:12:50,650
legislation, we can't count those full days as part of student attendance days, whereas

1781
02:12:50,650 --> 02:12:54,430
even half days could be, or, and certainly, an early release concept would be.

1782
02:12:54,970 --> 02:12:58,610
And so we've landed on our focus right now on the concept of early release.

1783
02:12:59,210 --> 02:13:03,170
The things we believe this will help us to accomplish, again, is that consistency?

1784
02:13:03,170 --> 02:13:08,550
It's also the frequency, having something that happens more regularly, allows us to continue

1785
02:13:08,550 --> 02:13:11,070
to come back to a variety of different learning models.

1786
02:13:11,510 --> 02:13:15,950
And it gives us a little more flexibility with what will be happening within those days.

1787
02:13:16,390 --> 02:13:20,250
So let me get to the next slide, and I'll get a little more into that concept.

1788
02:13:20,930 --> 02:13:24,690
We wanted to see what was happening around us, because we know that these aren't brand new

1789
02:13:24,690 --> 02:13:25,150
concepts.

1790
02:13:25,190 --> 02:13:28,430
They've been implemented with a significant degree of success in many districts.

1791
02:13:28,670 --> 02:13:32,090
And so this is certainly not intended, it's not a comprehensive survey.

1792
02:13:32,090 --> 02:13:36,850
the responses we got at the time that we were able to ask the questions, but of 24 elementary

1793
02:13:36,850 --> 02:13:41,470
districts that responded to that we were able to gather information about, 23 use some kind

1794
02:13:41,470 --> 02:13:45,210
of one of the things I just described on the previous slide to accomplish professional

1795
02:13:45,210 --> 02:13:51,090
learning. Only one in that group replied with a late start. Five use half days, 17 use early

1796
02:13:51,090 --> 02:13:55,370
release, and if you start doing a map you can see some use a combination. Some of the just a couple

1797
02:13:55,370 --> 02:13:59,490
of districts around us that are currently using early release, and 11 of the elementary districts

1798
02:13:59,490 --> 02:14:08,450
are using an early release model on a weekly basis, which means rather than every other week or once a month they are offering an early release each week.

1799
02:14:09,990 --> 02:14:19,850
And so this is what we would like to propose and suggest would be the most powerful way to accomplish all of the things that we know we need to accomplish over the next several years.

1800
02:14:20,290 --> 02:14:24,990
We would be a weekly two o'clock release, or dismissal, excuse me, for students in

1801
02:14:24,990 --> 02:14:25,890
Grace K-8.

1802
02:14:26,130 --> 02:14:29,450
That's one of the important components of the consistency as we want this to be available

1803
02:14:29,930 --> 02:14:34,730
across our entire K-8 staff so that we can work, we often look for ways to think about

1804
02:14:34,730 --> 02:14:37,830
this six through seventh grade transition so that we want to be able to have that happen.

1805
02:14:38,150 --> 02:14:41,990
We have teachers who teach in multiple settings and we really want to make sure that all of

1806
02:14:41,990 --> 02:14:43,070
those opportunities are available.

1807
02:14:43,350 --> 02:14:48,550
It would yield then 90 minutes on each of those Mondays for all of those certified staff members

1808
02:14:48,550 --> 02:14:50,910
to have an opportunity to engage in professional learning.

1809
02:14:51,350 --> 02:14:54,250
The one group not captured in that model specifically is preschool.

1810
02:14:54,670 --> 02:14:58,330
We're working to develop a schedule for our preschool teachers that will accomplish something

1811
02:14:58,330 --> 02:14:58,770
similar.

1812
02:14:58,770 --> 02:14:59,970
pre-schools the only place...

1813
02:15:00,000 --> 02:15:28,160
Right now where we have unique AM and PM classes where the children attend in the afternoon do not attend in the morning. And so we don't want to make sure that we don't have an adverse impact on that program while we still value providing the time for professional learning for those staff members. What would this time look like? There are three broad categories that we see being everything would kind of fall into. One of the first is the number of these Mondays would be district-driven professional learning.

1814
02:15:28,160 --> 02:15:31,860
are speaking to the curriculum implementation, the instruction that goes along with that,

1815
02:15:31,860 --> 02:15:35,280
the integration of technology with that curriculum implementation.

1816
02:15:35,760 --> 02:15:38,880
These are things that are happening now, yes, on our institute days, and at our grade

1817
02:15:38,880 --> 02:15:42,980
level, half days, but this will allow, again, with some more regularity, some more consistency,

1818
02:15:43,080 --> 02:15:47,220
and even working into some smaller groups, but we might bring together the third grade teachers

1819
02:15:47,220 --> 02:15:52,140
from the North Side Schools, so a slightly smaller group, but again able to capture some cross-district

1820
02:15:52,140 --> 02:15:52,740
conversations.

1821
02:15:53,020 --> 02:15:56,780
But we might bring together the third, fourth, and fifth grade teachers from three schools and

1822
02:15:56,780 --> 02:16:00,460
and have some of those conversations and stagger that across the Mondays so that we can continue

1823
02:16:00,460 --> 02:16:04,560
to ensure there's consistency, the same message as being received, and yet those collaboration

1824
02:16:04,560 --> 02:16:07,940
opportunities are happening even within the district-driven learning.

1825
02:16:08,460 --> 02:16:12,220
And it's important to realize that, you know, while we laid out an implementation schedule

1826
02:16:12,220 --> 02:16:16,760
where, for example, we at the end of this year will be fully implemented in English language

1827
02:16:16,760 --> 02:16:17,020
arts.

1828
02:16:17,140 --> 02:16:20,420
Ben Sharpen's Study St, where it will be through the first full year for all teachers.

1829
02:16:21,000 --> 02:16:25,480
But that doesn't mean the learning around an implementation ceases in May of 2019.

1830
02:16:25,480 --> 02:16:30,500
We need to continue to reflect and support those experiences, even as we implement science

1831
02:16:30,500 --> 02:16:34,020
next year, even as we potentially implement math going forward.

1832
02:16:34,500 --> 02:16:36,280
Does the focus shift a little bit?

1833
02:16:36,780 --> 02:16:40,840
It does, but if we, I don't think any of the teachers that we're working with right now

1834
02:16:40,840 --> 02:16:44,280
through the great little meetings we've had this week would say that they're done learning

1835
02:16:44,280 --> 02:16:46,540
about benchmark and they're done learning about study sync.

1836
02:16:46,540 --> 02:16:50,700
They've only really gone through it once, and so that ongoing support is going to be important

1837
02:16:50,700 --> 02:16:51,860
as we go forward.

1838
02:16:52,660 --> 02:16:56,320
Another portion of the Mondays would be driven by building agendas.

1839
02:16:56,760 --> 02:17:01,720
So many of our half days right now are essentially our principles are responsible for creating

1840
02:17:01,720 --> 02:17:04,240
the content that happens for teachers on those days.

1841
02:17:04,660 --> 02:17:09,000
This is going to allow again a more consistent structure to get back to some of the building

1842
02:17:09,000 --> 02:17:12,860
initiatives that the principles set as professional goals for them and their staff at the beginning

1843
02:17:12,860 --> 02:17:13,420
of each year.

1844
02:17:13,760 --> 02:17:18,500
It's also going to give us a chance to spend more time in again a more frequent consistent

1845
02:17:18,500 --> 02:17:21,480
and manner, talking about student instructional strategies

1846
02:17:21,480 --> 02:17:23,800
based on looking at data, those kinds of meetings

1847
02:17:23,800 --> 02:17:25,620
where we bring a team together and we say,

1848
02:17:25,680 --> 02:17:27,400
let's talk about these couple of students today.

1849
02:17:27,520 --> 02:17:30,040
I really make sure that we have all wrapped our heads

1850
02:17:30,040 --> 02:17:31,300
around what their needs are.

1851
02:17:31,740 --> 02:17:34,420
Right now, those meetings are happening occasionally

1852
02:17:34,420 --> 02:17:36,200
after school, occasionally before school.

1853
02:17:36,360 --> 02:17:37,760
We just heard a teacher say this evening,

1854
02:17:38,220 --> 02:17:39,920
one of the things that will be so great is this is time

1855
02:17:39,920 --> 02:17:41,880
that everyone will always be available.

1856
02:17:42,200 --> 02:17:44,400
It's a time that would be there for those meetings

1857
02:17:44,400 --> 02:17:47,200
to ensure that we're giving our teachers adequate time

1858
02:17:47,200 --> 02:17:50,600
to collaborate around those instructional decisions.

1859
02:17:51,460 --> 02:17:53,020
And then a third portion of the Mondays

1860
02:17:53,020 --> 02:17:56,640
would frankly not be driven by an administrator created agenda.

1861
02:17:57,160 --> 02:17:58,860
We have honored with the teacher working,

1862
02:17:59,060 --> 02:18:00,880
we've honored through a number of professional learning

1863
02:18:00,880 --> 02:18:02,280
opportunities already embedded,

1864
02:18:02,680 --> 02:18:06,020
the concept that sometimes teachers know what they need

1865
02:18:06,020 --> 02:18:06,800
from each other.

1866
02:18:07,280 --> 02:18:09,320
And so it wouldn't be a free for all,

1867
02:18:09,320 --> 02:18:10,580
it wouldn't be time without accountability,

1868
02:18:10,580 --> 02:18:13,580
but it would be a time for teacher driven professional learning,

1869
02:18:13,900 --> 02:18:16,040
allowing for some choice, allowing for some input,

1870
02:18:16,040 --> 02:18:20,640
But as to what that should look like, and again, we're emphasizing the collaborative nature

1871
02:18:20,640 --> 02:18:20,920
of it.

1872
02:18:21,040 --> 02:18:23,520
This isn't professional learning around catching up on grading.

1873
02:18:23,920 --> 02:18:27,600
This is actual time where we're going to work with our peers and be able to talk about

1874
02:18:27,600 --> 02:18:31,940
what we're doing together, to be able to share the ideas that are being implemented, to be

1875
02:18:31,940 --> 02:18:33,960
able to share the strategies and successes and failures.

1876
02:18:34,500 --> 02:18:38,820
This also allows opportunities for our specialist groups to be able to meet together as a group,

1877
02:18:38,920 --> 02:18:43,380
which is something we have had, it's challenging to capture that time for our teachers, our

1878
02:18:43,380 --> 02:18:44,700
music teachers, our PE teachers.

1879
02:18:44,700 --> 02:18:49,480
And then even our special services and all of those groups can both share in the learning

1880
02:18:49,480 --> 02:18:54,540
with a larger faculty group and also could propose and suggest some times that they could

1881
02:18:54,540 --> 02:18:58,140
really work together on topics that they would ultimately select.

1882
02:18:58,440 --> 02:19:02,160
And we would ultimately agree that this is valuable time for them to be spending.

1883
02:19:04,880 --> 02:19:06,620
What will the due to the calendar overall?

1884
02:19:07,100 --> 02:19:09,520
We would keep the four full day institute days.

1885
02:19:09,580 --> 02:19:11,920
Those are the days that are approved by the regional office of education.

1886
02:19:12,160 --> 02:19:13,300
Now two of those don't impact.

1887
02:19:13,580 --> 02:19:16,080
They happen before student attendance begins in August.

1888
02:19:16,080 --> 02:19:21,000
And then we have another one typically in November and then typically in March, that's the county day.

1889
02:19:21,640 --> 02:19:27,020
These days are what provide teachers with professional learning credit to maintain their license terms.

1890
02:19:27,220 --> 02:19:30,420
So it's important that we keep these. They're also part of the approved calendar. So those stay.

1891
02:19:31,800 --> 02:19:40,200
To account for some of the time it would be shifting, we would be removing from the calendar the half days that it was tradition that this year for example were in September and May.

1892
02:19:40,360 --> 02:19:42,260
So those would be termed to be student attendance minutes.

1893
02:19:42,260 --> 02:19:45,780
We would also remove the teacher work day from the calendar, so that would be another full

1894
02:19:45,780 --> 02:19:50,700
day of student tennis, we would be placing back into the calendar, and then we're hoping

1895
02:19:50,700 --> 02:19:55,520
to see eventually a more significant and initially at least an appreciable reduction in the

1896
02:19:55,520 --> 02:19:56,520
use of substitute teachers.

1897
02:19:56,900 --> 02:20:00,900
I've been mentioning our grade level meetings where we bring together all of the kindergarten

1898
02:20:00,900 --> 02:20:03,380
teachers for half a day and then all of the first grade teachers, etc.

1899
02:20:03,920 --> 02:20:06,960
Right now we have three of those in the calendar because that time is so valuable to us.

1900
02:20:07,300 --> 02:20:11,400
Next year, we're anticipating with all of this, reducing to, reducing definitely to two and

1901
02:20:11,400 --> 02:20:14,620
and continue to reflect on how much of that time we continue to need.

1902
02:20:15,120 --> 02:20:18,760
So essentially again, that's another three hours that teachers are back in the classroom

1903
02:20:18,760 --> 02:20:20,820
if we take that half day away.

1904
02:20:23,530 --> 02:20:27,390
Everything I've said thus far because we know that one of the big questions around this

1905
02:20:27,390 --> 02:20:29,970
is, well, what does it actually need for instructional time over the course of the year?

1906
02:20:30,410 --> 02:20:33,370
Everything I've said thus far is a net reduction in instructional time.

1907
02:20:33,490 --> 02:20:37,650
Even with putting the half days back in and putting the work day back in, we're still,

1908
02:20:43,270 --> 02:20:43,270
we would

1909
02:20:43,270 --> 02:20:50,110
of instructional time. So then we started talking about ways to capture additional time to try

1910
02:20:50,110 --> 02:20:54,730
to offset any loss in actual student contact time. So if we were to add five minutes to the

1911
02:20:54,730 --> 02:20:58,250
student day, it actually brings the difference down to a negligible point. You have to think about

1912
02:20:58,250 --> 02:21:02,210
specifically where the other things on the calendar are going to fall before you can get to an exact

1913
02:21:02,210 --> 02:21:07,190
number of minutes, but it gets to a point where it's a negligible difference within an hour or two

1914
02:21:07,190 --> 02:21:11,210
across the course of the school year. However, if we were to add ten minutes to the student day,

1915
02:21:11,210 --> 02:21:16,210
So, for example, if we were to start the student day at 10 minutes earlier or at 5 minutes

1916
02:21:16,210 --> 02:21:19,910
at the beginning and 5 minutes at the end of each day, we actually yield a net gain

1917
02:21:19,910 --> 02:21:23,010
instructional time that's somewhere in the neighborhood of 12 to 14 hours.

1918
02:21:23,670 --> 02:21:27,790
And so, that, frankly, is bolted on that slide for a reason, because it's what we'd like

1919
02:21:27,790 --> 02:21:32,310
to suggest concluding in this concept for next year.

1920
02:21:32,690 --> 02:21:37,630
Not only does it offset the loss of instructional time for the early release, but if we think

1921
02:21:37,630 --> 02:21:43,690
back to about a year ago, we increased PE and art, for example, at the elementary schools.

1922
02:21:44,150 --> 02:21:47,670
It's wonderful to increase those minutes, but those minutes come from somewhere, so this

1923
02:21:47,670 --> 02:21:52,150
helps to replace some of the minutes that were taken from other subject areas when we

1924
02:21:52,150 --> 02:21:53,390
increase those kinds of things.

1925
02:21:54,010 --> 02:21:59,050
So the addition of ten minutes, we're still working out exactly what the least impactful

1926
02:21:59,050 --> 02:22:04,450
way is in terms of all of our systems to add that ten minutes, and that's what we continue

1927
02:22:04,450 --> 02:22:04,970
to work on.

1928
02:22:15,150 --> 02:22:19,070
Obviously, I think it's important to say that this is not a recommendation that we've

1929
02:22:19,070 --> 02:22:19,590
taken lightly.

1930
02:22:19,950 --> 02:22:22,030
We absolutely recognize this as a shift.

1931
02:22:23,190 --> 02:22:27,010
And so as our team worked, as we worked with the principals, as we worked with our great

1932
02:22:27,010 --> 02:22:31,490
level teams, we began the conversations about what do you see as the impact?

1933
02:22:31,650 --> 02:22:33,070
What are the things we need to be thinking about?

1934
02:22:34,010 --> 02:22:38,610
other areas of impact that we have already considered and are working on and will continue

1935
02:22:38,610 --> 02:22:43,910
to gather information about our list of here transportation, the timing of the routes,

1936
02:22:44,130 --> 02:22:48,750
what would that mean for cost, what would it mean additional cost, what would that cost

1937
02:22:48,750 --> 02:22:55,170
fee, if in fact it did. After school care, reaching out to champions, obviously parents are

1938
02:22:55,170 --> 02:23:01,330
going to be wondering and thinking about how does that impact what I need to do for my children,

1939
02:23:01,330 --> 02:23:06,130
and for my child to make sure that I have that time where the kids say I'm

1940
02:23:06,130 --> 02:23:10,190
super mission. And so yes, champion school extend their hours. What does that

1941
02:23:10,190 --> 02:23:13,310
mean? The specifics? That is something we recognize. We need to continue

1942
02:23:13,310 --> 02:23:16,230
gathering information. Our parents will be wanting the information.

1943
02:23:17,030 --> 02:23:22,550
All right, after school events on the Mondays, it will impact. We obviously would

1944
02:23:22,550 --> 02:23:26,210
not schedule practices because we really feel that that freshman learning time

1945
02:23:26,210 --> 02:23:30,670
is critical. When working with the middle schools, it was interesting. So because

1946
02:23:30,670 --> 02:23:36,330
Because other districts have already captured the Monday as an early release, there are already

1947
02:23:36,330 --> 02:23:42,130
not that many other school activities at the games scheduled, and so from the middle

1948
02:23:42,130 --> 02:23:45,770
school perspective, our principals are feeling like, no, we can reorganize when those practices

1949
02:23:45,770 --> 02:23:46,150
are.

1950
02:23:46,710 --> 02:23:48,150
It won't be a large issue of games.

1951
02:23:48,630 --> 02:23:53,250
We will make sure we have, don't have been an orchestra practice after, after on the Monday.

1952
02:23:54,370 --> 02:23:57,890
And then the other important conversation is around the instructional assistance.

1953
02:23:57,890 --> 02:24:07,390
That is a very important group, they are very supportive in our schools with students, our teachers find the work in time with them that official as well.

1954
02:24:08,030 --> 02:24:22,190
So we've started having conversations one with the ESP Association in that we are not looking to reduce their overall work week, which we already feel is minimal, they're already scrambling to feel they have enough time.

1955
02:24:22,190 --> 02:24:29,330
but number two, continuing our conversations to really look at when would it be beneficial,

1956
02:24:29,330 --> 02:24:34,150
how often would it be beneficial that they do stay on the Mondays and for that collaboration

1957
02:24:34,150 --> 02:24:39,110
purposes, for talking about the student needs and how to program and support students.

1958
02:24:42,170 --> 02:24:47,570
As next steps and some of these steps we've already begun, as Justin said, we've met with

1959
02:24:47,570 --> 02:24:53,370
our K6 grade levels, our teachers these past few weeks to get there, feedback, input, what

1960
02:24:53,370 --> 02:24:58,230
else we're missing what you're feeling every great level very I would say

1961
02:24:59,430 --> 02:25:03,650
strongly supported the this is important yes we want to move forward yes we

1962
02:25:03,650 --> 02:25:08,130
want to support this in order to really make sure we're doing the best we

1963
02:25:08,130 --> 02:25:13,750
can as we support and teach kids we will be meeting with the middle school staff

1964
02:25:13,750 --> 02:25:18,750
this week Friday and then as Carrie mentioned the curriculum workshop we're

1965
02:25:18,750 --> 02:25:22,570
really hoping let's let's continue to think about what are all those

1966
02:25:22,570 --> 02:25:27,730
different pieces that we need to have answers for and be able to support and be able to

1967
02:25:27,730 --> 02:25:33,710
be thinking about to come back to that curriculum workshop, which is in the evening with

1968
02:25:33,710 --> 02:25:37,650
an extended reception of visitors and talk a little bit more and have some answers to

1969
02:25:37,650 --> 02:25:42,630
any questions, questions from our board about how might we handle this, how might we handle

1970
02:25:42,630 --> 02:25:44,310
that, what are our steps and thoughts.

1971
02:25:45,670 --> 02:25:50,370
And then obviously we think it's very important to make sure we're soliciting parent input

1972
02:25:50,370 --> 02:25:53,690
but on ways that the district can support families

1973
02:25:53,690 --> 02:25:55,750
as we transition to early release days.

1974
02:25:56,330 --> 02:25:57,750
I thought was that with that,

1975
02:25:58,590 --> 02:26:01,210
is there are there districts that have transitioned,

1976
02:26:01,630 --> 02:26:04,050
we can reach out to can see what steps

1977
02:26:04,050 --> 02:26:07,610
and what they've had to plan as well as hearing from our parents

1978
02:26:07,610 --> 02:26:09,610
so we can help support them through the transition.

1979
02:26:12,690 --> 02:26:15,590
Along with this support for professional learning,

1980
02:26:15,910 --> 02:26:19,470
we've talked about the time, but it's not time alone.

1981
02:26:19,470 --> 02:26:27,970
And this is another big piece to the conversation is to really feel confident that we can appropriately

1982
02:26:27,970 --> 02:26:32,990
support the professional learning and the implementation and the changes that are coming

1983
02:26:32,990 --> 02:26:35,610
into the district or in the next few years.

1984
02:26:35,930 --> 02:26:43,730
We will be recommending the addition of a curriculum coordinator position to some degree.

1985
02:26:43,730 --> 02:26:52,550
If you notice the ultimate target that is not a one-year target, that is not something we're thinking is feasible for next school year.

1986
02:26:53,170 --> 02:26:58,310
We would like to get to a place where we can get to the four part-time curriculum coordinator roles.

1987
02:26:59,410 --> 02:27:04,790
And really the vision of that position is a half-time assistant principal.

1988
02:27:05,150 --> 02:27:11,510
The benefit to that is that assistant principals are traveling between the two buildings, learning two families, two sets of events,

1989
02:27:11,510 --> 02:27:17,270
to they can really focus and have one home base for their home school as an assistant principal,

1990
02:27:17,450 --> 02:27:24,030
but then also really work on the curriculum instruction, the leadership to support which

1991
02:27:24,030 --> 02:27:26,710
I will actually in the next slide talk more about what their role is.

1992
02:27:27,850 --> 02:27:33,310
And part of this decision to really have that target and decide, you know, how much for

1993
02:27:33,310 --> 02:27:39,230
next year, how much is feasible for the following is looking at obviously the budget, the implications

1994
02:27:39,230 --> 02:27:44,110
there, the role development, this is a new position, we want to make sure we take some

1995
02:27:44,110 --> 02:27:50,190
time and properly phase in this position, as well as looking at the timing of the curricular

1996
02:27:50,190 --> 02:27:51,770
initiatives that Justin spoke about.

1997
02:27:54,350 --> 02:27:58,130
So what would the responsibilities look like, what could this position look like?

1998
02:27:59,670 --> 02:28:06,570
Support for the curricular, the implementations, which is another, more people, more staff to

1999
02:28:06,570 --> 02:28:08,730
to help us really support the committee work,

2000
02:28:08,910 --> 02:28:12,930
the council work that falls quite a bit on teachers,

2001
02:28:13,150 --> 02:28:15,010
teacher leaders, administrators where we have,

2002
02:28:15,470 --> 02:28:17,550
people are stretched so thin right now,

2003
02:28:18,250 --> 02:28:19,470
our staff is outstanding.

2004
02:28:19,850 --> 02:28:21,050
I think our administrative team,

2005
02:28:21,190 --> 02:28:23,250
our building administrators chip in and have taken pieces,

2006
02:28:23,870 --> 02:28:27,350
but really accomplish what we're trying to accomplish,

2007
02:28:27,650 --> 02:28:30,010
we're spread too thin, quite frankly,

2008
02:28:30,170 --> 02:28:31,270
and we need additional support.

2009
02:28:32,430 --> 02:28:34,110
Someone that's gonna become the point person

2010
02:28:34,110 --> 02:28:34,990
and for a new adoption.

2011
02:28:35,610 --> 02:28:39,630
Perhaps we identify science for one position,

2012
02:28:40,150 --> 02:28:42,110
math for the other position, ELA,

2013
02:28:42,450 --> 02:28:44,370
as well as supporting the specialist groups.

2014
02:28:45,190 --> 02:28:49,550
Our PE music, again, with those ultimately

2015
02:28:49,550 --> 02:28:53,290
that target of four, we feel we can better support

2016
02:28:53,910 --> 02:28:55,990
the growth and development of all the different

2017
02:28:56,550 --> 02:28:59,510
specialist groups that we right now don't feel

2018
02:28:59,510 --> 02:29:01,650
we're doing a very good job with or a good enough job with.

2019
02:29:03,150 --> 02:29:07,930
The position can provide that direct support, working with staff on instructional strategies

2020
02:29:07,930 --> 02:29:12,670
that accompany a new implementation, so we're supporting teachers, we're supporting the

2021
02:29:12,670 --> 02:29:17,230
work of our building principals, the role we work with the instructional coaches, and the

2022
02:29:17,230 --> 02:29:20,610
role of supporting the work of the central office administrative team.

2023
02:29:23,450 --> 02:29:27,110
One of the things that we've talked about with this position, because the curriculum coordinator

2024
02:29:27,110 --> 02:29:31,450
position in and of itself does not necessarily have to be an administrative position.

2025
02:29:32,190 --> 02:29:38,610
We do feel that the needs are such and the benefits at this point, for that position,

2026
02:29:38,770 --> 02:29:43,430
we would recommend it's an administrative position for a couple of different reasons.

2027
02:29:43,710 --> 02:29:44,510
One is that calendar.

2028
02:29:44,750 --> 02:29:49,570
The work extends beyond the teacher calendar, the teacher contract responsibilities.

2029
02:29:50,150 --> 02:29:54,590
We would need that flexibility of someone to help work with our teams in the summer, our

2030
02:29:54,590 --> 02:29:55,470
administrative teams.

2031
02:29:56,590 --> 02:29:59,970
New teachers in August, planning with the curriculum department.

2032
02:30:00,000 --> 02:30:28,460
Department outside of that that work calendar as I said. The other piece is a topic that you've heard a couple times and then need the need for support for our building administrators related to evaluation of staff. The demands of the teacher evaluation framework to really facilitate that process and do it well. They haven't been meaningful for both our teachers and the administrators and to really lead to growth. We're stretched pretty thin and we continue to hear.

2033
02:30:28,460 --> 02:30:30,720
where we need more support in that area.

2034
02:30:31,020 --> 02:30:33,180
Having this position, the administrative position

2035
02:30:33,180 --> 02:30:36,980
would allow us to share that responsibility for evaluation

2036
02:30:37,440 --> 02:30:39,400
and allows for that flexibility and the schedule

2037
02:30:39,400 --> 02:30:42,380
that we think we need to successfully support

2038
02:30:42,380 --> 02:30:43,980
the implementations across the district.

2039
02:30:46,560 --> 02:30:47,060
That's what they have.

2040
02:30:47,460 --> 02:30:50,680
Justin, is there anything to add or carry

2041
02:30:50,680 --> 02:30:52,280
before we go to great questions?

2042
02:30:57,950 --> 02:30:59,390
I just wanna make a comment.

2043
02:30:59,390 --> 02:31:08,590
And my niece who is 27 years, will be 27 years old and has four years under her belt.

2044
02:31:09,050 --> 02:31:15,350
And it is a graduate of District 58, and 99 teaches in Phoenix.

2045
02:31:16,030 --> 02:31:19,950
She taught in the Phoenix school as well as now works in Chandler.

2046
02:31:20,610 --> 02:31:28,730
And in both districts, she just went into the early release every Wednesday at one o'clock.

2047
02:31:29,890 --> 02:31:35,650
So I've been talking to her about what she finds the benefits she did do some part-time

2048
02:31:36,350 --> 02:31:40,110
maternity coverage in Chicago Ridge as well as in District 58.

2049
02:31:41,170 --> 02:31:47,030
And she just, she said she, even though she's a newer teacher, she said the amount of

2050
02:31:47,030 --> 02:31:55,550
things that she, they as a team, both in her entire building as well as in her grade

2051
02:31:55,550 --> 02:32:03,810
team is stuff that would never get done. She still has a ridiculous amount of

2052
02:32:03,810 --> 02:32:09,150
work that she brings home every night. She was grading papers a big

2053
02:32:09,150 --> 02:32:14,290
sect during the Super Bowl because that's what teachers do. But she could not

2054
02:32:14,290 --> 02:32:21,270
say enough of what a wonderful thing she's on top. They are on top of

2055
02:32:21,270 --> 02:32:27,630
technology there on top of all their curriculum. And for the amount of money and the time that

2056
02:32:27,630 --> 02:32:33,730
we have asked our teachers and administrative staff to spend the last two to three years,

2057
02:32:33,730 --> 02:32:40,990
four years looking at all these curriculum, the strategic plan. We want all of this curriculum

2058
02:32:40,990 --> 02:32:48,070
to be beneficial and to grow and I was kind of hoping that this is what the teachers and

2059
02:32:48,070 --> 02:32:54,730
the administration would be recommending because I think it is a good answer, not without

2060
02:32:54,730 --> 02:32:56,530
its problems, and it's a growth.

2061
02:32:58,660 --> 02:33:04,220
There's always the little pains or big pains, but once

2062
02:33:04,220 --> 02:33:09,200
we set the calendar, and it's consistent, I think it's easier for parents versus those

2063
02:33:09,200 --> 02:33:17,240
individual days, and that's just what you do, and I just really think that this is extremely

2064
02:33:17,240 --> 02:33:24,720
important for what we need to do to support the teachers and the administration in the,

2065
02:33:25,400 --> 02:33:29,660
when it's all set and done, a good million dollars worth of investment in curriculum.

2066
02:33:31,020 --> 02:33:36,760
Thank you, Joe. We appreciate that anecdotal kind of information. I think that our administrative

2067
02:33:36,760 --> 02:33:43,240
team have heard much of the same from our faculty and staff and from our neighbors, our neighboring

2068
02:33:43,240 --> 02:33:49,320
districts in our conversations with them and Arizona is one of the worst or is the worst state

2069
02:33:49,320 --> 02:33:54,460
and that is one thing that a lot of the districts in Arizona actually do for their teachers,

2070
02:33:54,800 --> 02:34:02,180
which I thought was a strange little complex relationship but they see as that as something very

2071
02:34:02,180 --> 02:34:08,020
important. Yeah absolutely it's clearly something that is super important and we know that if we are

2072
02:34:08,020 --> 02:34:12,480
to accomplish the work that lies ahead for our teachers and most importantly for our students

2073
02:34:12,480 --> 02:34:15,080
that consistent time is really, really critical.

2074
02:34:15,340 --> 02:34:17,480
So I think after looking at all of the options

2075
02:34:17,840 --> 02:34:19,440
and there were a lot on the table

2076
02:34:19,440 --> 02:34:21,800
when we started these discussions many months ago.

2077
02:34:22,300 --> 02:34:25,380
But I think this option really gives us that consistency

2078
02:34:25,380 --> 02:34:27,980
with minimal to no impact

2079
02:34:27,980 --> 02:34:30,260
on the actual student instructional minutes.

2080
02:34:31,060 --> 02:34:34,480
I applaud our team for really coming up

2081
02:34:34,480 --> 02:34:37,500
with a creative solution that I think families

2082
02:34:37,500 --> 02:34:39,320
certainly will feel an impact

2083
02:34:39,320 --> 02:34:40,960
and we need to be sensitive to that

2084
02:34:40,960 --> 02:35:03,920
and continue to find ways to support them in that transition, but I think a two o'clock dismissal time for many families will be something that with some support, through the transition will be successful and they'll be able to accommodate, meanwhile our faculty and staff are really capturing the time that they need to be successful with our students in the time that we have them within our schools.

2085
02:35:08,080 --> 02:35:13,900
I think one thing we certainly heard loud and clear through everything we've done is

2086
02:35:13,900 --> 02:35:16,460
we need to find ways to have more professional development for the teachers.

2087
02:35:17,280 --> 02:35:23,360
What would help me looking ahead to the curriculum workshop would be to see some examples of

2088
02:35:23,360 --> 02:35:31,040
how that 90 minutes might be structured relative to how that half days structure to how this

2089
02:35:31,040 --> 02:35:35,620
So, this is kind of some of the specific types of things, not to go into the great detail,

2090
02:35:35,980 --> 02:35:39,600
but it would really help me to understand, I think it would help the community to understand a little more.

2091
02:35:39,920 --> 02:35:43,000
What types of things would be accomplished, all the benefits to the teachers and

2092
02:35:43,000 --> 02:35:47,480
what some of the learnings that might come from that, that would certainly help me to.

2093
02:35:48,120 --> 02:35:52,880
I understand it more now with, I think your context, but I think even a little more would help me.

2094
02:35:52,880 --> 02:36:02,220
I would echo that, just in the same way when we're, this is a similar investment as to what we did with, say, technology or curriculum.

2095
02:36:03,080 --> 02:36:13,440
We're not spending the same dollar amount over investing time and that time is going to, the way we're investing is going to impact, you know, our outputs.

2096
02:36:14,100 --> 02:36:19,460
So I'm definitely interested in seeing a more clear vision of what this would look like.

2097
02:36:19,460 --> 02:36:24,820
At the same time, I'll echo your comment, I'll echo the same sentiments that Jill put forth.

2098
02:36:25,100 --> 02:36:35,980
I am extremely interested in seeing the area of impact related to families, because I'll just share anecdotally.

2099
02:36:36,200 --> 02:36:42,080
Since I've been on board, the thing I've heard about most, which actually surprised me, from people in my network,

2100
02:36:42,080 --> 02:36:46,200
people outside of the network who have known on the board member and they just kind of speak

2101
02:36:46,200 --> 02:36:55,540
to me in public or privately, if in that day, to this Friday, having the non-intendents

2102
02:36:55,540 --> 02:36:57,840
hand Friday to make up for the November emergency day.

2103
02:36:57,960 --> 02:37:00,520
That was where I've gotten this will reach out to me and that surprised me because I thought

2104
02:37:00,520 --> 02:37:02,820
people would be more interested in talking to me about curriculum and this different tenant

2105
02:37:02,820 --> 02:37:03,360
hire or something.

2106
02:37:03,780 --> 02:37:11,880
Something a little bit flashier, but that destruction caused with the ability to reach out.

2107
02:37:11,880 --> 02:37:19,020
So I'm keenly interested in seeing what kind of feedback can get from families when it comes to telling them you're going to have to

2108
02:37:19,700 --> 02:37:25,700
adjust and what our supports will look like. You talk about support to the transition that we can offer based on what other districts have done in the past.

2109
02:37:25,880 --> 02:37:27,360
I'm very interested in what that will look like.

2110
02:37:29,330 --> 02:37:37,490
I want to start by saying that if we want to hit a role of increasing our rigour, I think personal development is incredibly important.

2111
02:37:38,490 --> 02:37:46,270
We're asking a lot out of you and our teachers with all the implementation that we're doing.

2112
02:37:47,030 --> 02:37:52,390
And I think that it's going to be really, really important to bring consistency to our curriculum across the board.

2113
02:37:52,970 --> 02:37:58,390
And I see value in making sure we increase that time.

2114
02:37:59,910 --> 02:38:04,210
At the same time, this is a big shift in model in what we're doing.

2115
02:38:04,210 --> 02:38:08,870
and so that I think there's a lot of questions that I have with that.

2116
02:38:09,310 --> 02:38:12,370
I have some connections to some of the districts that you referenced,

2117
02:38:12,910 --> 02:38:16,790
and I've talked to some of the teachers in there, and quite honestly,

2118
02:38:16,930 --> 02:38:20,110
I felt like their reaction to how they utilized their time was mixed

2119
02:38:20,110 --> 02:38:24,630
in that they felt some of their days were very, very useful,

2120
02:38:24,970 --> 02:38:28,750
and impactful, and some of them were not as much.

2121
02:38:28,750 --> 02:38:50,620
And so I think to echo a little bit of what Elizabeth was saying is, if we were to be willing to make a change to this type of model, I'd like to know how we're going to be in maybe a little bit in more detail than we would normally in a traditional year looking at it because it would be a change for us, how we want to utilize that day.

2122
02:38:50,620 --> 02:38:58,600
Do nine, does the 90 minute model work as opposed to having more hours to do it in one time?

2123
02:38:59,540 --> 02:39:05,500
I think the impact that this has, I'd like to know that the impact that this will have on specials,

2124
02:39:05,520 --> 02:39:13,420
because while you're increasing the total hours of face time that our students have with their teachers,

2125
02:39:14,980 --> 02:39:21,260
Taking a block of 50 minutes is not the same as segmenting out in additional 10 minutes

2126
02:39:21,260 --> 02:39:21,620
per day.

2127
02:39:21,840 --> 02:39:27,100
So, how does that impact happen on, you know, on, on PE, on art, on music?

2128
02:39:28,540 --> 02:39:32,400
What are you envisioning to make sure that there's some, some real consistency there and we're

2129
02:39:32,400 --> 02:39:36,280
not, not losing too much there?

2130
02:39:38,700 --> 02:39:41,560
I would really, really like to see an increase.

2131
02:39:41,560 --> 02:39:45,700
If we're going to do this, I'd like, and I know you're talking about potentially, but

2132
02:39:45,700 --> 02:39:53,840
I think that making sure that it's teacher and student face time and really looking at

2133
02:39:53,840 --> 02:39:59,900
reducing as much as we can that's substitute time, I think cost wise that's beneficial to

2134
02:39:59,900 --> 02:40:06,180
us, but also just I think educationally, I really value that time that they put into that,

2135
02:40:06,300 --> 02:40:10,320
but I also value the time that, you know, my children spend with their teacher, I think

2136
02:40:10,320 --> 02:40:13,340
that that's a more impactful time.

2137
02:40:15,290 --> 02:40:17,350
I think also we got to consider that the impact

2138
02:40:17,350 --> 02:40:21,030
that this is going to have on families and what that

2139
02:40:21,030 --> 02:40:21,850
looks like for their day.

2140
02:40:22,010 --> 02:40:25,010
I think that I'm less concerned about the impact in the

2141
02:40:25,010 --> 02:40:26,190
afternoon than in the morning.

2142
02:40:26,190 --> 02:40:29,870
I just think with consistency with young children, I'm not

2143
02:40:29,870 --> 02:40:32,330
nearly as concerned with the afternoon.

2144
02:40:32,330 --> 02:40:36,950
I think that that's a little bit easier to work with.

2145
02:40:37,150 --> 02:40:38,470
But it's still going to have an impact.

2146
02:40:38,730 --> 02:40:41,050
And so I would really like to understand the impact

2147
02:40:41,050 --> 02:40:43,130
that our families feel that this is going to have.

2148
02:40:43,890 --> 02:40:45,990
And if we did this, I would like to kind of look

2149
02:40:46,550 --> 02:40:49,910
at that first year, more as a pilot program,

2150
02:40:50,350 --> 02:40:53,890
and really sort of do some follow-up with the families

2151
02:40:53,890 --> 02:40:59,310
and see how they feel once that process is ongoing.

2152
02:40:59,750 --> 02:41:04,070
Sometimes something can seem scary, but once you get into it,

2153
02:41:04,150 --> 02:41:05,970
you find that it actually works quite well.

2154
02:41:06,150 --> 02:41:10,990
And if you're seeing better learning coming out

2155
02:41:10,990 --> 02:41:14,470
a bit more consistency, we may see more value about that.

2156
02:41:14,630 --> 02:41:16,310
But I want to make sure that we're getting that value,

2157
02:41:16,570 --> 02:41:18,750
that our teachers are seeing real value

2158
02:41:18,750 --> 02:41:20,330
in that time that was created.

2159
02:41:20,850 --> 02:41:23,190
And that 90-minute model really works

2160
02:41:23,190 --> 02:41:25,410
for the type of learning that we want to have.

2161
02:41:25,670 --> 02:41:27,790
Just to emphasize your last point,

2162
02:41:28,090 --> 02:41:33,130
we talk about collecting data from the families.

2163
02:41:33,890 --> 02:41:35,590
I mean, you kind of said, if I just want to make sure

2164
02:41:35,590 --> 02:41:37,350
that I'm stressing, because it's important to me too,

2165
02:41:37,490 --> 02:41:39,670
that we are also collecting voice data from the teachers as well.

2166
02:41:39,670 --> 02:41:44,570
Yeah, to make sure that this is useful to them right because we don't need to have

2167
02:41:45,250 --> 02:41:50,930
Six months of professional six hours of professional development each month that they don't find to be worth their time

2168
02:41:50,930 --> 02:41:56,630
It's a bad investment their time. They rather be doing something else or they're not getting anything out of it that they we need them to get out of it to put into practice

2169
02:41:57,570 --> 02:42:01,870
I have that my notes. I'm sorry. I didn't say that yes. Absolutely. We need to make sure that

2170
02:42:02,910 --> 02:42:09,650
That you know whether we're I think some kind of survey across the board really to make sure that that every individual

2171
02:42:09,670 --> 02:42:15,170
individual teacher from our veterans to our new teachers are feeling a lot of value

2172
02:42:15,170 --> 02:42:20,790
coming out of that. I think that's the only way that I see value in making a big shift

2173
02:42:20,790 --> 02:42:26,010
like this. I appreciate the adjustments to make sure that our hours are in and this

2174
02:42:26,010 --> 02:42:31,290
may have less of an impact than taking a full day off or a half day off. I can only speculate

2175
02:42:31,290 --> 02:42:37,830
based on my family and the couple people I connect with. For some it's going to be much

2176
02:42:37,830 --> 02:42:42,210
harder. They've got it exactly timed up to their day. Some people it's much more impactful

2177
02:42:42,670 --> 02:42:46,610
on their family when they have to figure out that random row day like what we've heard

2178
02:42:47,110 --> 02:42:55,920
on this coming Friday. So I think that's most of my notes and I appreciate the kind of

2179
02:42:56,420 --> 02:43:00,740
we don't have a set it forget it model with our curriculum. It's not like all right, we moved

2180
02:43:00,740 --> 02:43:05,560
down for me LA. I think that having consistent time allows us to revisit all of our curriculum

2181
02:43:05,560 --> 02:43:17,140
and that was that that resonated with me a little bit, so I think this is great

2182
02:43:17,140 --> 02:43:22,460
progress. I mean everybody has to be on board-roan in the same direction on

2183
02:43:22,460 --> 02:43:29,620
this one. So communication is critical and it can't be one-sided communication.

2184
02:43:29,960 --> 02:43:34,740
It's got to be communication with everybody kind of saying yes. The teachers are on board

2185
02:43:34,740 --> 02:43:39,820
with this, the administrative staff is on board with this, the central administrative

2186
02:43:39,820 --> 02:43:45,840
staff is on board with this. Our parents need to know why this is. Ultimately, our parents

2187
02:43:45,840 --> 02:43:50,760
are our customers. Children are the number one reason we're here. The parents choose to

2188
02:43:50,760 --> 02:43:54,500
send their kids to this district. They can choose to send them to private school possibly.

2189
02:43:56,060 --> 02:44:03,920
So their feedback is always important. And you know, we just need to make the, you never

2190
02:44:03,920 --> 02:44:08,240
to make everybody happy so you know if ten people show up and scream at us that we're doing it

2191
02:44:08,240 --> 02:44:12,620
I mean we need to understand is that ten people have said or is that you know a thousand people

2192
02:44:12,620 --> 02:44:18,140
have said so just always be aware of that because I'm always weary because the person that's the

2193
02:44:18,140 --> 02:44:21,920
most upset usually yells the loudest and we don't want to make sure we just want to make sure everybody

2194
02:44:21,920 --> 02:44:29,560
understands why we're doing what we're doing whatever we end up doing but I echo the continuous

2195
02:44:29,560 --> 02:44:34,700
updates of what this is. A lot of these things start off very well whether it's

2196
02:44:34,700 --> 02:44:39,320
here. It's just any organization, right? Anything you do, you got to constantly

2197
02:44:39,320 --> 02:44:46,000
monitor over the year, over the years, why we do it is an effective, and so it

2198
02:44:46,000 --> 02:44:51,380
doesn't get stale. You know I have talked to, I did broach this with some people, I

2199
02:44:51,380 --> 02:44:54,040
know that work in other districts and that I respect their opinion and they

2200
02:44:54,040 --> 02:44:59,500
say it starts out well and then about half what you do is a waste of time and I

2201
02:44:59,500 --> 02:44:59,820
want to miss.

2202
02:45:00,000 --> 02:45:08,840
If we don't get to that point, we're half of what we do is a waste of time. So how do we independently survey those involved?

2203
02:45:10,420 --> 02:45:24,700
Six months into it, at the end of the school year, how do we blindly and independently survey teachers to say, do you think this is effective? And have a line where they can write a comment in there.

2204
02:45:24,700 --> 02:45:31,420
And this isn't, you know, coordinated, consolidated, and everybody puts the same answers in and the building and they all sit in the room together.

2205
02:45:31,640 --> 02:45:35,220
This is whenever they want to, if they feel like filling out a survey, that's here.

2206
02:45:35,620 --> 02:45:43,140
Just like, that's why I find the parent survey. So, refreshing, people don't have to feel they can feel like they can lay it out there.

2207
02:45:43,260 --> 02:45:47,340
Sometimes people lay it out there a little more than I would like, but, you know, it gives colorful.

2208
02:45:48,520 --> 02:45:52,980
But just it needs to be effective. I think we're on the right path. I just want to make

2209
02:45:52,980 --> 02:45:59,660
sure everybody agrees. I've heard from administration how this is if there's if if that's truly

2210
02:45:59,660 --> 02:46:07,380
how everybody believes and you know we'll know more about it the 25th right maybe that will be

2211
02:46:07,380 --> 02:46:13,860
a good question to ask during superintendent interviews. How do they how do they how will they

2212
02:46:17,600 --> 02:46:23,060
But definitely, make sure the parents understand whatever we do, why we're doing it, and again,

2213
02:46:23,440 --> 02:46:27,360
you know, there's nothing wrong with people who love filling up surveys, apparently.

2214
02:46:29,000 --> 02:46:35,720
So, you know, we can send out a thing, if we get to a point where is this better or is this

2215
02:46:35,720 --> 02:46:40,020
better, and you know, maybe the teachers are like, hey, we would be able to do two of these

2216
02:46:40,020 --> 02:46:43,760
and administration be able to do these, you know, maybe we do send out a survey and say,

2217
02:46:43,980 --> 02:46:44,860
we could do this or this.

2218
02:46:45,420 --> 02:46:49,120
I'll tell you, I did ask some of my pediatrician folks where I work because they did it for

2219
02:46:49,120 --> 02:46:50,920
those of you familiar with the studies about teenagers.

2220
02:46:51,780 --> 02:46:55,360
My most high school is actually to do the late start is because teenagers actually do perform

2221
02:46:55,360 --> 02:46:57,980
better when they sleep in and wake up at nine o'clock in the school.

2222
02:46:58,500 --> 02:47:00,960
It's actually the opposite for many youngsters.

2223
02:47:01,320 --> 02:47:06,320
Great school kids tend to do a little bit better in the morning.

2224
02:47:06,320 --> 02:47:11,680
they're more early risers than you know anybody's got some teenagers trust me

2225
02:47:11,680 --> 02:47:17,900
I know so and so not only that I think there is evidence out there that

2226
02:47:18,460 --> 02:47:24,520
an early dismissal was probably better for a grade school district and from

2227
02:47:24,520 --> 02:47:31,500
a work standpoint most people you talk to tend to say it's easier having that

2228
02:47:31,500 --> 02:47:38,340
that constant absolute start time all the time and because of the way you get into work,

2229
02:47:38,480 --> 02:47:39,180
the way the trains run.

2230
02:47:40,300 --> 02:47:44,380
Anyway, I think I'm not saying anything different to anyone else, but you have to monitor

2231
02:47:44,380 --> 02:47:44,820
the stuff.

2232
02:47:44,980 --> 02:47:48,200
You have to go and ask people how to work.

2233
02:47:48,800 --> 02:47:49,480
Thank you.

2234
02:47:50,660 --> 02:47:55,720
And I think you've retraced a number of really good questions for us to spend some time thinking

2235
02:47:55,720 --> 02:48:00,400
about, I think, over the last couple of years we have developed some ways to capture some of

2236
02:48:00,400 --> 02:48:05,440
that feedback from our faculty and staff through surveys and discussions and open-ended questions

2237
02:48:05,440 --> 02:48:08,860
and I'm confident we'll be able to continue doing that.

2238
02:48:09,880 --> 02:48:14,680
So it will need to be a work in progress and something we continue to evaluate throughout

2239
02:48:14,680 --> 02:48:19,940
next year and for many years to come as we evaluate what's the most effective use of that

2240
02:48:19,940 --> 02:48:27,100
time and making sure that our faculty and staff are feeling like it really is an ongoing

2241
02:48:27,100 --> 02:48:32,760
productive use of their time. And I think working with families to figure out

2242
02:48:32,760 --> 02:48:37,020
how best to support that I agree. Having looked at a variety of options, I

2243
02:48:37,020 --> 02:48:41,000
think early dismissal makes a whole lot more sense for families with younger

2244
02:48:41,000 --> 02:48:46,240
children than does a late start. High school might be a little bit different, but

2245
02:48:46,240 --> 02:48:49,800
for elementary school students, they are. They're a little more independent, a

2246
02:48:49,800 --> 02:48:53,720
little less dependent on childcare and transportation and all the other

2247
02:48:53,720 --> 02:49:09,020
So this does seem like a good middle ground for our district to approach and what we've heard from other elementary districts to is that in early dismissal works a whole lot better at elementary school than a late start.

2248
02:49:09,720 --> 02:49:14,960
That predictability and schedule for younger students is really important, John, and I know that's what you were touching on as well.

2249
02:49:14,960 --> 02:49:17,320
Yeah, it's much more so at the end of the day.

2250
02:49:17,360 --> 02:49:20,640
And I guess we're just one of the things, if possible,

2251
02:49:20,700 --> 02:49:24,400
by the curriculum workshop is to see if the park district

2252
02:49:24,400 --> 02:49:28,920
of the Y champions will be willing to work

2253
02:49:28,920 --> 02:49:33,970
with a new calendar versus, no, we wouldn't,

2254
02:49:34,590 --> 02:49:37,410
which one, I think everyone's life is more difficult,

2255
02:49:37,610 --> 02:49:41,430
but that would be something they would be willing to work with.

2256
02:49:41,730 --> 02:49:43,690
Yeah, and we already have reached out to them.

2257
02:49:43,690 --> 02:49:53,850
So we'll gather some additional information now that we have even more specifics just to ensure that that support would continue to be there for our families to the best that we can support that.

2258
02:49:57,630 --> 02:50:06,170
Okay, I'll touch on something briefly that nobody did after thanking Jane Justin for our very thought out, very thorough presentation.

2259
02:50:09,430 --> 02:50:15,790
I agree with many in the comments and in general for our professional development I'm completely

2260
02:50:15,790 --> 02:50:22,810
on-board with figuring out how we can make that happen and I trust the administration

2261
02:50:22,810 --> 02:50:27,190
and you're doing a really good job working with the teachers to figure out the best way

2262
02:50:27,190 --> 02:50:27,910
to make that happen.

2263
02:50:28,470 --> 02:50:33,490
So when you come back with the questions I'll be with the answers to the questions that

2264
02:50:33,490 --> 02:50:37,150
or brought, I'm sure I'll be supportive of the outcome

2265
02:50:37,150 --> 02:50:39,510
that you, the conclusion that you come to.

2266
02:50:40,130 --> 02:50:42,330
But the topic that nobody has talked about

2267
02:50:42,330 --> 02:50:44,870
that I'm very happy to see is the curriculum coordinator.

2268
02:50:45,730 --> 02:50:50,150
One of the many, I heard the top concern of many groups.

2269
02:50:50,650 --> 02:50:54,310
When we talk about principles, we talk about teachers,

2270
02:50:54,310 --> 02:50:57,750
we talk about parents, is the new curriculums

2271
02:50:57,750 --> 02:50:59,250
that are coming in the burden that

2272
02:50:59,250 --> 02:51:01,750
puts on our professional staff.

2273
02:51:03,750 --> 02:51:10,350
The comments by and large are very, very positive for Mr. Sussle

2274
02:51:10,350 --> 02:51:11,310
and all of his work.

2275
02:51:11,630 --> 02:51:15,370
However, a consistent comment is that he can't do it all,

2276
02:51:15,930 --> 02:51:18,530
that he needs help yesterday.

2277
02:51:20,890 --> 02:51:23,990
So yeah, so thank you for all your work,

2278
02:51:24,170 --> 02:51:27,610
and I fully support adding extra help

2279
02:51:27,610 --> 02:51:32,230
regarding curriculum and I think it's a wonderful idea to have a half assistant

2280
02:51:32,230 --> 02:51:34,670
principal and a half curriculum coordinator.

2281
02:51:37,960 --> 02:51:40,180
Thank you. Okay. Any other comments?

2282
02:51:41,560 --> 02:51:46,260
Okay with that we will give in the time. Before we go to reception and visitors

2283
02:51:46,260 --> 02:51:48,160
we will take a five matter resource.

2284
02:52:02,970 --> 02:52:06,270
Let's go to the reception and visitors. This is an opportunity for members of the

2285
02:52:06,270 --> 02:52:10,330
audience to share public comment with the board subject to reasonable constraints but

2286
02:52:10,330 --> 02:52:13,790
It is not intended to be a time for members of the public to enter into a dialogue with

2287
02:52:13,790 --> 02:52:14,050
board.

2288
02:52:14,490 --> 02:52:18,650
Issues raised during public comment may be headed to future agendas or addressed by

2289
02:52:18,650 --> 02:52:20,190
administrative staff as appropriate.

2290
02:52:20,790 --> 02:52:26,450
Puricism of individuals in that order in accordance with board policies 802-2211-50, individuals

2291
02:52:26,450 --> 02:52:29,450
appearing before the board are expected to follow following guidelines.

2292
02:52:30,090 --> 02:52:34,530
One, any person addressing the board shall identify yourself, state your school, attendants

2293
02:52:34,530 --> 02:52:36,550
area, and shall speak as briefly as possible.

2294
02:52:36,550 --> 02:52:41,510
To the board president has authority to determine residual matters regarding public participation.

2295
02:52:41,670 --> 02:52:45,290
And out of the wise, the board policy, including time limitations when appropriate.

2296
02:52:45,870 --> 02:52:49,870
And three, the president has responsible for the orderly conduct of the meeting and show

2297
02:52:49,870 --> 02:52:53,290
a rule on such matters as the time allowed for public discussion and

2298
02:52:53,290 --> 02:52:57,190
the appropriateness of their marks to the subject under consideration.

2299
02:52:57,950 --> 02:53:03,770
Please remember we allow three minutes per comment and we'll allow 30 minutes total if necessary.

2300
02:53:04,290 --> 02:53:10,870
this time we will look at the cars and we have no cars so then we will open it

2301
02:53:10,870 --> 02:53:15,190
up to anyone else who would like to speak you can come to the podium state your

2302
02:53:15,190 --> 02:53:18,350
name attendance area and provide your public comment.

2303
02:53:29,830 --> 02:53:31,410
I'm Carrie Blanagan I'm a

2304
02:53:31,410 --> 02:53:35,150
parent at Bel Air and I'm just going to go back to like in probably two hours ago

2305
02:53:35,150 --> 02:53:39,090
now. When we were talking about the middle school model moving the six to eight

2306
02:53:39,550 --> 02:53:43,730
and I've heard it a lot people are really concerned about moving the six

2307
02:53:43,730 --> 02:53:47,490
graders with the eighth graders and oh my gosh we'll have six graders with eighth graders.

2308
02:53:47,950 --> 02:53:51,930
I have not heard anyone say anything about my second graders being with six graders.

2309
02:53:52,490 --> 02:53:56,810
My second graders class in an open concept school is popped right in the middle of a sixth

2310
02:53:56,810 --> 02:54:01,270
grade class and a fifth grade class on either side, diagonally a fourth grade class and

2311
02:54:01,270 --> 02:54:04,630
another fifth grade class.

2312
02:54:06,910 --> 02:54:10,930
And it's not a complaint, it's just that's what it is, it is what it is.

2313
02:54:10,930 --> 02:54:15,090
So we have no issues with our kindergarteners at first year, second graders, and we take

2314
02:54:15,090 --> 02:54:21,870
all this pride in bringing them together and doing families, our buddies, and it's totally

2315
02:54:21,870 --> 02:54:23,590
cool that they're all that way.

2316
02:54:23,810 --> 02:54:27,390
And I mean, yes, they're younger kids and kids are kids, but there's a difference between

2317
02:54:27,390 --> 02:54:30,030
a first grader and a fifth grader and a sixth grader.

2318
02:54:30,490 --> 02:54:34,470
And as they get up each year, you know, they learn a little more and are bringing home some

2319
02:54:34,470 --> 02:54:35,430
neat new tidbits.

2320
02:54:38,690 --> 02:54:42,750
So something to keep in mind, and additionally it's a middle school model, and if you look

2321
02:54:42,750 --> 02:54:46,190
around to all the middle school models in the surrounding districts, there's six through

2322
02:54:46,190 --> 02:54:46,390
eight.

2323
02:54:47,010 --> 02:54:51,190
And we're doing such a great job with the strategic planning to looking to other districts.

2324
02:54:51,330 --> 02:54:57,530
We just talked about, for an hour, about how they do the reduced days or the late starts

2325
02:54:57,530 --> 02:54:59,030
or how they do their t-shirt training.

2326
02:54:59,430 --> 02:55:01,650
So let's look to the other districts for this.

2327
02:55:01,650 --> 02:55:07,870
There's always going to be someone that has an issue I understand, but that's just kind of my two cents, so that thanks

2328
02:55:08,490 --> 02:55:12,370
Thank you. Thank you. Thank you. Thank you. Anyone else?

2329
02:55:16,600 --> 02:55:17,440
Okay. Thank you.

2330
02:55:21,330 --> 02:55:27,510
Next one would be approval minutes. Are there any suggested revisions to the minutes as presented in the packet of materials?

2331
02:55:30,250 --> 02:55:36,690
If not, is there a motion to approve the minutes of the January 14, 2019 regular reading as presented?

2332
02:55:36,690 --> 02:55:36,850
Is it?

2333
02:55:37,410 --> 02:55:37,910
So moved.

2334
02:55:38,570 --> 02:55:39,170
Second.

2335
02:55:39,910 --> 02:55:40,410
Any discussion?

2336
02:55:42,110 --> 02:55:42,670
All in favor?

2337
02:55:43,250 --> 02:55:43,490
Aye.

2338
02:55:44,010 --> 02:55:44,610
Opposed?

2339
02:55:45,210 --> 02:55:50,330
The motion carried to approve the minutes of the January 14, 2019, regular meeting as presented.

2340
02:55:50,790 --> 02:55:56,370
Is there a motion to approve the minutes of the January 16, 2019, special meeting as presented?

2341
02:55:57,450 --> 02:55:58,130
So moved.

2342
02:55:58,570 --> 02:55:58,770
Second.

2343
02:55:59,590 --> 02:56:00,150
Any discussion?

2344
02:56:01,190 --> 02:56:02,190
All in favor?

2345
02:56:02,630 --> 02:56:02,810
Aye.

2346
02:56:03,510 --> 02:56:03,910
Opposed?

2347
02:56:03,910 --> 02:56:08,710
The motion carried to approve the minutes of the January 16, 2019 special meeting as presented.

2348
02:56:09,070 --> 02:56:14,330
Is there a motion to approve the minutes of the February 4, 2019 special meeting as presented?

2349
02:56:14,730 --> 02:56:17,550
So, second, any discussion?

2350
02:56:19,430 --> 02:56:20,290
All in favor?

2351
02:56:21,050 --> 02:56:21,230
Aye.

2352
02:56:21,850 --> 02:56:22,170
Opposed?

2353
02:56:22,830 --> 02:56:27,350
The motion carried to approve the minutes of February 4, 2019 special meeting as presented.

2354
02:56:27,830 --> 02:56:31,210
Is there a motion to approve the minutes of the November 28, 2018,

2355
02:56:31,210 --> 02:56:37,470
and January 24th, 2019, board to and PTA meetings as presented.

2356
02:56:37,890 --> 02:56:38,350
So moved.

2357
02:56:39,030 --> 02:56:39,130
Second.

2358
02:56:39,690 --> 02:56:40,210
Any discussion?

2359
02:56:41,590 --> 02:56:42,390
All in favor?

2360
02:56:42,990 --> 02:56:43,290
Aye.

2361
02:56:44,110 --> 02:56:44,650
Opposed?

2362
02:56:45,530 --> 02:56:46,150
Motion carried.

2363
02:56:46,290 --> 02:56:52,710
You approve the minutes of the November 28th, 2019, and January 24th, 2019, board to and PTA

2364
02:56:52,710 --> 02:56:53,950
meetings as presented.

2365
02:56:54,710 --> 02:56:56,830
Next is the approval of this consent agenda.

2366
02:56:57,350 --> 02:57:00,290
Are there any items that board member would like to have considered separately?

2367
02:57:00,290 --> 02:57:01,170
If

2368
02:57:04,020 --> 02:57:13,320
not, is there a motion to approve the consent agenda consisting of the personal report and financial statements consisting of the list of bills and summary as presented in the packet materials?

2369
02:57:14,800 --> 02:57:15,480
So moved.

2370
02:57:16,560 --> 02:57:17,080
Second.

2371
02:57:18,140 --> 02:57:19,280
Melissa, please go roll.

2372
02:57:20,060 --> 02:57:20,680
Member Harris.

2373
02:57:20,860 --> 02:57:20,980
Hi.

2374
02:57:21,640 --> 02:57:22,100
Member Hughes.

2375
02:57:22,400 --> 02:57:22,540
Hi.

2376
02:57:23,000 --> 02:57:23,480
Member Miller.

2377
02:57:23,940 --> 02:57:24,080
Hi.

2378
02:57:24,340 --> 02:57:25,120
Member Samonti.

2379
02:57:25,300 --> 02:57:25,460
Hi.

2380
02:57:25,760 --> 02:57:26,320
Member Siegel.

2381
02:57:26,580 --> 02:57:26,720
Hi.

2382
02:57:26,720 --> 02:57:28,300
I remember, Purcell.

2383
02:57:28,680 --> 02:57:30,220
Hi, motion carried.

2384
02:57:30,380 --> 02:57:32,320
The consent agenda has been approved as presented

2385
02:57:32,320 --> 02:57:33,320
in the packet materials.

2386
02:57:34,040 --> 02:57:37,040
Next is items for recommendation for action.

2387
02:57:37,940 --> 02:57:40,780
First is 2019 20 school fees

2388
02:57:40,780 --> 02:57:42,320
as recommended by the business office.

2389
02:57:42,600 --> 02:57:44,820
Is there a motion to approve student fees

2390
02:57:44,820 --> 02:57:46,780
for 2019 20 as follows?

2391
02:57:47,240 --> 02:57:49,380
Instructional materials grades 1 through 8

2392
02:57:49,380 --> 02:57:51,560
at $202 per year.

2393
02:57:52,200 --> 02:57:54,640
Kindergarten at $123 per year.

2394
02:57:54,640 --> 02:57:58,260
milk for kindergarten through sixth grade, $29.

2395
02:57:59,500 --> 02:58:02,140
Outdoor education at $184.

2396
02:58:02,720 --> 02:58:04,540
Middle school novel at $10.

2397
02:58:05,020 --> 02:58:06,840
Middle school yearbook at $20.

2398
02:58:07,460 --> 02:58:10,560
Transportation less than 1.5 miles,

2399
02:58:10,820 --> 02:58:12,320
or greater than 1.5 miles,

2400
02:58:13,300 --> 02:58:14,900
sorry, $35.

2401
02:58:16,420 --> 02:58:20,040
Transportation less than 1.5 miles, $504.

2402
02:58:20,040 --> 02:58:27,980
dollars. Operational kindergarten enrichment and enhancement program at $2,550. And the

2403
02:58:27,980 --> 02:58:33,760
preschool tuition program, the application fee at $50 and the annual fee at $3,750.

2404
02:58:35,260 --> 02:58:36,280
Is there a motion?

2405
02:58:38,630 --> 02:58:41,910
So moved. Second. Any discussion?

2406
02:58:42,450 --> 02:58:47,330
Quick question if you don't know the answer to this is feedback. How do we collect the transportation

2407
02:58:47,330 --> 02:58:50,990
from 9.58 students.

2408
02:58:52,610 --> 02:58:54,110
Typically, it's via a check.

2409
02:58:54,930 --> 02:58:58,830
So the schools we provide transportation for collected.

2410
02:59:00,130 --> 02:59:03,030
Or they bring it into the district office.

2411
02:59:03,670 --> 02:59:04,550
For real school.

2412
02:59:04,990 --> 02:59:07,450
No, those are not for parole skills schools.

2413
02:59:07,570 --> 02:59:12,310
Those are for, you're saying for the students who are less than 1.5 miles?

2414
02:59:13,090 --> 02:59:14,690
For any of the busing fees.

2415
02:59:14,690 --> 02:59:22,310
So we charge everybody in District 58 for a bus, but we provide students in that don't attend 50 schools passing out of

2416
02:59:22,310 --> 02:59:28,590
the school. The program students here, we get a check from them to the school.

2417
02:59:28,930 --> 02:59:31,270
Okay, so we don't have to collect it individually, the school collects it.

2418
02:59:31,870 --> 02:59:38,390
I hate these fees, but it's the reality of how we have to fund things.

2419
02:59:39,570 --> 02:59:40,870
I know none of us like them.

2420
02:59:43,360 --> 02:59:44,620
Any further discussion?

2421
02:59:45,800 --> 02:59:47,320
Okay, Melissa, please go roll.

2422
02:59:47,680 --> 02:59:48,320
Member Siegel.

2423
02:59:48,860 --> 02:59:48,980
Aye.

2424
02:59:49,900 --> 02:59:50,260
Member Harris.

2425
02:59:50,940 --> 02:59:51,180
Aye.

2426
02:59:51,720 --> 02:59:52,320
Member Hughes.

2427
02:59:52,760 --> 02:59:52,940
Aye.

2428
02:59:53,380 --> 02:59:54,040
Member Miller.

2429
02:59:54,380 --> 02:59:54,500
Aye.

2430
02:59:54,980 --> 02:59:55,820
Member Samonti.

2431
02:59:56,020 --> 02:59:56,220
Aye.

2432
02:59:56,700 --> 02:59:57,240
Member Kursal.

2433
02:59:58,200 --> 02:59:58,400
Aye.

2434
02:59:58,540 --> 02:59:59,960
The motion carried to approve student-

2435
03:00:00,000 --> 03:00:22,920
These for 2019 and 20 as presented. Next is the Science Curriculum Adaption. TCI is recommended by the STEM Committee. Is there a motion to approve the purchase of TCI bringing science alive? In the quantities defined in the attached quote for a total cost of $373,087.50.

2436
03:00:24,950 --> 03:00:29,670
So moved. Second. Any discussion?

2437
03:00:30,810 --> 03:00:34,810
My assumption is, since nobody spoke against this, there's consensus that this is the

2438
03:00:34,810 --> 03:00:35,530
right thing to do.

2439
03:00:38,370 --> 03:00:41,930
I mean, I've sat here for nine years, and we've had the same discussion, and two years

2440
03:00:41,930 --> 03:00:43,950
later everybody says, I didn't want to do this.

2441
03:00:44,430 --> 03:00:50,250
We actually had a pretty thorough discussion around what consensus looks like, and I think

2442
03:00:50,250 --> 03:00:52,030
I'm truly not...

2443
03:00:52,030 --> 03:00:55,410
I've got hammered for saying I voted because committee said it, and committee said this.

2444
03:00:55,590 --> 03:00:59,710
Well, and actually, we were clear to that the committee makes the recommendation to the administration.

2445
03:00:59,710 --> 03:01:01,910
and the recommendations ultimately coming from me,

2446
03:01:02,410 --> 03:01:04,410
and I'll own that piece of it for sure.

2447
03:01:04,550 --> 03:01:06,550
I think we spent a good number of hours

2448
03:01:07,070 --> 03:01:08,410
talking through the resources that were there,

2449
03:01:08,530 --> 03:01:11,030
talking through what they would mean for us now

2450
03:01:11,030 --> 03:01:11,570
and in the future.

2451
03:01:11,810 --> 03:01:13,970
I think the committee is excited about the fact

2452
03:01:13,970 --> 03:01:15,730
that this is a six-year purchase,

2453
03:01:15,870 --> 03:01:18,850
so that means that theoretically if something newer

2454
03:01:18,850 --> 03:01:20,230
and stronger water would come out,

2455
03:01:20,310 --> 03:01:21,450
we could reconvene and look at that.

2456
03:01:21,490 --> 03:01:22,830
That's part of our ongoing review,

2457
03:01:23,230 --> 03:01:24,690
but with that caveat,

2458
03:01:25,050 --> 03:01:26,410
and with the understanding that this is something

2459
03:01:26,410 --> 03:01:28,410
that we want to implement fully in with fidelity,

2460
03:01:28,410 --> 03:01:31,390
the committee landed in a pretty excited place.

2461
03:01:32,270 --> 03:01:37,130
I'm excited. I've always thought, this is one where I thought there would have been

2462
03:01:37,130 --> 03:01:41,230
more upper. I can't believe where we spent all the time we did on math. This is the

2463
03:01:41,230 --> 03:01:47,270
one that I thought was the biggest weakness all along. So I just lack of hearing anybody complain

2464
03:01:47,270 --> 03:01:53,970
about it. I'm making myself a note on February 11th that there was no discussion against

2465
03:01:53,970 --> 03:01:59,090
this and trust me, I will be out in that audience the next time I hear somebody complain about

2466
03:01:59,090 --> 03:01:59,590
correct it.

2467
03:02:03,300 --> 03:02:08,320
I'd also just like to thank you and all the committees for all their

2468
03:02:08,320 --> 03:02:13,580
homework. This has been a really long time coming. And if I think back to the

2469
03:02:13,580 --> 03:02:18,600
earliest conversations that took place when I was on the board, the ones that stuck

2470
03:02:18,600 --> 03:02:28,140
out, you know, seven years ago, was through around science. And when are we going to be able to

2471
03:02:28,140 --> 03:02:35,100
get that together? And this has just been been such a long time. So I'm very happy about this motion.

2472
03:02:35,920 --> 03:02:36,720
Thank you.

2473
03:02:38,960 --> 03:02:43,200
Okay, any further discussion? Melissa, please call roll.

2474
03:02:43,200 --> 03:02:44,480
Number semonsi.

2475
03:02:44,640 --> 03:02:45,100
Aye.

2476
03:02:45,680 --> 03:02:46,260
Number seagull.

2477
03:02:46,520 --> 03:02:46,660
Aye.

2478
03:02:47,340 --> 03:02:48,080
Number heros.

2479
03:02:48,320 --> 03:02:48,500
Aye.

2480
03:02:48,860 --> 03:02:49,640
Number hues.

2481
03:02:49,760 --> 03:02:49,940
Aye.

2482
03:02:50,480 --> 03:02:51,080
Number miller.

2483
03:02:51,160 --> 03:02:51,300
Aye.

2484
03:02:51,680 --> 03:02:52,360
Number per cell.

2485
03:02:52,660 --> 03:02:52,820
Aye.

2486
03:02:52,920 --> 03:02:57,220
The motion carried to approve the purchase of TCI bringing science alive in the quantity's

2487
03:02:57,220 --> 03:03:02,260
defined and the attached quote for a total cost of $373,087.50.

2488
03:03:03,200 --> 03:03:06,880
Next is a second reading of internal board operations.

2489
03:03:07,380 --> 03:03:07,640
Sorry.

2490
03:03:08,040 --> 03:03:08,640
There's another question.

2491
03:03:09,300 --> 03:03:10,060
Let's get a little bit.

2492
03:03:10,060 --> 03:03:15,800
So, that's how the tax science curriculum, there should be another science curriculum on your screen.

2493
03:03:15,900 --> 03:03:16,500
And the surplus.

2494
03:03:17,200 --> 03:03:18,060
Yes, surplus.

2495
03:03:18,720 --> 03:03:20,180
We can assume that the motion is right.

2496
03:03:31,600 --> 03:03:45,240
Next is the motion to approve the purchase of Activate Learning IQWST in the quantities defined in the attached quote for a total cost of $407,315.

2497
03:03:45,240 --> 03:03:49,180
dollars. So, second, any discussion?

2498
03:03:51,530 --> 03:03:52,270
Melissa Blitz-Howell?

2499
03:03:52,630 --> 03:03:53,230
Member Miller.

2500
03:03:53,670 --> 03:03:53,810
Aye.

2501
03:03:54,230 --> 03:03:55,030
Member Samonti.

2502
03:03:55,150 --> 03:03:55,310
Aye.

2503
03:03:55,730 --> 03:03:56,270
Member Siegel.

2504
03:03:56,630 --> 03:03:56,750
Aye.

2505
03:03:57,270 --> 03:03:58,190
Member Harris.

2506
03:03:58,590 --> 03:03:58,790
Aye.

2507
03:03:59,190 --> 03:03:59,750
Member Hughes.

2508
03:04:00,230 --> 03:04:00,410
Aye.

2509
03:04:00,890 --> 03:04:01,570
Member Purcell.

2510
03:04:02,070 --> 03:04:02,250
Aye.

2511
03:04:02,490 --> 03:04:07,430
Motion carried to approve the purchase of Activate Learning, HighQuest, and the quantities

2512
03:04:07,430 --> 03:04:12,510
defined in the attached quote for a total cost of $407,315.

2513
03:04:12,510 --> 03:04:19,870
dollars. Next is a second reading of internal board operations. Is there a motion to adapt?

2514
03:04:20,870 --> 03:04:22,750
There's still another one behind that.

2515
03:04:22,850 --> 03:04:24,390
I have to strip us a quick message.

2516
03:04:26,710 --> 03:04:28,330
The reading of the whole section.

2517
03:04:28,750 --> 03:04:30,550
We didn't get enough snow this year, so we're getting nervous.

2518
03:04:31,050 --> 03:04:35,190
I guess. Maybe the meaning is going to be too long, so.

2519
03:04:36,530 --> 03:04:41,090
The words you're disappearing out of the question are disappearing out of my shoes.

2520
03:04:42,110 --> 03:04:48,710
Okay, is there a motion to designate the following as surplus equipment.

2521
03:04:49,290 --> 03:04:58,170
Toro, power shift, 8242 stage snowblower, Toro, 6242 stage snowblower, Toro, Proline,

2522
03:04:58,610 --> 03:05:05,910
36 inch longmore, a large safe, and a pneumatic floor machine.

2523
03:05:07,070 --> 03:05:07,410
So go.

2524
03:05:07,850 --> 03:05:08,190
Second.

2525
03:05:09,530 --> 03:05:10,490
Any discussion?

2526
03:05:12,700 --> 03:05:13,540
Melissa, please call roll.

2527
03:05:13,880 --> 03:05:14,400
Member Miller.

2528
03:05:14,480 --> 03:05:14,600
Hi.

2529
03:05:15,440 --> 03:05:16,000
Member Simone.

2530
03:05:16,220 --> 03:05:16,400
Aye.

2531
03:05:16,940 --> 03:05:17,540
Member Siegel.

2532
03:05:17,860 --> 03:05:17,960
Aye.

2533
03:05:18,460 --> 03:05:18,920
Member Harris.

2534
03:05:19,220 --> 03:05:19,440
Aye.

2535
03:05:19,720 --> 03:05:20,220
Member Hughes.

2536
03:05:20,440 --> 03:05:20,640
Aye.

2537
03:05:20,860 --> 03:05:21,480
Member Purcell.

2538
03:05:22,180 --> 03:05:22,340
Aye.

2539
03:05:23,400 --> 03:05:24,520
Motion carried.

2540
03:05:25,740 --> 03:05:27,600
No, see, I already was trying to...

2541
03:05:27,600 --> 03:05:28,400
Two.

2542
03:05:28,740 --> 03:05:29,380
Jump forward.

2543
03:05:29,720 --> 03:05:29,940
Thank you.

2544
03:05:30,220 --> 03:05:32,660
Designate the following as surplus equipment.

2545
03:05:32,980 --> 03:05:33,800
Toral power shift.

2546
03:05:34,120 --> 03:05:35,380
824, two stage number.

2547
03:05:35,660 --> 03:05:37,400
Toral 64, two stage number.

2548
03:05:37,400 --> 03:05:43,420
the war, Toro's pro-36 inch lawnmower, a large safe, and a pneumatic floor machine.

2549
03:05:44,620 --> 03:05:46,620
I thought you were going to start singing.

2550
03:05:49,780 --> 03:05:51,220
Lucky for you I didn't.

2551
03:05:54,050 --> 03:05:57,890
Can we finally go to my second meeting of the International Board of Operations and do

2552
03:05:57,890 --> 03:05:58,550
it?

2553
03:05:58,850 --> 03:06:01,990
They're waiting for three hours and 15 minutes for this one.

2554
03:06:05,750 --> 03:06:10,230
Next, a second reading of internal board operations, policies 802-1, 802-2, 801-1

2555
03:06:10,230 --> 03:06:12,570
181.02, 181.30, and 181.40.

2556
03:06:12,870 --> 03:06:15,470
As recommended by the policy committee.

2557
03:06:15,690 --> 03:06:18,090
Is there a motion to adapt your vision to internal board

2558
03:06:18,090 --> 03:06:18,550
operations?

2559
03:06:19,290 --> 03:06:22,410
Policies 8021, Code of Conduct, 8022 beings,

2560
03:06:22,690 --> 03:06:25,010
8100 membership and terms of office.

2561
03:06:25,310 --> 03:06:27,230
80102, they can see on the school board,

2562
03:06:27,550 --> 03:06:30,750
801.30, board member development,

2563
03:06:31,010 --> 03:06:33,830
and 181.40 membership in school board associations.

2564
03:06:34,090 --> 03:06:34,830
Is there a motion?

2565
03:06:35,130 --> 03:06:35,570
Some of.

2566
03:06:35,750 --> 03:06:35,930
Second.

2567
03:06:36,970 --> 03:06:37,550
Any discussion?

2568
03:06:37,550 --> 03:06:39,810
All in favor?

2569
03:06:40,250 --> 03:06:40,570
Aye.

2570
03:06:41,190 --> 03:06:41,630
Any opposed?

2571
03:06:41,950 --> 03:06:42,590
Motion carried.

2572
03:06:43,150 --> 03:06:49,350
To adopt your visions to policies 8021, 8022, 818102, 80130, and 8140.

2573
03:06:50,170 --> 03:06:56,350
Next is a second reading for deletion internal board operations policy 8023 is recommended by the policy committee.

2574
03:06:56,830 --> 03:07:03,210
Is there a motion to delete as duplicative policy 8023 abused and neglected child reporting?

2575
03:07:04,390 --> 03:07:06,490
So, second, any discussion?

2576
03:07:07,170 --> 03:07:09,250
I just like that we add the duplicative part in there.

2577
03:07:09,790 --> 03:07:12,610
Because we deleted positive before, but we probably should say,

2578
03:07:12,830 --> 03:07:14,190
this is duplicative, that's how we're getting rid

2579
03:07:14,190 --> 03:07:15,870
of our abused and neglected policy.

2580
03:07:16,330 --> 03:07:17,370
Yeah, just helpful, clear.

2581
03:07:18,470 --> 03:07:21,170
This one in particular, we were sensitive to

2582
03:07:21,170 --> 03:07:24,550
thinking that, no, because it is covered well

2583
03:07:24,550 --> 03:07:25,570
in the other policies.

2584
03:07:26,070 --> 03:07:26,390
Thank you.

2585
03:07:26,670 --> 03:07:27,470
Yes, thank you.

2586
03:07:31,940 --> 03:07:32,760
All in favor?

2587
03:07:33,260 --> 03:07:33,420
Aye.

2588
03:07:34,160 --> 03:07:34,560
Any opposed?

2589
03:07:34,560 --> 03:07:41,460
the motion carried to delete as duplicative policy number 8023 next is a few

2590
03:07:41,460 --> 03:07:49,680
announcements for some dates the policy committee meets Tuesday February 19th

2591
03:07:49,680 --> 03:07:54,600
7 a.m. at BSE the Board of Education Bill and Tour and PTA meeting is Tuesday

2592
03:07:54,600 --> 03:07:59,680
February 19th at 6 p.m. at Henry Puffer the District Leadership Team will meet

2593
03:07:59,680 --> 03:08:02,460
the Monday, February 25th at 3.45 in Longfellow.

2594
03:08:02,660 --> 03:08:03,640
I've been talking about Femme.

2595
03:08:04,440 --> 03:08:05,200
Femme out.

2596
03:08:05,720 --> 03:08:08,400
District leadership team Monday, February 25th,

2597
03:08:08,400 --> 03:08:09,720
3.45 in Femme out.

2598
03:08:10,880 --> 03:08:12,100
There will be a staff meet and greet

2599
03:08:12,100 --> 03:08:12,940
with the Board of Education.

2600
03:08:13,320 --> 03:08:16,200
Monday, February 25th at 6.30 in Femme out.

2601
03:08:17,820 --> 03:08:21,020
The next curriculum workshop is the 25th Monday,

2602
03:08:21,120 --> 03:08:24,380
the 25th at 7 pm at Femme out, following that meet and greet.

2603
03:08:25,440 --> 03:08:28,000
And now the board will now meet in close session.

2604
03:08:28,000 --> 03:08:32,020
Is there a motion to meet and close session to discuss the appointment, appointment,

2605
03:08:32,140 --> 03:08:35,980
conversation, discipline, performance, or dismissal of specific employees of the district?

2606
03:08:36,680 --> 03:08:38,140
Collective negotiating matters.

2607
03:08:38,680 --> 03:08:57,820
Between the district and its employees at the representatives or deliberation concerning salary schedules for one or more classes of employees and or discussion of minutes of the of minutes of meetings, lawfully closed in with the open meetings act whether for the purposes of approval by the body of the minutes or the Sunday annual review of the minutes as a mandate.

2608
03:08:57,820 --> 03:09:00,080
Section 206, is there a motion?

2609
03:09:00,360 --> 03:09:00,680
So moved.

2610
03:09:00,960 --> 03:09:01,180
Second.

2611
03:09:02,000 --> 03:09:02,840
Any discussion?

2612
03:09:03,580 --> 03:09:03,860
Melissa?