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Welcome everyone.

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Okay, thank you for joining us here at our committee of the whole Tuesday, March 26, 6 p.m. Today we have two items on the agenda, capital planning, and our quarter two update. So, with that, I'll turn it over to Superintendent Graff and the staff.

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Thank you, James board members. Members, the public, thank you for joining us tonight.

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So I wanted to start with a couple of announcements before we actually begin our committee

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to the whole presentation. First, our spring break begins next week, and so that will be from April 1st to April 5th.

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We will not have school in session, and we do have a number of resources on our web page that parents can take a look at for

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looking for activities or perhaps things available to children over that spring break from school.

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And I know it's a time where I'm very much welcoming with the warmer weather and the removal of snow.

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I also wanted to just highlight before we again are bless you, the North Pole High School boys basketball team for their efforts this past week.

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and although they did not win state, they represented many apples public schools and find

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fashion and want to just thank them for their sportsmanship and compliment them on a

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great season.

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We know we're very proud of all of our students, but they particularly made it again

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to state in the last couple of years of the basketball we wanted to highlight their accomplishments.

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And then finally for those who are planning ahead wanted to highlight April 25th as part of

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our networking resource fair at the New Center for Adult Learning, the Fair will connect

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families of students with disabilities with dozens of local organizations and resources.

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So that is our networking resource fair at the Center for Adult Learning and that will be

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from 530 to 730 on Thursday, April 25th, so I wanted to put that information out there

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the public also. And I think that's it for updates. And so tonight, first on the agenda,

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we have Chief Karen DeVette who's going to outline some of our information around capital

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planning and really it's about looking at the data we use with our capital planning and kind of

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getting you a better timeline of what that looks like going forward. You'll see specifically the

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timeline for when the board will see our capital plan and the first reading second reading

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for vote and then just what that looks like as we report that information and get approval

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from the state as well.

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So I want to thank Chief DeVette and her team for all the work that they've done in the

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last couple of years under her leadership and know that we are still making improvements

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and refining our process around capital planning, but I think you're going to see there's

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much greater alignment and appreciate the board's support and direction for our priorities

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with our capital planning projects.

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So with that, I'll turn it over to you, Chief DeVette.

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Good evening, Chair N, Superintendent Graff, members of the Board.

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Thank you for the opportunity tonight to talk about our capital planning.

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As Superintendent Graff mentioned, this evening's presentation is scheduled to review data

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that we use in capital planning, both how the results of our capital investments have supported.

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Students and our physical assets, the research and data that's used in prioritizing

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capital project recommendations.

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I am going to start with a brief update.

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If I'd go the right way. A brief update on our current projects and touch on the upcoming one-year

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and multi-year capital plans and then we'll move into the data section of the agenda. So just really

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quickly, most of you I think are aware of the projects that have been approved over the course

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last from 2015 through 2019. This summer does promise to be a busy summer for construction

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in that a number of the projects that we brought forward in FY 18 are coming into construction

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for this summer so we have 15 major projects underway and towards the other presentation if you

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have specific questions about any of those projects I can try to answer those or get you the

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information, but just a couple of highlights will be, we have started the work at

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Lauren to bring air conditioning to that building. That's a two-year project. We're

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also in the midst of renovations and the same type of work at Jefferson, and

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then Henry will wrap up by the end of this summer with their conditioning project.

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We're also in the last phase of our playground rubber mulch conversion, which is

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one of the things that we brought forward in 2018. So you'll see that activity

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happening throughout the summer. We'll finalize the self-high athletic field with the

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track installation. That needed to wait until the weather warmed up enough to install that track,

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so that'll happen this spring. And then the other major project that we have underway out of our

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2019 funding is the North Athletic Field. So that the field will be completed this fall, and then again,

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we'll follow the same schedule and do the track in next spring when weather warms up.

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So, we previously, just quickly touching on the upcoming capital plan that will come forward

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as the during the budget discussions.

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We have highlighted this to the board through the update and as well at marches, no.

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February's finance committee meeting, that are upcoming one-year capital improvement plan,

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will be based on projects that need more funding as we explained in the memo there were projects

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an FY18 that we applied to the state for a certificate of participation funding that they

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denied. And then in our 19 proposals, there was a reduction in how much we were going to

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fund in order to keep our debt service flat, and because we were going out for the referendum

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in the lobby. So you'll see as we bring the plan back to our April Finance Committee, that

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those projects that need additional funding will make up the bulk of that plan.

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In addition to preserving some funding for full service community school implementation,

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and the capital renewal projects that we would have in our FY20 plan as well.

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So just really briefly, this is the investment priorities that we spoke about last year

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and the year before and these have, in fact, informed the staff recommendations on capital

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investment since the fiscal 2015-14 capital plan.

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So I just wanted to remind us of what those were as we looked at other problematic investments

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and some of the data that we'll see in just a few minutes.

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So the other thing that we've been working towards when I joined the district in 2017 we

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wanted to move forward with our capital planning process and we talked about back in 2017 bringing

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forward a one year and a five year capital plan.

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And then as we work through that process and

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enter into the comprehensive design and design,

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realize that we needed to put a little bit more time

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into doing a multi-year plan.

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What we've been talking about and what we intend to

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propose, and again we'll spend more time on this

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at the Finance Committee in April, is moving forward

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with a 10-year plan but based on program versus

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specific building.

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So this would be a list of the types of things that we are considering as programmatic investments.

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And so when you look at this particular slide, again, it's a summary of the types of investments we may include.

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So on the left side of the slide, really talks about program-based capital building investments.

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We've talked with the board in previous years about the concept of educational adequacy.

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how well does the school support the learning style and modalities of our students, what kind

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of spaces we have, the technologies we have, and more programs specific, do we have the

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right labs, for instance, support some of our science programs and such. We also will include

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programmatic items around extracurricular activity, certainly athletic space, which we've concentrated

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it on, but also performance spaces for our schools and things that

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It will help support after school enrichment. In the improvement program, you will also see additional

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student experience, problematic investments, and this is really where the priorities have

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focused to a great extent over the last several years, safe and welcoming entrances, the

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building, air conditioning,

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and lunchrooms and kitchens, and then we've done some toilet

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remote grades as well. Then, finally on that side, we're consider the needs that we may have

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for community engagement, whether that's the full service, community schools, and what type

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of facilities may need to support those wrap around services, as well as signage and

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wayfinding at our schools.

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The right side of the slide really talks about what is already consistent in our programming

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through the 10-year capital renewal plan and some of our bonding money for cycle of replacement

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and capital renewal investment in our existing buildings.

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So, moving on to the focus of the presentation, which is data using capital planning, the first segment here was we want to talk about what types of things that we review when we bring forward programmatic considerations and then we'll also talk about some of the measurements of those investments.

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So the slide represents, as I said, the data typically used, factors that we believe should be considered when we want to try to develop a robust multiple year capital plan.

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We keep abreast of research in educational facilities in a line with ARE as far as in academics as far as the different learning modalities or styles if you would.

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that students may use, whether that's, you know, an auditory or a visual or more, whatever

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like sense of touch that they may need to use in their spaces, and then as well from this

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concept of multiple intelligences, how those may pair together.

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And so when we talk about educational adequacy, we're really thinking about, do our schools and

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our classrooms have those types of spaces, are they flexible enough for 20th century learning

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And that's part of what we're considering

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where we're bringing forward problematic investments.

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Certainly supervision and security,

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which we've been investing in over the course

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the last few years, and then environmental design

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from the standpoint of HVAC systems

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and the like to continue to drive in that area.

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We've talked in previous presentations.

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Again, about educational adequacy,

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and as I said, how well does that program,

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or the building support that program?

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And we're working to identify the gap to ideal as we look at this 10-year programmatic plan.

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On the right-hand side, things that you've seen us in the past look at at enrollment trends and projections,

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certainly classroom capacity based on our class sizes, and our racial identifiable schools,

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and what we may need to do from a reduced class size, what the capacity of the building not is,

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does it have the right support spaces for staff and students looking at the demographics and

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then of course considering the district comprehensive design.

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Then also the facility condition index, how well does a school building support from

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a maintenance perspective?

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And one way to think about this is what is the replication cost or value of a building?

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So in one term, how much more do we want to invest in maintaining or improving an existing

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site versus having a discussion about taking a different approach. So the facility condition

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index will be in a valuation of the physical structure of the building and how well what

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its life cycle is. We are in the second year of completing the facility condition index for

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all of our school sites and that should be completed by the end of this calendar year.

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And

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for capital planning investments.

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We've been working to identify a consideration document

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specifically to capital planning

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and has developed a preliminary matrix

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to help better analyze projects using an equity criteria.

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Capital planning department has consulted with

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our equity group in the district

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and are working next with the EDIC committee

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to get their feedback on that considerations document.

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That, well, we've patterned that after some other similar approaches used by organizations.

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And it will examine the data on how we use our buildings, the programming, the climate.

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Again, racial, the identifiable schools, the safety attributes that we have and what type of historical spending that we've had in those facilities.

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And the intention at this point is to use it as a platform as we move into community engagement,

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around the programmatic investment plan and how do we prioritize which sites may get investments

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before other sites.

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So again, we'll have a lot more conversation. I'm sure about this over the course of the next few months as we start talking about a 10-year approach.

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So getting to some existing data, this slide is titled sample data applications and I don't want to have that be confusing. This is our district's data.

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What this is is some pull-outs of some of the data that we look at to demonstrate some of those considerations as we're working through the recommendations.

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So, in the example on the left example number one, it's an analysis of how the school building square footage aligns with the enrollment.

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And so a pretty straightforward slide and information that you have, that those of you that have been on the board for a year or two, you have seen some of this.

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This is updated through the 2019,

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this will be through the 2018 enrollment.

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And so, and the square footage of anything that we realized in those last two days.

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So, and it's ranged by boy of education districts.

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So, as you can see, in four of the six districts,

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the percent of total district enrollment in school building

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square footage differs by one to two percent.

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In two districts, those numbers differ by a little bit more.

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And you can also think of this in a certain way as square foot

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per student within a facility.

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And so, in our district, that ranges from approximately

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145 square feet per student as much as 300 square feet per students that's important to consider

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because it does have an impact into operating and maintenance costs for those facilities.

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In the second example, what we're demonstrating here is the relationship between the amount of

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the building that's utilized and its relationship to our application,

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educational benefits are the free and reduced lunch participation.

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It typically will enable, when we look at the free and reduced lunch enrollment,

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as you know, it typically enables some additional staff,

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staffing because of smaller class sizes.

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And so that is reflected in these numbers.

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Planning looks at that and then reduces the expected

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capacity to the enrollment.

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In practice,

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and our school with lower utilization will may result in us utilizing existing square feet

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and renovating square feet that's already available within that site.

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Whereas if we have a building that has a high enrollment and utilization that are a little bit more aligned,

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we would be looking at a project that might require an addition or some other approach

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that will be an impact to what we may scope and budget for those type of projects.

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The second set of pull out data that we're representing here, examples 3 and 4, is just

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pretty straightforward, facility condition generally follows the age of the building.

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So again, we've broken this data out by Board of Education District.

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And this is what they're referring to as a weighted age.

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So if there's been additional work done in the building as there has in many of our buildings,

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then that work has been added to that age.

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So if that makes sense,

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this as well as I talked about earlier,

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could be considered a representation of the replication cost of that particular building.

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One thing of interest to note perhaps is some of the older buildings in our district

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are located down in the district five of the Board of Education.

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You'll also know probably not surprisingly that their FCI

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supporters, their facility condition index, are not quite as high.

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So you might expect to see a greater investment in capital

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renewal dollars in those sites being recommended.

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Conversely, our lower buildings are in better shape for the most

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parts, so they have a higher FCI.

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In the fourth example, they're on the right.

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This represents the percentage of total capital investment in each of the Board of Education districts over time for the period shown.

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There will always always be likely multi-site projects that you'll see in most of our capital plans, particularly on the renewal side.

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That's not included in these numbers because that investment is spread district wide.

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For example, one of the projects that we have, this summer is a multi-site paving project.

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It's really exciting stuff, but we have 33 projects that are scheduled over three construction bits.

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To get new parking lot in asphalt this summer. So that money is not included in the capital investment representation here because we just haven't parsed through, you know, that this much went to the site and so on and so forth. So just to be understanding how that data comes together.

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The other thing finally that we're looking to do is really establish and measure some key performance measures for capital planning construction.

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And this is a bit of a long game, not unlike educating our students, right, for the investment to be realized.

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As an example, projects that we approved and the Board approved and June of 2017 are still waiting in some cases to go into design mode.

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Once those projects begin construction, many of them can take two years to get through their construction cycle.

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And then there are still monies to be paid out as we work through punch lists and substantial

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completion to get to final numbers.

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So to really measure and compare designing construction costs planned to actual, is something

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that we're working through the best way to do that and what our touch point would be for

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that calculation because those projects do span several years.

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But we're looking through our past experience to better allocate project funds, to align with the project and current conditions that we've seen in the marketplace.

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We are seeing construction costs increasing at a greater rate than anticipated.

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And again, we're scoping and costing these projects 18 months to 24 to 36 months in advance.

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the Twin Cities construction market is very competitive.

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And so there are some projects that we need to consider holding

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because we don't have the resources to design and manage.

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And those resources are also not out there,

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and interested to available in the marketplace

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because there's a lot of opportunity for designing construction firms.

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Also we're seeing increase in raw material costs.

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And we believe that that's likely attributed in part, at least, to some of the tariffs that have been recently put in place that impacts steel prices and the like.

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So we'll continue to measure those and try to hone in on continue to try to improve our forecast of how much a project would cost and put some greater inflationary numbers against proposed projects so we can try to stay within budget.

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So we are monitoring project costs, one of the things Superintendent Grafer referenced ongoing

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improvements in our processes, one of the things that we're trying to work through

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is scoking projects correctly in the design phase and not spending as much time in money

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on change orders once we're in a construction process so that will help us deliver projects

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more on time and on budget.

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Finally, I wanted to touch briefly on fun balance and plan spend and I don't want to confuse

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anyone who's listening about the fun balance conversation. In this example this slide we are talking

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specifically about fund six, which is bonded money reserved for the projects for which and the

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items for which it was bonded for. So in the beginning of 2019, our fund balance sat at around 5 million.

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Now that's not what you see on your financial reports. That's considering committed money. So money

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that hasn't been paid out to contractors or design firms

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yet to complete these projects.

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That'll be still sitting in the, sorry about that.

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That'll still be sitting in the,

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the reserves that you would see on your financial report.

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But as we project out how much money to projects

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that we have in design or in construction are going to cost,

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pulling that out, it looks like we'll be,

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we're sitting at about five million at the beginning of the year,

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and with the projects that we're currently designing

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and or have bid for some reconstruction or have out to bid,

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we do expect the remaining uncommitted fund balance to be less than about a million dollars

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by the end of this year. We're working closely with finance to talk about, talk about

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balancing returning project reserves to debt service. We have keeping a certain level of

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fund balance for emergencies, project scope changes which we experience and cost increases.

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So, what is that kind of sweet spot where we want to use the money wisely best cases to return

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it to the debt so that we can reduce our debt service, however we know we need to keep

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some funds for some of the things that we've experienced over time.

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And then finally, as Superintendent Graff said, this is the timeline and next steps for

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the this year's capital planning process, we will be presenting the final 2020 plan recommendation

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to finance committee in April.

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And as part of the budget process, that will be for first reading in May, second reading in June for Board approval.

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It's due to the Minnesota Department of Education for their review and comment by the end of June.

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Typically, bond sale is in November, and so funding for these projects becomes available to follow in January.

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So that timeline is one that I think sometimes our communities may not clearly, we may not clearly articulate that for them.

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And that you approve this project when is it going to start.

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So oftentimes it can be two or three years in the process

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of getting those things moving forward.

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So that's what I have for the presentation.

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There are some additional data in the appendix.

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And I'm happy to take any questions or comments that you may have.

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Director Felder, Director Walzer, Director Ali, Director Pauli,

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and Director Arneson.

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OK, go ahead, Director Felder.

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Thank you, Sharon.

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I was just wondering, some of this plays off the district

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comprehensive design. That we haven't seen yet. Are we going to be able to see the district

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comprehensive design before it comes for its file review in April?

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Director Feldor before which comes before that the one-year plan comes. I think we covered

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the timeline for bringing the comprehensive design forward to the board last meeting.

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In April. So I'm just wondering if we're going to be able to see it so that we can see it

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next to each other before April 30th is when we have proposed the presentation to the board

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around the models of the modeling for the comprehensive design. Right now we're actually working

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on the I guess the development of those models and they would be available to the board at the

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committee of the whole April 30th. Okay so then are we going to hold off then I'm bringing the final

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2020 plan so that we can have time to look at it.

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So, Dr. Fowder, as we've mentioned, we believe the 1920 plan that's coming forward for approval

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needs to fund the projects that the board has already approved that we don't have funding for.

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The any facility impacts related to the district comprehensive design as that works through

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board review and community engagement, we don't anticipate seeing those happen until later

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in implementation phase. So I think it's probably more of a question around the ten-year

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programmatic plan, which we are considering in that educational adequacy piece about what kind

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of investments we would need to make. And then also for the space that we're taking looking

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at the space, that schools have versus the students.

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Is that also included riverbended in Harrison and are we looking at those schools need extra

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space for those, or were those numbers also included because I know we have very few students

301
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for that.

302
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I'm on a space and it's that being, like, how's it against us?

303
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So, Dr. Falman, the capacities of buildings, do consider special education classroom needs

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and support spaces.

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We've recently been working again through the comprehensive design to overlay what the special education design would look like in the district to make sure that there's no adjustment to building capacities as a result of the special education departments academic plan.

306
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So that is part of our consideration.

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One more for you now.

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Taking a look at like capital improvements for the grounds, we've

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got a lot of grounds to do on the north side. Even though our buildings are great, our landscaping

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is something else. And so are those projects going to be addressed coming forward as well?

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So, there's two answers to that director, Felder, for rehabilitation projects, we like to use

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long-term facility, maintenance funding, LTFM funding out of the cap of renewable budget.

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However, it is very restrictive of how much we can use for landscaping.

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So, what we've looked at in my budget in 19 and 20, we did put a little bit more money

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land care, and what we'll be doing is planning, trying to balance some of the grant money

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that we can get through the watershed.

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For the rain gardens versus landscaping renewal that we need to do in other sites. And just really, because there isn't a bucket of fun, one money to address that with.

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So we're trying to planfully kind of balance that, but we are aware that we have some significant landscaping needs, and it is part of our discussion and work.

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Dr. Walzer.

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Thank you, Chair.

321
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I was fascinated to look through the presentation today and the appendix I want to go to the first page of the appendix because I have a question about that.

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You mentioned the educational adequacy index and the facility condition index and I have no idea how they're calculated and I don't think I even want to know.

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But my basic question is if I understand this correctly, the higher the number better, right?

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I always have to stop and think about that question.

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It's an integral forward to slides.

326
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Yeah.

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I might be able to see it better because I'm going to go straight there.

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So you have your EI.

329
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That's the educational adequacy index is the second columnion, right?

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and the numbers range from the highest one is 65.44 in the lowest is 37.99 and I'm guessing

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that the higher number is better or is the lower number better? How am I supposed to, you

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know, how are we read that? I just want to make sure I give you the right answer so I wanted

333
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to double check because I as well usually check my number check that I understand of that but

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the higher number is better, it's reflected as a percentage of what it would cost replace the building.

335
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Okay, so a higher number is a better number.

336
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Okay, and then I think the same is also going to be true of the facility's condition index the other one.

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They both function the same way.

338
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Okay, so then that leads to my question.

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So here's what is interesting to me, as I looked over this information.

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According to the chart, district 2 has been newest buildings, right? That makes sense?

341
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That's correct. The age of the building, right? They have the newest buildings.

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On average, and on average, and district 3 is next, and all the others are significantly higher.

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So district 2 has 34.6 years.

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3 is at 46. The others are beyond 50.

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So district 2 in aggregate has the newest buildings, but also, and this is what confuses me,

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the lowest educational adequacy index.

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So we have the newest buildings and they're performing the worst.

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Am I understanding that correctly?

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In terms of how they meet the needs of our students?

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So that would be the way this chart currently reads on the old, around the existing measurements of those,

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As we look at the facility condition index, and we understand how we intend to use our schools going forward through the design,

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we are aware that we need to re-examine those educational indexes to make sure they still represent them.

353
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These are from 2014, I believe.

354
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It's just, I would like to have that happen.

355
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It's got a curious to me that the newest building would seem to be not functioning the best in that set.

356
00:33:24,550 --> 00:33:25,550
Well, again, question.

357
00:33:26,250 --> 00:33:26,310
Yes.

358
00:33:26,330 --> 00:33:26,870
I'm sorry, Director.

359
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not to interrupt you. It's a weighted average of the age of the building. So as we've invested money,

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we've shifted how old that building is. So it's really more of a comparative than a empirical judgment.

361
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So if you don't mind director, I'm going to ask our master planner, David Richards,

362
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come up and talk with you a little bit more about equity. I'm sorry about the educational indices.

363
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because he really does have the more in-depth knowledge, David, you're still here, right?

364
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With both the educational index and the facility condition index, the number you see can be interpreted as a percentage.

365
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So that percentage relates to the replication value that Chief DeVette was talking about earlier.

366
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And I wasn't quite sure what the word better meant earlier.

367
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And I'm not so sure better and worse is the only way to describe it, but a higher FCI or a higher EI describes a greater investment need at those buildings.

368
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So it reflects the percentage, if you will, of the replication value of the building.

369
00:35:00,000 --> 00:35:03,640
Director, Mr. I, Mr. State of that, the lower number.

370
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It's an inverse relationship.

371
00:35:07,530 --> 00:35:15,510
Well, if better means, better buildings will typically have the lower CI. Could I offer more elementary

372
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explanation? Thank you for the wonkyness of your detail. This is a fairly common practice across

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the nation where you will have an educational adequacy in a facility's condition indices. The

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once today educational adequacy is really based on what the educational practices are of the

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district. So for example, 40 years ago, you may have had a classroom model that was

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pretty standard. Whereas you moved to the 21st century, there may be a kindergarten classroom

377
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that has a bigger square footage allowed. So when you look at those models from 50 years ago,

378
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you say, is that educationally adequate that classroom to function as a kindergarten

379
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classroom. And in most of those cases, across the district, people will say, no, it needs

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to be adjusted. That space is not what we would consider conducive to a classroom for

381
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kindergarten students.

382
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When you do that, you kind of set the framework for the district, so it

383
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is a review that you would conduct through educational specifications model, I guess, is what I'm trying

384
00:36:28,320 --> 00:36:43,020
So it really, it does come down to what the districts say is the educational specs are for not only a classroom, but perhaps a school as it relates to the districts planning and programming.

385
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separate from that. The facility's condition index is more about how does that facility

386
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function from an efficiency model. You know, the roof damaged or the glazing or the windows,

387
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you know, at the most efficient, economically efficient level. I think that's the simplest way

388
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would describe it, and then what the department folks do is put a number and calculation

389
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on it.

390
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So.

391
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So here's my interpretation of all that.

392
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I guess if I look at, we'll just look at district five, which has the highest EI at 65, and

393
00:37:29,140 --> 00:37:32,040
that's a 65 percent, right?

394
00:37:32,580 --> 00:37:37,980
You said it's, what that 65 percent represents in my mind right now, and I could be wrong,

395
00:37:37,980 --> 00:37:49,500
is that I'll take the 35 percent or, you know, is the or 34.56 percent, right?

396
00:37:50,720 --> 00:37:58,180
Of those spaces, of those buildings, of the capital investment in there would not be need

397
00:37:58,180 --> 00:38:04,720
to be changed in order to be an ideal educational space for what we do in our district, is that

398
00:38:04,720 --> 00:38:06,680
the way I interpret that or?

399
00:38:06,680 --> 00:38:12,180
Director, I would say it's more a representation of the amount of money that will take to get it to

400
00:38:12,180 --> 00:38:19,020
0 then it is about a percent space. Okay, all right, okay, so I guess in a percent of

401
00:38:19,800 --> 00:38:22,860
Capital investment investment not a percent of

402
00:38:22,860 --> 00:38:29,260
Space the capital investment, okay, but that's a if I would change space to capital investment then it would be a act

403
00:38:29,260 --> 00:38:32,340
somewhat accurate interpretation of what that number means

404
00:38:32,940 --> 00:38:34,060
okay, whereas

405
00:38:34,060 --> 00:38:44,220
So, in District 2, we're looking at 62 percent, right, because it's 38, right, so 62 percent

406
00:38:44,220 --> 00:38:50,880
that doesn't need to get to 100 percent 62 percent of it is just fine or whatever.

407
00:38:51,560 --> 00:38:51,880
All right.

408
00:38:51,980 --> 00:38:52,540
Thank you.

409
00:38:53,320 --> 00:38:59,220
If I could just put a consideration out there, we are averaging all of this, right?

410
00:38:59,220 --> 00:39:05,280
So in District 5, we have 11 sites that make that up in District 2, as in the example we

411
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have 15.

412
00:39:06,500 --> 00:39:11,760
So on an individual basis, you may not, you know, there would be outliers in each one

413
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of those.

414
00:39:12,080 --> 00:39:16,600
Could I ask also then, I'm sorry, I don't want to, sorry, I'm taking over.

415
00:39:18,180 --> 00:39:20,380
But enrollment is a part of that, right?

416
00:39:20,660 --> 00:39:28,480
So is the amount of students that we have in those spaces, a part of what goes into that

417
00:39:28,480 --> 00:39:31,760
index? No, it's just purely the functionality of the space.

418
00:39:31,880 --> 00:39:32,180
Correct.

419
00:39:32,980 --> 00:39:33,180
Okay.

420
00:39:33,500 --> 00:39:37,100
It doesn't like you don't get downgraded if you have too many kids in one space.

421
00:39:37,340 --> 00:39:42,440
So, I'll give the example I gave if you're kind of got a classroom size is X amount

422
00:39:42,440 --> 00:39:48,280
of square feet and you would base that off of a class size of X. That's how you determine

423
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whether or not it's adequate.

424
00:39:49,880 --> 00:39:56,180
So, there's supposed to be purely objective measures based on the grounds themselves or the

425
00:39:56,180 --> 00:39:57,040
buildings themselves.

426
00:39:57,040 --> 00:39:59,980
So that table tries to express what we have.

427
00:40:01,740 --> 00:40:11,460
So that the enrollment trend and projection is a separate consideration and data point from facility conditions and educational items.

428
00:40:11,780 --> 00:40:16,640
Okay. I apologize for taking over. Sorry. I thought it could be helpful to clarify the numbers.

429
00:40:16,640 --> 00:40:21,920
You've all been helpful because I had a completely wrong. I'm really glad to have been gotten straightened out, so thank you all.

430
00:40:22,140 --> 00:40:24,980
I need it in the life line. I appreciate it. Thanks.

431
00:40:25,560 --> 00:40:26,240
Thank you, dear.

432
00:40:27,900 --> 00:40:32,280
Dr. Aweak. Thank you very much, Chair.

433
00:40:36,800 --> 00:40:41,300
Chief David, I would like to ask you another question.

434
00:40:47,730 --> 00:40:49,130
Thank you. Thank you.

435
00:40:50,770 --> 00:40:56,310
Can you share with us the unused buildings we have?

436
00:40:56,990 --> 00:40:58,650
The unused buildings that we have.

437
00:40:59,910 --> 00:41:06,530
And if there are also properties that we are currently not using, but maybe there are other entities.

438
00:41:08,830 --> 00:41:15,750
I can give you probably most of that off the top of my head, but I prefer to go back and

439
00:41:15,750 --> 00:41:20,390
look at our lease information to make sure that I give you a complete picture.

440
00:41:22,850 --> 00:41:34,340
We have Cooper School, Willard and Gordon Center, Lincoln, our vacant buildings currently

441
00:41:34,340 --> 00:41:44,000
in the district. Hamilton, we have leases on, and we have other buildings that may have

442
00:41:44,000 --> 00:41:50,700
a lower capital, I'm sorry, a lower utilization, where some space on an office by office

443
00:41:50,700 --> 00:41:55,800
space is least out. So, for example, up at North Star, while we have some district functions

444
00:41:55,800 --> 00:42:00,800
there, we also have some leases for like a neighborhood organization, those type of things.

445
00:42:00,800 --> 00:42:16,460
And so if we want to give you a full report on property that the district owns that isn't being used for K-12 schools or adult education, I'd like to bring that information back to you through the update.

446
00:42:16,980 --> 00:42:19,820
Thank you very much. I appreciate it. If you send that to us.

447
00:42:19,840 --> 00:42:20,500
Yes. Thank you.

448
00:42:23,850 --> 00:42:25,550
All right, Dr. Paulian and Direct Arms.

449
00:42:27,010 --> 00:42:27,510
Thank you, Chair.

450
00:42:28,130 --> 00:42:34,270
My question is about slide 9, example 2, around enrollment utilization, kind of piggybacks

451
00:42:34,270 --> 00:42:40,610
off, direct or all these questions, so it's the orange bar. Does this include bacon buildings

452
00:42:40,610 --> 00:42:42,850
in those different bar of education districts?

453
00:42:46,060 --> 00:42:47,720
And am I on the right slide, direct or poly?

454
00:42:48,340 --> 00:42:50,280
No, go back one more.

455
00:42:50,720 --> 00:42:55,720
Okay, so your example number 2, yeah, often number 9 on the board steps at a different

456
00:42:55,720 --> 00:42:59,440
of mine. This does not include buildings that are not occupying.

457
00:42:59,700 --> 00:43:00,780
Okay, thank you.

458
00:43:04,130 --> 00:43:04,730
Dr. Darnson.

459
00:43:08,750 --> 00:43:13,990
Thanks. I just want to kind of clarify what we're holding on here.

460
00:43:14,130 --> 00:43:15,910
Ultimately, I'm just going to recede it.

461
00:43:16,010 --> 00:43:22,090
What I'm understanding is that we're holding on the 2020 plan, which reflects revisions

462
00:43:22,670 --> 00:43:26,250
or, I guess, carry over, maybe from projects that we weren't able to do,

463
00:43:26,250 --> 00:43:30,610
do a variety of circumstances that you've mentioned earlier, and that you've

464
00:43:30,610 --> 00:43:38,570
really this the the discussion about movie shifting to programic decision is kind of a

465
00:43:38,570 --> 00:43:45,050
foreshadowing of a future tenure plan that would be looks like we're ending this

466
00:43:45,050 --> 00:43:49,350
ten year plan in about a year so we're kind of foreshadowing how we will be doing

467
00:43:49,350 --> 00:43:54,250
our next tenure plan is that my understanding is correctly. Director Arson that's

468
00:43:54,250 --> 00:43:59,650
correct. What we're trying to respond to is a continuation of a year over

469
00:43:59,650 --> 00:44:06,350
plan without a longer-term plan, and so rather than put that end of building terms right from

470
00:44:06,350 --> 00:44:11,210
the get-go to talk about what we need to do programmatically and then come and work with

471
00:44:11,210 --> 00:44:19,050
the board and our community to confirm or update what our investment priorities are. As we

472
00:44:19,050 --> 00:44:25,150
look at the different pieces that all make up what needs to have investment. So for instance,

473
00:44:25,150 --> 00:44:33,170
And I'm not, this is not a foreshadowing using word of kind of where I think we would go from a recommendation perspective.

474
00:44:33,870 --> 00:44:39,490
But do we want to continue to invest at the same pace, for instance, in kitchens and lunchrooms?

475
00:44:39,770 --> 00:44:43,330
Do we, you know, is that still a priority for the board in our community?

476
00:44:43,990 --> 00:44:49,110
Or are we more interested in some of the educational adequacy pieces?

477
00:44:49,690 --> 00:44:52,330
Like, you know, the trend towards learning stairs?

478
00:44:53,650 --> 00:44:59,970
So what we're trying to do is get to somewhat of actually a gap analysis, right, and then this was what it would look like.

479
00:45:00,000 --> 00:45:07,580
If you looked at that over a 10-year spend that we can then identify how much we're willing to

480
00:45:07,580 --> 00:45:13,080
and bond and invest in and then that's scalable. So people would have some idea of predicting

481
00:45:13,080 --> 00:45:19,420
when are you going to get to the auditoriums as an example. So it will be connected and can be

482
00:45:19,420 --> 00:45:24,840
neatly, maybe not just not accidentally probably, but conveniently connected then to the district

483
00:45:24,840 --> 00:45:28,840
right assessment. It will be a portion of that whether it's the spring or in the future, because

484
00:45:28,840 --> 00:45:33,880
If you're essentially kind of finishing up some things that we intended to do last year and

485
00:45:33,880 --> 00:45:39,040
due to a variety of circumstances that you mentioned haven't done, so then we can move

486
00:45:39,040 --> 00:45:41,900
ahead to decide, and that will be the debate.

487
00:45:42,040 --> 00:45:49,960
I mean, I think it is a challenging, for my perspective, I'm noting that our previous priorities

488
00:45:49,960 --> 00:45:54,100
are included in this programic priorities as well, perhaps phrase differently.

489
00:45:54,580 --> 00:45:57,960
And so it will be a discussion that we, it sounds like we need to have about this time

490
00:45:57,960 --> 00:46:05,000
next year. The problem that if you abandon priorities not complete, you send a message,

491
00:46:05,500 --> 00:46:10,440
saying you better be first on the list or we might change our minds and we might not get

492
00:46:10,440 --> 00:46:15,440
to that thing that we said we were going to get to in time. So that's kind of the trade-off,

493
00:46:15,660 --> 00:46:21,620
I guess, that we're consider. Yes, and Director Anderson, we're not of those priorities

494
00:46:21,620 --> 00:46:25,820
that we've been investing in for the last several years will continue to be on the program

495
00:46:25,820 --> 00:46:32,980
list, right? Okay, and what it will identify is how quickly could we complete that? So in the case of

496
00:46:33,420 --> 00:46:39,200
air conditioning and all of our buildings, I believe the number after we get through the projects that are currently

497
00:46:39,200 --> 00:46:48,180
approved and funded is that we'll have nine buildings remaining. So we have to discuss pace and pace,

498
00:46:48,320 --> 00:46:54,180
where it fits into other different things that we need. In some cases, those projects are pretty expensive

499
00:46:54,180 --> 00:46:56,780
to bring retrofittal building for air conditioning.

500
00:46:57,820 --> 00:47:02,240
So if, like, for this past year, we bonded just below that $20 million

501
00:47:02,240 --> 00:47:07,040
level for capital investment, depending on how we prioritize.

502
00:47:08,520 --> 00:47:11,840
And our suggestion would be through that equity considerations.

503
00:47:12,960 --> 00:47:16,100
That could take up all of the investment for one bonding year.

504
00:47:16,840 --> 00:47:18,060
And that will be the discussion.

505
00:47:18,520 --> 00:47:20,080
That's a decision that we're going to be doing.

506
00:47:21,880 --> 00:47:25,300
right. Kind of shifting gears a little bit. I was wondering if you could speak a little bit.

507
00:47:25,560 --> 00:47:29,120
I think that you may be able to take in a different approach and engage in the schools

508
00:47:29,120 --> 00:47:33,720
during these constructions. I often have these construction projects are needed and they're good

509
00:47:33,720 --> 00:47:42,100
and they're exciting and they're really disruptive. There are short-term losses. I guess to get to

510
00:47:42,100 --> 00:47:45,580
kind of a long-term gain. I was wondering if you could speak a little bit more. I know you've kind of

511
00:47:45,580 --> 00:47:49,320
taken a different approach onto that. I was wondering if you could speak more about that.

512
00:47:49,320 --> 00:48:01,260
And related to that, and more specifically to the athletic fields, we have a variety of athletic projects going on, and that tends to be a really disruptive thing.

513
00:48:01,360 --> 00:48:17,900
Obviously, we do construction in the summer and that often we have athletes, and so what I'm wondering is if we have to make a little bit more or the interested in perhaps considering working with the NYSA group or another collaborative effort to minimize the disruption for like summer athletic programs.

514
00:48:17,900 --> 00:48:23,200
It's pretty disruptive to the school community and we just kind of come in and say no summer training for you

515
00:48:23,200 --> 00:48:26,720
The back football team, we don't know where you're going to play like this summer

516
00:48:27,320 --> 00:48:32,300
And that's kind of what we've done in the past so if you can maybe speak to those pieces

517
00:48:32,960 --> 00:48:35,660
So I think we've mentioned it before

518
00:48:35,660 --> 00:48:42,380
We're continually looking at our processes and working to improve them each cycle through

519
00:48:42,380 --> 00:48:48,560
And so we've restructured the way that we engage with our communities and with our schools

520
00:48:48,560 --> 00:48:55,940
throughout the design and the construction of our project and I can spend more time on that, but I think

521
00:48:55,940 --> 00:49:01,540
I think any project can be disruptive and even when we isolate construction to summer,

522
00:49:02,100 --> 00:49:04,960
it's disruptive to our summer academic programs as well.

523
00:49:05,400 --> 00:49:10,960
We have a lot of stuff going on in summer and it's been kind of a negotiation if you would

524
00:49:10,960 --> 00:49:19,140
To identify how we can do the project agile and keep summer school sites as we need throughout the district, so in addition to summer programs.

525
00:49:20,220 --> 00:49:25,960
One of the things that we're doing and some of this is lessons learned from a project that's still in process is

526
00:49:26,960 --> 00:49:30,940
Constructing some of these larger projects like the Air Conditioning Projects are very disruptive.

527
00:49:31,960 --> 00:49:39,940
You know, at Henry, for example, we've got teachers that are moving classrooms six classrooms at a time so that we can bring it through

528
00:49:39,940 --> 00:49:44,700
you're experiencing. And so we're really trying to be mindful of facing these projects,

529
00:49:45,720 --> 00:49:50,180
so that we don't disrupt as much of the academic year, but I think to your point

530
00:49:50,180 --> 00:49:56,380
director Arneson, we also have to consider that in the summer projects, particularly as we try to

531
00:49:56,380 --> 00:49:59,960
find space for everything that happens in the summer, whether that's academic or...

532
00:50:00,000 --> 00:50:11,860
Or recreation related. I will tell you that often times that the easiest answer from a construction consultant is nobody, you know, don't have anybody here, because then there's no disruption, they don't have to work around anything.

533
00:50:12,680 --> 00:50:26,720
And so our staffs are entering into those conversations and having up front conversations and trying to include the information and construction bids about the phasing of the project and what kind of disruption will happen.

534
00:50:26,720 --> 00:50:38,680
So again, we're learning as we kind of continue through this process of those nuances that on the surface may not seem to be that big of a deal.

535
00:50:39,340 --> 00:50:43,060
That also, though, should we note it has an impact to price?

536
00:50:44,360 --> 00:50:45,360
Right, there's straight up.

537
00:50:45,620 --> 00:50:48,340
So I just would incur, I'm glad that you're approaching things differently.

538
00:50:48,540 --> 00:50:51,100
We just encourage that path.

539
00:50:51,100 --> 00:50:57,340
I feel at my kids have gone to schools and it's daunting when facilities come in and says

540
00:50:57,340 --> 00:51:02,240
for the next three summers, your school will be completely inaccessible and you can't get

541
00:51:02,240 --> 00:51:02,840
into your classroom.

542
00:51:03,120 --> 00:51:07,060
Make sure you take everything you can before you leave and you know, you're just kind of on

543
00:51:07,060 --> 00:51:12,160
your own students to figure out where you want to do summer conditioning and those things

544
00:51:12,160 --> 00:51:12,860
that we used to have.

545
00:51:12,980 --> 00:51:13,840
You can't have.

546
00:51:13,960 --> 00:51:19,300
You know, no credit recovery here, whatever the situation is, that's difficult and daunting

547
00:51:19,300 --> 00:51:25,920
and so I would encourage us to continue seeing this as a partnership and working together to

548
00:51:25,920 --> 00:51:30,600
try and problem solve. And I think there are solutions with our collaborative partners,

549
00:51:30,700 --> 00:51:35,740
especially around athletics where there's parks and the partners are all at the table,

550
00:51:36,100 --> 00:51:44,200
MIAS or MIASA and they can perhaps find some reasonable solutions that minimize the pain while we get to

551
00:51:44,200 --> 00:51:50,720
long-term goal. I would say. And my very final short thing, I just wonder on the

552
00:51:50,720 --> 00:51:56,400
appendix that mentions that the 10-year spending appendix, I'm noting, and this is,

553
00:51:56,540 --> 00:52:01,380
I believe I know the answer, but I think that would be helpful. So many glancing at that would

554
00:52:01,380 --> 00:52:06,460
notice the blank box, and they might be, they might wonder about that, because that never really

555
00:52:06,460 --> 00:52:11,940
has happened. There's the only blank box in a 10-year pattern there, and so I would note that

556
00:52:11,940 --> 00:52:17,940
spending most of our money actually in the multiple districts. Obviously doing $133 million in

557
00:52:17,940 --> 00:52:23,200
larger, paving projects and other sorts of things. I'm just wondering if you could just

558
00:52:23,200 --> 00:52:28,520
speak a little bit more specifically what like the $133 million might cover and how that would benefit

559
00:52:28,520 --> 00:52:34,200
everybody in the city. If someone's looking at this, making no, we're not, I'm happy to do that neighborhood.

560
00:52:34,660 --> 00:52:41,020
So these two charts on slide 14 and 15 were updated through what we planned to propose for the

561
00:52:41,020 --> 00:52:42,000
2020 plan.

562
00:52:43,100 --> 00:52:45,600
So this would be on the completion of the projects.

563
00:52:46,620 --> 00:52:51,300
The 103 is, you can't see it, so I'm a question.

564
00:52:52,180 --> 00:52:55,520
The 103 is a compilation of capital investment and capital renewal,

565
00:52:56,520 --> 00:52:58,000
so some of those multi-year projects,

566
00:52:58,000 --> 00:53:01,020
or the multi-site projects as well, are included in those.

567
00:53:08,560 --> 00:53:08,840
Okay.

568
00:53:09,540 --> 00:53:11,140
Director Capriene and Director Jordan.

569
00:53:12,680 --> 00:53:16,700
First I just wanted to say I was a little excited when Bob brought up the

570
00:53:16,700 --> 00:53:25,380
educational adequacy index because I knew what it was because I was on the capital improvement

571
00:53:25,380 --> 00:53:31,120
advisory committee about a year and a half ago, so I was exciting. But the other thing that

572
00:53:31,120 --> 00:53:37,620
I wanted to mention is, I think there was a big divestment in many of our schools in the

573
00:53:37,620 --> 00:53:44,340
early 1990s in terms of closure to schools. So I just wanted to point out that because it

574
00:53:44,340 --> 00:53:51,300
a peer that in District 2 there was quite a bit of spending and also dealing with the educational

575
00:53:51,300 --> 00:53:56,540
adequacy index for schools that there was quite a bit of money spent towards that which

576
00:53:56,540 --> 00:54:03,700
is awesome. I think it was an actual investment that was happening again in our schools across the

577
00:54:03,700 --> 00:54:08,080
district, but more specifically on the north side. So I think it's just important to add that

578
00:54:08,080 --> 00:54:12,980
little bit of historical knowledge for folks that are listening because when you look at it

579
00:54:12,980 --> 00:54:19,080
you don't think about the past. It's easy to think, well, now we know where a lot of the spending

580
00:54:19,080 --> 00:54:24,060
has happened in the last 10 years. So I just wanted to add that for anyone out there thinking

581
00:54:24,880 --> 00:54:29,820
about not thinking about the past. Thank you. Thank you director Capriini.

582
00:54:31,940 --> 00:54:32,420
Director Jordan.

583
00:54:35,190 --> 00:54:40,890
Yeah, so full. So I'll be quick about it. Do I question that as a follow-up on the EI ECI?

584
00:54:40,890 --> 00:54:49,830
At what point do we, there's a, like, that a building has reached its, it's, I'm usefulness.

585
00:54:50,110 --> 00:54:55,530
I think even I say that as a lot of the buildings in our older buildings are in district five, like Nelson's district,

586
00:54:56,010 --> 00:54:59,970
bankrupt is over a hundred years old, so, and they just had an expansion, so at what point.

587
00:55:00,000 --> 00:55:08,000
So, do we just say, you know, we've reached the lifespan of this building, especially when buildings are over a hundred years old, so we have some that are approaching a hundred.

588
00:55:08,820 --> 00:55:16,420
And then, at that point, we also start running into the historical designation factor of our buildings.

589
00:55:16,420 --> 00:55:23,040
So, at what point do we start having that discussion, living forward?

590
00:55:23,480 --> 00:55:31,060
Because you know, we earn at schools where like bankrupt or let's hail or field, you know,

591
00:55:31,180 --> 00:55:32,260
where the older buildings.

592
00:55:33,560 --> 00:55:38,420
So, Director Jordan, that is something that we do consider, and in fact, it's something

593
00:55:38,420 --> 00:55:42,720
that the state looks at when we submit our plans for review and comment pretty closely.

594
00:55:43,620 --> 00:55:48,500
It comes back to that replication value and how much we would need to invest.

595
00:55:50,140 --> 00:55:53,000
So, there's not a hard and fast rule to that.

596
00:55:53,100 --> 00:55:55,100
I think some of it also is going to say,

597
00:55:55,140 --> 00:55:58,180
how well is that existing structure adaptable?

598
00:55:59,420 --> 00:56:01,860
So, as we would bring forward and propose a project,

599
00:56:02,220 --> 00:56:03,240
that would be a consideration.

600
00:56:03,780 --> 00:56:08,640
You don't see it here, but certainly it is something that we need to consider.

601
00:56:08,640 --> 00:56:21,540
We've got a couple buildings that we're putting, I shouldn't say a couple, but the buildings that we're putting 10 to 14 to 20 million in, and that's a reasonable question to ask.

602
00:56:22,420 --> 00:56:27,200
Replacement value of some of our larger sites is going to run in a hundred million dollars.

603
00:56:28,220 --> 00:56:35,100
If you tear it down and rebuild to the two today's standards, including the environmental considerations.

604
00:56:36,580 --> 00:56:45,500
And that's just off the cuff, the FCI, the facility conditions, assessments that will be completed by the end of the year will give us a much better picture on that.

605
00:56:45,760 --> 00:56:51,060
And then as we move into a multi-year capital plan, I think we'll have better information to be able to have those conversations.

606
00:56:51,840 --> 00:56:55,100
Those are certainly not easy ones to have either.

607
00:56:55,780 --> 00:57:00,880
If you talk about somebody's neighborhood school that's been there for a hundred years.

608
00:57:01,420 --> 00:57:05,880
Yeah, because I think that that kind of builds the familiarity in the community, you know.

609
00:57:07,220 --> 00:57:11,220
I grew up in the Romsdale district and every time I drive past my elementary school, you know,

610
00:57:11,480 --> 00:57:15,000
and store there was built in the 40s or 50s, or whatever, but I'm like, you know,

611
00:57:16,120 --> 00:57:18,080
it's every time I see it, you know, like his laugh, like, oh, he come.

612
00:57:18,300 --> 00:57:23,300
You know, whatever, but even here, you know, my kids, his grandma, my other law went to Bankrupt, even.

613
00:57:23,760 --> 00:57:29,560
You know, so it does build that type of, of familiarity and plus, you don't dare to clean the process street.

614
00:57:29,560 --> 00:57:34,720
So, but all kidding aside though, I mean moving forward having those conversations with

615
00:57:34,720 --> 00:57:39,220
Willard over here on the north side, you know, how and what not?

616
00:57:45,340 --> 00:57:46,120
Director Felder?

617
00:57:47,440 --> 00:57:54,920
Thank you. I just want to point out, as you go into our district wide assessment, that on the information we're receiving right now,

618
00:57:54,980 --> 00:58:01,840
that and Watton in Brunmar are not a part of it. And as we go into the district wide assessment piece,

619
00:58:01,840 --> 00:58:28,080
I don't think they should just be added on to Norse side as a side bar or as a different piece because they're not included in any of the information that we're using to make changes or that we're putting forward to really say what North Minneapolis has or doesn't have and so I just want to put that out there one more time that they're not a part of that piece.

620
00:58:28,080 --> 00:58:34,320
And then, also, for the Davis, I take it, I take it, you may re-prevent the Harry Davis Center.

621
00:58:35,120 --> 00:58:37,100
All right, I'm going to just want to double-check that part.

622
00:58:37,520 --> 00:58:47,580
And then, are you going to be able to find out about the parking asphalt projects, which 30 something projects will be a part of that?

623
00:58:48,060 --> 00:58:49,760
Certainly, I can get you that information.

624
00:58:50,220 --> 00:58:57,300
In fact, those contracts are coming forward on the consent agenda for the able board meeting.

625
00:58:57,300 --> 00:59:01,960
So those will be listed in the background information of what specific sites those are.

626
00:59:02,280 --> 00:59:09,700
Okay, and I know we talk about adding on to schools that are overcrowded, and are we taking a look at how many students

627
00:59:09,700 --> 00:59:12,880
robusting from North Minneapolis to those schools?

628
00:59:12,900 --> 00:59:17,880
Because when we started the whole conversation around it is building the schools up.

629
00:59:18,380 --> 00:59:26,140
So students don't have to travel as far, and so in filling up those schools with the students in the neighborhood

630
00:59:26,140 --> 00:59:31,680
and making them a wanted thing. So are we still on track to that piece?

631
00:59:34,580 --> 00:59:35,580
Dr. Feller, I'm not sure

632
00:59:35,580 --> 00:59:43,040
I'm cracking what you're saying. You're saying we built schools so that they would be capacity

633
00:59:43,040 --> 00:59:48,420
yet we're transporting kids elsewhere. That's right. Very transferring them over, bringing them

634
00:59:48,420 --> 00:59:53,280
over south, which is driving up our transportation bill. And I'm looking at some of the schools I have.

635
00:59:53,520 --> 00:59:58,320
I have Willard Gordon, Lincoln, and those are unutilized buildings that don't even like have

636
00:59:58,320 --> 00:59:59,760
numbers, but yet I know.

637
01:00:00,000 --> 01:00:03,440
We have a lot of students at Southwest. We have a lot of students at South West. We have a lot of students at South

638
01:00:03,440 --> 01:00:09,740
South. We have parents that bring their children across, even to bring them out of here. So we

639
01:00:09,740 --> 01:00:16,360
had talked about in our earlier meetings about around the district-wide comprehensive

640
01:00:16,960 --> 01:00:21,200
program about making the programming better so that people in the community choose the schools.

641
01:00:21,600 --> 01:00:25,760
And in that way, that would have threw that up. I just don't want to go forward and well, I have

642
01:00:25,760 --> 01:00:33,000
space so let's close something down. Let's sell something. Let's do all of those negative pieces

643
01:00:33,000 --> 01:00:39,680
you know until we give the community a wonderful education. I know that we have a lawsuit

644
01:00:39,680 --> 01:00:44,880
out there right now because we haven't been giving children a wonderful education and I think that

645
01:00:44,880 --> 01:00:53,660
the opportunity gap, the opportunity to have the same educational pieces and opportunities is a

646
01:00:53,660 --> 01:01:00,960
big piece and so before we talk about capital, I really want us to dig in to what the district

647
01:01:00,960 --> 01:01:05,020
white assessment is going to look like because that's going to affect everything and I'm

648
01:01:05,020 --> 01:01:08,740
going to feel nervous voting on anything until I know it all together.

649
01:01:09,140 --> 01:01:17,640
So just to clarify, what the board will be voting on is already part of a project plan that

650
01:01:17,640 --> 01:01:25,180
of developed and the district-wide comprehensive design will not impact that plan as it is today.

651
01:01:25,700 --> 01:01:30,640
Next year our comprehensive design work is really around the predictable staffing and that's it.

652
01:01:30,640 --> 01:01:35,180
So the discussion around what the programming looks like, that's what we'll be bringing for the

653
01:01:35,180 --> 01:01:42,940
before the board in April on April 30th and that will help drive the discussion and development of

654
01:01:42,940 --> 01:01:47,280
what that design work will look like for the district in several years to come.

655
01:01:50,000 --> 01:01:52,120
I'm just getting really nervous over here.

656
01:01:52,160 --> 01:01:54,040
So I'm looking forward to it. Thank you.

657
01:01:56,180 --> 01:01:58,820
All right. Well, I think that unless you want to sum up.

658
01:01:59,020 --> 01:02:00,500
That's pretty much sums it up.

659
01:02:01,240 --> 01:02:03,980
Thank you very much for bringing this forward Chief DeVette.

660
01:02:03,980 --> 01:02:06,940
I'm super intended to have any final thoughts on this.

661
01:02:06,940 --> 01:02:07,700
Back in the prom.

662
01:02:08,020 --> 01:02:09,080
All right. Thank you very much.

663
01:02:09,260 --> 01:02:14,960
We have now we have the quarter two update.

664
01:02:15,540 --> 01:02:16,980
So thanks Chief DeVette.

665
01:02:16,980 --> 01:02:28,860
Thanks. I'll ask Chief Mordakum forward, and as he's making his way up here, I want to remind everyone that we initially had intended to provide the board with an update around our graduation rates.

666
01:02:29,260 --> 01:02:39,280
But we received notification from the Minnesota Department of Education that there were delayed and getting that information out to districts, so we do not have that available at this time.

667
01:02:39,280 --> 01:02:52,540
But we would expect that as it comes forward, we'll be able to figure out a way to share that information with the Board, whether it be through a memo update or some additional presentation in a future community of the whole meeting.

668
01:02:54,100 --> 01:03:08,100
So again, the intent regarding the committee of all meetings, we designed these quarterly reports to keep the Board and the public prized of our progress toward the key indicators that we've had in our existing

669
01:03:09,240 --> 01:03:14,060
district plan, and over the past two years we've tried to evolve these presentations and

670
01:03:14,060 --> 01:03:20,720
do not just providing the data, the so-called information, but also how the data is informing

671
01:03:20,720 --> 01:03:22,100
and refining our work.

672
01:03:22,420 --> 01:03:27,800
And again, you'll see that our work is focused more on data related to our four core priorities,

673
01:03:28,900 --> 01:03:32,420
social-motional learning, literacy, equity, and multi-tiered systems of support.

674
01:03:33,320 --> 01:03:37,680
And again, just for our mind, as we're trying to be consistent in how we deliver this information

675
01:03:37,680 --> 01:03:45,900
in the format, you'll see that it is in the plan to check and act model, and so hopefully

676
01:03:45,900 --> 01:03:50,720
we're getting more clarity around how that alignment looks in all of our work in the district.

677
01:03:51,280 --> 01:03:55,080
So with that, I'll turn over the chief more, so you can go through the quarter two report.

678
01:03:59,880 --> 01:04:05,120
But if you see one tenant, chair ends, members of the board, good to see all of you tonight.

679
01:04:05,760 --> 01:04:10,420
My pleasure to go through the Committee of the Whole Quarter Report.

680
01:04:11,200 --> 01:04:14,160
As simply as mentioned, we do not have our graduation rates.

681
01:04:14,440 --> 01:04:16,520
We are hoping to have those for this presentation.

682
01:04:18,060 --> 01:04:23,120
We believe we will get those rates week of April 15th.

683
01:04:24,300 --> 01:04:28,180
So, since we have those available, we will make those available to you.

684
01:04:29,160 --> 01:04:33,100
So, as a superintendent mentioned, we are using our plan to check Act cycle.

685
01:04:33,100 --> 01:04:41,220
And this is quarter two data that represents period I think roughly November 6th of January 23rd.

686
01:04:41,280 --> 01:04:46,260
We're actually in quarter three in March 28th.

687
01:04:47,100 --> 01:04:48,340
So, the work continues.

688
01:04:48,660 --> 01:04:53,000
And I think that what we're attempting to do is, is every time we look at the data,

689
01:04:54,280 --> 01:04:59,300
we want to have an opportunity to analyze process what that means and then try to change the trajectory of what we're seeing.

690
01:04:59,300 --> 01:04:59,980
So

691
01:05:00,000 --> 01:05:07,200
So just assembly for quarter two, what we're seeing is expect at level of progress on deliverables and priorities.

692
01:05:08,620 --> 01:05:19,460
And we're presenting the deliverables and priorities to you, because we want to establish a relationship, obviously, between the data that we're looking at, but also the work that goes behind it.

693
01:05:19,600 --> 01:05:29,360
And I think at some point, I'll go to those quickly, it's really for you, so that you have confidence that we are lying in our work to the data that we're looking at.

694
01:05:29,360 --> 01:05:43,860
I suspect at some point, we'll just put those in the appendix for you, but I wanted to take a look at some of the items that we've completed because I think it is a source of pride for us, and it's indication that we're doing the right type of work.

695
01:05:43,860 --> 01:05:49,740
We're going to see a slight gains in math and rating, quarter to 1718 to quarter to

696
01:05:49,740 --> 01:05:50,900
2018-19.

697
01:05:52,400 --> 01:05:58,300
We're still on track, at this point we're on track about 2% gain in reading about a 1% gain

698
01:05:58,300 --> 01:05:59,020
in mathematics.

699
01:05:59,320 --> 01:06:03,440
And again, this is a quarter to a half way point.

700
01:06:04,260 --> 01:06:10,680
And so I think what we'll also see is that those gains are actually true across the board

701
01:06:10,680 --> 01:06:11,460
for all groups.

702
01:06:11,460 --> 01:06:19,340
So we always also want the sense of urgency we have, that we want to accelerate through learning.

703
01:06:20,120 --> 01:06:24,080
But we also feel confident that we're on the right track as we see games.

704
01:06:24,080 --> 01:06:28,080
And we call it last year, we also experienced a game in literacy as well.

705
01:06:28,340 --> 01:06:29,100
So that we're continuing.

706
01:06:29,960 --> 01:06:33,600
We see some course failure reduction in ninth grade, various by school.

707
01:06:34,500 --> 01:06:37,600
We're a point out, one school in particular, Edison High School,

708
01:06:37,600 --> 01:06:43,320
that we'll point and I'll share the day with you but had a 61 percent ninth grade

709
01:06:43,320 --> 01:06:51,200
course failure rate and over a series of years and through the hard work of community members

710
01:06:51,200 --> 01:06:57,100
and staff and obviously teachers and leadership at a high school I was gone down significantly

711
01:06:57,100 --> 01:07:04,480
to 21 percent so you know that's still work to do but again it shows that progress can be made

712
01:07:04,480 --> 01:07:07,060
trying to capture the slightly down, and then disproportionately

713
01:07:07,060 --> 01:07:08,680
in this one down for most groups.

714
01:07:11,880 --> 01:07:13,040
So, I'll go to these quickly.

715
01:07:13,420 --> 01:07:15,820
These are the core two derivatives,

716
01:07:16,640 --> 01:07:18,620
the NTSS systems of support.

717
01:07:20,180 --> 01:07:23,560
You see that, I mean, in progress,

718
01:07:24,040 --> 01:07:26,960
and so we're continuing to finalize the core components.

719
01:07:28,000 --> 01:07:30,680
A lot of that work will focus on the standards.

720
01:07:31,280 --> 01:07:32,420
That's our core work.

721
01:07:32,420 --> 01:07:38,540
making sure that the teachers are teaching the standards and that's how you move achievement.

722
01:07:39,440 --> 01:07:40,220
One of the key elements.

723
01:07:41,520 --> 01:07:45,060
So, multitudes are some support, social and social learning.

724
01:07:46,380 --> 01:07:52,320
If you look at the bottom SEO integration, really get work on equity and SEO standards.

725
01:07:52,940 --> 01:08:01,460
And so, what we're attempting to do is really move towards integrating SEO and equity standards into our core work.

726
01:08:01,460 --> 01:08:02,780
I mean, that should be the core work.

727
01:08:02,780 --> 01:08:05,740
When you have a conversation today about this stuff,

728
01:08:05,880 --> 01:08:09,380
what's the economy between teaching as just a cognitive process?

729
01:08:10,920 --> 01:08:13,720
And it's actually, you can't separate the cognitive

730
01:08:13,720 --> 01:08:14,940
from the social emotional.

731
01:08:15,380 --> 01:08:16,620
And so that is good teaching.

732
01:08:17,020 --> 01:08:18,760
And I think all of you are aware

733
01:08:18,760 --> 01:08:20,240
when you're going to a teacher's classroom,

734
01:08:20,480 --> 01:08:22,880
they're doing the right work around teaching the whole child.

735
01:08:23,060 --> 01:08:24,760
And if you make students for value

736
01:08:24,760 --> 01:08:26,780
and welcoming the classroom, then you're

737
01:08:26,780 --> 01:08:30,400
going to get the achievement as defined by a test score

738
01:08:30,400 --> 01:08:34,940
or a great point average or participation and advanced courses, etc.

739
01:08:35,820 --> 01:08:36,680
So that will continue.

740
01:08:36,940 --> 01:08:39,300
And so we're committed to integrating that.

741
01:08:40,040 --> 01:08:42,440
We have, if you look at equity,

742
01:08:43,880 --> 01:08:45,780
a lot of work that's been done on equity.

743
01:08:46,780 --> 01:08:49,680
We, as mentioned, we have completed equity considerations,

744
01:08:50,240 --> 01:08:53,840
budgeting process, the work around parent history evaluation continues.

745
01:08:54,540 --> 01:08:57,500
We started cohort two last night,

746
01:08:57,500 --> 01:09:07,380
And we have those parents continuing, which is a very positive, they were made committed to the work and committed to us and believe in us.

747
01:09:07,600 --> 01:09:10,160
So we've completed our Quarter Activities, Ranocio agreement.

748
01:09:12,600 --> 01:09:13,160
Literacy.

749
01:09:13,800 --> 01:09:16,600
We are continuing to work around the toolkit.

750
01:09:16,880 --> 01:09:19,760
So the Bounce Literacy Toolkit for Literacy is complete.

751
01:09:20,460 --> 01:09:24,740
We're continuing to do professional development, align with the multi-lingual department.

752
01:09:25,380 --> 01:09:29,320
You see a number of things on progress that means the work continues.

753
01:09:31,580 --> 01:09:32,400
Secondary literacy.

754
01:09:32,880 --> 01:09:38,100
Again, you see that we've completed design and we've delivered personal development

755
01:09:38,100 --> 01:09:41,160
around across the disciplines and multi-tier system of support.

756
01:09:41,280 --> 01:09:42,160
So, next is on writing.

757
01:09:44,220 --> 01:09:48,380
We are continuing to work support.

758
01:09:48,520 --> 01:09:51,160
You should have teacher, including district leader and intervention program.

759
01:09:51,440 --> 01:09:53,760
We're reviewing our data, we're a progress monitoring.

760
01:09:54,360 --> 01:09:59,720
A big push for us will be August, we have August Professional Development, so we have our priorities.

761
01:10:00,000 --> 01:10:09,000
Local literacy, equity, SEL, NTSS, multi-tier system of support, and so we will, while we have days,

762
01:10:09,220 --> 01:10:14,040
devote it to every teacher and a district receiving work on those priorities. And so they'll be assured

763
01:10:14,040 --> 01:10:18,900
understand and message around the priorities. Every teacher will get equity, every teacher will get

764
01:10:18,900 --> 01:10:25,160
social, emotional learning. They'll focus on differentiation and support on how to do that. They will

765
01:10:25,160 --> 01:10:29,640
focus on literacy and and and work around the standard. So I think it's good

766
01:10:29,640 --> 01:10:34,260
practice. I mean I think we're building a system and so we'll be looking at our

767
01:10:34,260 --> 01:10:39,380
multi-tier systems of support. One of the things that that we've done with our

768
01:10:39,380 --> 01:10:44,800
implementation toolkits is that we want to track progress on the completion what we

769
01:10:44,800 --> 01:10:50,480
call core components. Those are elements of these particular priorities and we do

770
01:10:50,480 --> 01:10:55,740
to see the extent to which schools are making positive progress and if they're not making

771
01:10:55,740 --> 01:11:01,700
positive progress then we want to be able to support them and so I'll just use one example

772
01:11:01,700 --> 01:11:08,640
if you look at the first core component one in TSS overview for example so I in the green

773
01:11:08,640 --> 01:11:15,740
is complete and then the blue you see that they're working on that what we're looking for is to

774
01:11:15,740 --> 01:11:21,820
an increase in quarter one to quarter two. So for example, you see 10 schools completed

775
01:11:21,820 --> 01:11:28,540
core component one and then quarter two, 11 schools completed. 11 schools work, work in

776
01:11:28,540 --> 01:11:33,700
a core point one, 14 core component two. And then you can go down the row and you see that

777
01:11:33,700 --> 01:11:39,500
for each of those core components, you see more are complete or working out in the previous year.

778
01:11:39,500 --> 01:11:45,880
And so that's progress and I think we identified what is the goal for the year where you

779
01:11:45,880 --> 01:11:48,520
said we want at least three of those core components completed.

780
01:11:49,300 --> 01:11:55,640
Now at the secondary level, long-term planning, you know, one of the things that were the long-term

781
01:11:55,640 --> 01:12:01,980
planning is to work around the standards and we've had conversations about the fact that ACT scores

782
01:12:01,980 --> 01:12:04,580
are remained flat over multiple years.

783
01:12:04,580 --> 01:12:09,060
So we know the way you move those ACT scores is you really need to focus on the content.

784
01:12:10,780 --> 01:12:17,000
And so that is a focus and an under the leadership of our superintendent, Associate Superintendent,

785
01:12:18,380 --> 01:12:24,000
and our deputy chief, they're working together and working with our principals to make sure that that works for getting done.

786
01:12:24,680 --> 01:12:28,200
And so we're making progress in those areas.

787
01:12:28,200 --> 01:12:37,140
And I think we're learning about ways to accelerate progress, the reality is this is a linear process.

788
01:12:37,360 --> 01:12:38,260
It takes time.

789
01:12:38,540 --> 01:12:45,060
You're involved in human beings learning content and gaining proficiency in these areas.

790
01:12:45,540 --> 01:12:48,360
So I just want to show you that progress is continuing.

791
01:12:49,160 --> 01:12:50,300
Same with balanced literacy,

792
01:12:52,700 --> 01:12:53,520
the same with equity,

793
01:12:56,330 --> 01:12:57,750
the same with social emotional learning.

794
01:12:57,750 --> 01:12:59,490
So, yeah, you can start with,

795
01:13:01,600 --> 01:13:01,600
yes.

796
01:13:01,800 --> 01:13:03,700
Is there any, thank you, Chief Mark.

797
01:13:03,880 --> 01:13:08,200
Is there any way I like to see this, not to see it versus quarter one?

798
01:13:09,180 --> 01:13:13,800
Is there any way that we can get the schools for each piece because I would like to see

799
01:13:13,800 --> 01:13:19,700
like if anybody fell out of a certain area, it would be nice to track the schools as we go along.

800
01:13:20,380 --> 01:13:21,220
Can we get that information?

801
01:13:22,080 --> 01:13:26,700
I think I've, I think I've, I think I've, like that part, so that we can see what's going on

802
01:13:26,700 --> 01:13:30,100
with our own schools and other really reacting to it?

803
01:13:30,420 --> 01:13:30,920
If I may not.

804
01:13:31,000 --> 01:13:34,680
Dr. Felder, I think this is a question you had the last time we presented, and I think part

805
01:13:34,680 --> 01:13:41,760
of the challenge with it is that this information is really intended to help the schools monitor

806
01:13:41,760 --> 01:13:46,900
what their progress is, as opposed to making it a more of an accountability piece.

807
01:13:47,040 --> 01:13:55,620
I mean, we're not trying to create a game of got you here, we're trying to ensure that they

808
01:13:55,620 --> 01:13:57,520
are getting the support they need as they progress.

809
01:13:57,680 --> 01:14:02,360
So if the progress isn't there, it's more about, let's talk about what supports you need

810
01:14:02,360 --> 01:14:05,880
in reflection of how you implemented this work, how you went about this work, I think.

811
01:14:05,920 --> 01:14:10,760
So we're trying to be sensitive to that information being presented to the board in a way

812
01:14:10,760 --> 01:14:15,200
that calls out a particular school without understanding the context to it.

813
01:14:15,380 --> 01:14:19,420
Just like a student is developing mentally, progressing on a continuum of learning.

814
01:14:19,420 --> 01:14:30,840
It is not an example of the students' inability to make progress when they're not at that milestone.

815
01:14:31,020 --> 01:14:33,780
It is more about what supports do we need to put in place.

816
01:14:34,820 --> 01:14:39,040
So I guess I speak before the team even has a chance to respond to you even have that information.

817
01:14:39,320 --> 01:14:42,200
I don't know, but because that's not really what it was intended to be done.

818
01:14:42,600 --> 01:14:43,920
That's not the intent of this.

819
01:14:43,920 --> 01:14:52,600
I think I'll just share that what we're looking for is progress and it's contextual and so

820
01:14:52,600 --> 01:14:59,960
well first of all examining is what's the expected progress from quarter one to quarter two and I think we're

821
01:15:00,000 --> 01:15:05,800
Also understanding that it's not a linear process, that it does take time to move the work.

822
01:15:06,780 --> 01:15:13,120
So what we will see is, I think we'll be able to report is the percentage of schools that are making progress.

823
01:15:13,880 --> 01:15:19,160
And that's an important piece that we want to take a look at. And of course, our individual associate superintendents.

824
01:15:20,120 --> 01:15:26,480
You know, they do monitor the data through the school improvement plans, and so they have those ongoing conversations with the principals.

825
01:15:26,480 --> 01:15:32,060
But I'll show that was a commitment that we were making with our principles as to make this

826
01:15:32,060 --> 01:15:38,800
a developmental process and to focus on their own development as leaders as schools,

827
01:15:39,500 --> 01:15:42,840
and not to use it for the purposes of accountability for the school improvement plans

828
01:15:42,840 --> 01:15:43,580
or for that.

829
01:15:43,580 --> 01:15:50,880
Obviously we have our MCA's daughter in accountability measure, but this is the process of

830
01:15:50,880 --> 01:15:51,360
school improvement.

831
01:15:52,480 --> 01:15:59,120
I just want to say for equity reasons, knowing what schools they are and where they're situated

832
01:15:59,120 --> 01:16:06,320
is important for equity reasons across the district, and for two, this is something that

833
01:16:07,540 --> 01:16:09,840
to superintendent, it's in his report, right?

834
01:16:10,220 --> 01:16:14,520
So it's not really accountability for the schools, as it is more so for the superintendent.

835
01:16:15,560 --> 01:16:21,140
And so just knowing, again, what's going on in our districts, I think it's pretty important

836
01:16:22,600 --> 01:16:25,600
I mean, we are putting a lot of money in a lot of time and social

837
01:16:25,600 --> 01:16:28,340
emotional learning, which I agree with.

838
01:16:30,320 --> 01:16:35,880
It's just given an overview of numbers, it doesn't really help very much.

839
01:16:36,140 --> 01:16:39,100
As far as when I want to see how my district is doing.

840
01:16:39,720 --> 01:16:44,240
Subjector Felder, with regard to my evaluation, I want to be very clear with the board of

841
01:16:44,240 --> 01:16:50,960
the public that if your ask is to hold the schools accountable for their progress, then it's

842
01:16:50,960 --> 01:16:57,040
remain to my evaluation. If that is not your ask, then what the evaluation was set up to

843
01:16:57,040 --> 01:17:03,280
do is to demonstrate that we are trying to create systems of sustainability and implementation

844
01:17:03,280 --> 01:17:10,560
with the Minneapolis Public Schools. So other than that, again, I think we tried to create this

845
01:17:10,560 --> 01:17:18,040
in a way that would actually help the building leaders implement practices and supports for students

846
01:17:18,040 --> 01:17:22,900
that would be beneficial within the scope of the resources that we provide them.

847
01:17:23,020 --> 01:17:27,240
So we're trying to be targeted in our resources and our allocation so that they can be successful.

848
01:17:28,140 --> 01:17:31,420
So I just wanted to clarify that with you in the rest of the board and public.

849
01:17:32,860 --> 01:17:36,820
But I mean just for us to know what schools are involved.

850
01:17:37,200 --> 01:17:39,320
Again, I think I think it's really important.

851
01:17:39,680 --> 01:17:41,700
And we don't have to share that information out.

852
01:17:42,420 --> 01:17:52,260
But to give us numbers that have no basis except you know it's this many schools there's there's no equity in it and I'm I'm

853
01:17:52,260 --> 01:17:57,560
I'm not at the point where this moment you could tell me how many schools I have in each area.

854
01:17:57,780 --> 01:18:00,480
I mean that would be helpful as well.

855
01:18:00,520 --> 01:18:03,140
But just to say like yeah we're doing this equitably.

856
01:18:03,560 --> 01:18:04,860
We're not very yet.

857
01:18:05,160 --> 01:18:06,060
Thank you.

858
01:18:08,780 --> 01:18:17,120
I appreciate the the ask to find out what schools these numbers pertain to but I would hope that that's something that we wouldn't

859
01:18:18,660 --> 01:18:19,800
Actually make public

860
01:18:20,660 --> 01:18:26,260
But I will suggest one of the things that I've done in the past or and have been doing as of late is

861
01:18:26,920 --> 01:18:33,720
I'm still on a lot of my side councils but I'm on those side councils as a community member sitting not at the table

862
01:18:33,720 --> 01:18:40,780
but as a listening vessel, if you will, and it's nice to be able to have that opportunity

863
01:18:40,780 --> 01:18:45,520
to listen in on what's actually happening in the schools in regards to the school improvement plan,

864
01:18:45,720 --> 01:18:50,880
the family involvement plan, and then have candid conversations with parents or other community members

865
01:18:50,880 --> 01:18:52,300
that have attended those meetings.

866
01:18:52,780 --> 01:18:57,360
So I would really like to encourage Director Felder to, if you're able to find the time,

867
01:18:57,680 --> 01:19:03,060
so that it's a little bit more of an intimate opportunity, because this work is so incredibly important

868
01:19:03,060 --> 01:19:23,060
And over the years we've constantly the community at large has expected teachers to be kind of put under a microscope and I'm not suggesting we don't monitor some of those practices, but I believe the way that this is set up kind of takes away that

869
01:19:23,060 --> 01:19:35,240
That scope, which could actually put some schools, some families, some community members, starting to play that pit against one another dance again.

870
01:19:35,440 --> 01:19:47,240
So I do agree with you that it's important to know what schools, these numbers indicate, but from my perspective, I've been able to kind of find out what schools that I've been on site console,

871
01:19:47,240 --> 01:19:51,380
where they're at, with some of this work, simply by attending some of those

872
01:19:51,380 --> 01:19:51,980
side councils.

873
01:19:52,300 --> 01:19:55,320
And I understand that it's a lot to put on one's plate to try to get

874
01:19:55,320 --> 01:19:55,960
everywhere,

875
01:19:58,040 --> 01:19:59,980
but I think how many schools are there.

876
01:20:07,200 --> 01:20:29,980
So we have a fair bit more of data to get through as I correct. So let's try to maybe we can hold our questions. We only have about 40 minutes left tonight. So maybe we can hold our questions to the end, unless there's a something that we really, really, really need to.

877
01:20:29,980 --> 01:20:33,380
get clarified. Is that okay? All right.

878
01:20:35,720 --> 01:20:39,660
So, and I will share, I mean, I think the goal of that

879
01:20:39,660 --> 01:20:47,480
process is we want people to be as authentic with their responses as possible. In the sense

880
01:20:47,480 --> 01:20:53,860
that that's a process of support. And so what we want to make sure is that we're not having

881
01:20:55,080 --> 01:21:01,980
school's identify that for accountability process compared to some process that they need to

882
01:21:01,980 --> 01:21:07,540
identify and move faster than they actually are. But we'll continue to look at that.

883
01:21:08,080 --> 01:21:14,040
Let's look at the fast reading amount and so fast is our assessment that we're using for

884
01:21:14,480 --> 01:21:20,640
multi-tier systems of support and so we're screened. We use it for private monitoring and so this

885
01:21:20,640 --> 01:21:21,640
This is quarter-two.

886
01:21:21,700 --> 01:21:27,840
So we're looking at winter, 17, 18, a winter, 18, 19, as mentioned, you know, we're looking

887
01:21:27,840 --> 01:21:32,780
at about 1% of increase in math and about a 2% in reading.

888
01:21:33,760 --> 01:21:36,940
And so I think that's similar to what we had last year.

889
01:21:37,160 --> 01:21:43,360
You know, when we looked at our gains on our RMCA, so we had a chance as a leadership team

890
01:21:43,360 --> 01:21:47,300
to take a look at this data we're talking about, things that we could do differently in

891
01:21:47,300 --> 01:21:52,560
share what we're looking at doing now to try to continue to change our trajectory.

892
01:21:55,280 --> 01:22:00,980
And you see growth is slightly down to the percentage I mean the growth targets in mathematics

893
01:22:00,980 --> 01:22:07,200
and on reading is constant, so again that's consistent with the 2% gain that we're anticipating.

894
01:22:08,680 --> 01:22:17,320
Positive is that is so you see increases across the board, for send provision and reading, you know, the gap remains.

895
01:22:17,320 --> 01:22:25,520
And so that's the clear reason why we need to continue to do multi-tier systems support and literacy in equity and SEL.

896
01:22:26,060 --> 01:22:37,360
So, so that's the work we're going to continue to do, but what I do see, what gives me confidence in the potential gains is that you see gains across the board for all groups.

897
01:22:39,940 --> 01:22:49,180
Okay. And then we've attempted to do some cohort analysis and what I'll tell you

898
01:22:49,180 --> 01:22:53,620
not to read too much into this in the sense that I see the

899
01:22:53,620 --> 01:22:57,560
class of 29 so that's going to represent different

900
01:22:57,560 --> 01:23:01,860
populations of students okay so those are kindergarten to first

901
01:23:01,860 --> 01:23:07,500
grade so those are different students and I think what you see these are

902
01:23:07,500 --> 01:23:11,930
students who have remained enrolled from time one to time two so from

903
01:23:12,420 --> 01:23:18,820
winter 17 18 to winter 2018 19 you know you don't see a lot of

904
01:23:19,860 --> 01:23:26,620
I think the message here is that if students remain enrolled in our district, then they will have

905
01:23:26,620 --> 01:23:27,020
gains.

906
01:23:28,140 --> 01:23:34,140
And so this is a case for, I've done some analysis, our department sense of analysis,

907
01:23:34,320 --> 01:23:36,720
looking at students who have continuously enrolled for five years.

908
01:23:37,320 --> 01:23:42,040
We've found that there are similar growth rates, no matter what portion of the city you

909
01:23:42,040 --> 01:23:45,200
were in, if you're continuously enrolled for five straight years.

910
01:23:45,200 --> 01:23:54,000
The challenge is that poverty isn't equally distributed and homeless in the mobility

911
01:23:54,000 --> 01:23:58,920
as an equally distributed across the city, so the extent that we're able to use state-wise

912
01:23:58,920 --> 01:24:05,280
enrollment and address mobility, challenges and partnership with the city, I think, the more likely

913
01:24:05,280 --> 01:24:11,160
we can see consistent growth and in the meanwhile, we still have the responsibility to structure

914
01:24:11,160 --> 01:24:17,240
our system such that no matter what challenges our students are facing, that we can meet their needs.

915
01:24:17,640 --> 01:24:20,340
And so that's the work that we continue to do.

916
01:24:20,740 --> 01:24:22,000
And this is mathematics.

917
01:24:26,150 --> 01:24:29,050
And again, consistent across the board, one percent

918
01:24:32,980 --> 01:24:33,740
in the growth.

919
01:24:36,560 --> 01:24:38,200
Again, math is a bit more inconsistent.

920
01:24:38,380 --> 01:24:42,620
I think what's supporting the consistency and literacy is obviously having a literacy curriculum.

921
01:24:43,380 --> 01:24:46,260
We've had discussions about its born in mathematics curriculum.

922
01:24:46,260 --> 01:24:53,520
We are awaiting obviously state standards and so but we are exploring that.

923
01:24:53,660 --> 01:24:55,700
I mean, I think obviously a curriculum matters.

924
01:24:55,960 --> 01:24:59,980
I have an a share curriculum matters and so that's something that again.

925
01:25:00,000 --> 01:25:10,320
There's an indication where you're seeing this level in consistency by great level. That's just the indication that you need a set of any curriculum and you need to have a line standards.

926
01:25:11,880 --> 01:25:24,160
Okay. Ninth grade on track. Let me just share first, fast math, fast reading and math. So, you know, you'll have to quarter one to quarter two and now are acting on what we're seeing.

927
01:25:24,160 --> 01:25:27,120
So here's what we're in progress of doing now.

928
01:25:27,360 --> 01:25:32,080
For continue to have the emphasis on the multi-tier system support, that is the data cycle.

929
01:25:32,180 --> 01:25:35,220
We're identifying based upon data, the challenges students are facing.

930
01:25:35,780 --> 01:25:39,100
We're using that to group students in the classroom for supports.

931
01:25:39,400 --> 01:25:42,760
We're progress monitoring, we're interviewing, doing interventions as needed,

932
01:25:42,860 --> 01:25:45,260
but essentially focusing on quality core instruction.

933
01:25:46,460 --> 01:25:48,820
So we're continuing to implement the literacy curriculum.

934
01:25:49,500 --> 01:25:52,900
We're continuing to look for progress on the toolkits,

935
01:25:52,900 --> 01:25:56,700
which are the core components, we have a stronger school improvement process.

936
01:25:57,360 --> 01:26:01,000
Schools in fact actually completed the comprehensive needs assessments.

937
01:26:01,300 --> 01:26:05,600
They're sure not if folks in the evidence face practices identify those.

938
01:26:06,300 --> 01:26:09,900
And so what you can look forward to next year are three year school improvement plans.

939
01:26:10,420 --> 01:26:13,260
And so what we have is more consistency in process,

940
01:26:13,540 --> 01:26:16,940
and I think that certainly matters for schools if you ask a leadership.

941
01:26:17,760 --> 01:26:21,720
Learning walks is needed, and of course you're doing all your own training on equity training mindset,

942
01:26:21,720 --> 01:26:28,820
I mean, you can't underestimate the importance of high expectations and the belief of our teachers

943
01:26:28,820 --> 01:26:34,600
that our students can do it and that can rise to the occasion and, you know, that we

944
01:26:34,600 --> 01:26:38,180
as adults have a responsibility for these spaces for students to be successful.

945
01:26:40,660 --> 01:26:47,920
So, on track, so we look at on track data and I think the first presentation on track, you

946
01:26:47,920 --> 01:26:52,660
know, at least three years ago, but again, to just remind you they're a great predictor

947
01:26:52,660 --> 01:26:57,720
This is the enriched Chicago Steady Gray's predictor of graduation rates was ninth grade

948
01:26:57,720 --> 01:27:03,420
course failure and so something as simple as focusing on the failure rate of students

949
01:27:03,420 --> 01:27:11,560
in ninth grade does impact the ability to impact graduation rates and you know again we have

950
01:27:11,560 --> 01:27:18,980
an contract system and we have an contract system at data pool in middle and high school.

951
01:27:18,980 --> 01:27:24,500
The high school portal is in process is more developed in middle and so I'll share with you

952
01:27:24,500 --> 01:27:30,720
we do have a middle school plan completed and we'll be able to fully implement that middle school

953
01:27:30,720 --> 01:27:40,320
on track system starting in a fall but here are indicators a priority below 85% which is

954
01:27:40,320 --> 01:27:43,440
the equivalent of about eight days a quarter.

955
01:27:43,440 --> 01:27:50,400
a quarter, 1 or more suspensions and 2 or more ferals and a given quarter.

956
01:27:52,860 --> 01:27:54,980
And so we have about 59% of our students on trend.

957
01:27:56,460 --> 01:28:03,960
16% focus and so that's about 70%, that's 75%.

958
01:28:03,960 --> 01:28:06,220
And then our graduation rate is 66%.

959
01:28:06,220 --> 01:28:11,460
So you do see that relationship obviously between the two.

960
01:28:11,460 --> 01:28:13,800
Again, you see gaps by race.

961
01:28:13,980 --> 01:28:16,840
We've had those conversations over a number of years.

962
01:28:17,100 --> 01:28:19,780
Again, the importance of focusing on the multi-tier system

963
01:28:19,780 --> 01:28:23,520
of support identifying the course failure rates,

964
01:28:23,740 --> 01:28:26,300
but also having an identification, what to do with it.

965
01:28:26,460 --> 01:28:31,200
And I think, as we go deeper and we're looking at the extent

966
01:28:31,200 --> 01:28:33,820
to which we are able to reduce the on-track rates,

967
01:28:35,020 --> 01:28:37,020
what you're going to see across the board with me

968
01:28:37,020 --> 01:28:43,100
high schools and I'll get to that data shortly is that we're starting to flatten out with

969
01:28:43,100 --> 01:28:46,840
our ability to reduce the percentage of course failures across the board which again

970
01:28:47,840 --> 01:28:52,700
is looking at the superintendent mentioned looking at data only goes so far you need to

971
01:28:52,700 --> 01:28:55,880
have the relationship between data and practice and so we can identify students that need

972
01:28:55,880 --> 01:29:00,600
supports we need to have a clear plan of action for those students once we identify them

973
01:29:00,600 --> 01:29:05,760
But you see the early one in system by school.

974
01:29:06,440 --> 01:29:09,280
You also see it by group.

975
01:29:10,860 --> 01:29:13,600
And we're looking at, we are seeing,

976
01:29:15,060 --> 01:29:19,460
quarter one, quarter two, we see slight increases

977
01:29:20,760 --> 01:29:23,880
from quarter one, nineteen, a quarter two, nineteen,

978
01:29:24,380 --> 01:29:26,760
and I think that would be expected.

979
01:29:27,140 --> 01:29:28,600
What we really want to look at is,

980
01:29:29,480 --> 01:29:39,280
comparing quarter to 16, quarter to 17, 18, 18, 19 and you know what I will say is that

981
01:29:39,280 --> 01:29:46,480
you know that it looks fairly consistent and again it's an indication that we need to have

982
01:29:46,480 --> 01:29:53,440
a stronger process in place but you know what you also see is when we started the initial

983
01:29:53,440 --> 01:29:59,960
work you see the decrease and then this is why we're focusing on the MTSS at the secondary level.

984
01:30:00,700 --> 01:30:09,340
Is that we need to have a strong relationship between the data and practice? I've mentioned Edison, and so I'll take a look at Edison.

985
01:30:10,760 --> 01:30:24,140
You know, Edison, 15, 16, they 61% of their ninth graders fell in one or more courses. And over that period of time, three or two, they've gone down to 21%. And so they're still work to do.

986
01:30:24,140 --> 01:30:31,000
But I would like to accelerate progress and then those schools that are looking at that are

987
01:30:31,000 --> 01:30:31,500
very increasing.

988
01:30:32,460 --> 01:30:37,660
Then the high school social superintendent, Carlos Steinberg, is having those conversations

989
01:30:37,660 --> 01:30:38,400
with principals.

990
01:30:38,400 --> 01:30:43,160
They've already reviewed this data and so we're already thinking about a plan of action.

991
01:30:43,980 --> 01:30:47,840
What we're doing now is we're doing additional professional development for principals counselors

992
01:30:47,840 --> 01:30:52,400
and ninth grade teams on the ninth grade on the contract system.

993
01:30:52,400 --> 01:31:03,460
In particular, we're emphasizing action and so we're relationship between looking at the information and aligning that to work on a daily basis.

994
01:31:04,220 --> 01:31:08,620
And then as I mentioned before, we have a completion of our middle school on-track plan.

995
01:31:09,700 --> 01:31:15,260
The final piece, so you see the act, and I just want to mention the plan work that we're doing.

996
01:31:15,260 --> 01:31:20,300
Because the planning has to do with aligning the work to our budget.

997
01:31:21,900 --> 01:31:28,320
And some key initiatives that I think will support the acceleration of achievement next year.

998
01:31:28,920 --> 01:31:30,200
We have a balanced budget.

999
01:31:31,120 --> 01:31:31,960
That matters.

1000
01:31:32,500 --> 01:31:33,820
It creates a sense of stability.

1001
01:31:34,340 --> 01:31:36,220
It makes things more predictable for schools.

1002
01:31:36,280 --> 01:31:39,540
It supports the development of three year plans.

1003
01:31:40,180 --> 01:31:42,380
And so that makes a difference.

1004
01:31:42,380 --> 01:31:44,380
we'll have continued focus on the priorities.

1005
01:31:45,700 --> 01:31:48,860
We have the halftime differentiation specialists

1006
01:31:48,860 --> 01:31:51,700
as far as a part of our predictable staffing model.

1007
01:31:52,060 --> 01:31:53,980
And in that differentiation specialist,

1008
01:31:54,260 --> 01:31:56,180
is addressing the challenge of having students

1009
01:31:56,180 --> 01:31:58,180
with wide ranges of abilities.

1010
01:31:58,260 --> 01:32:01,860
I've yet advanced or students who need additional support

1011
01:32:01,860 --> 01:32:03,740
and how to have great level standards

1012
01:32:03,740 --> 01:32:06,460
have those students have access to great level standards.

1013
01:32:07,400 --> 01:32:08,900
We'll have our biggest professional development.

1014
01:32:09,000 --> 01:32:10,920
It's a lot of our teacher will hear the same message.

1015
01:32:10,920 --> 01:32:16,920
We have our network team for school improvement, so that's the team that can support the coaching and

1016
01:32:16,920 --> 01:32:22,480
on evidence-based practices, and then we'll continue our comprehensive district design work.

1017
01:32:23,340 --> 01:32:27,540
So that is the quarter two report.

1018
01:32:28,680 --> 01:32:33,920
You know, the work continues, slight gains, and obviously slight gains in proficiency.

1019
01:32:34,560 --> 01:32:45,040
I'll grow this similar to this time last year and then I think we very clear on the action steps that we're doing from last quarter to what we're doing now.

1020
01:32:45,740 --> 01:32:46,980
So at this point, any questions?

1021
01:32:58,440 --> 01:33:09,320
Yeah, those numbers are something else and I just want to say that it does see on the sheet the percent of 9th graders failing one or more courses this year.

1022
01:33:10,120 --> 01:33:17,620
But these are the ninth graders that we are failing, and it starts all the way from elementary.

1023
01:33:18,760 --> 01:33:24,360
And so as we look at the district wide assessment plan, I think we should really take a look at these rates,

1024
01:33:25,740 --> 01:33:30,520
by which we're failing these students and put the work in.

1025
01:33:30,600 --> 01:33:30,940
Absolutely.

1026
01:33:31,340 --> 01:33:32,040
Thank you.

1027
01:33:34,200 --> 01:33:35,040
Director Eisen.

1028
01:33:38,820 --> 01:33:39,240
Thanks.

1029
01:33:39,240 --> 01:33:47,780
you called out that particular Edison, that particular year, and I just, I don't want to

1030
01:33:47,780 --> 01:33:52,320
quite brush past that. I just wanted to kind of just dwell on that for a moment. I think

1031
01:33:52,320 --> 01:33:58,980
that, you know, I'm fan of celebration as well, and it's good to acknowledge what's different,

1032
01:33:59,260 --> 01:34:07,360
but I also wanted to say that I, you know, I consider that year, pretty tragic for those

1033
01:34:07,360 --> 01:34:10,420
students. It was really more of a tragedy. It would be really more collected at a

1034
01:34:10,420 --> 01:34:16,360
treasure duty. I feel like then kind of made progress, other were making progress

1035
01:34:16,360 --> 01:34:21,040
as long. And I know that class very well. It's a class as I know very well. Maybe

1036
01:34:21,040 --> 01:34:25,120
just because I can very clearly see the faces of the students impacted. I still

1037
01:34:25,120 --> 01:34:31,100
have a lot of thoughts around that, and still actually haven't had some anger

1038
01:34:31,100 --> 01:34:36,040
that I'm struggling to let go on that. But what I wanted to highlight for this is

1039
01:34:36,040 --> 01:34:43,060
good to call out the progress that I wanted to, and it has come from hard work, but I think

1040
01:34:43,060 --> 01:34:46,880
we need to acknowledge the other factors, some of which you reiterate, maybe some of

1041
01:34:46,880 --> 01:34:51,440
the points that you've made today, because my lived experience of that was that there is

1042
01:34:51,440 --> 01:34:56,540
some other issues including just poor attention, for example, to the basics and the younger years,

1043
01:34:57,060 --> 01:34:59,800
what I know about. My kids are in that class, and I know, for example,

1044
01:35:00,000 --> 01:35:07,580
At some point during their elementary years, the district decided science was unimportant, and the least not one day out of the entire school year on that.

1045
01:35:07,820 --> 01:35:16,460
So it's really important that we're talking about the younger years, I think, in our attention to that because that impacts them at ninth grade.

1046
01:35:16,760 --> 01:35:25,240
I think what I noticed as well is, at that point, there was no ninth grade on track system. We had a pilot, not a medicine, but in other places.

1047
01:35:25,240 --> 01:35:29,080
So we had no way of really responding.

1048
01:35:29,440 --> 01:35:32,600
There was not really any systems in place.

1049
01:35:34,160 --> 01:35:36,800
And that led that led to these things.

1050
01:35:36,940 --> 01:35:38,820
I think it also the district was in transition.

1051
01:35:39,740 --> 01:35:43,360
So we paid frankly the little attention to the data and

1052
01:35:43,820 --> 01:35:46,760
made no attempt to connect the data to a practice in my

1053
01:35:46,760 --> 01:35:49,340
observation from at least from this level.

1054
01:35:49,420 --> 01:35:53,240
In fact, I recall not even reviewing data until

1055
01:35:53,240 --> 01:35:58,300
third quarter until about this time. And then it was kind of a big surprise. It seemed like

1056
01:35:58,840 --> 01:36:04,280
at least from my perspective that kids were failing and, you know, then you had limited time in which to respond.

1057
01:36:04,980 --> 01:36:11,560
And so I think what it, I, so I guess, in conclusion, what I would say is I would reiterate some of the points that you mentioned.

1058
01:36:11,760 --> 01:36:18,200
It's really important that we are paying attention to our rapid response rates, that we have a main grade on tracks.

1059
01:36:18,200 --> 01:36:26,500
we need systems and we need to be intentional. Otherwise, we accidentally end up in tragic situations

1060
01:36:26,500 --> 01:36:32,500
and it's not okay in the series, these kids are still in our system. So I'm glad that we did better

1061
01:36:32,500 --> 01:36:42,080
the next year, but that doesn't mean that we didn't, that we, um, that what we did was okay for years

1062
01:36:42,640 --> 01:36:49,140
It's like, I just felt like I needed to kind of add that personal perspective.

1063
01:36:50,120 --> 01:36:51,240
Superintendent Graffierner.

1064
01:36:51,480 --> 01:36:51,600
Yeah.

1065
01:36:51,940 --> 01:36:54,640
Dr. Harrison, I want to thank you for bringing that up also.

1066
01:36:54,800 --> 01:37:01,940
I think Dr. Felder for noting, you know, that there's a significant concern around where our students are.

1067
01:37:02,160 --> 01:37:09,040
I think the challenge, the balance is always that we recognize that and we also recognize that there are many people in the schools.

1068
01:37:09,040 --> 01:37:16,160
in the on the board in central office, we're working to make those improvements, so we don't want to.

1069
01:37:18,580 --> 01:37:25,780
We want to make that acknowledgement, but the context in the history that you provided, as well as the reference at Director Fallen made, are very, very important.

1070
01:37:25,900 --> 01:37:28,000
And I think there are a couple of points to be made with that.

1071
01:37:28,000 --> 01:37:36,720
One is the idea that as those freshman students were not successful, what happens to them in 10th grade, 11th grade, 12th grade,

1072
01:37:36,720 --> 01:37:41,980
as they move forward, what kind of supports do we put in place to ensure that they get the resources

1073
01:37:41,980 --> 01:37:45,900
they need to, that they can have quite a recovery, if that's what's needed, or they have interventions

1074
01:37:45,900 --> 01:37:50,900
for skill support. And that is part of the multi-tiered systems of support that we are continuing to

1075
01:37:50,900 --> 01:37:56,740
try and develop. We're trying to use this data, this information, to better align our resources

1076
01:37:56,740 --> 01:38:06,700
and get schools to collectively identify what those needs are with their students, not only at the

1077
01:38:06,700 --> 01:38:12,500
subsequent years. So that is what we're dealing with right now and that's going to take several

1078
01:38:12,500 --> 01:38:17,220
years to do that. But it doesn't mean that we are committed to it and it doesn't mean that it still

1079
01:38:18,020 --> 01:38:24,820
is off our radar. The second point, and again it was mentioned as what led up to that. Kids don't

1080
01:38:24,820 --> 01:38:30,420
all of a sudden in ninth grade or tenth grade or in 12th grade become unsuccessful in their graduation.

1081
01:38:30,940 --> 01:38:36,100
That happens over many, many years and many other factors outside of schools as well. So we try

1082
01:38:36,100 --> 01:38:41,160
focus on what we can control and a big part of it is making sure that we have

1083
01:38:41,520 --> 01:38:47,900
curriculum in front of our students that is aligned to the standards it is also

1084
01:38:47,900 --> 01:38:54,120
representative of interest for them as well as it's conducive to the

1085
01:38:54,120 --> 01:38:58,360
teachers and their abilities are to present that information to students and that

1086
01:38:58,360 --> 01:39:03,140
takes time as well as you look at a student entering into kindergarten receiving

1087
01:39:03,140 --> 01:39:08,740
that quicken them for the first time. A teacher may be teaching it for the first time. You

1088
01:39:08,740 --> 01:39:13,600
have to continue the ongoing professional development, first grade, second, third, fourth, and fifth.

1089
01:39:14,000 --> 01:39:19,240
So we again have a commitment to that with our literacy and we're building that throughout the

1090
01:39:19,240 --> 01:39:26,540
district. But again, I don't want to minimize the importance of what we're trying to do around the

1091
01:39:26,540 --> 01:39:30,940
alignment of our priorities and the systems that we are trying to create for our students.

1092
01:39:31,560 --> 01:39:39,560
It's nice to see a bump in a year or to see progress, but we're about over 13 years, you know,

1093
01:39:39,680 --> 01:39:46,100
other experience for students, and we cannot forget that, that that is what we have to continue

1094
01:39:46,100 --> 01:39:46,640
to look at.

1095
01:39:46,780 --> 01:39:50,940
The immediate urgency that we have, and how do we make sure that what we're doing actually

1096
01:39:50,940 --> 01:39:54,820
will help build that pathway and that trajectory for the outcomes that we want for our kids.

1097
01:39:55,340 --> 01:39:55,700
Thank you.

1098
01:39:56,040 --> 01:39:59,600
I completely agree, and I think we're seeing very similar sorts of things in many ways.

1099
01:39:59,600 --> 01:39:59,800
Thank you.

1100
01:40:00,000 --> 01:40:10,840
I think this is kind of a living example of just how important systems are and just what kind of a disaster happens when we, at whatever level, don't have our systems in place.

1101
01:40:11,500 --> 01:40:17,120
And making that connection, as you say, that K12 connection is really critical in what sorts of things have been when those things are ignored.

1102
01:40:17,520 --> 01:40:27,600
So I think we're saying the same thing. And so yes, I think is a great example of where some things are working for sure and how it does take time.

1103
01:40:27,600 --> 01:40:36,800
And certainly on unfortunate reality when things get overlooked and we're too casual about things.

1104
01:40:37,180 --> 01:40:43,940
And the final thing I'll say is to the leadership that we have within our schools and how they are unified around this work.

1105
01:40:44,140 --> 01:40:52,680
You know, when you have the four core priorities and that is part of where you know, we selected these two areas as a cohort that we're going to be committed to that's what we want.

1106
01:40:52,680 --> 01:41:12,220
We don't want this to be an edict or a mandate that, you know, I have to do, we want it to be at the grassroots level, something that they believe in and something that they can see through this work, these are the outcomes that we're expecting to get for kids today and then as they matriculate into a middle school and high school, you could actually see the support that you provided for them so they can be successful.

1107
01:41:12,220 --> 01:41:17,400
So that, that is part of the adaptive change that we want as well in our, in our district,

1108
01:41:17,580 --> 01:41:23,780
is that people are committed to seeing this, not only from their immediate classroom,

1109
01:41:24,140 --> 01:41:27,700
but to their building and into the different divisions that we have in the district.

1110
01:41:28,800 --> 01:41:36,280
And so then you see just, I just add, or support as well. I want to clarify that it does not mean

1111
01:41:36,280 --> 01:41:41,000
that they weren't even three years ago, four years ago, good people doing good work. So I'm not suggesting

1112
01:41:41,000 --> 01:41:45,700
that it all. Rather I'm saying it's really important that we have systems and accountability

1113
01:41:46,840 --> 01:41:51,820
and at all levels and it's pretty disastrous and we don't do that.

1114
01:41:53,100 --> 01:42:00,000
All right. Thank you, Dr. Arson. We have a student representative Ahmed, Director Ellison,

1115
01:42:00,220 --> 01:42:06,760
Director Capriini, and then Director Walzer, and then if we were down to like 15 minutes here,

1116
01:42:06,760 --> 01:42:09,640
you know, and then Director Felder again.

1117
01:42:11,600 --> 01:42:12,020
Thank you.

1118
01:42:12,220 --> 01:42:20,020
As a junior who's preparing for the ACT coming up next month, it's a lot of pressure,

1119
01:42:20,200 --> 01:42:24,040
and it's very stressful knowing that you don't feel fully prepared for the ACT,

1120
01:42:25,060 --> 01:42:29,120
and determined by your scores, that determines which schools you get into,

1121
01:42:29,400 --> 01:42:31,460
and where you can go and what you can take.

1122
01:42:31,460 --> 01:42:38,460
So, you talked briefly about content review for ACT prep, so my question is what does that look like?

1123
01:42:39,240 --> 01:42:47,720
And what can students and teachers expect from the content changes and for younger students that are coming after me,

1124
01:42:47,860 --> 01:42:53,840
so that when my little sister who's a freshman at Henry is prepared when she takes the ACT and has a higher score than mine, hopefully.

1125
01:42:56,000 --> 01:43:01,000
So I'm going to ask my two of my colleagues to come forward at Deputy Chief Sattler and

1126
01:43:01,000 --> 01:43:07,280
Associate Superintendent Steinbuffer there here and I'll let them tackle that question and

1127
01:43:07,280 --> 01:43:08,180
more detail.

1128
01:43:12,180 --> 01:43:16,680
But even chair and sport members and superintendent, one of the ways that we've been trying

1129
01:43:16,680 --> 01:43:20,180
to work through ACT content because we know people have concerns about teaching to the

1130
01:43:20,180 --> 01:43:20,680
test.

1131
01:43:21,120 --> 01:43:28,560
We have already done some training with some teachers and principals around looking at the

1132
01:43:28,560 --> 01:43:33,020
in areas, what we look at for literacy, so helping them understand when they put the components

1133
01:43:33,020 --> 01:43:37,040
together, here's what ACT is looking for, and it actually matches what we think should

1134
01:43:37,040 --> 01:43:41,640
happen when students express themselves through a written format, and how that should be connected

1135
01:43:41,640 --> 01:43:46,420
and then what's the rest of the professional development for the teachers, so we're also partnering

1136
01:43:46,420 --> 01:43:51,000
with the University of Minnesota to make sure that we're kind of getting at those pieces.

1137
01:43:51,420 --> 01:43:55,460
So in other words, whatever you're delivering in the classroom should be preparing you for

1138
01:43:55,460 --> 01:43:58,320
those kinds of assessments in the gateway, whether it be ACT,

1139
01:43:58,620 --> 01:44:01,240
acupilacer, or what have you just going to the workforce.

1140
01:44:01,780 --> 01:44:04,740
So we've been trying to make sure that we're aligning our content.

1141
01:44:05,100 --> 01:44:08,100
Two meat standards, two be able to move forward beyond high school.

1142
01:44:08,280 --> 01:44:10,080
So that's through professional development.

1143
01:44:10,660 --> 01:44:14,660
That's through conversation about what their content and curriculum should look like.

1144
01:44:15,200 --> 01:44:19,660
And it's also through making sure we're evaluating the implementation part of it.

1145
01:44:20,720 --> 01:44:27,720
directors, Superintendent, to add to Deputy Sadler's comments about preparing for the ACT,

1146
01:44:27,860 --> 01:44:35,360
certain schools do certain pieces that fit the students' needs and starting in the freshman

1147
01:44:35,360 --> 01:44:41,180
years, Pearson offers Cambridge tests at the freshman years to help kids prepare for when

1148
01:44:41,180 --> 01:44:48,080
they take the ACT their junior year. Also, ACT test taking strategies are embedded in some of the

1149
01:44:48,080 --> 01:44:50,680
LA classrooms and as far as across the

1150
01:44:50,680 --> 01:44:57,360
Concendorias well, oftentimes there are ACT prep classes after school before school and also

1151
01:45:00,000 --> 01:45:09,420
I'd say not grants, but opportunities for kids to get subsidies to take Princeton review and such not on weekends.

1152
01:45:13,550 --> 01:45:24,430
Thank you. And to the point about afterschool classes and morning classes and other different, because I know at Henry we have Europe and we have college possible and things like that.

1153
01:45:24,430 --> 01:45:41,190
But just having those alone is like, okay, we should already have these implemented in the courses in the classes that we're attending five days out of the week so that we're well prepared so that I don't have to skip softball to go do ACT prep when I just spent 55 minutes in class.

1154
01:45:41,430 --> 01:45:54,410
So I want to make sure that in the future, we're doing content review that is surrounded around ACT prep and accuracy readiness so that all of our students and Minneapolis public schools and all juniors have that stress lifted off their shoulders.

1155
01:45:54,430 --> 01:45:56,310
and they're ready for college.

1156
01:45:57,010 --> 01:46:04,610
I think the other piece to that, again, we need to look at our continuum is the emphasis

1157
01:46:04,610 --> 01:46:11,390
on teachers being able to clearly instruct with the standards and what the students need to know.

1158
01:46:11,910 --> 01:46:20,930
And I think once we do that over the early years, repeatedly students become mastered in those standards

1159
01:46:20,930 --> 01:46:25,970
So they have mastery of those standards, and so then when you get to maybe a new type of assessment

1160
01:46:25,970 --> 01:46:29,770
that they have to take, they do get the review of what that will look like and what that

1161
01:46:29,770 --> 01:46:33,430
experience will feel like, but they already have the content standards they have that knowledge.

1162
01:46:33,590 --> 01:46:38,910
So it's, again, building that over time, our students don't get there, you know, over one,

1163
01:46:38,910 --> 01:46:42,790
one class, you know, over one year, it's over a series of years.

1164
01:46:42,950 --> 01:46:47,390
And so it's our job to make sure that we're putting the highest quality information in front

1165
01:46:47,390 --> 01:46:47,830
of them.

1166
01:46:49,680 --> 01:46:52,480
All right, do I get our Ellison and Director Capriini?

1167
01:46:57,170 --> 01:47:02,290
I was looking at, same thing, everyone else has been asking questions about the core course value rates,

1168
01:47:03,070 --> 01:47:09,050
and wondering if we've identified best practices I've heard MTSS in some of, like,

1169
01:47:09,050 --> 01:47:13,210
especially heritage, jump down, state down, no Edison's gun,

1170
01:47:14,190 --> 01:47:21,310
down consistently, washburn, and wondering if we're looking at things that are occurring

1171
01:47:21,310 --> 01:47:29,510
consistently that we can spread to other high schools, and then second question is, we didn't

1172
01:47:29,510 --> 01:47:34,130
just get the students in ninth grade, we've had them for eight or nine years, are we looking

1173
01:47:35,150 --> 01:47:42,230
at students middle school and elementary school experiences and seeing, but we have all the

1174
01:47:42,230 --> 01:47:47,430
students who are struggling with passing these courses and they all came from maybe just one

1175
01:47:47,430 --> 01:47:51,170
or two different middle schools, and we then putting supports in those middle schools to

1176
01:47:51,170 --> 01:47:53,730
help them be prepared for more care for 9th grade.

1177
01:47:55,350 --> 01:47:59,590
I'll start in the near-concerning I think what this data does is it gives us an aggregate

1178
01:47:59,590 --> 01:48:05,530
and what we are really focusing on at the district level is breaking that down and so you

1179
01:48:05,530 --> 01:48:10,030
would be working associate would be working with the division so the high school division

1180
01:48:10,030 --> 01:48:15,650
looking at what practices do you have in place around your course failure information

1181
01:48:15,650 --> 01:48:20,490
and strategies that you're doing in your building and then from there they the specific

1182
01:48:20,490 --> 01:48:24,030
subject days or contemporaries, they would look at the students and see if there are any trends

1183
01:48:24,030 --> 01:48:25,150
within that.

1184
01:48:25,210 --> 01:48:29,590
And I was fortunate, I think it was last year or maybe two years ago, fortunate to be

1185
01:48:29,590 --> 01:48:33,770
a part of that team planning that was occurring over at Edison where they actually came

1186
01:48:33,770 --> 01:48:34,070
together.

1187
01:48:35,010 --> 01:48:40,030
They had data around students that they were concerned about and they essentially developed

1188
01:48:40,030 --> 01:48:41,330
a plan of support.

1189
01:48:41,850 --> 01:48:48,490
What were the variables that they think were affecting this student in their classroom grades?

1190
01:48:48,490 --> 01:49:07,590
And so they really, they targeted again the individual student, and I think that is part of what we're trying to create is that as the data gets aggregated together, you know, we can see as a school what that looks like, but really we want to make sure we're breaking it down for the individual student.

1191
01:49:07,850 --> 01:49:16,650
And so that model of how the teams come together for their planning or for their intervention support or team support is really critical. That's part of the systems if you, if you will.

1192
01:49:16,650 --> 01:49:26,410
And then it was already mentioned that we're moving to a middle school model where we're actually getting to see the on track for our sixth seventh and eighth grade students.

1193
01:49:27,470 --> 01:49:35,870
And hopefully that will again allow us to see some of the trends that we have there related to the proficiency of our students.

1194
01:49:38,640 --> 01:49:40,340
Okay, Dr. Kpreenie.

1195
01:49:43,440 --> 01:49:47,840
So, Director Ellison, thank you. That was exactly what I wanted to ask about middle school.

1196
01:49:47,960 --> 01:49:52,480
But I also wanted to add to that that a lot of students that start to attend

1197
01:49:52,480 --> 01:49:57,720
many of the public schools may not be many of the public school students in the elementary grades.

1198
01:49:57,940 --> 01:49:59,980
So it's really important to record.

1199
01:50:00,000 --> 01:50:12,740
We recognize that we do have students that will end up that many households that may not have had the kind of experience that we're hoping will become a trend and become those systems that are in place.

1200
01:50:13,340 --> 01:50:17,400
So I'm very excited about the small increments of progress that we've made.

1201
01:50:17,720 --> 01:50:25,760
And as I've said before, we didn't get here overnight. So it's going to take us some time to get to that place where we're doing cart walls over the leaps and gains.

1202
01:50:25,760 --> 01:50:36,080
But I'm pleased with this. I just wanted to point out that, you know, middle school, we've got a lot of schools and students believe and come back it can be kind of a rolling door.

1203
01:50:37,340 --> 01:50:38,220
Thank you.

1204
01:50:38,600 --> 01:50:40,580
All right. Director, Walsert.

1205
01:50:43,140 --> 01:50:43,580
Thank you, Chair.

1206
01:50:43,760 --> 01:50:45,460
Can I see slide two?

1207
01:50:54,460 --> 01:50:56,800
Is there anybody here who remembers Slugbug?

1208
01:50:58,940 --> 01:50:59,100
Right?

1209
01:50:59,540 --> 01:50:59,920
Okay.

1210
01:51:01,120 --> 01:51:06,800
If you don't remember Slugbug, Slugbug is a game I used to play with my brother when we were kids driving around in the car.

1211
01:51:06,800 --> 01:51:14,000
because in the early 60s, when I was a kid, the only foreign cars that you ever saw were Volkswagen.

1212
01:51:14,200 --> 01:51:17,480
So whenever you saw Volkswagen, you said, Swagbug, and you gave your brother a bump.

1213
01:51:18,780 --> 01:51:28,800
But if you drive around today, it's not Volkswagen CC, you see Toyota's and Honda's and Nissan and Mazda's.

1214
01:51:29,840 --> 01:51:35,880
something changed, and the reason it changed, the reason that Toyota is now the dominant,

1215
01:51:35,900 --> 01:51:40,880
well one of the dominant carmakers in the world, has to do with that little sign-up there,

1216
01:51:40,900 --> 01:51:45,540
and the work of a man named W Edward Stemming. How many of you are familiar with Stemming?

1217
01:51:47,900 --> 01:51:52,980
W Edward Stemming was a quality control guy who went to an American who went to Japan,

1218
01:51:53,020 --> 01:51:58,560
and the Japanese really took on board the ideas that he had, and a lot of his ideas are really,

1219
01:51:58,560 --> 01:52:03,880
really powerful. And one of them that's often attributed to him is this cycle that we see up here

1220
01:52:03,880 --> 01:52:09,720
and we've been seeing a lot in our meetings here. There's another of Deming's ideas which I think

1221
01:52:09,720 --> 01:52:17,780
is worthy of consideration. Anyway, he said, and as this quote is rough and it's not absolutely

1222
01:52:17,780 --> 01:52:23,780
his words or whatever, but it's often attributed to him. He says, every system is perfectly designed

1223
01:52:23,780 --> 01:52:26,040
to get the results that it gets.

1224
01:52:28,360 --> 01:52:32,900
Every system is perfectly designed to get the results that

1225
01:52:32,900 --> 01:52:41,380
it gets. So the results that we see and that we've just been through are the perfect result

1226
01:52:41,380 --> 01:52:49,900
of the system that we have, the logical, natural result of the system we have. And that means

1227
01:52:49,900 --> 01:52:54,640
If we want different results, we have to change the system.

1228
01:52:58,130 --> 01:53:02,510
The quarterly and yearly results that we see are broadly consistent and have not been

1229
01:53:02,510 --> 01:53:05,390
broadly consistent as long as I've been on the board and paying attention.

1230
01:53:05,930 --> 01:53:07,410
I think they go back much further.

1231
01:53:07,810 --> 01:53:12,810
Certainly, the disparities that we talk about all the time are historical going back decades.

1232
01:53:19,880 --> 01:53:23,640
The disparities that we see today are still with us.

1233
01:53:23,700 --> 01:53:24,520
They've been with us for decades.

1234
01:53:24,520 --> 01:53:31,360
we are the system is perfectly designed or as Chief Morse said earlier tonight the gap remains

1235
01:53:33,020 --> 01:53:38,260
if we really want different results we will need to change the system design in 12 years as an

1236
01:53:38,260 --> 01:53:45,180
MPS parent and six or seven years as the husband of an MPS teacher and two and a bit

1237
01:53:45,180 --> 01:53:50,400
years on this board I have not ever heard conversation about systemic change.

1238
01:53:53,330 --> 01:53:54,410
Things do change

1239
01:53:55,070 --> 01:54:01,230
usually with an acronym. But if the results tell the story, the changes that we have seen

1240
01:54:01,230 --> 01:54:09,070
have really not changed the results dramatically. Bendings, if you will. I hope that the

1241
01:54:09,070 --> 01:54:13,310
conversations that we have around the New Strategic Plan will offer an opportunity to explore

1242
01:54:13,310 --> 01:54:20,430
deep and meaningful change. Time will tell. For now, if you are interested, if anybody here is

1243
01:54:20,430 --> 01:54:23,030
interested in how Deming's ideas can work in education.

1244
01:54:23,730 --> 01:54:26,950
I just happen to have brought this book for other reasons, but it happened to be here.

1245
01:54:27,070 --> 01:54:27,990
So here is an example.

1246
01:54:28,790 --> 01:54:34,770
It's called After the Education Wars by Andrea Gabor, and in particular, she talks about

1247
01:54:34,770 --> 01:54:39,910
Leander-Texus, where they've really taken a lot of Deming's ideas on board with pretty interesting

1248
01:54:39,910 --> 01:54:40,410
results.

1249
01:54:42,090 --> 01:54:48,710
We don't have to see results like we've seen as far as the idea you can see, but if we want

1250
01:54:48,710 --> 01:54:54,970
change the results. We're going to have to change the system that produces them.

1251
01:54:55,310 --> 01:54:55,750
Thank you.

1252
01:54:59,320 --> 01:54:59,800
Director.

1253
01:55:00,000 --> 01:55:04,400
Alley, we have heard from you yet tonight, and then Director Felder.

1254
01:55:05,560 --> 01:55:06,120
Okay.

1255
01:55:15,860 --> 01:55:23,040
Can I please leave a touch? There's two on suspicion. And this is one of the chronic

1256
01:55:23,040 --> 01:55:37,920
disease we have, frankly speaking, and I want to also hear from the sub-attendance, what is

1257
01:55:37,920 --> 01:55:41,560
This has been on goal-in, and particularly,

1258
01:55:45,080 --> 01:55:49,640
I'm here in a lot from the families of color

1259
01:55:51,140 --> 01:56:00,780
and still not far much improvement going on, and I went to hear from you, but I want to first

1260
01:56:00,780 --> 01:56:02,640
hear from Chief Moor.

1261
01:56:03,400 --> 01:56:03,920
Thank you.

1262
01:56:09,900 --> 01:56:10,460
Dracurally.

1263
01:56:11,320 --> 01:56:16,740
So you're just taking a look at our suspensions, I've said this before, and I think we

1264
01:56:16,740 --> 01:56:21,440
as a district have some of the lowest suspensions rates in the country.

1265
01:56:22,180 --> 01:56:33,360
If you look at the data, we're at a 2.7% of students that have been suspended, and so we still

1266
01:56:33,360 --> 01:56:39,580
have challenges with disproportionality, and so that's the work of our OCR agreement and

1267
01:56:39,580 --> 01:56:43,980
Minnesota Department of Human Rights Agreement is to really address disparities.

1268
01:56:45,360 --> 01:56:50,460
That is why we're doing embedding equity in all of the work that we're doing.

1269
01:56:50,800 --> 01:56:56,840
Taking a look at bias and taking a look at our systems as Dr. Walter mentioned and deconstructing our system.

1270
01:56:57,600 --> 01:57:05,120
I think what's different in the work we're doing is we're embedding equity in our layer to the system from the individual level to school improvement,

1271
01:57:05,120 --> 01:57:10,620
organizational level to a systems level as evidenced by our EDI work and our policy work.

1272
01:57:11,460 --> 01:57:18,780
So, you know, this is, as mentioned rates are low, you know, significantly lower, but

1273
01:57:18,780 --> 01:57:22,420
our disparities remained and we were making small progress there.

1274
01:57:22,960 --> 01:57:28,120
But that's why we have, you know, of the rights agreement, that's why we focus on a multi-tier

1275
01:57:28,120 --> 01:57:31,980
system to support to make sure that we're meeting the students in the classroom.

1276
01:57:31,980 --> 01:57:37,680
I mean, I think often times there are some behaviors that are the result of some students that are disengaged

1277
01:57:37,680 --> 01:57:42,140
and not getting learning that's relevant to their needs and who they are.

1278
01:57:42,880 --> 01:57:47,980
So that's the work of the student services and the MTSS work group.

1279
01:57:48,840 --> 01:57:56,440
So I think that what we'll also expect to see is I just said double double down on our story practices

1280
01:57:57,100 --> 01:58:02,460
And so we look forward to doing some additional work in that area as well, and all of our schools.

1281
01:58:02,580 --> 01:58:07,860
But I do think the work on social and emotional learning equity will get out these issues.

1282
01:58:08,260 --> 01:58:11,600
But I mean, some of the, you know, there's different tiers, tiers 1, 2 and 3.

1283
01:58:12,420 --> 01:58:16,900
And so we're really trying to identify the levels of sports that these students need.

1284
01:58:17,000 --> 01:58:22,640
I think the focus I'm pretty cool staffing with our social workers and our school psychologist, the partner and TSS.

1285
01:58:22,840 --> 01:58:25,940
I mean, again, that's at a support there as well.

1286
01:58:28,110 --> 01:58:34,150
Dr. Charlie, I think Chief Morgan have captured what our plan is at a broader level

1287
01:58:34,150 --> 01:58:42,270
of, in terms of how we address district-wide systemic practices of changing, you know,

1288
01:58:42,630 --> 01:58:48,970
what would be more in the past of traditional approach to addressing concerns with student

1289
01:58:48,970 --> 01:58:49,390
behavior.

1290
01:58:49,590 --> 01:58:55,430
Obviously, creating a safe and welcoming environment is a priority for our schools and for our staff.

1291
01:58:55,430 --> 01:59:01,450
And so with that we want to make sure that we respond appropriately to behaviors or actions

1292
01:59:01,450 --> 01:59:05,850
that are concerning or compromise that welcoming environment or the safety of our students.

1293
01:59:07,130 --> 01:59:11,370
But I will tell you I had a specific conversation with a parent I believe yesterday around

1294
01:59:11,370 --> 01:59:14,750
how she felt her child was.

1295
01:59:15,190 --> 01:59:20,130
The child's behavior was addressed and for her it was more a case of she was very clear and saying

1296
01:59:20,130 --> 01:59:23,930
I want to support the school when there are concerns, but I want to be clear as to what

1297
01:59:23,930 --> 01:59:25,610
those concerns are about my child.

1298
01:59:26,330 --> 01:59:31,470
And so my commitment to her was that I would follow up with staff and make sure that they

1299
01:59:31,470 --> 01:59:37,950
understood that she's there to support the school, but needs to be very aware of what those

1300
01:59:37,950 --> 01:59:38,910
concerns are.

1301
01:59:39,510 --> 01:59:42,130
The school has the behavior of the student.

1302
01:59:42,650 --> 01:59:48,830
So I think in some cases there's a communication gap around, you know, this is what happened

1303
01:59:48,830 --> 01:59:52,250
the concerns we had with the behavior and therefore these are the consequences.

1304
01:59:53,210 --> 01:59:58,410
So we've got to spend more time in that communication with our parents when those situations happen.

1305
01:59:59,330 --> 01:59:59,970
We also have to make...

1306
02:00:00,000 --> 02:00:10,200
We're reinforcing the interaction between the teachers and the students and making sure that we're putting the supports for the teachers to be successful.

1307
02:00:10,900 --> 02:00:19,340
And sometimes that is a very specific curriculum again that is more engaging, or it's resources in terms of another support person.

1308
02:00:19,340 --> 02:00:27,340
If there are things outside of the school that are affecting the child, you know, in their interaction in the school.

1309
02:00:28,080 --> 02:00:33,400
So I think those are elements of what we're trying to do systemically in the district as well.

1310
02:00:34,720 --> 02:00:42,720
But certainly more attention to reviewing this data as the school leaders are looking at the disciplinary results,

1311
02:00:42,720 --> 02:00:47,760
The fun within their building and understanding, you know, that if these are the concerns

1312
02:00:47,760 --> 02:00:51,020
that are coming forward, are they taking place in the cafeteria, they're taking place

1313
02:00:51,020 --> 02:00:56,260
before school, is there a certain day of the week that we're seeing an increase in our discipline

1314
02:00:56,260 --> 02:00:58,460
referrals and our behavior data.

1315
02:00:59,800 --> 02:01:04,840
So, using that to better inform our practices, but again, I will say that, you know, this

1316
02:01:04,840 --> 02:01:13,580
is a long standing kind of challenge that we have and we want to balance the data with

1317
02:01:13,580 --> 02:01:18,960
what our students and our staff are feeling in the schools as well.

1318
02:01:19,600 --> 02:01:20,680
Thank you very much.

1319
02:01:20,960 --> 02:01:21,760
It's a bit of an aircraft.

1320
02:01:22,900 --> 02:01:28,200
But frankly speaking, I want to show that well on board on this issue.

1321
02:01:28,200 --> 02:01:38,820
And I'm, you know, don't want to first have my core here, but I have that each and every principle,

1322
02:01:39,580 --> 02:01:45,580
and the sun is how this is important. You know, we can have, you know,

1323
02:01:47,700 --> 02:01:47,700
this is...

1324
02:01:47,700 --> 02:01:55,240
There's no game for suspending, you know, elementary school kid, because of his stand-up,

1325
02:01:55,240 --> 02:01:59,940
or because of his speaking the class, or an in-zone group.

1326
02:02:00,500 --> 02:02:03,000
In here we have this discussion to make improvement.

1327
02:02:04,500 --> 02:02:06,700
And I'm raising this because of I want to see the change.

1328
02:02:07,100 --> 02:02:09,920
I want to see the better material for our kids.

1329
02:02:10,580 --> 02:02:12,500
But we can't just have continuing this.

1330
02:02:12,900 --> 02:02:15,440
And I, you know,

1331
02:02:15,520 --> 02:02:17,500
supporting the end-grantest time is best.

1332
02:02:17,980 --> 02:02:21,400
But if you're not getting the support from associate superintendents,

1333
02:02:21,400 --> 02:02:33,720
And this was, you know, frankly speaking, you don't have to excuse the mistakes that they are making for not improving the system.

1334
02:02:34,480 --> 02:02:43,120
You know, at some point you don't see accountability for what comes to the suspension of the discourse.

1335
02:02:43,120 --> 02:02:52,340
You know, it's, it's, it's, it's, you know, you know, you say, it's 2% but we, we can have the numbers,

1336
02:02:52,500 --> 02:03:00,640
how many students, you know, that's what height, towards what height, so do I very, I'll just

1337
02:03:00,640 --> 02:03:05,200
clarify that when we talk about data, what's most important is that we're actually talking about

1338
02:03:05,200 --> 02:03:10,340
the individuals and so to your point, I know the example you're describing and I'm very

1339
02:03:10,340 --> 02:03:16,260
And so for me, that's what we're wanting to make sure happens that we don't get our students lost in these numbers,

1340
02:03:16,720 --> 02:03:24,280
that we actually break it down by school so they can look at of this amount, how many students are from my school,

1341
02:03:24,620 --> 02:03:30,620
of this amount, how many students from my school are in this classroom or when is that occurring and how do we address that?

1342
02:03:30,860 --> 02:03:38,640
So we really are trying to utilize the data as a way to address those situations within our schools,

1343
02:03:38,640 --> 02:03:40,620
for the benefit of the individual students.

1344
02:03:40,940 --> 02:03:47,880
So, your point is taken to heart, and I agree that if we have concerns that are out there,

1345
02:03:48,120 --> 02:03:52,780
addressing them directly at the most immediate level of possible, what we need to be doing.

1346
02:03:53,220 --> 02:03:54,540
Thank you.

1347
02:03:55,100 --> 02:03:55,420
All right.

1348
02:03:55,660 --> 02:03:58,280
Director Felder, you have the last question.

1349
02:03:58,660 --> 02:04:01,360
It's 805, so hopefully you can make it brief.

1350
02:04:02,640 --> 02:04:03,680
I'll try.

1351
02:04:04,900 --> 02:04:11,340
I just want to mention the opportunity gap with our students and where they're placed and

1352
02:04:11,340 --> 02:04:19,960
what the failure percentage looks like and I want to talk about how sports and self-esteem

1353
02:04:20,560 --> 02:04:26,120
play into the role and how after school activities play into the role of building a

1354
02:04:26,120 --> 02:04:30,900
student's self-esteem and actually having them enjoy school because if it's all work and

1355
02:04:30,900 --> 02:04:38,320
play, it'll make a very dull day, right? And that's real. And so, um, you know, I was going through

1356
02:04:38,320 --> 02:04:46,540
and I was looking at the high schools in North is one of the few high schools that doesn't have

1357
02:04:46,540 --> 02:04:48,440
JV teams.

1358
02:04:50,600 --> 02:04:57,900
I think that plays a big part. That's part of that 39% that we saw. And I think that

1359
02:04:57,900 --> 02:04:59,980
something that when we did it just to buy the set.

1360
02:05:00,000 --> 02:05:12,380
We have to take a look into that because, you know, the kids know that they are getting less. And if they're all they're doing things, they're not studying because they have no reason to be grounded in that school.

1361
02:05:12,980 --> 02:05:26,220
Nor do the eighth graders who are coming over have a reason to be excited. You know, when we're certainly really taking a look at growth and filling in those empty spaces with beautiful bright faces, we're not making it very pretty for them.

1362
02:05:26,220 --> 02:05:32,380
Again, the district-wide assessment, you know, in those pieces, it's not like we're asking for a

1363
02:05:32,380 --> 02:05:37,080
sale boat racing team, which they have at self-west, with 10 people out in this picture,

1364
02:05:37,740 --> 02:05:43,160
and those 10 people make up our whole varsity team from 1912 grade, right? And I know that our numbers

1365
02:05:43,160 --> 02:05:47,660
are small, but again, the district-wide assessment, because we were supposed to add another

1366
02:05:48,140 --> 02:05:52,880
class to it last year, we were supposed to add another portion to it last year, another program.

1367
02:05:53,880 --> 02:05:59,040
Equity. Equity. Equity. When are we going to do it? That's my question.

1368
02:06:01,870 --> 02:06:07,550
All right. We'll leave it at that. I just want to remind folks next week is Spring Break.

1369
02:06:08,770 --> 02:06:20,090
And the board, however, has a training on next Saturday. So that's the 6th August 6th or August April 6th.

1370
02:06:20,090 --> 02:06:22,310
I've been up since 630.

1371
02:06:24,790 --> 02:06:30,750
So we'll see everybody on Saturday and we'll see the Finance Committee on Thursday.

1372
02:06:32,370 --> 02:06:34,250
Alright, so have a good night.

1373
02:06:34,370 --> 02:06:38,510
Thank you very much staff for being here and have a good spring break.