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Okay, folks, we may as well be prompt here. We're a little bit five minutes after six.

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Okay, we have, we are continuing today our very important work on our comprehensive design project. We are calling it right now, district comprehensive design project. And we are also going to take a look at our school culture and climate quarter three update.

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report. We are designating about an hour and a half for the comprehensive design project work,

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and about a half hour for the climate quarter three update report. Okay? All right, so let's get going.

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I'll turn it over to the superintendent.

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Thank you, Chair, and good evening, everyone, and thanks for being here tonight.

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I know many people on the board and across the district are taking the opportunity to relax

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of these days because we are moving into summer, I guess, if you will.

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I wanted to highlight a couple of things.

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First, just acknowledge that we have had a number of community events that have been taking place and have seen a lot more presence of Minneapolis public schools out in the events.

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So thank you to staff who are participating in those different community gatherings as well as thank you to board members who are able to attend as well.

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I also wanted to address a topic that continues to be against rise up around the country and in our world and that's the one of immigration.

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We've said several times as an organization, both the administration and the school board that we are a place for all students and families, regardless of their immigration status, national origin or language, and appreciate the board's affirmation of this back in 2016.

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and then I think again, in January of 2017, most recently, or 2018.

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To be clear, it's not the role of our district to ask about the citizenship or immigration status

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of any of our students or families are to enforce the federal immigration laws.

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It has been our practice only to provide information when required by law or a valid court order.

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And so I raised this up because the action taken today by our US Supreme Court could have serious

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these consequences for students, families and even staff of Minneapolis Public Schools.

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We put our children first at MPS and we always will and proud to say that and appreciate

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the support that the board has given on that topic as well.

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But I know that is a question now that many families are, again, asking and wondering

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about.

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And so I just wanted to put that out there publicly that this is our position and appreciate

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any kind of support the board can give for that statement as well.

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So moving forward, as mentioned tonight, we have our committee of the whole presentation.

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Dennis Gisbrowis here, he's going to speak about our comprehensive design project,

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and it's really important that we also note for

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the calendar purposes that we've identified two more dates, that we're not initially

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on the calendar, but we talked about at the last meeting with the support of Jennifer coordinating

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a Google Docs, if you will. But August 8th, we're looking at having a meeting around this topic,

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and then September 8th as well. And I believe those are both mourning.

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I'm sorry. August 10th, excuse me,

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in September 8th. August 10th and September 8th. And you should have received an email invitation on

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that. But that's important that we have those conversations because of the decisions that we're

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hoping to make and the updates that we're wanting to provide in a public forum. And then as mentioned,

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our second topic will be on our third quarter data around climate and culture. Dr. Keith Brooks and

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staff be here to present some of the information. We prepared a memo which we'll be working from.

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We also have a PowerPoint that has been provided to the board as well. But we'll be focusing on

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and restorative practices, suspension, bullying,

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and student safety, as you know,

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is always a top priority for us

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at Minneapolis Public Schools.

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So with that, I will turn it over to Mr. Cheesebrow,

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and let him get started with his presentation.

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And good evening.

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Good evening.

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That's good.

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It's good to be with you.

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Again, for this evening, as we go through this,

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our hope is that there would be time for board members

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to take time like we did last time to step back and talk with each other to

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provide feedback and into some of the ideas and concepts around the comprehensive

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design. I happen to be sick.

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I'm standing here by myself this evening, and I'm going to tease the people sitting along the side that I represent. I'm here representing a lot of work by a lot of people at the administrative level. We spent all morning today with the principals forum. So there's been a lot of feedback and input into this. This isn't me. But they've asked me to help guide this conversation today into the next layer of the comprehensive

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of design project. So as we go through this, I'm going to offer that their times are the next

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hour and a half. I'm going to ask you to kind of turn to each other and talk through it and

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then kind of feed back your ideas. So also I will, when we get farther in, just earlier today,

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I noticed that in the original presentation that we sent out, there was kind of a mismatch

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between goals and slides, so what I'm showing here might be slightly different than what you saw earlier this last week, but the content did not change just the order.

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As you know, last time we met, we focused in on vision for the daily experiences for students and families and staff, and also the vision of a graduate.

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And I just put those in here as the foundation.

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So the reason for looking at those two elements of vision, is that any comprehensive design should be designed to achieve and provide for those experiences and that outcome for a graduate.

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And so, if you had a chance to take a detailed look, this is draft four, it has changed again.

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So we updated this with board feedback and notes that were taken by myself and others at our last meeting as well as the vision for the graduate.

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This also represents input.

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We had a couple of meetings with the academic leadership team.

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So your feedback, the academic leadership team feedback has continued to edit this.

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And we've even talked about being able to start going out and getting external feedback into the vision of the graduate and the daily experiences.

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I also spent time with the principal's forum this morning.

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And so the principal's forum took a look and they provided feedback from every one of the tables on all of this that you're looking at today.

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So we continue to get feedback and build as we go.

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So what we're talking about more this evening is built on top of that vision for the daily

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experiences and the vision of the graduate and some key messaging about MPS strong.

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What are some key drivers that we've begun to see that are the next layer of foundation

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about redesign?

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So to be very specific, you're not going to see ideas and concepts about specific, about

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program, specific, about schools, and specific, about policies and protocols.

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Because we're trying to say what about some foundational elements of design that run

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across all.

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So some of the key drivers that we'll be walking through this evening is number one is

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to design and deliver on the vision of the graduate and the vision of the daily experiences,

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which sound simple.

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Yes, we want to do that.

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And what we'll need to do is we'll get into some detail about how you need to deliver

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that at the school level, at the department level, to strengthen the community trust and

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the brand over time by that delivery, by accountability and improvement.

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To consider increasing market share to 70% of your students, which is a moderate increase from where you are today.

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Yet seems to put you in a nice position in terms of sustainability and use of facilities over time and a secure funding.

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And in a line, resourcing and planning with strategic and programming goals so that sustainability, predictability and consistency,

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three to five years from our language that you're able to use, your staff is able to use and your parents and families are able to use.

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So now we're going to dive in a little bit into some of the proposed detail.

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So, to deliver on the vision is to increase student achievement and you've probably heard this over the years about both academic social

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emotional skills in your career, life experiences, and so this is about incorporating social

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emotional skills, and those experiences into every school and program with

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And I'd like you to think about and reduce the variability in two ways. How can you reduce the variability between schools? How can you reduce the variability between classrooms?

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So something that I've offered for your staff and I'd offer for you from our experience? It's typically in most districts, the variability between classrooms exceeds the achievement gap.

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And you have to think about how do we reduce the variability between classrooms?

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classrooms and schools when we talk about, that's how you increase student achievement.

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And how do we incorporate, you incorporate the social, emotional skills and experiences,

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utilize individualized learning plans, and

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increase the cultural fit and relevance of the school in programming to local families and

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students or one way of saying, for the students at 10 to the school is a school in its environment,

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and how it operates, is it a cultural fit for the students that are going there?

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as well as staff's cultural competency and diversity.

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These are broad statements, and as we get farther in

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here, it's broad statements with some shifts,

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shifts in resources, shifts in strategies.

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And so our suggestion is, as deliver on that vision of graduate,

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it's going to be about these three things and more.

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In the next slide, we get into improving the students

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Children and families experience and safety, belonging, quality, and consistency.

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So one of the concepts that are looking at, and some of these are interrelated, is providing parents access to two to three local community schools to attend.

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Because in some urban districts, we find that having tight school boundaries in itself creates artificial boundaries versus.

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is you could have, if you have, if you reduce the variability between schools, you could

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have access to high quality schools that are offering, that are offering equitable

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programming and resourcing.

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And can you use a different approach to transportation, to quarter mile or less walk zones specifically

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where areas of safety are concerned?

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So right now your walk zones are half

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a mile or more,

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and I would offer you might have

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parents that when we tried to, we've had many discussions about finding that the parents

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think about safety and consistency and predictability.

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So I might choose what do I think is the safest, right, and most convenient option for

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education. So the point is why not consider quarter mile or walk zones or less for students

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because the belief that that will have a positive response for families. And again, in

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developed community schools that reflect multiple cultures, languages and traditions that's

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reflected by those who are there.

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So schools could have programming and then try to attract

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people to it. Or who comes to it and does it reflect the people that are there? And you'll

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see how this carries out as we go through the others. So the vision of the graduate,

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which is both, which is summative at the end, but we're developing, for the vision of

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the graduate, which will come to you in August and September, is actually concepts of developing

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helping social-motional skills and career and college experiences in grade bands.

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So what skills are developed in K through 2, in 3 through 5, in 6 through 8, in 9 through

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11, so that the graduate has those skills and experiences, so that development path will

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will be coming towards you, as well as some ideas and costing out and looking at what

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does quarter mile or less walk zones look like in looking at school designs in a slightly

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different way. But our purpose tonight is does this make sense to you or not? Because what

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makes sense to you on any of these points drives designs in a different direction. If something

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doesn't make sense, then we don't want to build the design on something that doesn't

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make sense to you.

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We've also talked about in the-

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The delivery of that vision is to provide comprehensive and equitable programming and services with local school uniqueness. So, when I was with you the first time, we talked about the concept of coordinated uniqueness. I brought that language, which is, can you have uniqueness at the local school level that you can coordinate at the district level?

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Because many times when people think about standardization in school districts, there's a pushback against us.

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we can't all be the same. True. But what level of uniqueness can you still

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resource for sustainability, consistency, predictability? So one way I think

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about how could we have local uniqueness that at a district level you say we

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believe we can sustain this for five to ten years or more. Not one year but five

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to ten years or more.

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So, equitable access to all. So, if you have academic arts,

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athletics, activities, civil service learning, career and college programming in one area

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of the city, the suggestion is it will be available in all areas.

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So, when you talk about equitable

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access, it's that there's equitable access based on geography in a district versus right

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times and a bus.

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And that schools and programs operate with a feeder design across K-12.

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So one of the things we've been looking at is how schools and programs do. They have

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a feeder design that continues or where our programming start and stop it. And don't

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quite feed into an experience. So as a student, into an experience and all of a sudden, it's

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not offered or I have to go somewhere to get access to that experience again.

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And what we talked about at the leadership level and again with the principal forum this

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morning is of course staffing and resource model that there would be a baseline staffing

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across all schools at similar levels.

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And that additional staffing and resources beyond baseline would be based on the student

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it needs that are going to that school.

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And so that might change from year to year.

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You might have a change in student populations in need.

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So you have a baseline across all schools

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with flex based upon the student needs

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and the programming that's there.

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And you can judge for yourself how similar

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or different that is to how you're structured today.

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But this is part of what we are working with.

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The principal's forum this morning is getting their feedback.

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what they thought with the strengths and concerns,

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and they had specific ideas about how to improve this.

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So there's several things here about delivering on that vision

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that are structural and design based.

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So what I'm going to do is go through a couple more

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and then see if you have questions and ask you

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to kind of turn in chat.

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Key driver, too, to community trust and the MPS brand.

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And you're going to see some things that are linked here.

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Again, we're talking about operating schools with coordinated uniqueness within parameters.

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Because we believe that it will create a community trust and a brand.

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Second point is to align school and department operational decisions with resource and accountability levels.

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So, one of the things that we've been discussing at number of different levels, with a number

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of different departments, is decisions made at a level, and I'll just use as an example,

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at a school level, that then creates programming and resource requirements, that isn't coordinated

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at the district level, so then schools over here don't get it.

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And the question was, is what's the distance between this operational decision-making and

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the ability to manage it across the district in an equitable way?

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So how do you shorten the distance or create protocols so that decision-making at the local

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level always has the filter of does this make sense from the district level?

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And this has been a theme across many different areas that came up during the district assessment

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and the discussions with different departments and groups over the last number of months.

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Along with that is to operate with a clear and known decision making process.

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So what I offered for the group to think about

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So, as I did as an experiment as a little bit of a fun, this morning, I asked the principals, if you put a design together, and it's really a dumb idea.

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I said, who's accountable?

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And people looked around. I said, no, just point to the people who would be accountable, really accountable. And it was interesting because they could begin to say, we're not accountable for this, we're not accountable for this.

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the design, but we are accountable for implementation at the principal level.

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But I said, but who's accountable for the design?

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I'll give you three seconds to think about who they named.

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They said,

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the superintendent and the office of the superintendent would be right, superintendent

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graph and some of the people sitting on the side and you.

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And I said, so if they are the choice makers, then make sure, separate out what's choice

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making versus what's designed and what's consultation or input.

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And we find that it's clear to have accountability when the roles, responsibilities are clarified.

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So that's right now today we're not sitting here, here's the proposal for that.

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We're suggesting there are methodologies and protocols that we're very familiar with, and

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And we'll be bringing those to you in August and September to consider specific protocol for decision-making,

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specific protocol so that operational decisions and accountability levels are at length.

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So that you can accomplish this.

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And finally, the last one, and I know you've had this in advance, you've seen this,

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is choice making it at the board and the district levels are based on district interest over individual and group interests.

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We

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always encourage boards that when groups and individuals contact you and appear before

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you think to yourself how many people in the district are not in the room.

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And so we always encourage board and executive administrators to listen and understand the full breath of interest

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and then step back and think about district interest because if you're like most

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districts you don't hear from 80 plus percent of those affected.

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So how do you

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step back and look in district interest while you hear views from self and

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group interest. It's a real challenge for most boards these days and though

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The larger the district, the more of a challenge it is to operate with district interest over

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group or self-interest.

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As boards and administrators, I hope and I encourage you to listen to and understand

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the broad array because my guess would be, I'm not probably stretching it here, the city

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of Minneapolis doesn't agree on everything, right?

234
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You put any issue out, you're going to have a broad array of interest.

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And rarely will they be in agreement.

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So in the midst of differing views and disagreement, how does a board choose district interest

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over group while listening?

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Because I believe the reason for saying this is for you and administration, this is going

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to come to play yet this year when specific items and ideas and design ideas come to you

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and you look at them, because people will either like it or not, so we're trying to set

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the stage now about district interest over individual and group.

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Another key driver too is to operate with the reality of the diversity of your district

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and that the vision for the graduate calls for experiences and competencies in multiple languages.

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So what you're going to be hearing in August and September is more detail about

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having competency in multiple languages and cultural settings.

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Being able to have skill to operate in more than one culture and language.

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to realize in that that the city of Minneapolis and in most settings the

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The Democrats.

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The specifics of the city are not the demographics of the schools.

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And so when looking at that, we put some information for your consideration. As you can see up and by the city of Minneapolis, your 2018 general population is quite different than your population of your students this past year.

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And the point that we're going to make in this, which we made to the principals this morning, is two things to think about. Number one, overall, based on live birth and

252
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other factors, your white populations are declining, your populations of color are increasing,

253
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and to realize that the difference of the structure of the 2020 census will most likely

254
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shift this again because in past census, if you were Latino, Hispanic, what did you choose?

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there was no box to choose.

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You have to choose white, black, Asian or other.

257
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That is true, by the way,

258
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fulfilling out federal forms for Minneapolis, public schools. So what we're saying to many of

259
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our districts is that probably what typically what happens when we do estimations and demographics

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topics is your Latino Hispanic population is undercounted, your white population on average

261
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is overcounted, and we believe that the 2020 census is going to shift that.

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So what happens is that you have to think about how do you design and organize and get a

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thought process that you're two-thirds students of color.

264
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And if you're playing and looking out, that might be three-fourths.

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In that case, under decades-old desecrigation and

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inauguration laws,

267
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transportation and

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magnet school designs won't work.

269
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You're not the only school district that's being that

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this is coming up, this is coming up for many school districts

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when they're saying, when our population students of color begin

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to be two and three times others, we have to think about

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that the best way to provide for cultural relevancy and the graduate is actually in the local school.

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How do you make that high quality?

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How do you provide for those experiences in possibly different ways?

276
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And for many, that's going to cause a fundamental change in how you think about that and strategies.

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And we're bringing this up, we're not challenging law, but

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we're bringing this up to the district to think about because I believe that is going to,

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And if you look at the statement that we've articulated here, the design built on that goes one way.

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If you say no, we're going to address law in the way we do today, or the way that we've been, it's going to take the design in another direction.

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So when I said to the superintendent and cabinet, I said we see that this item is in fact quite influential for you, maybe not next year.

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but 3, 5, 7 years from now absolutely will be influential for you about how you view both federal definitions, law and diversity, and then how do you provide for the vision for the graduate with that reality?

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We assume there would be some discussion about this because we had this morning.

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Key driver three and four are a little bit simpler.

285
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Key driver three, quite honestly says, do driver one.

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And the reason for saying this is I would just offer you this,

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our experience with districts when they look at not incremental,

288
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but doing a step back for a systemic change.

289
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What happens is that it's easy for programming,

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timing, budgeting, and buildings to take center stage over the fundamental focus on student learning.

291
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So we're trying to say increasing market share is important.

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Start with number one, because I believe number one is how one of the ways you'll increase market share.

293
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Market share is not marketing.

294
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Market share is about dealing with the fundamental drivers for parents of safety, convenience,

295
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predictability, having equitable programings.

296
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Having clear pathways for access to programming and having equitable staffing so that this experience is more the same. We do believe that if you went to it, if you're not aware, a 70% market share is equivalent to about 6,000 additional students.

297
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Based upon general fund and other categorical aid that you get, it's not an exact but just a ballpark number was estimated to be more than $50 million a year.

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But

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if you look at your current market share maps, remember we went through I'm looking at we went through the assessment and I went through market share.

300
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If you look at not where students go, if you look at where students live today.

301
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Students today in the south and southwest portions of your district are already at 70 and 83 percent market share.

302
00:31:01,480 --> 00:31:06,920
It's in the north and the northeast that you're in the fifties and the sixties.

303
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So part of what we're saying is that market share growth can provide advantages for you

304
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and we think it's a reasonable target but also to and you should organize your programming

305
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and your everything that you're doing to encourage and to get that growth.

306
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But also offer is that it's not going to happen across the district.

307
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It's going to be the market share growth most likely will be in the areas where you have the lowest market share today

308
00:31:40,100 --> 00:31:43,780
Because you could get market share growth where you have high market share today

309
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What it's going to do is it's going to it's going to be it's going to be tough to get that because

310
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80s in the 70s is a reasonable

311
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Place to be 50s and 60s probably isn't if you did that it would be about

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An estimation of about 85% capacity utilization of your current facilities.

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And the reason for thinking about this because I got to ask the question this morning,

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well why don't we go for 80% right, said you don't have enough facilities.

315
00:32:20,690 --> 00:32:26,970
So what we're looking for is what's a midterm, what's a 70% with 85% utilization still gives

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you room for good academic programming, for good use of facilities.

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And if you begin to go above that 70% number overall, then you're going to have different

318
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capital needs to begin looking at.

319
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So I wanted to go through and explain that.

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And finally, key driver for was securing funding, excuse me, which is guess what, lead with

321
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driver number one.

322
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So trying to keep the main thing the main thing,

323
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you will over the next number of years need

324
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Do you need to assess, plan, and secure operating lovies?

325
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Is that probably accurate?

326
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I know you just approved one.

327
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I was just with the district doing approving an operating lovie last night.

328
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And I'd offer you when I find some really interesting things to think about.

329
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If you look back at in Minnesota and you look at your district over the last 12 to 14 years,

330
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We've had some of the lowest inflation in

331
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the economy that people remember.

332
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If state funding on the general fund side had kept up with that funding,

333
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it would equal about $600 more per student on the general fund.

334
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$600 times 30,000 students is real money.

335
00:34:01,140 --> 00:34:07,180
Districts more and more are being asked to go to their voters to ask to bridge that fundamental

336
00:34:07,180 --> 00:34:11,680
low increase in inflation gap, that's appeared.

337
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And in this state, districts are doing that to the tune of near zero, or as much as $2,000 per student.

338
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Unless there's a political change,

339
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I believe that I'm saying is that you're probably going to,

340
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districts are going to continue to have to do this and communities will continue to have to address the issue.

341
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In addition, you can go to the last one which is under funding a special education,

342
00:34:40,060 --> 00:34:45,100
which for you, how much of your general fund today do you use

343
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for bridging of special education funding?

344
00:34:48,620 --> 00:34:49,760
It's not a test.

345
00:34:51,300 --> 00:34:58,180
It's about just over $50 million, as well as the ELL funding formulas.

346
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So, what about the 6-

347
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I think your funding is actually to influence legislative action, to be active in the influencing of what happens at the legislature and what happens in the funding, because some of these funding things are as big for you in terms of funding as 6,000 more kids.

348
00:35:22,620 --> 00:35:30,080
So I think it's real. To assess and secure that, to implement core staff and in services model, as we said before.

349
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to look at, so part of what we've been doing, is looking at transportation in the eyes

350
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of not an expense to be reduced, but as an investment.

351
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How can you get a return to think about transportation as a return on investment?

352
00:35:51,280 --> 00:35:56,360
So can you use transportation, think of this, quarter mile less walk zones

353
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as actual investment to increase market share and funding and safety at the same time.

354
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And to align and balance your assumptions and services around your homeless and highly

355
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mobile, as well as special ad, to make sure that you are within law but in a way that you

356
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can sustain with resources and practices and not extending far beyond it.

357
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because the cost structure of doing that is quite high.

358
00:36:31,920 --> 00:36:36,700
So there's four key drivers and the next step is,

359
00:36:37,500 --> 00:36:41,560
we've just completed the first round of principles for them.

360
00:36:42,080 --> 00:36:46,680
We're going to be designing some draft design features as it says here

361
00:36:46,680 --> 00:36:50,320
to come to you in August and September, so August and September

362
00:36:50,760 --> 00:36:53,580
will be built upon assumptions we're talking about tonight.

363
00:36:53,580 --> 00:36:55,400
But I thought it might be good.

364
00:36:55,540 --> 00:36:58,240
I know it's taken a little bit of time to go through all four drivers.

365
00:36:59,440 --> 00:37:03,180
And then to see if there's before I ask you to turn and talk with each other,

366
00:37:03,440 --> 00:37:07,000
any questions of clarification on these?

367
00:37:09,290 --> 00:37:14,070
On the slides that I went through on one driver, one driver, two, three, or four?

368
00:37:14,790 --> 00:37:15,230
Yes.

369
00:37:16,190 --> 00:37:16,750
Thank you.

370
00:37:16,830 --> 00:37:21,910
I have a clarification on the transportation and one of the earlier drivers when you talk

371
00:37:21,910 --> 00:37:31,670
about decreasing the, or, you know, one mile, quarter mile, walk zone, and perhaps increasing choice within a particular area.

372
00:37:31,850 --> 00:37:37,610
I know that many of us has done that in the past, and I'm just wondering, maybe you alluded to it, but what is the impact?

373
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Do we know the impact on transportation?

374
00:37:39,850 --> 00:37:43,930
Is it, would it cost, has that been considered, would it cost significantly more?

375
00:37:44,210 --> 00:37:46,290
Is this considered kind of a transportation neutral?

376
00:37:47,490 --> 00:37:58,170
So the answer to the question, the answer to the question is the team is going to be

377
00:37:58,170 --> 00:38:02,650
coming together to take a look at that in more detail for the August and September work.

378
00:38:03,950 --> 00:38:14,050
But I would also offer is that's also linked to how you, where students go and are you attending

379
00:38:14,050 --> 00:38:16,170
getting locally or is everybody going away?

380
00:38:16,730 --> 00:38:22,730
As I said last time, about 76% of your students don't attend the near school.

381
00:38:25,720 --> 00:38:31,520
And so here's where it shifts, so I'm just going to give you an example that might explain.

382
00:38:32,520 --> 00:38:40,040
If you have a very short walk zone and there's access to more than one school in a zone,

383
00:38:40,040 --> 00:38:51,760
the busses can come and actually fill and deliver to two or three schools, come back and pick up more, but they're picking up all the kids, not the experience that you have in some of your neighborhoods.

384
00:38:53,000 --> 00:38:59,060
We have many buses coming every day, taking kids to other places, not full.

385
00:38:59,940 --> 00:39:00,940
Does that make sense?

386
00:39:01,700 --> 00:39:02,980
So they kind of go together.

387
00:39:15,400 --> 00:39:23,380
So I've got director Felder, director Ali, director Gagnon, director Walser, all right.

388
00:39:23,560 --> 00:39:24,460
Go ahead, director Felder.

389
00:39:25,600 --> 00:39:26,620
Thank you, churnes.

390
00:39:27,960 --> 00:39:30,400
I was just wondering what is the deadline for the plan?

391
00:39:31,100 --> 00:39:36,220
Because this build it reminds me of the 2020 plan, like what we want out of it.

392
00:39:36,640 --> 00:39:42,860
When is the deadline for the plan to come with the next steps to begin movement to make that happen?

393
00:39:44,300 --> 00:39:51,040
As laid out here, we're coming back to you in August and September with more specific design.

394
00:39:52,000 --> 00:39:55,600
We're going to be taking that out for public engagement and feedback.

395
00:39:56,360 --> 00:39:59,960
is the plant and the hope is that I believe is the coming back to it.

396
00:40:00,000 --> 00:40:28,760
Any questions on a more consolidated or more specific design? Okay, thank you. And then also just the maintenance schools, because I did grow up in Minneapolis Public Schools. I do know them to work, and I do know them to desegregate when they have stellar programming. So are we looking at what's going on now with maintenance schools?

397
00:40:28,760 --> 00:40:34,880
because they might not be getting what they used to get, or have access to those pieces.

398
00:40:35,340 --> 00:40:38,060
Because I still think that those are a huge draw.

399
00:40:39,220 --> 00:40:39,380
Right.

400
00:40:40,000 --> 00:40:47,080
And so I just wanted to know where you came up with the idea that they wouldn't be helpful to this program.

401
00:40:47,460 --> 00:40:55,420
The statement about magnet schools is only with respect to that specific statement with, it's in the line.

402
00:40:55,420 --> 00:40:58,260
It's only with respect to the statement about desegregation.

403
00:40:58,260 --> 00:41:04,240
It's not a statement that magnet schools are not helpful, or that magnet schools don't have a good design

404
00:41:05,540 --> 00:41:07,620
benefit for public schools.

405
00:41:09,160 --> 00:41:10,240
So I

406
00:41:10,240 --> 00:41:13,660
wouldn't admit I wouldn't interpret that as saying no magnet schools

407
00:41:14,340 --> 00:41:19,320
There will be magnet schools the quote with that design. That's what we'll be bringing to you in

408
00:41:19,980 --> 00:41:27,720
August and September is ideas about how that could play out. So I guess if I could my understanding of that is that

409
00:41:28,260 --> 00:41:32,520
We're not going to desegregate through magnet schools alone, basically it's what you're saying.

410
00:41:32,780 --> 00:41:38,460
That doesn't mean that we won't have magnet schools, but we're going to have to use other methods to desegregate.

411
00:41:38,920 --> 00:41:42,200
Or to look at your definition of desegregation.

412
00:41:43,860 --> 00:41:45,100
Okay, does that help?

413
00:41:45,720 --> 00:41:46,400
Okay, go ahead.

414
00:41:48,630 --> 00:41:57,310
You had brought up, well, I want, I mean, I'm interested to know what the public engagement is going to look like and what the marketing is going to look like.

415
00:41:57,310 --> 00:42:00,030
But just the public engagement piece, I guess we could cover now.

416
00:42:00,550 --> 00:42:06,670
But then also in key driver for you talked about that, we have to be in conversation about homeless and

417
00:42:06,670 --> 00:42:07,130
how they mobile.

418
00:42:08,310 --> 00:42:13,150
And I would like to see a little bit more action on that with us as a board and as a district.

419
00:42:14,290 --> 00:42:18,510
Because if we went down there with all of the superintendents and

420
00:42:18,510 --> 00:42:23,310
employees, as well as ourselves, as elected to make movement for the homeless and

421
00:42:23,890 --> 00:42:28,330
We would actually change things, we would change policies, and we would move those better.

422
00:42:28,570 --> 00:42:34,270
So is there a way that we can get some kind of action instead of just being in conversation and making more movement on that?

423
00:42:38,590 --> 00:42:43,590
I don't know, I don't know the specifics of the policy at this point, the policy impact.

424
00:42:43,930 --> 00:42:51,330
I will say is that in terms of the, I'll just offer you this, the details of public engagement and

425
00:42:51,330 --> 00:42:56,050
Like all the details of the next step are actually based upon the design and we're not quite there.

426
00:42:56,950 --> 00:43:11,850
So if you say what do we be doing in detail, I would say I would just wait until after this meeting and we get feedback from you and then we begin to build design and we'll probably in several weeks have a bit more detail to provide to the board.

427
00:43:11,850 --> 00:43:16,290
because I was just thinking instead of just adding more services and more

428
00:43:16,290 --> 00:43:21,850
resourcing on one end advocating and actually making change on the other end

429
00:43:21,850 --> 00:43:24,130
to know that out would be awesome.

430
00:43:25,130 --> 00:43:25,170
Okay.

431
00:43:26,110 --> 00:43:27,030
Director Ali.

432
00:43:30,780 --> 00:43:31,800
Thank you, Jennings.

433
00:43:34,380 --> 00:43:36,760
I look to proofs, right?

434
00:43:37,580 --> 00:43:38,000
Choose, bro.

435
00:43:39,380 --> 00:43:40,200
I'm sorry.

436
00:43:40,740 --> 00:43:41,080
That's.

437
00:43:41,080 --> 00:43:49,100
So my question to you is that you speak about market share increase, market share increase

438
00:43:49,100 --> 00:43:57,160
and you did say that students largely will be coming from North Minneapolis, North East.

439
00:43:58,120 --> 00:44:06,780
Can you a little bit talk more about that and I see that can you also highlight the demographic

440
00:44:06,780 --> 00:44:07,660
of those students?

441
00:44:07,660 --> 00:44:14,400
So, I would call you back to and we could make that information available.

442
00:44:15,060 --> 00:44:22,940
When we went through the comprehensive assessment, we mapped out for this year your actual

443
00:44:22,940 --> 00:44:29,040
market share across different grade levels by census block across the district.

444
00:44:29,040 --> 00:44:39,560
And in that, you will see that you, in rough numbers, you have market shares in the high

445
00:44:39,560 --> 00:44:41,300
70s as an average.

446
00:44:41,720 --> 00:44:46,000
In the lower, I'll just say, third to half of the district.

447
00:44:46,460 --> 00:44:53,160
And then as you begin to go north, it begins to move into the 60s, into the 50s, and in

448
00:44:53,160 --> 00:44:54,800
in some cases in the 40s.

449
00:45:00,000 --> 00:45:18,840
You could see that is that where that would come would come from the north and the northeast, because the likelihood of increasing degrees of market share where you already have in the 70s and low 80s in most districts find that that that typically doesn't happen. It's where you have the market share that's the lowest right now.

450
00:45:20,870 --> 00:45:21,550
Is that make sense?

451
00:45:28,660 --> 00:45:36,980
But I would, this question also opens questions for another question which maybe is that like where?

452
00:45:36,980 --> 00:45:48,940
where potentially, if we don't, in other words, attract these students where these students will go or supposedly going.

453
00:45:50,120 --> 00:45:56,940
So where they're going right now is we identified the districts where they're open and rolling out.

454
00:45:58,500 --> 00:46:05,240
It's also where you have the highest concentration and the movement over the last five to seven years in the charter schools.

455
00:46:05,240 --> 00:46:10,040
those are the two dominant places where they're going and

456
00:46:10,700 --> 00:46:16,420
there's I think we identified for board members of three, the top three districts

457
00:46:16,420 --> 00:46:22,020
where they're enrolling out into which is about 75% of the students that enroll

458
00:46:22,020 --> 00:46:27,620
out and maybe if you if you want if you have interest in looking that in and more

459
00:46:27,620 --> 00:46:33,700
detail we could sit down and I can show you in the presentation exactly because I

460
00:46:33,700 --> 00:46:36,080
I'll show you a picture that would, it would show you right away.

461
00:46:36,720 --> 00:46:38,100
Thank you, thank you.

462
00:46:40,980 --> 00:46:42,020
Director Gagnon.

463
00:46:44,270 --> 00:46:44,610
Thank you.

464
00:46:46,830 --> 00:46:50,010
So a few things, the market

465
00:46:52,060 --> 00:46:57,520
sure piece, you're also looking at where students live versus where they attend.

466
00:46:58,000 --> 00:47:06,740
So it's deceiving if a school is 75% full, but 48% of those students don't live in the attendance area.

467
00:47:08,460 --> 00:47:10,180
So we've, yes, we've looked at that.

468
00:47:10,180 --> 00:47:15,600
So you've looked at, okay, this school has only 38% of kids living in the attendance area.

469
00:47:15,800 --> 00:47:22,220
So when you're saying, some schools only have 40% attending, we have schools with less than that for

470
00:47:22,800 --> 00:47:24,040
a fact attending those schools.

471
00:47:24,460 --> 00:47:33,340
So, okay, I just want to make sure, just because the school is 75% full doesn't mean that 75% of students that live in that attendance area.

472
00:47:34,000 --> 00:47:41,260
No, it's rather than the official attendance areas, it's almost completely determined by your transportation zones.

473
00:47:42,260 --> 00:47:44,220
So if you look at it-

474
00:47:44,220 --> 00:47:44,920
No, I get that.

475
00:47:45,100 --> 00:47:52,780
I just want to make sure when we're looking at market share, that it's very clear that we have

476
00:47:53,840 --> 00:47:59,020
schools that actually have a very small market share of their attendance area.

477
00:47:59,020 --> 00:48:07,760
of their tenants areas, and just, you know, we studied every school at every grade, at every student about where they come from and where they're going.

478
00:48:08,420 --> 00:48:28,000
Yeah. Okay. And, you know, the magnet school, I'm a little confused about the allowing kids two to three choices of school, community, you put, it's as community school to choose from, we don't have two or three community schools to choose from typically in a small geographic area.

479
00:48:28,000 --> 00:48:31,260
you might have a couple of magnet schools in the community school.

480
00:48:31,740 --> 00:48:35,360
So are you referring to magnet schools in that statement?

481
00:48:35,600 --> 00:48:38,960
Are you just referring to what we currently call a community school?

482
00:48:39,420 --> 00:48:44,140
Okay, so when I made that, that's a good fine point.

483
00:48:44,340 --> 00:48:49,880
When I'm making that statement, we are just looking at the array of schools that you have today.

484
00:48:50,520 --> 00:48:52,380
And you're calling them all community schools.

485
00:48:52,440 --> 00:48:53,700
I'm just saying that they're schools.

486
00:48:53,700 --> 00:48:56,460
We're not, we're just from a design perspective.

487
00:48:56,460 --> 00:49:00,220
We're not, we're just looking at all the schools that you have today.

488
00:49:00,540 --> 00:49:07,440
And just at this point, we haven't made, there isn't any design that gets in specifically of what schools, what programming work.

489
00:49:07,760 --> 00:49:09,320
Okay, well, I mean, that's a value statement.

490
00:49:09,600 --> 00:49:14,160
So I just want to be clear, that's not how we're set up, so that's a little confusing.

491
00:49:15,100 --> 00:49:22,500
So, yes, so, you were just saying, for example, in the Winnonekeewaiden area.

492
00:49:22,500 --> 00:49:27,700
Yeah, there's Winona, Kuwaitin, Dowling, Northrop, you know, whatever.

493
00:49:28,360 --> 00:49:31,480
And so you would put Dowling right in there as just a school building.

494
00:49:31,680 --> 00:49:33,040
It doesn't matter that it's a magnet.

495
00:49:33,280 --> 00:49:39,300
For the purposes of the presentation and the work that we're at right now, that's what we're looking at.

496
00:49:39,680 --> 00:49:41,580
All right, thank you for that clarification.

497
00:49:44,460 --> 00:49:49,220
And looking at the assessment that you've done, when you're looking at pathways and

498
00:49:49,220 --> 00:49:52,660
boundaries and current busing have

499
00:50:00,000 --> 00:50:15,560
You identified things that just really currently don't make sense that are missing, pathways are missing, or there's, we're losing students because of busing, or there are boundaries that,

500
00:50:15,980 --> 00:50:22,700
say, for instance, Pillsbury has a boundary that's very small, and it's almost starving the school.

501
00:50:23,020 --> 00:50:28,520
So have you found some glaring issues like that within your current data?

502
00:50:28,520 --> 00:50:28,600
Yeah.

503
00:50:28,840 --> 00:50:37,580
I think from a programming perspective, what I call the starts and stops of programming

504
00:50:37,580 --> 00:50:43,400
into a feeder design, we didn't find anything that the district wasn't already aware of.

505
00:50:43,680 --> 00:50:45,340
I mean, you're aware of your design.

506
00:50:47,420 --> 00:50:54,980
And so what we've tried to do is raise the question about from a parent's perspective, the stability

507
00:50:54,980 --> 00:50:59,580
of that feeder system, and does it make sense to quote what I call start and stop.

508
00:51:00,400 --> 00:51:06,420
If there isn't a place, if there isn't a feeder for that, that's easy to access.

509
00:51:07,180 --> 00:51:12,380
The second is that we've done, and I've gone through the details with the administrative

510
00:51:12,380 --> 00:51:18,300
team, if you take a look at the design of your transportation zones, which is what I would

511
00:51:18,300 --> 00:51:24,160
call an accumulated design, there's a lot of story behind the transportation zones.

512
00:51:24,160 --> 00:51:35,060
I would just say that the number of students that are going to schools are heavily determined

513
00:51:35,060 --> 00:51:41,940
by the transportation zones because there's so few kids outside of the transportation zones

514
00:51:41,940 --> 00:51:42,940
that go to any school.

515
00:51:43,600 --> 00:51:49,140
So the transportation zones, which I talked to several months ago, is one of the highest

516
00:51:49,140 --> 00:51:51,920
predictors of how many students and where students go.

517
00:51:52,820 --> 00:51:59,780
And by transportation zone you are strictly referring to area A, B, and C and magnet school pathways.

518
00:52:00,460 --> 00:52:05,820
No, I'm referring to the actual transportation zones for every one of the schools.

519
00:52:07,000 --> 00:52:13,120
Right, which is based on the attendance area of the school and the area A, B, and C and where the magnet schools are located.

520
00:52:13,640 --> 00:52:19,460
Right, and some of them are district-wide, some of them are regional, there's a variety of designs.

521
00:52:23,440 --> 00:52:31,640
Is there a place that lists out, because we keep talking about equitable programming offerings?

522
00:52:32,240 --> 00:52:43,020
Is there a place that does list out programming across pathways, across our zones, that says these high schools?

523
00:52:43,060 --> 00:52:48,840
Because I know like our high school choice catalog, which is great because it's one catalog.

524
00:52:48,840 --> 00:52:51,640
log it'll show what classes are which high schools.

525
00:52:52,280 --> 00:52:57,960
Do we have that across our schools so that when we are talking about building equitable programming,

526
00:52:58,480 --> 00:53:02,980
we know what we currently have and we know what are then what we need to work towards?

527
00:53:05,450 --> 00:53:13,070
Dr. Gagan, we do have that information through the handbooks, but I don't think it is clearly identifiable.

528
00:53:13,390 --> 00:53:19,730
When I think about what that pathway would look like, you would be able to see a continuation

529
00:53:19,730 --> 00:53:28,450
of an elementary to a middle to a high school, you would see a clear articulation of the zone and how that would follow the student.

530
00:53:28,970 --> 00:53:34,950
You can figure it out by kind of connecting the dots and looking at everything.

531
00:53:35,050 --> 00:53:42,730
But I think that's part of the challenge that I feel we need to address is giving clarity around the programming that's offered.

532
00:53:42,730 --> 00:53:49,190
So how can we fix it if we don't like have, if we haven't mapped out done an audit of our current programming?

533
00:53:49,650 --> 00:53:54,450
I think we know what is out there, but it's not easily discernible.

534
00:53:54,790 --> 00:53:58,050
And I think that's part of what we have to provide clarification around.

535
00:53:58,370 --> 00:54:04,230
Okay, so maybe, I mean, I'm talking maybe just starting at a basic level of here are K5s,

536
00:54:04,750 --> 00:54:08,090
community schools, here are K5, IB schools, here are K5.

537
00:54:08,090 --> 00:54:18,070
So we have that right and these K5 I'll have an art class and a music class and

538
00:54:18,070 --> 00:54:28,210
A B and C core classes right so and then you literally list out everything that's

539
00:54:28,210 --> 00:54:33,350
everything that's available and what schools have what and then you'll just see what's missing.

540
00:54:33,350 --> 00:54:52,670
So I think that visual would be very helpful so that when we talk about equitable offerings because one thing we have done is we have looked at language pathways, we have looked at music pathways, nor side principles are doing a fantastic job of ensuring that there is more consistency in their pathways across their schools.

541
00:54:53,890 --> 00:54:59,790
And so I just want when we say it without any context, people then maybe jump to conclusions.

542
00:54:59,790 --> 00:54:59,970
Thank you.

543
00:55:00,000 --> 00:55:29,220
That we are missing, like we have huge gaps where there literally are no programs in certain areas like they always jump to arts or sports options or whatever. So is there a way to create that visual, create that opportunity so that we can understand what currently exists? I think we can put some time to that and look at it. I think the other thing I would offer is that this is where I think the board's work is really important. We can take a look at what we have.

544
00:55:29,220 --> 00:55:33,940
But I think it's also important for us to get input around what is valued.

545
00:55:34,540 --> 00:55:40,740
So you may find that we're looking at this information and going, yeah, we have gaps here, here and here.

546
00:55:41,280 --> 00:55:43,780
But the question is, do we even value what we have currently?

547
00:55:44,100 --> 00:55:47,520
Is there a value to what we're doing currently that we want to maintain?

548
00:55:47,880 --> 00:55:50,700
So another way to look at it would be to say, what do you value?

549
00:55:51,100 --> 00:55:54,240
I can tell you things that I value that I would expect to see in every one of our schools.

550
00:55:55,000 --> 00:55:57,980
And I would work towards declaring what those are.

551
00:55:57,980 --> 00:56:27,560
And then we can cross reference that with what we currently have and prioritize, you know, and so if I came up with 10 things that I expect to see in every one of our elementary schools, and then I look at the existing practice of what we have, then I'm not going to what's currently in place, but I'm actually making a strong statement around these are things that we have committed to based on values that we think should not be subject to the decision of an individual school leader or a community.

552
00:56:29,140 --> 00:56:56,880
So getting those values allows us to then cross reference that with what is occurring in every one of our schools and if we find out that in one school there's six of the ten things and another there's one of the ten things, then we will begin the conversation on okay, let's prioritize those, you know, should we see three in every one of our schools over the next year or two, you know, or is that too long of a weight, should we expect to see, you know, three in the next year in the budget process.

553
00:56:56,880 --> 00:57:22,240
So I think there are a couple of ways we can look at it, but your point to say what do we currently have is I think part of our challenge right now is that we are not able to articulate what it currently looks like on paper, and that's one of the things I want to certainly have be an outcome from this process, but going forward, I think that speaks to what parents will want when they can see that the expectation is they will get this in their school.

554
00:57:22,240 --> 00:57:32,240
And it will either lead to an outcome, or it will matriculate to a new pathway that they can plan for with some consistency.

555
00:57:32,860 --> 00:57:51,120
And it will not be left to, again, a process of an annual budgeting unless it comes through a directive from the board around what the guidance is or clear communication from the administration saying this was priority number 10 on our list.

556
00:57:51,120 --> 00:57:56,820
We're going to make sure we fund these other nine priorities of what we said should be in our schools.

557
00:57:57,540 --> 00:58:03,620
So then you get I think a level of confidence, predictability, security,

558
00:58:04,680 --> 00:58:09,160
planning, stability, all those things that Mr.

559
00:58:09,200 --> 00:58:16,500
Cheesebrow alluded to at the beginning that helped build your market share and your infrastructure.

560
00:58:17,280 --> 00:58:20,840
So we'll just have to look at what that would look like if we were to put it together.

561
00:58:20,840 --> 00:58:27,560
But I will tell you that getting a scope of those non-negotiables would be helpful.

562
00:58:27,800 --> 00:58:30,840
I mean, if we are saying we want everything, that will be a little challenging.

563
00:58:30,980 --> 00:58:34,880
But if we're saying we want to have a good understanding of what our music and

564
00:58:34,880 --> 00:58:40,140
finite arts offerings are at the elementary level, if we want to talk about what is our

565
00:58:41,180 --> 00:58:44,980
counselor or our media specialist look like.

566
00:58:45,200 --> 00:58:49,700
I mean, that would, I can come up with probably six or seven things in the elementary

567
00:58:50,840 --> 00:58:57,080
I think the reason that that is helpful is whenever we go through these processes we start

568
00:58:57,080 --> 00:59:00,800
to throw out value statements like equitable offerings.

569
00:59:01,420 --> 00:59:05,420
So when we say we need equitable offerings the assumption that is we don't have them.

570
00:59:06,740 --> 00:59:16,960
So to be able to share with people what we currently have and what that, if a school has

571
00:59:16,960 --> 00:59:21,160
a 1 to 90 councilor ratio and another has a 1 to 450 councilor ratio.

572
00:59:21,680 --> 00:59:34,220
If schools literally do have arts programming and then some have a band and some have a marching band and some have a choir, the one with the band doesn't have a choir still looks like equity.

573
00:59:34,480 --> 00:59:36,680
That school chose to have choir or a violence section.

574
00:59:37,220 --> 00:59:42,260
I just think we need to be very careful because we're using a huge value statement phrase.

575
00:59:42,260 --> 00:59:46,940
we need to ensure equitable offering, which makes people believe we don't have that currently.

576
00:59:47,360 --> 00:59:53,420
Now we may not, but I want to make sure that this process doesn't do exactly the opposite

577
00:59:53,420 --> 00:59:59,400
of what we're trying to do and destroy trust. That's what I hear is destroying trust and buy in.

578
01:00:00,000 --> 01:00:29,780
We're currently doing and say, if we're saying we need to increase equitable offering, we need to ensure equitable offering. We need to be able to show we have equitable offering. I think that's a very different statement than, and it makes a lot more sense when we go out to the community in September, October, with what do you think? And they want to make sure you know what the school's currently have, too. Sometimes the school doesn't even think we know what's going on in that school.

579
01:00:30,220 --> 01:00:33,200
because we have so many school programs and we have a lot going on.

580
01:00:34,140 --> 01:00:39,400
And I guess the other thing I hear from all this, I hear it once again.

581
01:00:40,540 --> 01:00:44,100
Davis not as a support center but as a top-down decision maker.

582
01:00:44,540 --> 01:00:49,560
I don't hear autonomy in schools, I don't hear self-governed, I don't see full service community schools.

583
01:00:49,760 --> 01:00:54,760
I don't hear community partnership schools, I don't hear slight governance anywhere in any of this.

584
01:00:54,980 --> 01:00:57,820
I hear Davis is going to make a decision, the board's going to make a decision.

585
01:00:57,820 --> 01:01:03,180
And we're going to, you know, preserve as much as possible how do you say coordinated uniqueness?

586
01:01:03,880 --> 01:01:05,200
But we're going to tell you what that looks like.

587
01:01:06,260 --> 01:01:24,780
So this really worries me because what I would prefer is that Davis is a support center that answers the call to have support academic support services, professional development, photocopying whatever it is.

588
01:01:24,780 --> 01:01:35,220
But the school leaders, the school site council, the communities are governing the schools, are driving that and I don't hear that in this, in any of them.

589
01:01:35,280 --> 01:01:47,160
I would say that that's probably intentional because what you described is what we currently have and as a superintendent, if that's the direction the board wants to continue down, where we have, you know,

590
01:01:47,160 --> 01:01:58,360
So, schools as the decision makers and offering up what they feel is needed and our job is to make photocopies.

591
01:01:59,040 --> 01:02:07,200
Then I think we need to have a serious conversation because I didn't come here to offer my guidance and support of what is needed in the schools.

592
01:02:07,220 --> 01:02:09,740
I'm really trying to make sure that there's a level of accountability.

593
01:02:10,540 --> 01:02:15,160
And as Mr. Cheesebrough mentioned at the beginning, who's accountable, what's your role, what's your responsibility?

594
01:02:15,160 --> 01:02:32,940
I don't think it is incumbent upon the principal to be the person who has to develop the budget who has to determine what curriculum they're going to be providing in their school, support the professional development, manage the community conversations, and then call us when they need us to make copies.

595
01:02:33,220 --> 01:02:41,480
I really think we have to have some level of oversight and accountability and I'm not saying take away the decisions that are going to be made on a regular basis.

596
01:02:41,480 --> 01:03:01,400
but I've not seen a district in my experience that has been successful providing that level of autonomy in a public educational system and still yield results that everyone can stand up and feel good about when you look at all of the students and what they're achieving or what they're given access to.

597
01:03:01,400 --> 01:03:06,920
So I, I hear what you're saying, but I would, I would say that's the conversation we need to have.

598
01:03:07,360 --> 01:03:25,140
You know, that's really, if that's the direction the board wants to go, then I think we need to take a pause and really process that because I think there are many schools that are doing just that right now, and they're doing the best they can, and they feel good about some of the things, but they also feel challenged that they're not getting the support they need.

599
01:03:25,140 --> 01:03:32,080
And that's just my observation in the two years that I've been here working with some of the school leaders.

600
01:03:32,580 --> 01:03:38,320
So I think that's part of the conversation, also, what specifically those things are.

601
01:03:38,620 --> 01:03:39,960
I mean, that's a long conversation.

602
01:03:40,820 --> 01:03:41,600
And-

603
01:03:41,600 --> 01:03:43,540
What does that mean that's a long conversation, though?

604
01:03:43,780 --> 01:03:47,040
I mean, it's longer than August, or-

605
01:03:47,040 --> 01:03:52,500
No, I just think it's not just about what specifically-

606
01:03:52,500 --> 01:04:03,260
Well, it is about what specifically is the direction of the Davis Center and what is the under the guidance of the schools and what those specific things are.

607
01:04:03,540 --> 01:04:09,120
So that's, it's a, it's a broad conversation, I guess I would say, rather than a long one.

608
01:04:09,580 --> 01:04:16,800
Anyway, what I wanted to say was that we have 25 minutes that we've budgeted so far more for this discussion.

609
01:04:16,800 --> 01:04:20,220
And we have two other board members that would like to speak.

610
01:04:21,000 --> 01:04:24,900
And I know you have some activities planned for us as well.

611
01:04:25,880 --> 01:04:26,940
So-

612
01:04:26,940 --> 01:04:30,720
Just one short comment, that is-

613
01:04:30,720 --> 01:04:41,600
By understand your concerns, I would not characterize this as Davis Center top down.

614
01:04:42,120 --> 01:04:44,540
Nor would I interpret that.

615
01:04:45,120 --> 01:04:53,360
And maybe it wasn't the most elegant language, but there is not an assumption of not good work going.

616
01:04:53,520 --> 01:04:55,600
There's not an assumption that there isn't good work going on.

617
01:05:00,000 --> 01:05:29,200
District? And that there isn't fine programming going on in the district. We're trying to use design language that is not going out and making those judgments. And maybe it's being interpreted as a judgment, but it's not intended to be a judgment. We're trying to say what are some of the goals? So when we say equitable, it's the goal. It's not a statement of inequity. Okay. Thank you, Mr. Shesbach. Okay. We have Director Walzer and Director Samuels would also like to ask some questions.

618
01:05:29,200 --> 01:05:32,530
Thank you, Gerryons.

619
01:05:33,790 --> 01:05:40,230
Early on, and I can't remember if it was with respect to one of the slides particular or in your sort of preamble.

620
01:05:41,350 --> 01:05:51,590
You referred, you spoke specifically about reducing variability and you made a statement, I didn't get it exactly, increase achievement by reducing variability.

621
01:05:51,590 --> 01:05:56,470
And I'd like to hear you expand on what you mean by that in two ways.

622
01:05:57,010 --> 01:06:05,270
First of all, achievement measured how in terms of what, what does that word mean in that context?

623
01:06:05,970 --> 01:06:08,470
And what kind of variability are you talking about?

624
01:06:08,610 --> 01:06:09,710
Could you elaborate on this, please?

625
01:06:10,010 --> 01:06:11,010
Yes, I can.

626
01:06:11,610 --> 01:06:18,830
What I'm talking about in terms of achievement is some of the standard student growth achievement that most districts employ.

627
01:06:18,830 --> 01:06:25,770
as well as what some districts are now doing in terms of achievement or development of social

628
01:06:25,770 --> 01:06:33,150
emotional skills. So I'm speaking in those areas about the formative growth and sometimes

629
01:06:33,150 --> 01:06:36,250
proficiency but more growth and proficiency, right?

630
01:06:38,510 --> 01:06:40,170
If you want to take the typical road

631
01:06:40,170 --> 01:06:40,750
you may have.

632
01:06:40,890 --> 01:06:42,150
Will it be the measures that you would use?

633
01:06:43,470 --> 01:06:50,210
Well, it depends what the growth districts use a wide variety of growth methodologies and

634
01:06:50,210 --> 01:06:55,690
an assessment, but it's in the growth assessments and the typical core subjects as well as social

635
01:06:55,690 --> 01:06:56,250
emotional.

636
01:06:56,630 --> 01:07:03,430
The point I was trying to make is that the variability in the classroom experience across

637
01:07:03,430 --> 01:07:13,090
engagement, instruction, differentiation, curriculum, many times the variability between classrooms

638
01:07:13,090 --> 01:07:34,330
terms, and between schools is one of the sources of not being able to move that growth, or one of the sources of the achievement gap, and typically we find when districts dive into, they find that there's greater variability between those classrooms, and that is the source of moving the achievement gap.

639
01:07:34,630 --> 01:07:40,430
Could you provide some research to support that statement?

640
01:07:40,430 --> 01:07:41,990
I'll do my best.

641
01:07:42,230 --> 01:07:42,810
I'd appreciate it.

642
01:07:42,850 --> 01:07:43,190
Thank you.

643
01:07:45,490 --> 01:07:46,290
Director Samuels.

644
01:07:49,620 --> 01:07:49,840
Yeah.

645
01:07:50,240 --> 01:07:51,160
Thank you.

646
01:07:52,240 --> 01:07:53,000
A couple of questions.

647
01:07:53,220 --> 01:08:07,680
One is the whole issue of culture and relevancy of instruction, et cetera, where the child sees

648
01:08:07,680 --> 01:08:21,940
here as himself, and wondering to what degree is class being included in culture.

649
01:08:23,320 --> 01:08:33,920
So for instance, a school that's in a predominantly low-income community where there are certain

650
01:08:33,920 --> 01:08:41,220
skills at home and an environment of academics which is not as strong as

651
01:08:41,220 --> 01:08:48,660
another community. Is that considered culture or is that different? It's part of

652
01:08:48,660 --> 01:09:00,160
culture. Okay and so when we when we talk about culture meaning child can see

653
01:09:00,160 --> 01:09:10,740
themselves to a certain degree it could be possible that a school

654
01:09:14,160 --> 01:09:15,380
that's then culturally

655
01:09:15,380 --> 01:09:27,460
relevant would be compensating for some things, the absence of some assets, not affirming

656
01:09:27,460 --> 01:09:32,140
with them, right? Because when you think of culture, you think of affirmation,

657
01:09:34,960 --> 01:09:35,140
right?

658
01:09:35,520 --> 01:09:40,460
And when you think of class, you might also think of compensation.

659
01:09:41,860 --> 01:09:49,740
So what offer is that the cultural relevance is an aspect of the student or families that

660
01:09:49,740 --> 01:09:56,640
they feel that they're welcomed when they're there, that this is more, this is of us, without

661
01:09:56,640 --> 01:09:59,260
without being a limiter of the possibilities.

662
01:10:00,000 --> 01:10:29,160
And then there's this other aspect where the children in one, and I'm thinking that this is part of the flight issue from schools, is that parents who have certain needs, need certain accommodations for their children might find that somewhere else other than in the public school. And that might be related to,

663
01:10:31,020 --> 01:10:37,160
to the parents needing, needing some things provided that they might not be able to provide

664
01:10:37,160 --> 01:10:37,700
themselves.

665
01:10:39,020 --> 01:10:46,740
I would agree with that and so that I would offer then the question is, can the schools

666
01:10:46,740 --> 01:10:55,680
number one, can they understand that difference or uniqueness and can you respond to it versus

667
01:10:55,680 --> 01:10:57,040
just recognizing it?

668
01:10:59,540 --> 01:11:03,660
The other question I have is this whole quarter mile deal.

669
01:11:04,420 --> 01:11:13,240
Is that then making sure that kids within a quarter mile of the school are inspired to

670
01:11:13,240 --> 01:11:17,040
under-tending that school, are you talking about adding schools?

671
01:11:19,920 --> 01:11:27,020
At this time, we are not looking, I mean, that discussion of adding facilities has not

672
01:11:27,020 --> 01:11:32,480
not come up. Okay. But what we're talking about is not just students within the quarter

673
01:11:32,480 --> 01:11:38,100
mile we're talking about is an overall walk zones. Right. That they or the quarter mile

674
01:11:38,100 --> 01:11:49,240
or less. The concept was to frame the conversation about seeing transportation as within ROI versus

675
01:11:49,240 --> 01:11:55,480
as an expense, and how could transportation, can transportation and the issue of safety

676
01:11:56,020 --> 01:12:03,260
help deserve a response to that both for families and students that achieve the goals

677
01:12:03,260 --> 01:12:04,480
that we were talking about.

678
01:12:05,460 --> 01:12:11,240
So if you're just looking at it as an expense and you look at your half mile or one mile

679
01:12:11,240 --> 01:12:13,460
walk zones, it'd be just fine.

680
01:12:14,140 --> 01:12:18,800
So the question that I raised is transportation an option for which you'd get a positive

681
01:12:18,800 --> 01:12:20,440
of response if you looked at it differently.

682
01:12:21,380 --> 01:12:23,460
And that's where the conversation came up with,

683
01:12:23,900 --> 01:12:25,960
why don't we just, for the Board's discussion,

684
01:12:26,320 --> 01:12:27,860
say a quarter mile or less,

685
01:12:27,940 --> 01:12:30,140
because it is a marked difference from what we're doing.

686
01:12:30,640 --> 01:12:32,020
Okay, I see what you mean.

687
01:12:32,260 --> 01:12:35,400
And the administrators could say that would change things.

688
01:12:35,880 --> 01:12:37,940
And the response back in a positive way,

689
01:12:39,580 --> 01:12:42,160
both from the experience of families and students,

690
01:12:42,580 --> 01:12:45,160
but also hopefully in terms of market share.

691
01:12:46,420 --> 01:12:46,980
Okay.

692
01:12:46,980 --> 01:12:53,480
So my understanding of that is that the students in the walk zones,

693
01:12:53,800 --> 01:12:57,460
they're more apt to attend a school if they can get transportation to it.

694
01:12:57,760 --> 01:13:03,460
So the way to increase the access to transportation is to shrink the walk zone sort of.

695
01:13:03,620 --> 01:13:05,280
That is, but that's my understanding.

696
01:13:05,540 --> 01:13:10,760
If safety is the issue, you address it by providing transportation.

697
01:13:11,520 --> 01:13:14,960
And that doesn't necessarily mean you have to go far away.

698
01:13:17,360 --> 01:13:22,080
So we have a district who are looking at transportation differently.

699
01:13:22,540 --> 01:13:29,380
I understand that where I work in St. Paul, in some cases the buses do go to more than one school.

700
01:13:30,140 --> 01:13:32,640
And I mean, that's already kind of happening in St. Paul.

701
01:13:32,720 --> 01:13:41,400
Yeah, and in some districts what they found is that you actually can run the buses more efficiently by going to more than one school in what's called looping.

702
01:13:42,460 --> 01:13:46,240
And you actually can manage your start and stop times, for example.

703
01:13:47,160 --> 01:13:55,680
It's about how do you look at your transportation differently, and we've had some great conversations with some of the team members about looking at different options.

704
01:13:56,420 --> 01:13:58,300
And that's what the purpose of that is.

705
01:13:58,640 --> 01:13:59,560
Okay, one last question.

706
01:13:59,720 --> 01:14:00,820
And then I'll have you-

707
01:14:00,820 --> 01:14:09,400
Yeah, when we think of charter schools as competition, if you want to put it that way.

708
01:14:09,400 --> 01:14:14,500
We tend to think, I believe, as students of color,

709
01:14:17,380 --> 01:14:24,820
leaving for schools that are ethnically sensitive for whatever.

710
01:14:25,560 --> 01:14:32,060
But the stats show that, really, the biggest flight is white kids, right?

711
01:14:33,080 --> 01:14:34,540
Why are they leaving?

712
01:14:35,100 --> 01:14:36,440
Is it charter schools?

713
01:14:36,440 --> 01:14:36,640
schools.

714
01:14:39,180 --> 01:14:45,400
I don't have off the top of my head, the difference between the students based

715
01:14:45,400 --> 01:14:50,160
on race going, let's say out of district to charter schools. I don't have that right

716
01:14:50,160 --> 01:14:53,680
on the top of my head. But that's a question.

717
01:14:53,680 --> 01:14:55,280
Yeah, that's a question I have.

718
01:15:00,000 --> 01:15:29,980
Okay. All right. I just have one question and this is to Director Dagnan's sort of question as well. Could you give me an example of a coordinated uniqueness, a specific example so that I could maybe have a better understanding of what that might mean in the case of like two to three community schools in an area and what coordinated uniqueness would look like? So, in fact, the coordinated uniqueness, in fact, I think Director Gagan actually gave an example of that, is that you could

719
01:15:29,980 --> 01:15:33,760
You'd say you have core programming in all schools, with core staffing.

720
01:15:34,840 --> 01:15:38,800
But you may have one area where if you just talk about elementary schools,

721
01:15:39,040 --> 01:15:42,500
one elementary school says we'd like to offer additional programming or

722
01:15:42,500 --> 01:15:44,940
services here, let's say in music or arts.

723
01:15:46,220 --> 01:15:49,600
You might have three different schools choosing three different

724
01:15:51,280 --> 01:15:55,860
other than core services because it fits those families,

725
01:15:56,080 --> 01:15:57,720
those students, and what they're looking for.

726
01:15:57,720 --> 01:16:03,940
On another way of thinking coordinated uniqueness, you might have languages offered in different

727
01:16:03,940 --> 01:16:07,840
schools because it's what the local community says we'd like to have offered.

728
01:16:09,160 --> 01:16:13,740
So you might have uniqueness in programming and services in schools that are above or beyond

729
01:16:13,740 --> 01:16:14,300
the core.

730
01:16:14,980 --> 01:16:17,440
And then the question is, is great idea?

731
01:16:17,800 --> 01:16:22,500
Can the district support that in a sustainable way over time?

732
01:16:23,020 --> 01:16:42,660
which is why we suggested that one of the ways of helping that is to make sure that there's a link between the local decision making and what I would call the filter of is this sustainable so that you don't make a decision one year then find out it can't be sustained and it disappears and the parents go what happened with that.

733
01:16:43,520 --> 01:16:58,660
So, coordinated, my mean, my coordinated is to coordinate it is not controlled, is how can you encourage uniqueness, and yet have it coordinated across the way so that you meet your district goals of sustainability and consistency?

734
01:17:00,020 --> 01:17:08,000
I guess, in some cases, always the tragedy is that you can't have everything, right?

735
01:17:08,000 --> 01:17:14,520
So when things are coordinated, right, that means for some people that feels like control

736
01:17:15,320 --> 01:17:21,940
specifically when maybe you can't get something that you want. Right, right. So the reality is

737
01:17:22,460 --> 01:17:29,520
is that very few districts can offer everything to everybody everywhere in the way they want.

738
01:17:29,520 --> 01:17:33,460
not. Very few but there are some.

739
01:17:35,780 --> 01:17:40,880
There there I can offer you the pattern. It's very

740
01:17:40,880 --> 01:17:46,960
very consistent. The pattern is they're moderate to small and they're very wealthy. And

741
01:17:46,960 --> 01:17:53,340
they are and the local taxpayers are doing things like paying an extra $2,000 per student.

742
01:17:53,980 --> 01:18:02,580
All right, so what I'd like to do is in our time that we have is, and it's very short, could you turn to the people around you?

743
01:18:02,860 --> 01:18:07,220
And very, and I'm going to ask the same questions that we asked last time, but fewer.

744
01:18:07,820 --> 01:18:12,520
Number one, what are the strengths that you see in the drivers and

745
01:18:12,520 --> 01:18:16,240
the things that were presented to you tonight, and do you have ideas to improve?

746
01:18:17,200 --> 01:18:21,540
So what are the strengths and what ideas do you have to improve, and

747
01:18:21,540 --> 01:18:27,240
And like we did last time with people turned in groups of twos and threes, and I think if we take a look at this,

748
01:18:28,560 --> 01:18:34,420
you have just about 10 minutes or so, and then we'll just canvass and see what your feedback is.

749
01:18:36,200 --> 01:18:36,840
Thank you.

750
01:18:40,600 --> 01:18:49,300
It's a great. Yeah, they're doing great. Yeah, they're doing community at stuff. So they've been enjoying their time at age

751
01:18:49,300 --> 01:18:53,280
middle school. I think they go there in the afternoon. They love it.

752
01:18:58,260 --> 01:19:03,980
I'm doing my best to have something just around through the engagement and what that was like

753
01:19:03,980 --> 01:19:06,860
because I'm marketing for a very very long time.

754
01:19:06,860 --> 01:19:07,240
Oh yes.

755
01:19:08,100 --> 01:19:15,180
Either in our community engagement is still so in some areas and so like having a better

756
01:25:04,270 --> 01:25:07,870
So, let's just take two more minutes, and then we'll get some feedback.

757
01:25:58,200 --> 01:26:22,540
So, if we can come back together based upon the time, if the different groups could just provide. If you have, if you have written feedback that you'd like to provide. So, if the groups have written feedback that would you'd like to provide, I'm going to ask maybe you provide that to Jesse. And he can get the feedback to us.

758
01:26:22,540 --> 01:26:32,940
But if you just like to cover some of the maybe one or two strengths and ideas to improve that you talked about just to get a sampling, if this group would like to go first?

759
01:26:33,960 --> 01:26:35,480
Sure. Do you want us to just do one or two?

760
01:26:35,480 --> 01:26:39,740
Just one or two strengths and one or two ideas to improve that you talked about.

761
01:26:40,180 --> 01:26:50,860
Okay. We talked about that we like that it acknowledges creating a baseline and that it's really thinking about the basics that each child should have and is being intentional about delivering that.

762
01:26:50,860 --> 01:26:55,880
And it has a commitment to the feeder program and kind of lining those things and equitable

763
01:26:55,880 --> 01:26:56,320
access.

764
01:26:56,600 --> 01:26:59,140
So those were kind of the theme that we had.

765
01:27:00,200 --> 01:27:07,500
And then we talked about how we didn't talk a lot about the area's temperature.

766
01:27:07,700 --> 01:27:12,020
We talked about increased consistent community engagement and the how on the market share

767
01:27:12,020 --> 01:27:12,660
will be important.

768
01:27:13,880 --> 01:27:14,980
And market share.

769
01:27:16,780 --> 01:27:20,660
And again, if you have some written notes that you'd like to forward, then just you can

770
01:27:20,660 --> 01:27:25,460
get the more complete notes that was done last time was very helpful, okay?

771
01:27:26,880 --> 01:27:27,940
From you, this group?

772
01:27:30,930 --> 01:27:40,850
Okay, we like the consistency in messaging, and also that there was a strategy for enrollment

773
01:27:40,850 --> 01:27:49,610
based on data around demographics rather than just like hoping that academic improve in the

774
01:27:49,610 --> 01:27:53,070
achievement gap improves and that will drive enrollment increases.

775
01:27:53,650 --> 01:27:57,510
This is actually based on things that we can see and know are happening right now.

776
01:27:59,170 --> 01:28:05,870
And then sort of a pro and con was that this is ongoing.

777
01:28:08,090 --> 01:28:18,030
So there's continuing feedback being received, which is good, but also we need to have some leadership and move forward as well.

778
01:28:18,390 --> 01:28:23,790
So that's sort of a flux that we're looking at.

779
01:28:24,370 --> 01:28:27,990
And also that there needs to be more specific.

780
01:28:27,990 --> 01:28:28,910
specific.

781
01:28:34,840 --> 01:28:38,460
So we had just two to note the strengths. I think the concept of the messaging

782
01:28:38,460 --> 01:28:43,700
we found to be strong. We had a message that we could communicate around what we were

783
01:28:43,700 --> 01:28:49,880
looking at at the vision. The idea is to improve, I think, the language and definition of some

784
01:28:49,880 --> 01:28:55,720
of the communication is going to be an area of challenge. I think Director Gagin's point

785
01:28:55,720 --> 01:29:02,000
was well taken around how we interpret what that means, the implicit or unknown.

786
01:29:02,000 --> 01:29:10,500
So, I think moving forward, figuring out a way to have those conversations when something comes up and what does that really mean?

787
01:29:10,700 --> 01:29:14,540
What does it really mean? What is it? What is the intent of it? What does it really mean?

788
01:29:14,820 --> 01:29:19,920
And then how do we, as a board and organization, land on that?

789
01:29:20,180 --> 01:29:24,340
Because we can sit in that space and find ourselves not moving forward.

790
01:29:24,640 --> 01:29:28,460
So, I think we have to figure out how we improve that.

791
01:29:29,920 --> 01:29:35,360
So coordinated and uniqueness might be a correct technical term, but lousy for communicating forward.

792
01:29:35,700 --> 01:29:37,220
I think that might be, yes.

793
01:29:37,500 --> 01:29:38,580
We need to drop that phrase.

794
01:29:38,800 --> 01:29:41,140
Was that my interpretation, accurate interpretation?

795
01:29:41,600 --> 01:29:42,080
Okay.

796
01:29:42,540 --> 01:29:43,140
Thank you.

797
01:29:43,840 --> 01:29:48,200
The other thing I'll add is that, and then there's a caution when you try to give an example of it,

798
01:29:48,320 --> 01:29:52,200
that that example becomes an expectation of what you're trying to do.

799
01:29:52,600 --> 01:29:57,680
And so, how do you find that balance of describing something without predetermining

800
01:29:57,680 --> 01:29:59,360
predetermining what that's going to look like.

801
01:30:00,270 --> 01:30:30,250
And just as you all know, that sometimes the language you do in the design is not the language you do during delivery. Because you do have to translate it for implementation and for public and for staff. And next group. So, well, and yes, and the thing with that is because of open meeting law, this is all delivery. So, you know, our language, it's very hard when we're talking about something at a design governance level and people are hearing it in their own way.

802
01:30:30,250 --> 01:30:37,830
way, and it's not meant to be the engagement conversation yet, so yeah, it's complicated.

803
01:30:38,610 --> 01:30:43,870
The positive that we talked about was the, you know, key driver number one is have great

804
01:30:43,870 --> 01:30:55,110
schools with that give a pathway to graduating someone who has access to the value system

805
01:30:55,110 --> 01:31:00,190
that we say we want of an MPS grad, and if you have that then you'll attract students.

806
01:31:01,390 --> 01:31:06,830
That as the core key driver and the returning key driver I think is absolutely key.

807
01:31:07,030 --> 01:31:11,490
I agree if you're trying to force integration, you're trying to force something without saying

808
01:31:12,010 --> 01:31:14,190
we fundamentally know we have a great product.

809
01:31:15,470 --> 01:31:24,110
So that I think was the positive that we decided and sometimes choice in the educational

810
01:31:24,110 --> 01:31:30,410
A national context is a national narrative that's driven by something that may not be best for students.

811
01:31:31,050 --> 01:31:35,650
So the best choice needs to be what is best for students.

812
01:31:36,170 --> 01:31:39,630
And if we have those best choices, then people will choose Minneapolis Public Schools,

813
01:31:39,630 --> 01:31:42,590
whether it's a Montessori or a community school.

814
01:31:43,330 --> 01:31:51,510
So that was a positive, I think we had two negatives, I think articulate something you said better than I can.

815
01:31:51,510 --> 01:32:11,420
But the one that I will say or two things to consider would be we're making an assumption that people aren't choosing us because they have found a better choice because that choice is offering that strong core academic or whatever it is.

816
01:32:11,900 --> 01:32:20,680
That's we know that's not true people are choosing because they don't want to go to school with black kids or they're choosing because they don't want to go they want to bus picking them up in front of their house.

817
01:32:20,680 --> 01:32:25,500
or they want a better sports team or they want an art center that looks like a

818
01:32:25,500 --> 01:32:31,520
dinosaur art center and not hours. So let's just be really honest about why

819
01:32:31,520 --> 01:32:36,760
people are choosing. Why are there so many all-white charter schools in

820
01:32:38,930 --> 01:32:39,070
the

821
01:32:39,070 --> 01:32:45,730
urban core? Because people are choosing that versus their community high school

822
01:32:45,730 --> 01:32:51,750
community middle school. Let's be honest. So I want to be very very careful when

823
01:32:51,750 --> 01:33:00,510
And we're making decisions that decide, we're going to create this wonderful school that has all the bells and whistles and it still has the same students there.

824
01:33:01,030 --> 01:33:04,890
People aren't choosing that school for what reason because it doesn't have the bells and whistles.

825
01:33:05,470 --> 01:33:12,950
So let's just be really, that's a hard conversation to have and let's have it because this will be for not if we do these things and

826
01:33:12,950 --> 01:33:18,010
make these changes and make these investments and people still don't come because that's what we have been doing for seven years.

827
01:33:18,010 --> 01:33:29,130
We have been making changes in investments in IB and environmental science and career paths and IBCC and so forth, are people coming to the schools.

828
01:33:29,970 --> 01:33:32,010
So let's be really careful about that.

829
01:33:35,420 --> 01:33:46,220
Yeah, it was just in our conversation, we were talking about specifics about what the great offerings that we have at a number of our high schools.

830
01:33:46,220 --> 01:33:51,860
And realizing that the marketing challenge to high school is kind of different than to elementary school and that

831
01:33:51,860 --> 01:33:55,100
That might be something that we want to incorporate in the plan

832
01:33:56,980 --> 01:34:00,220
All right, I try to thank you very much for both

833
01:34:00,740 --> 01:34:07,040
Going through the details of these four drivers as well as your feedback and again our hope is that

834
01:34:07,040 --> 01:34:14,660
And what we're planning on is that we'll get back to you coming back to now as you're saying, you know ongoing but not going on

835
01:34:15,320 --> 01:34:18,820
that we come back to you with more details and specifics

836
01:34:18,820 --> 01:34:20,780
that you can kind of then answer some,

837
01:34:20,860 --> 01:34:22,260
I think, of the detailed questions.

838
01:34:22,980 --> 01:34:25,420
In closing, what we're trying to do is simply this.

839
01:34:26,060 --> 01:34:28,380
The vision for the daily experience in the graduate

840
01:34:28,380 --> 01:34:31,380
is the foundation that everything is trying to make happen.

841
01:34:31,940 --> 01:34:36,420
We're trying to get these fundamentals drivers on top of that.

842
01:34:36,960 --> 01:34:39,800
If we agree that this makes sense as a way to move forward,

843
01:34:40,000 --> 01:34:41,460
it's going to drive the design.

844
01:34:42,440 --> 01:34:48,440
I would just want to make sure there was fundamentally, and it sounds like pretty much on the same page with the drivers.

845
01:34:49,020 --> 01:34:54,640
Now the design will be built on top of that, and that's going to be another level of feedback and consultation.

846
01:34:55,100 --> 01:34:57,180
So I turn it back to the board chair.

847
01:34:58,560 --> 01:34:59,920
Okay, go ahead, super.

848
01:35:00,740 --> 01:35:29,980
As I described earlier around, some of those core programming offerings. We'll take a look at that from the elementary, what we can with middle school and high school. But want to make sure we have that information for the board. Yes, I have that. All right. Thank you. All right. Just can you have one brief question. Okay. Go ahead. Just one more brief question from director Felder. Is there any way we can get like a bell curve or percentage for the schools when we look at the schools like with the

849
01:35:29,980 --> 01:35:34,640
most programming or with the most sports athletics, and they get a certain score.

850
01:35:35,200 --> 01:35:38,220
And then just kind of like rate each school all the way.

851
01:35:41,160 --> 01:35:43,560
I mean, that goes on quite a lot like the mobile program.

852
01:35:43,740 --> 01:35:49,980
Maybe we can, they can talk to you offline about your specific data request.

853
01:35:50,380 --> 01:35:51,980
And we can do it, is that okay?

854
01:35:53,180 --> 01:35:54,620
We can work on that with you.

855
01:35:55,200 --> 01:35:56,760
Okay, we'll work on that one.

856
01:36:00,390 --> 01:36:02,870
Okay, thank you very much, Mr. Cheesebrow.

857
01:36:02,870 --> 01:36:07,110
Now we have our school culture and climate quarter three update.

858
01:36:07,630 --> 01:36:11,110
Dr. Brooks, please come forward.

859
01:36:38,110 --> 01:36:41,590
Good evening, Superintendent Graf, Chair and Board Directors.

860
01:36:41,750 --> 01:36:47,410
Thank you for this opportunity to share a little bit of work that we're engaging in as a district around restorative practices,

861
01:36:48,030 --> 01:36:51,250
bully prevention and response and our staff development plan.

862
01:36:51,370 --> 01:36:57,130
We know we're limited on time, so we'll do our best to cover some high components that we thought that you might be interested in.

863
01:36:57,130 --> 01:37:02,670
Today, who's sharing the dialogue with me and my colleagues, Dr. Keith Brooks, Julie Young Burns, and Jason Matlock.

864
01:37:03,230 --> 01:37:11,870
We wanted to start off by kind of talking a little bit about the fact that we are, right now, we currently have a moratorium on K-5-9 violence suspensions.

865
01:37:11,890 --> 01:37:13,970
And wanted to make sure that that was clarified.

866
01:37:14,150 --> 01:37:21,470
And in this work, with staff to create a safe environment conducive to learning, we kind of look at all the pieces that take that to make it happen.

867
01:37:21,470 --> 01:37:24,290
So that would include creating a positive school culture,

868
01:37:24,790 --> 01:37:28,030
restorative practices, support, and training people in that work,

869
01:37:28,710 --> 01:37:32,510
as well as looking at the procedures we have for bully prevention and incident response.

870
01:37:33,250 --> 01:37:37,130
We think that that's important to make sure we're having that as the ground level for all staff.

871
01:37:37,750 --> 01:37:42,150
And in our current PD practices, that is a requirement for staff to do.

872
01:37:42,370 --> 01:37:45,690
And then we work with the schools to start the implementation of that work as well.

873
01:37:45,690 --> 01:37:46,530
Thank

874
01:37:51,940 --> 01:37:56,520
you, good evening, everyone chair, superintendent, and directors.

875
01:37:57,440 --> 01:38:01,980
Although student support services is the host department for this presentation,

876
01:38:02,400 --> 01:38:06,600
I at least wanted to acknowledge the collaborative efforts of numerous other areas and

877
01:38:06,600 --> 01:38:11,900
divisions, namely emergency management safety and security, special education,

878
01:38:12,480 --> 01:38:16,060
research, evaluation accountability, and assessment.

879
01:38:16,060 --> 01:38:22,120
And I'll skip a few points to get to some of the other high-level areas.

880
01:38:23,860 --> 01:38:29,640
First, talking about looking at data and the way that this work comes together.

881
01:38:29,780 --> 01:38:35,680
We've reflected on our school climate surveys, for example, to get a sense of where we are and where we need to go.

882
01:38:36,680 --> 01:38:43,940
A few of the areas that we focus on in terms of dynamics are student-student relationships, student-to-teacher relationships, school safety.

883
01:38:44,560 --> 01:38:49,840
and perceptions that students have of fairness of school consequences as well as a student

884
01:38:49,840 --> 01:38:56,880
sense of connectedness to school. Some of these aspects, as you know, already are difficult

885
01:38:56,880 --> 01:39:03,940
to quantify, but we're committed to creating and maintaining a welcoming, fun, and healthy

886
01:39:03,940 --> 01:39:09,260
learning environment for all students, staff, and any visitors to our schools. Notice that

887
01:39:09,260 --> 01:39:15,760
And I said fun, as a parent of two, 11 and five year old boys, that's my first question

888
01:39:15,760 --> 01:39:16,640
every day when I see them.

889
01:39:17,340 --> 01:39:19,900
And you know, what was fun at school today?

890
01:39:20,480 --> 01:39:26,340
And I understand as a parent that if they're not enjoying the space that most likely learning

891
01:39:26,340 --> 01:39:29,100
isn't taking place as much as it should or could.

892
01:39:29,820 --> 01:39:35,540
One of the partners, the district, is playworks and the executive director of playworks,

893
01:39:38,680 --> 01:39:39,240
Shana

894
01:39:41,620 --> 01:39:47,800
So recess is the largest classroom on the elementary level where students learn and practice

895
01:39:47,800 --> 01:39:48,960
social and emotional learning.

896
01:39:49,540 --> 01:39:51,980
The play is also a catalyst for pop-

897
01:40:00,000 --> 01:40:29,780
A positive component of the school experience, which promotes social emotional learning, development, and safety, and also engagement. So, the district has partnered with playworks for a few years now, and has seen an increase in student participation in academic activities, as well as cooperation. We've seen a decrease in bullying, and also conflict spilling over into the classroom. And also additional funders have expressed interest in helping us to

898
01:40:29,780 --> 01:40:33,100
to scale up our relationship with playworks as well.

899
01:40:34,140 --> 01:40:37,840
Something else that we can quantify is the suspension rates of students.

900
01:40:38,580 --> 01:40:43,640
In terms of growth and improvement, we're working on how we approach and interact with all students,

901
01:40:43,920 --> 01:40:47,380
but especially those who we are not collectively serving as

902
01:40:47,380 --> 01:40:49,320
excellently as we're capable of.

903
01:40:49,960 --> 01:40:54,160
More specifically, students who are Native American, African American, and students in special education.

904
01:40:54,160 --> 01:41:01,160
And so I, as a staff member, must foster a space of cultural humility that helps me reflect

905
01:41:01,160 --> 01:41:06,340
on what I bring to the workspace, addressing operating assumptions and belief systems and

906
01:41:06,340 --> 01:41:11,180
values, the impact how I interact with students as well as fellow staff.

907
01:41:12,340 --> 01:41:17,960
So for example, at one of the aspects that I observed at the most recent, social emotional

908
01:41:17,960 --> 01:41:31,580
emotional learning and equity conference is how Chicago Public Schools has increased student engagement through civic engagement and they've increased an elevated student voice and it's made a world of difference for school culture and climate.

909
01:41:33,280 --> 01:41:44,320
But to do this, I have to be real in myself about the power dynamics that are at play and how to share power to ensure that students see school as a space that they are connected to in a positive way.

910
01:41:44,320 --> 01:41:46,760
very briefly and then I'll pass the microphone.

911
01:41:47,300 --> 01:41:50,800
I want to talk a little bit about the positive school-wide engagement district program facilitators

912
01:41:51,380 --> 01:41:59,360
and they are also here today and they operate in three primary areas and that's coaching staff

913
01:41:59,360 --> 01:42:00,800
facilitation and consultation.

914
01:42:01,820 --> 01:42:06,520
They do coaching around the behavior standards policy as well as the level of behaviors and

915
01:42:06,520 --> 01:42:07,700
interventions and responses.

916
01:42:08,360 --> 01:42:12,460
They have done quite a bit of coaching and training with the positive school-wide engagement leads

917
01:42:12,460 --> 01:42:21,340
at the school site and the equity leads at the school site, as well as working on conflict resolution and mediation and in terms of consultation.

918
01:42:21,800 --> 01:42:35,600
They also assist with discovery usage and critical incident recovery support and collaboration with emergency management and safety response department as well.

919
01:42:35,600 --> 01:42:41,240
So, I'll mention lastly, I'll skip a little bit.

920
01:42:43,970 --> 01:42:49,990
When I think about restorative practices, it's most effective when there is a focus

921
01:42:49,990 --> 01:42:55,110
on maintaining a relationship and focusing on the proactive aspects.

922
01:42:55,590 --> 01:43:00,330
Although it may not process that way in individual's mind sometimes, many people assume that restorative

923
01:43:00,330 --> 01:43:05,490
practices means putting something back together or how do I put something back together?

924
01:43:05,490 --> 01:43:09,390
But in actuality, it's how to keep the relationship together before there is a breach.

925
01:43:10,870 --> 01:43:15,010
So, our goal on the public school wide engagement team is to share what effective and promising

926
01:43:15,010 --> 01:43:18,870
practices look like for each impacted students and staff.

927
01:43:19,530 --> 01:43:22,730
I'm glad to say that we have two restored or practices grants that we're working on.

928
01:43:23,530 --> 01:43:25,590
One is from the Minnesota Department of Education.

929
01:43:25,890 --> 01:43:27,790
One is from the Minnesota Department of Human Services.

930
01:43:29,610 --> 01:43:34,290
One grant was for three high schools, which are South, Southwest, and Edison.

931
01:43:34,290 --> 01:43:50,890
And the fourth high school with the other grant is a diversion approach to ensure that students do not get caught up in the law enforcement activities in terms of, you know, any violations are getting caught up in the system sort of speed.

932
01:43:51,510 --> 01:43:52,610
And that school is Roosevelt.

933
01:43:52,610 --> 01:43:59,190
So at this time, I'll ask Julie to share briefly about Bullying Prevention and Response

934
01:43:59,190 --> 01:44:04,690
Tools and after that, Jason will share briefly about the Climate and Safety Advisory Committee

935
01:44:04,690 --> 01:44:09,410
that he and I co-chaired this year as well as Safety Planning and Critical Incident Response.

936
01:44:10,790 --> 01:44:11,630
Good evening.

937
01:44:12,130 --> 01:44:16,190
Thank you for the opportunity to talk with you about what we do for Bullying Prevention

938
01:44:16,190 --> 01:44:21,030
and Response, how that work is linked with our social and emotional learning and restorative

939
01:44:21,030 --> 01:44:27,670
practices work and how the intersection of a truly response plan helps promote safety

940
01:44:27,670 --> 01:44:29,030
for our students and families.

941
01:44:29,670 --> 01:44:34,890
The plans that we use to guide the work of our fully prevention and response come from

942
01:44:34,890 --> 01:44:35,770
two aspects.

943
01:44:36,090 --> 01:44:41,490
One is the Safe and Affordable Schools Act that came to us in spring of 2014, which provides

944
01:44:41,490 --> 01:44:47,230
very specific guidance about what happens in a classroom, what happens in a school, the

945
01:44:47,230 --> 01:44:51,910
role and responsibility of the principal, the opportunities for families and students

946
01:44:51,910 --> 01:44:57,050
to make impact, to report, and to bring concerns forward when they don't feel like things

947
01:44:57,050 --> 01:44:58,890
are turning out as they had hoped.

948
01:44:59,430 --> 01:44:59,970
We're very lucky.

949
01:45:00,000 --> 01:45:29,980
I would like you to have been able to have many representatives, both students and staff that helped participate to create the language of that law. And so it's gratifying to see it in action now. We also have a very robust bullying and harassment prevention policy. And that too uses much language that refers back to the Safe and Supportive Schools Act. When we talk about the things that we do, we talk about the training requirements that are covered in that act.

950
01:45:29,980 --> 01:45:51,840
In fact, things specific to common language, common practices, role-specific interventions recognizing that each of us as staff have a responsibility to intervene if we see a potential bullying or harassment issue happen to reported accordingly and to sure that young people feel safe in this space until a support plan can be put in place.

951
01:45:51,840 --> 01:45:58,740
The rules and laws related to the regulation also talk about use of social emotional learning

952
01:45:59,180 --> 01:46:00,760
as a prevention strategy.

953
01:46:01,060 --> 01:46:05,860
We know that when young people have the opportunity to learn what to do, not just what not to

954
01:46:05,860 --> 01:46:12,380
do, and actually really flex those muscles of empathy, kindness, positive conflict resolution,

955
01:46:12,660 --> 01:46:18,220
and perspective taking, we know that there's a great reduction in the incidence of bullying.

956
01:46:18,220 --> 01:46:23,140
If I know what I have in common with someone else if I see that we have the same passions

957
01:46:23,140 --> 01:46:28,660
and joys and interests, I'm less likely to hurt you, to harm you, to take out my frustration

958
01:46:28,660 --> 01:46:29,220
on you.

959
01:46:29,940 --> 01:46:34,480
But if I'm connected to you, I'm also more likely to feel like I can support you if I see

960
01:46:34,480 --> 01:46:35,940
something tough happen to you.

961
01:46:37,440 --> 01:46:43,040
Lastly, we have specific directions for staff about what to do when they witness something

962
01:46:43,640 --> 01:47:10,100
as well as a robust support plan to help buildings if they see a pattern, if they have an incident that they feel like an extra pair of hands or eyes might be helpful, if they need suggestions on what a true support plan or collaborative approach might look like, we have central office staff from a number of perspectives who will sit with schools, who will sit with families, take in concerns and make an addressed plan together.

963
01:47:15,080 --> 01:47:18,700
Good evening, Chair and Superintendent Directors.

964
01:47:19,680 --> 01:47:23,680
So I was reflecting on this as we were getting ready for this, if some have been here a while,

965
01:47:23,920 --> 01:47:27,580
remember some of the first times we've talked about what we do around emergency management

966
01:47:27,580 --> 01:47:28,560
safety and security.

967
01:47:28,780 --> 01:47:32,740
And I think one of the first times I got to present, I put up Maslow's hierarchy of needs.

968
01:47:33,080 --> 01:47:37,540
So I'm excited about the fact that we continue to talk about the intersections between what

969
01:47:37,540 --> 01:47:42,560
happens in positive school, or engagement in SEL to make, honestly, make the job of emergency

970
01:47:42,560 --> 01:47:44,320
management safety and security a lot easier.

971
01:47:45,100 --> 01:48:05,860
So that's really one I wanted to want to touch on today is we do have emergency plans, we do have structures and systems in place, but what we continue to focus on is how do we work with adults to understand recognize signs and symptoms through our nonviolent crisis intervention training and to not get have incidents get to the point where we have to have some severe interventions.

972
01:48:06,960 --> 01:48:10,480
That's sort of, again, where we're going with the Climate and Safety Advisory Committee,

973
01:48:10,680 --> 01:48:16,220
the Dr. Brooks and I Co-chair, talking about those climate dimensions, how we can help

974
01:48:16,220 --> 01:48:19,480
schools understand exactly what those are and how to use them best.

975
01:48:19,640 --> 01:48:25,700
And then also, looking at our modeling around what we do when it comes to the security word,

976
01:48:25,780 --> 01:48:31,400
which is also a word that sometimes gets bandied about and is somewhat confusing to certain

977
01:48:31,400 --> 01:48:31,720
people.

978
01:48:31,720 --> 01:48:35,860
We had the opportunity just today to speak with the principals for a few hours and do some

979
01:48:35,860 --> 01:48:40,760
norming around how they respond to critical incidents, so that we are getting that consistent

980
01:48:40,760 --> 01:48:45,960
response across the district when it comes to people not feeling safe and how we can implement

981
01:48:45,960 --> 01:48:54,080
plans and activities in order to make folks feel safer and support that learning environment.

982
01:48:54,420 --> 01:48:59,700
So that's the short version of what we're talking about in our Plan New Check Act work here.

983
01:49:06,940 --> 01:49:11,640
And just to kind of talk about the checking process of how we implement this work.

984
01:49:11,880 --> 01:49:15,680
One of the things we look at, we have network models to support schools, but

985
01:49:15,680 --> 01:49:22,560
what we try to do with the network model, which means we have staff members that are assigned to a school to support the work that's happening within the school.

986
01:49:22,820 --> 01:49:24,680
So again, they're not there to take it over.

987
01:49:24,900 --> 01:49:35,580
They're there to help the school build and implement on site so that they have something that's more systematic and sustainable without relying on one person or one thing to make that happen.

988
01:49:35,580 --> 01:49:40,180
The other thing we're looking at is our MTSS work, our multi-tiered system of support.

989
01:49:40,540 --> 01:49:45,360
What that means is that it's about creating that ground level experience for all schools,

990
01:49:45,580 --> 01:49:52,080
making sure that the conversation around culture and climate is at the beginning and at the end and at the afterthought or the side note.

991
01:49:52,700 --> 01:49:58,360
And another piece that we look at is how we don't just admire that data that we do receive.

992
01:49:58,360 --> 01:49:59,960
we look at it and we actually start to...

993
01:50:00,000 --> 01:50:29,960
We're taking deeper to the kind of incidents. We look at site, we look at location, we look at time of day. We look at if a staff member feels they don't have enough training. What do we look, how do we support them in a different way? We also look at the PD and if we've delivered effective PD and one of the ways to know that if a person can actually implement it and not feel like they had an hourglass over and now they're done and they checked it off a list. So it has to be an ongoing piece. And then finally, one of the things we try to look at is for staff to be able

994
01:50:29,960 --> 01:50:37,000
to feel that they have resources to be able to readily respond to information or to incidents.

995
01:50:37,680 --> 01:50:41,380
And so how we look at that is the work that we're doing with toolkits.

996
01:50:41,740 --> 01:50:46,180
What that means is in our four priorities, when we look at social emotional learning,

997
01:50:46,340 --> 01:50:49,780
how does a person start that framework within their school and implement that?

998
01:50:50,200 --> 01:50:54,040
How does we look at the MTSS work and start doing that implementation?

999
01:50:54,360 --> 01:50:59,100
But how does this transfer into our academics to equity because there's an intersectionality

1000
01:50:59,100 --> 01:51:05,380
around that, and how are adults setting up those conditions for the learning that has to happen at every school site.

1001
01:51:05,860 --> 01:51:10,400
And finally, when we take all of this work that we're talking about around the priorities,

1002
01:51:10,840 --> 01:51:13,160
how is this reflected in the school improvement plans?

1003
01:51:13,560 --> 01:51:19,420
How is this literally called out and paid attention to, and our job is to support schools with that ongoing?

1004
01:51:19,760 --> 01:51:26,220
And then what is that self-awareness, that own identity to who we are as a person when we show up every day to work?

1005
01:51:26,220 --> 01:51:32,660
how are we recognizing our own biases, which is a very tricky thing because if it's unconscious bias, it means it's unconscious, right?

1006
01:51:32,780 --> 01:51:37,880
So how do we help each other be critical colleagues to that work that is ongoing?

1007
01:51:38,080 --> 01:51:42,380
So it's not about have we arrived, it's about have all been a part of that process, and

1008
01:51:42,380 --> 01:51:45,180
then making sure that student voices are part of that work as well,

1009
01:51:45,360 --> 01:51:50,740
and parents to feel that they can engage throughout even if they're not there the six hours of the day.

1010
01:51:50,740 --> 01:51:51,700
Can

1011
01:51:54,200 --> 01:52:05,420
you elaborate, there was a question about, what do we do when we have schools that are not necessarily part of a cohort that might be specifically working on some of the social emotional learning work?

1012
01:52:06,120 --> 01:52:12,540
Just speak to some of the opportunities there for schools or for student voice to be heard in those conversations.

1013
01:52:12,540 --> 01:52:13,300
of course.

1014
01:52:17,510 --> 01:52:23,770
Thanks to the social emotional learning toolkit, we have base strategies that all schools

1015
01:52:23,770 --> 01:52:26,270
will be implementing as the next school year goes on.

1016
01:52:26,470 --> 01:52:30,890
Some are going to move quickly because they're very interested in joining the cohort process

1017
01:52:30,890 --> 01:52:33,330
within the middle of the next school year.

1018
01:52:33,790 --> 01:52:38,490
Others will spread it out as they merge their SCL and equity work together.

1019
01:52:39,090 --> 01:52:44,430
When we created the tool kits, we linked that because we know that self-awareness, that piece

1020
01:52:44,430 --> 01:52:49,670
of identity and understanding my experience, my bias, my privilege, my understanding and

1021
01:52:49,670 --> 01:52:55,950
opportunities, shows up both in SCL and equity, so we are having some common adult work happening

1022
01:52:55,950 --> 01:53:01,650
both ways. We also have a number of schools that are not part of the cohort process, but

1023
01:53:02,010 --> 01:53:06,890
over time have used some of the direct instruction materials that we own as a district in processes

1024
01:53:06,890 --> 01:53:11,730
and engagement strategies like responsive classroom developmental design or second step.

1025
01:53:11,730 --> 01:53:32,070
And so through the learnings with the cohort schools we're able to also work with non or what we call pre cohort schools to look at their fidelity of practice to look at what is missing when it's not happening in every classroom are we using strategies in non classroom settings how does social emotional learning come through that way.

1026
01:53:32,070 --> 01:53:35,550
Lastly, the student voice shows up in two ways.

1027
01:53:35,810 --> 01:53:41,490
One is working through those classroom engagement plans to find spaces where young people

1028
01:53:41,490 --> 01:53:46,270
can co-create what are the conditions and agreements we have as a community to be

1029
01:53:46,270 --> 01:53:46,670
together.

1030
01:53:47,170 --> 01:53:52,110
How do we talk through experiences, how do we hold each other in positive regard through

1031
01:53:52,110 --> 01:53:57,110
community building or circle activities, and then also through the work with Chief Moore's

1032
01:53:57,110 --> 01:54:02,630
Department looking at youth participatory evaluation as a tool and resource to bring social

1033
01:54:02,630 --> 01:54:06,590
emotional learning and student voice social justice work to the forefront.

1034
01:54:07,490 --> 01:54:11,490
And in regards to restorative practices, we've been consistent and will continue to be

1035
01:54:11,490 --> 01:54:16,270
consistent in communicating that social emotional learning is the on-ramp for restorative practices.

1036
01:54:17,290 --> 01:54:24,610
The skills that staff members will need to implement restorative practices and to have a

1037
01:54:24,610 --> 01:54:29,950
restorative practices mindset are kind of embedded and connected to social emotional

1038
01:54:29,950 --> 01:54:30,730
learning skills.

1039
01:54:31,090 --> 01:54:36,710
So, this next school year we would hope that the cohort schools will have opportunities

1040
01:54:36,710 --> 01:54:44,110
to do some cross sharing with the other schools about what they're doing, as well as we put

1041
01:54:44,110 --> 01:54:51,230
in the memo a part about perhaps a needs assessment where I believe there's a rubric in the

1042
01:54:51,230 --> 01:54:56,770
dependencies that talk about restorative practices where you have some schools do, few schools

1043
01:54:56,770 --> 01:54:58,170
do, all schools will do.

1044
01:54:58,510 --> 01:54:59,710
That way they can get a whole up.

1045
01:55:00,000 --> 01:55:01,800
Are some that are implementing it?

1046
01:55:06,080 --> 01:55:12,760
All right. Directors, do we have questions? Okay. Director Felner and Director Gagnon, I see.

1047
01:55:14,940 --> 01:55:16,960
Go ahead, Director Felner. Thank you.

1048
01:55:19,860 --> 01:55:36,320
Just learning about how we directed the budget in the very beginning. That process was very south side heavy. And when I look at the school of climate, in knowing what's going on in my district, looking at a average of three

1049
01:55:36,320 --> 01:55:40,600
3.25, you know, I have to think about it.

1050
01:55:40,700 --> 01:55:45,920
So is there any way that we can get these different factors broken down by district,

1051
01:55:46,160 --> 01:55:52,360
so I can get a vibe on how the students are feeling in my district.

1052
01:55:54,720 --> 01:55:56,940
Director Felder, could you reference which page?

1053
01:55:57,320 --> 01:55:58,060
Page three.

1054
01:56:00,820 --> 01:56:02,880
Slide three, the PowerPoint is that what you're going to do.

1055
01:56:06,200 --> 01:56:09,020
Page 33 of our packet, I think, board members.

1056
01:56:15,580 --> 01:56:16,180
So

1057
01:56:18,870 --> 01:56:23,210
basically if I understand your question, Director Felder, you just want to know can you receive a breakdown?

1058
01:56:23,910 --> 01:56:30,450
Correct, that's just my district or my school, I think that's really important.

1059
01:56:30,770 --> 01:56:30,890
Okay.

1060
01:56:31,410 --> 01:56:40,590
And then also about the, about bullying and zero tolerance, now in the streets of North Minneapolis

1061
01:56:40,590 --> 01:56:46,350
this and give you the same over south or northeast, I just know you can't be a punk, right?

1062
01:56:47,030 --> 01:56:51,790
So if somebody hits you, you have to hit them back because if then if you don't, then

1063
01:56:51,790 --> 01:56:56,070
you're a mark, which means that you invite people to come and fight with you all the time

1064
01:56:57,290 --> 01:56:59,370
because you look like you are easily beat up.

1065
01:56:59,930 --> 01:57:06,190
And so when we have a zero tolerance policy and we're not looking at it from that factor,

1066
01:57:06,190 --> 01:57:14,770
then we are also persecuting the person who's been bullied because you know

1067
01:57:14,770 --> 01:57:18,410
they have to like nip that in the butt it's a whole it's it's like a different

1068
01:57:18,410 --> 01:57:22,550
environment and in these kids when we talk about social emotional learning like

1069
01:57:22,550 --> 01:57:28,370
there are there are like 10 and 11 year olds who are in gangs who are just

1070
01:57:28,370 --> 01:57:35,630
taught that they're not gonna see each other you know that way and so when we

1071
01:57:35,630 --> 01:57:41,730
We have that type of climate going on.

1072
01:57:42,190 --> 01:57:44,370
What then does SEL look like?

1073
01:57:45,370 --> 01:57:50,730
Because, I mean, it's kind of serious, and that's why we have SEL is because we haven't

1074
01:57:50,730 --> 01:57:57,950
been able to actually deal with that correctly for many years, and so what's going to be different

1075
01:57:57,950 --> 01:57:58,410
with this?

1076
01:58:00,390 --> 01:58:06,130
If I could ask maybe someone from the positive school wide engagement group or some representative

1077
01:58:06,130 --> 01:58:12,130
to speak to that. I think before you guys make decision who that individual is, I will

1078
01:58:12,130 --> 01:58:16,930
just say that one of the things we continue to try and do and I think Dr. Brooks alluded

1079
01:58:16,930 --> 01:58:24,630
to it is to make sure that we create a climate where we can prevent that kind of situation

1080
01:58:24,630 --> 01:58:30,630
from happening or make sure that we get to a situation like that before it leads to something

1081
01:58:30,630 --> 01:58:37,350
physical or bullying, so there's a desire to have that practice taught in our schools

1082
01:58:37,890 --> 01:58:42,250
in advance of something like that that might be occurring outside of the school or might

1083
01:58:42,250 --> 01:58:47,570
come into the school, so that is part of the work that we attempt to create as well.

1084
01:58:48,150 --> 01:58:50,750
Could you introduce yourself and then maybe respond to Director Felder's.

1085
01:58:50,970 --> 01:58:51,650
I can't thank you.

1086
01:58:51,870 --> 01:58:52,650
My name is Kirk Smith.

1087
01:58:52,650 --> 01:58:54,050
I'm a member of the positive school.

1088
01:58:54,130 --> 01:58:54,610
I engage with team.

1089
01:58:55,290 --> 01:59:02,930
In answer to your question, Dr. Felder, what we go with restorative practices to actually

1090
01:59:03,510 --> 01:59:09,510
with SEL is the on-ramp is to understand the student, the individual themselves, and

1091
01:59:09,510 --> 01:59:10,890
respond accordingly to their needs.

1092
01:59:11,710 --> 01:59:17,450
So you would get a sort of unique response to each student based on what they need.

1093
01:59:17,910 --> 01:59:22,090
Zero tolerance would tend to label everyone the same, but that's not the goal of restorative

1094
01:59:22,090 --> 01:59:27,850
practices as to or SEO for that matter is to meet people where they are, give them a set

1095
01:59:27,850 --> 01:59:34,490
of skills that they can use outside of where they are while honoring who they are as an individual.

1096
01:59:35,150 --> 01:59:38,550
And that process isn't easy, that's what has slowed this down.

1097
01:59:39,150 --> 01:59:40,910
But it is certainly the way to go.

1098
01:59:41,410 --> 01:59:46,330
So that's what we're working on with the cohort schools, the diversion practices.

1099
01:59:46,810 --> 01:59:51,190
It's actually meeting each individual where they are and trying to give them what they need.

1100
01:59:51,190 --> 01:59:55,110
within the construct of what the school district needs to be successful.

1101
01:59:55,570 --> 01:59:56,830
So what does that look like?

1102
02:00:00,000 --> 02:00:29,160
Does that look like smaller classes? Does it look like more ESPs in the room? Because if we have, if we're looking at true SEL, then we have children who need it, who then probably have IEPs. And so the teachers are already busy taking care of that paperwork instead of putting where there any should be with the feelings for the kids and proving that SEL, they're doing paperwork. And then there's also the testing that we do.

1103
02:00:29,160 --> 02:00:31,940
There's more paperwork, and so we're taking away from the students.

1104
02:00:32,140 --> 02:00:35,800
So how are we going to get these feelings, this SCL to the student?

1105
02:00:37,240 --> 02:00:42,820
I mean, this is a long discussion, I said it's not easy, I've seen it work, and I'm working with the MTSS team.

1106
02:00:43,220 --> 02:00:47,200
We're working with the MTSS team to develop the Tier 1 practices for this work.

1107
02:00:48,800 --> 02:00:52,860
But the question is, the answer is, it's not necessarily more people more money.

1108
02:00:52,860 --> 02:01:01,600
It's the mindset piece of understanding that empowers us as adults to actually do transformative work in a classroom

1109
02:01:01,600 --> 02:01:09,220
where I can see what's most important, which is their need and what's least important than the paperwork, but also have the time to make it.

1110
02:01:09,820 --> 02:01:21,520
The model is basically getting them so engaged in their classroom that they're running it, they're tired because they've talked all day, and I have tons of energy because I haven't spoken all day, and it is actually their classroom.

1111
02:01:21,520 --> 02:01:28,800
And so all of their SEL needs, IP, whatever, get dealt with in the classroom and because

1112
02:01:28,800 --> 02:01:32,860
they're aware that that's going on and we're real transparent about it, we're elevating

1113
02:01:32,860 --> 02:01:35,660
them in ways that just are not currently done.

1114
02:01:36,440 --> 02:01:42,000
So it's not just doing the same thing, better, it's doing a better thing, better.

1115
02:01:43,240 --> 02:01:43,760
Okay.

1116
02:01:46,840 --> 02:01:56,380
And then can you just, so you're saying that, for the new restorative practices, that the zero tolerance policy won't look the way that it does right now?

1117
02:01:57,740 --> 02:02:02,680
Well, I'm not a policy person per se, I'm not in that position.

1118
02:02:03,080 --> 02:02:12,060
I can say that policy has value to provide our framework, but where we need to be people and intentional.

1119
02:02:12,060 --> 02:02:18,120
You know, we need to evaluate policy by individual, the total holistic experience of the student.

1120
02:02:19,240 --> 02:02:23,100
And so that would be where I think the direction we're going is.

1121
02:02:23,360 --> 02:02:29,060
Because part of the suspension rate is if Jane hits Molly, and Molly turns around and hits Jane.

1122
02:02:30,040 --> 02:02:35,320
You know, she's defending herself in one aspect, but now they're fighting, so they both are suspended.

1123
02:02:36,700 --> 02:02:38,620
Can I just, yeah, give me one second.

1124
02:02:38,620 --> 02:02:43,600
Well, one of the things that we're looking at too, director, is it's looking at the kinds of suspensions.

1125
02:02:43,900 --> 02:02:47,960
So not all the suspension reports that we're looking at are from that kind of incident.

1126
02:02:48,540 --> 02:02:53,920
But on top of that, this is where we talk about culture intersecting with the work of social emotional learning, right?

1127
02:02:54,220 --> 02:02:59,240
So how do you take that into context, not only as a district, but as the neighborhood, and

1128
02:02:59,240 --> 02:03:00,600
then how does the school prep that?

1129
02:03:00,660 --> 02:03:03,580
So that's why the schools have to have a voice into this work.

1130
02:03:03,580 --> 02:03:08,640
It can't be that we're going to prescribe simply this kind of box model.

1131
02:03:08,800 --> 02:03:11,920
We have a framework, but we have to make sure that the schools are engaging in that.

1132
02:03:12,260 --> 02:03:16,160
Now, down to the classroom, when you talk about a student engagement plan,

1133
02:03:16,560 --> 02:03:18,340
the teacher should be having that conversation.

1134
02:03:18,560 --> 02:03:22,180
They have a framework of, this is what I expect my classroom to look like to be successful.

1135
02:03:22,540 --> 02:03:26,080
But in addition, the students have to be able to engage in that protocol.

1136
02:03:26,680 --> 02:03:31,180
Also, what we've seen when you've done that well, the students start calling out each other for

1137
02:03:31,180 --> 02:03:35,800
those infractions to where they're assigning the consequences that are not suspendable.

1138
02:03:35,860 --> 02:03:37,700
In other words, they're saying, let's do this instead.

1139
02:03:38,120 --> 02:03:43,200
So that's the work that we're embarking on and we're able to highlight that for

1140
02:03:43,200 --> 02:03:46,780
different schools, but we need to see that in just more than bright spots.

1141
02:03:47,420 --> 02:03:51,540
And one more just clarifying point about zero tolerance, that's not the case.

1142
02:03:51,900 --> 02:03:56,600
I mean, if you look at our behavior standards, there are quadrants of intervention.

1143
02:03:56,600 --> 02:04:02,980
And so it's a building process of how you intervene and repair harm, not, not an automatic

1144
02:04:02,980 --> 02:04:04,760
if you punch somebody you're going to get suspended.

1145
02:04:05,020 --> 02:04:09,180
That, the only place that we put in, we don't even call it zero tolerance, is when we start

1146
02:04:09,180 --> 02:04:12,120
talking about weapons, use of weapons and things of that nature.

1147
02:04:12,760 --> 02:04:17,920
So those are the kind of things that have that, we're doing this, but to the situation you're

1148
02:04:17,920 --> 02:04:23,160
describing, there would not be a mandate that says, you punch somebody you're going to be

1149
02:04:23,160 --> 02:04:23,460
suspended.

1150
02:04:23,460 --> 02:04:30,160
And that's a decision that's based on the totality of circumstances and pushed by the administrator who's managing it, so.

1151
02:04:30,460 --> 02:04:33,700
Okay, I guess we need to explain that to some of our poor, I'm sorry.

1152
02:04:34,000 --> 02:04:38,220
Thanks very much, that was a really comprehensive answer, appreciate it very much.

1153
02:04:40,470 --> 02:04:42,230
Okay, Director Gagnon.

1154
02:04:43,530 --> 02:04:51,170
Thank you, I just simply want to understand the involved head of law enforcement, disproportionality chart on 14.

1155
02:04:51,170 --> 02:04:59,970
Are we saying that out of all of our African-American students in Minneapolis public schools, 67% of our students are in the same position.

1156
02:05:00,000 --> 02:05:05,420
At least one involvement with law enforcement this year in Minneapolis public schools, in our schools,

1157
02:05:07,790 --> 02:05:26,440
in the appendix. That's what that chart says. Yes, yes, yes. So, yes, I mean, our disparity in our involvement in law enforcement does mirror our disparity across our discipline model. Yes.

1158
02:05:29,090 --> 02:05:34,550
So there's, so there's the. Yeah, no, I see there's a disparity, but I'm going very specifically to the fact

1159
02:05:34,550 --> 02:05:41,570
that out of 100% of our African-American students, 67% have had at least one incident with long

1160
02:05:41,570 --> 02:05:42,110
forcement.

1161
02:05:42,430 --> 02:05:43,850
I would ask for clarification.

1162
02:05:43,850 --> 02:05:45,370
Any Minneapolis public schools?

1163
02:05:45,550 --> 02:05:46,230
I would ask for clarification.

1164
02:05:46,790 --> 02:05:47,170
That's not.

1165
02:05:48,310 --> 02:05:49,310
That's how that works.

1166
02:05:49,310 --> 02:05:49,390
That's how that works.

1167
02:05:49,390 --> 02:05:49,910
That's number of incidents.

1168
02:05:50,030 --> 02:05:51,490
That's the number of incidents.

1169
02:05:51,770 --> 02:05:57,190
So whatever the X is, whatever the N is, so out of those number of, I believe the number

1170
02:05:57,190 --> 02:06:01,190
this year was roughly, I don't want to quote it because I can't remember off that

1171
02:06:01,190 --> 02:06:07,150
my head but it's under 500 incidents that we're in discovery. So out of those under 500 incidents,

1172
02:06:07,470 --> 02:06:13,210
60% percent of those. So that's not how this reads. Okay. It says percent of all students,

1173
02:06:13,650 --> 02:06:17,630
percent of students have had at least one involvement with law enforcement. Yes, because

1174
02:06:17,630 --> 02:06:21,970
percent of all students means that's we have 40% of our students of our district or African

1175
02:06:21,970 --> 02:06:26,170
American and they're saying percentage of students have had at least out of the number of who've had.

1176
02:06:26,270 --> 02:06:30,130
I know what you're saying. I know what you're saying. I want to make sure that people don't read

1177
02:06:30,130 --> 02:06:39,430
Can you read this and say 67% of our African-American students have, okay, so is there a better way to maybe change this chart and be clear?

1178
02:06:39,970 --> 02:06:52,710
I would also say, I mean, it looks to me when I read it, I thought it meant not necessarily involvement of law enforcement in the schools, but just in general, because it doesn't specify within our schools.

1179
02:06:52,710 --> 02:06:57,210
Right, while I was actually hoping if it was 67% it meant in general.

1180
02:06:57,450 --> 02:06:58,850
Yeah, that's what I read it to.

1181
02:06:59,390 --> 02:07:04,390
So, that was an alarming chart to me, so I appreciate the clarification, but it's still out there.

1182
02:07:04,570 --> 02:07:09,870
So if we could maybe repost it as like a clear chart, that would be invaluable.

1183
02:07:12,170 --> 02:07:20,670
And giving us the end, so it does say very clearly we've had less than 500 incidents in total,

1184
02:07:20,670 --> 02:07:27,330
And of those 500 whatever that is that would that would be really helpful and maybe is that up or down well

1185
02:07:27,330 --> 02:07:38,690
Yeah, it has 16 17 18 so thank you. Yes, that's helpful. All right. I have a question. Does anyone else and then director Felder has one more? Okay

1186
02:07:39,690 --> 02:07:48,810
My see if I can remember my question now. Oh, we had spoken last year about

1187
02:07:48,810 --> 02:08:08,880
but Minneapolis city investment in restorative practices or defraying some of the costs of our SRO contract in order to direct for us to direct some of those funds towards restorative practices.

1188
02:08:09,600 --> 02:08:17,980
Just wondering the status of that, if that's gone anywhere, if we have hopes for that in the 18, 19 city budget.

1189
02:08:17,980 --> 02:08:23,740
if folks should be calling their city council people and the mayor asking about that stuff?

1190
02:08:24,620 --> 02:08:28,740
Yeah, Chair and thank you for the reminder that was a conversation we had leading up to.

1191
02:08:29,660 --> 02:08:37,880
I think the budget development of our contract and I know there was a desire to take the

1192
02:08:39,320 --> 02:08:45,180
difference and apply that and then potentially they could do something as a council with

1193
02:08:45,180 --> 02:08:47,340
if there are ways and means, conversation with funding.

1194
02:08:47,660 --> 02:08:49,260
I don't think that ever came to fruition,

1195
02:08:49,820 --> 02:08:53,060
but the difference that we had, the resources we found,

1196
02:08:53,860 --> 02:08:56,920
Mr. Matlock, maybe you can speak to how we took those dollars

1197
02:08:56,920 --> 02:09:00,100
and how we applied them to work around restorative practices.

1198
02:09:01,000 --> 02:09:02,080
So you guys, correct.

1199
02:09:03,560 --> 02:09:06,800
The city, I like what you said their chair ends.

1200
02:09:06,800 --> 02:09:08,780
I think they should make big calls and we'd be happy

1201
02:09:08,780 --> 02:09:11,260
for them to pay more of the freight on that.

1202
02:09:11,480 --> 02:09:14,640
But what we did do with the money is we started

1203
02:09:14,640 --> 02:09:17,940
We started to invest, again, in what I talked about, that nonviolent crisis intervention.

1204
02:09:18,620 --> 02:09:21,680
So we're focusing much more on how we train our staff.

1205
02:09:21,980 --> 02:09:28,700
So it is a special education assistant-based training now, as a norm in the district.

1206
02:09:29,280 --> 02:09:32,020
So we're trying to expand it out to our general ed staff.

1207
02:09:32,500 --> 02:09:38,780
So it is focused on how you see signs and symptoms of individual incidents and

1208
02:09:38,780 --> 02:09:43,180
how you then head those off positively without then getting to a point of

1209
02:09:43,180 --> 02:09:49,000
some escalating to a point where now you've got an incident where now you've got to report it as a suspension or something else.

1210
02:09:49,200 --> 02:09:54,940
So we took those funds and put them into doing that because that was a concrete step that again could be system-wide.

1211
02:09:55,560 --> 02:09:58,380
That can be across the district and so we've got some school.

1212
02:10:05,300 --> 02:10:19,660
We're talking to schools that have school wide implementation of these practices to try to help reduce the times that actually we have escalations. So that's sort of what we've been able to do with the savings we had that initial time, but you're right, but long term.

1213
02:10:19,660 --> 02:10:22,240
Okay, Director Felder.

1214
02:10:23,040 --> 02:10:23,720
Thank you.

1215
02:10:24,880 --> 02:10:44,720
So regarding level three and four schools, federal setting, it's my understanding that only teachers have access to a student's IEP or plan and not the ESPs around that.

1216
02:10:44,720 --> 02:10:50,160
And so it can make areas unsafe, can you verify that for me?

1217
02:10:50,800 --> 02:10:57,240
Yeah, Director Felther, I'll have Rochelle Cox who's a special education director share kind of the practice.

1218
02:10:57,420 --> 02:11:11,400
And I'll just say as a general rule as an educator, the individuals who need to know information on an individualized education plan are given and granted access for that to that information.

1219
02:11:11,400 --> 02:11:16,920
So, if you work with a student, it is an expectation that you have an understanding and

1220
02:11:16,920 --> 02:11:22,400
access to the information on how to support that student who has an IEP or an individualized

1221
02:11:22,400 --> 02:11:23,160
education plan.

1222
02:11:23,440 --> 02:11:28,740
And that is common across the board, regardless of what state you live in, what district

1223
02:11:28,740 --> 02:11:29,180
you're in.

1224
02:11:29,680 --> 02:11:31,980
That is a general educational expectation.

1225
02:11:32,780 --> 02:11:38,420
But I think the Scott can speak to kind of the protocol and procedures that we have in

1226
02:11:38,420 --> 02:11:45,860
those maybe more specific level for settings that has been an area for us to re-emphasize

1227
02:11:45,860 --> 02:11:49,360
and re-establish in terms of practices and protocols.

1228
02:11:50,280 --> 02:11:51,140
Thank you.

1229
02:11:51,480 --> 02:11:56,360
Chair ends a superintendent graph, Director Felder and Rusted Directors.

1230
02:11:57,180 --> 02:11:58,140
Great question.

1231
02:11:59,280 --> 02:12:06,700
As superintendent graph so eloquently said, everyone who needs to know has a right to know about

1232
02:12:06,700 --> 02:12:11,300
a special education programming and what's on student's individual education plan.

1233
02:12:11,940 --> 02:12:19,940
Our IEP technology has something called IEP at a glance, which is a 1-3 page depending

1234
02:12:19,940 --> 02:12:26,320
on the length of the IEP summary of what a special education assistant would need to know

1235
02:12:26,320 --> 02:12:31,560
goals and objectives, any adaptations, a behavior plan, those pieces.

1236
02:12:31,560 --> 02:12:51,480
So, those need to be accessible and should be reviewed by a teacher with their staff, their special education assistance on a weekly basis so that there's understanding because those teachers are directing the work of our special education assistance and they are critical members of our team.

1237
02:12:51,480 --> 02:12:59,680
We are through the summer putting together some different templates and ways to document that.

1238
02:12:59,940 --> 02:13:10,120
So we really are clear with teachers and that our principals as instructional leaders can ensure that our special education assistance are getting that information.

1239
02:13:10,600 --> 02:13:13,620
And we will be providing that in the August professional development.

1240
02:13:17,020 --> 02:13:18,620
Director Ali has a question.

1241
02:13:18,620 --> 02:13:21,160
Yeah, thank you very much, Sharon.

1242
02:13:21,960 --> 02:13:32,680
My question to you is that, can you please explain to me how you train staff on pulling

1243
02:13:32,680 --> 02:13:39,740
in prevention, like you give PowerPoint presentation, the through-to-root discussion and so on?

1244
02:13:41,340 --> 02:13:41,900
Thank you.

1245
02:13:42,080 --> 02:13:44,540
We use a multi-layer way to do it.

1246
02:13:44,540 --> 02:13:49,020
So there is certain training specific to what the law and policy says.

1247
02:13:49,340 --> 02:13:53,160
We also spend a fair amount of time talking about the prevention strategies.

1248
02:13:53,620 --> 02:13:59,240
We then go into the specifics about what you do when something is reported to you, what

1249
02:13:59,240 --> 02:14:05,120
you do when you witness it, what your unique role is carrying out the safety plan, how we

1250
02:14:05,120 --> 02:14:12,460
talk with young people about retaliation, how we talk to young people about how, if they have

1251
02:14:12,460 --> 02:14:17,520
We have a concern that they not feel like they have to take matters into their own hands to be safe.

1252
02:14:17,900 --> 02:14:20,640
As often as we can, we also try to do scenarios.

1253
02:14:21,100 --> 02:14:25,480
So we talk through a story and make some determination, is this a bullying incident, is this not?

1254
02:14:26,100 --> 02:14:26,680
How do you know?

1255
02:14:26,940 --> 02:14:28,120
Where is the power differential?

1256
02:14:28,760 --> 02:14:32,460
What are some things that the adults could be doing to intervene sooner?

1257
02:14:32,920 --> 02:14:37,580
What are the things that we can support the other students in the classroom who may be witnessing this?

1258
02:14:37,580 --> 02:14:42,060
to feel more supportive or to have a role in the prevention or early response.

1259
02:14:42,680 --> 02:14:45,200
Same thing goes then when we talk with families about it.

1260
02:14:45,760 --> 02:14:52,020
If a bullying incident has happened, and it's one where we're coming together to create that student success plan,

1261
02:14:52,400 --> 02:14:58,300
we go through the story of what happened, what we know we can do differently in the future,

1262
02:14:58,480 --> 02:14:59,960
what we're going to ask that young person.

1263
02:15:10,480 --> 02:15:29,980
So, what are the things that they can do that contribute that give them a sense of not just being that kid who feels bad or sad or has hurt someone else? Well, what they can do that way. So, we go through all of that in those standard trainings. I also have specific packages that we'd use with our school council.

1264
02:15:29,980 --> 02:15:33,860
Councillors, our school's social workers, we've done it with the school resource officers.

1265
02:15:34,300 --> 02:15:43,620
We do annual presentation at the ESP training so that the deans who are off on our first responders get a download again on what that looks like.

1266
02:15:44,600 --> 02:15:49,280
Can you please send me some of the materials for my own educational purposes?

1267
02:15:49,780 --> 02:15:50,180
Absolutely.

1268
02:15:50,760 --> 02:15:51,160
Thank you.

1269
02:15:53,320 --> 02:15:53,860
All right.

1270
02:15:54,420 --> 02:15:56,160
Okay, Director Samuels.

1271
02:15:56,160 --> 02:15:57,020
pages

1272
02:16:02,520 --> 02:16:16,200
20 and 21. There is a disparity between what students percentage of responding almost

1273
02:16:16,200 --> 02:16:26,680
Most always are often to, I feel safe at school, the students, for instance.

1274
02:16:30,110 --> 02:16:40,300
The students, for instance, range in the 73 to 76 percent, while the teachers' perception

1275
02:16:40,300 --> 02:16:48,260
The question of the student is feeling safer at school ranges 75 to 82%.

1276
02:16:48,260 --> 02:16:59,100
And I'm wondering if there is any, if that is to statistically inconsistent enough to cause any concern.

1277
02:16:59,700 --> 02:17:04,600
That teachers actually think students feel safer and students themselves feel.

1278
02:17:04,600 --> 02:17:20,160
And because then are you responding to bullying, cues are complaints in an appropriate level that the student would need?

1279
02:17:22,260 --> 02:17:33,340
Director Samuels, I think that using this information as part of a learning experience is one aspect of how we have these conversations.

1280
02:17:33,340 --> 02:17:38,300
So, it was a building principle, if I got this climate survey information, and I saw that the students

1281
02:17:40,140 --> 02:17:48,340
evaluated their safety lower than I as the teacher evaluated it, and those are really important conversations to begin having around.

1282
02:17:49,060 --> 02:17:51,240
You know, why do we, why do we perceive that to be the case?

1283
02:17:51,480 --> 02:17:54,920
What led you to think that your students would feel safe?

1284
02:17:55,620 --> 02:18:00,720
So, I think that's a lot of where we start with this information is in those professional learning committees,

1285
02:18:00,720 --> 02:18:03,360
at our conversations, school climate conversations,

1286
02:18:03,840 --> 02:18:06,220
looking at the data, and sometimes you're able

1287
02:18:06,220 --> 02:18:10,840
to pinpoint situations, exclusive to a grade level

1288
02:18:10,840 --> 02:18:14,240
or to a year, but I think that's a big part

1289
02:18:14,240 --> 02:18:16,120
of what we try to do with this information.

1290
02:18:16,400 --> 02:18:19,000
This is, again, as I said, it's not just a report

1291
02:18:19,000 --> 02:18:21,420
to the board, it's an opportunity for us

1292
02:18:21,420 --> 02:18:24,360
to go back as leaders, either in the classroom,

1293
02:18:24,700 --> 02:18:27,020
in the building, central office, and say,

1294
02:18:27,580 --> 02:18:29,820
tell me why you have those differences,

1295
02:18:29,820 --> 02:18:34,420
And some individuals would be able to say, well, that's because we had new staff, they

1296
02:18:34,420 --> 02:18:36,980
came from a different experience background.

1297
02:18:37,380 --> 02:18:42,420
So their idea of safe was, you know, where kids sat in rows and were quiet.

1298
02:18:43,460 --> 02:18:47,880
You know, and now what we have is we've got more of an engaged classroom where kids are

1299
02:18:47,880 --> 02:18:53,160
up out of the room, interacting with one another, still in a positive way, but it's different.

1300
02:18:53,560 --> 02:18:58,020
So, and I wouldn't say that's the norm, but I'd say that's how we start these conversations

1301
02:18:58,020 --> 02:19:01,260
as educators, when we get information like surveys,

1302
02:19:01,640 --> 02:19:03,160
it leads us to more questions.

1303
02:19:04,000 --> 02:19:06,180
And eventually, at some point,

1304
02:19:06,180 --> 02:19:08,200
we're gonna need the students to kind of share this.

1305
02:19:08,460 --> 02:19:09,880
And so I think, again, with those circles,

1306
02:19:10,420 --> 02:19:11,780
with those morning meetings that we have

1307
02:19:11,780 --> 02:19:13,900
through our social-emotional learning work,

1308
02:19:14,040 --> 02:19:17,520
our routines, you begin to hear the voice of students

1309
02:19:17,520 --> 02:19:20,420
and how they're feeling about things in the classroom.

1310
02:19:23,960 --> 02:19:24,880
Let's go to here.

1311
02:19:26,540 --> 02:19:26,700
Okay.

1312
02:19:27,020 --> 02:19:28,800
Probably the last thing we do is we add that

1313
02:19:28,800 --> 02:19:30,840
into our action planning for school improvement plans.

1314
02:19:31,480 --> 02:19:35,660
So then we try to take that data, look at it, and then create the action steps to go with it.

1315
02:19:37,620 --> 02:19:43,540
All right, if there aren't any other questions then, do you have any sort of final words for us?

1316
02:19:43,600 --> 02:19:45,880
You want to summarize briefly or?

1317
02:19:46,420 --> 02:19:48,220
Well, I'll briefly summarize for the group.

1318
02:19:48,460 --> 02:19:57,500
I want to refer you back to the PowerPoint and you saw in there and we tried to do this in our consistently in our presentations.

1319
02:19:57,500 --> 02:19:59,280
you know, you have the plan.

1320
02:20:00,680 --> 02:20:10,180
Is the first part of it, and then we go to the do, and the check. And that is, again, what we're

1321
02:20:10,180 --> 02:20:14,180
trying to create here in these practices, that it's not just a presentation to the board.

1322
02:20:14,680 --> 02:20:18,160
We're planning around the information we have. We're doing the work, we're checking it,

1323
02:20:18,480 --> 02:20:23,700
and we're using this as a continuous improvement model, so it's something you'll see consistently

1324
02:20:23,700 --> 02:20:35,600
us working on and if we don't feel like we've completed that work, it'll be moved as part of our broader professional development plan or work throughout the district.

1325
02:20:36,120 --> 02:20:49,320
Yeah, and I also appreciate the detailed narrative at the beginning as well that you guys kind of glossed over a little bit due to time constraints.

1326
02:20:49,320 --> 02:20:52,120
but taking the time to read through it,

1327
02:20:52,560 --> 02:20:54,480
I find it to be very valuable

1328
02:20:54,480 --> 02:20:59,680
and also according to that sort of mode of organization

1329
02:20:59,680 --> 02:21:04,580
which really gives a good picture of the work that's ongoing

1330
02:21:04,580 --> 02:21:10,140
that I hope we can expand in the next year

1331
02:21:10,140 --> 02:21:14,220
to a great deal and who knows what's going to happen

1332
02:21:14,220 --> 02:21:17,340
with our SRO contract and some other maybe

1333
02:21:17,340 --> 02:21:24,400
Maybe you have some other means of acquiring more revenue to invest in this really important work that is not inexpensive,

1334
02:21:25,160 --> 02:21:30,700
but extremely valuable and worth the input.

1335
02:21:30,920 --> 02:21:33,100
And really if you think about it in the long run,

1336
02:21:33,780 --> 02:21:39,100
the investment is worth it and pays off when you think about as Mr.

1337
02:21:39,260 --> 02:21:42,480
Matlock pointed out the intersection with safety.

1338
02:21:43,000 --> 02:21:46,260
And really, you're talking about prevention, right?

1339
02:21:46,460 --> 02:21:51,800
Preventative methods so that you don't have to worry about those more costly interventions, right?

1340
02:21:52,240 --> 02:21:53,920
So, thank you very much.

1341
02:21:54,460 --> 02:21:55,660
Thanks, board members.

1342
02:21:55,920 --> 02:21:59,720
We ran a little over, but I think it was the action packed.

1343
02:22:00,340 --> 02:22:06,740
All our time was well spent, so everybody have a good Thursday evening, and we'll see you in July.

1344
02:22:08,020 --> 02:22:14,320
Oh well have a good Tuesday have a good Thursday evening though your Tuesday evening is shot so have a good Thursday