very deep dive into standards-based grading and reporting to move the needle and our efforts in that area and then we also want to talk to you tonight about our work in Advanced academics all right our first priority is curriculum review excuse me I'm recovering from a cold so I apologize for any coughing I have tonight um so curricular review is one of our priorities and is especially time sensitive right now because we the state of Minnesota is um implementing and adopting new standards in all of our four core subject areas over the next five years so we tightly align to policy 612 which outlines our curriculum development to create a process to ensure that we're implementing our new state standards with high quality curriculum and instruction so our goal for our teaching and learning Department this year was to ensure that we used our curriculum review timeline to ensure implementation of a guaranteed and viable curriculum which just means that every student gets the same curriculum in a way that they can complete throughout the course of the Year align the state standards we're finishing up science we talked with the board about this last year and we did K-8 last year and then we're doing K-12 PE and then the English language Spanish language arts standards are up next year so we're also doing some preliminary work that Regional gents will be talking about Shirley yeah um we anticipate that as we prepare to review English language arts and Spanish language arts that those areas will undergo some pretty significant changes over the next couple of years we've got multiple measures that indicate that while we have been seeing some some growth in student achievement that level of growth on our MCAS our Maps our local common assessments hasn't been accelerated enough to ensure that all students achieve grade level literacy or to close some of our persistent achievement gaps we're also anticipating some legislation coming through rather soon that will also have implications for our local literacy plan and how we approach literacy instruction in our schools so we've done a lot of preliminary work already to prepare for this review most significantly we engaged all of our Elementary staff in a review of our current instructional materials which are the teachers College reading and writing project units of study uh part of that review was looking at how closely our curriculum is aligned to Minnesota standards how well it's aligned to evidence-based practices in reading and writing instruction and how supportive it is for differentiation for our students and as you can see from just this one highlight of that evaluation 92 percent of our elementary teams recommend that we make a shift in our curriculum they feel like the curriculum is not supportive of their instruction and does not provide the differentiation needed for students so they are having to make lots of modifications to make this work so we will be starting to look at some some new materials in the very new near future so I'll give you an overview of what that curriculum review process looks like and this is applied to any subject area not just English language arts and Spanish language arts but it is the process that we'll be using for those upcoming reviews so we start in phase one which is curriculum development so during this phase we're working with both the community so with our district curriculum advisory Council and with representative teachers on developing a purpose statement what is driving us in our literacy instruction or that subject area instruction we then work to align Minnesota standards and benchmarks to specific courses and grade levels so in which course will each of those standards be addressed we prioritize the most essential benchmarks for students to master at each grade level or in each course and then those are the uh the benchmarks that will be assessed with common assessments which are assessments that every teacher who teaches that course or grade level give to their students um we'll also take time to review different instructional materials during that first phase once we have accomplished those things we move into phase two which is starting to develop or select those assessments that I referenced and then to also create units of study that have embedded differentiation models in them and once that work is done then we move into implementation and that implementation phase is very closely monitored so we support that implementation with ongoing professional development we collect data to analyze how well the implementation of the curriculum is working for our students and we Monitor and make adjustments necessary during that phase this gives you a timeline and anticipated timeline of the progression of those phases so at the elementary level you can see we've already engaged in that evaluation of our current curricular materials and then we will begin phase one very soon coming up in May we'll be bringing together a representative group of staff that consists of classroom teachers special education staff members English learner teachers interventionists as well as some administrative Representatives too so we'll have a principal representative on that team as well and we will start executing those tasks of phase one that I I talked you through we hope to start a pilot of new curriculum materials this coming fall so fall 2003 we'd like to execute that pilot for three months and check in on the results of that and if we feel confident that the materials selected are going to be a good fit for our staff and our students that are going to produce the results we're looking for then we will move into phase two if not we'll be revisiting and looking for a different pilot to run and then we are hopeful for a district-wide implementation with all elementary schools and grade levels beginning in Fall of 2024. and then for secondary I just have a middle school and one high school so it's a little less coordination but a very similar format so we'll we want elementary to go first to pick their um curriculum if they would like to Pilot just for foundational reasons um and then based on that that will be a data point we'll have our Middle School team then look at different curriculum that they think they might want to Pilot starting in the fall of this upcoming school year to launch a pilot for second semester which would start around end of January February and then we would then kind of move into a similar timeline as Elementary with a full implementation by fall of 2024. all right and um this is the timeline for the upcoming course subject area so you'll see language arts we will hopefully have wrapped up next year with a launch by 24.25 in school year 24-25 we will begin social studies in the following year we'll begin math which puts us about two to three years ahead of when the state is expecting us to be at full implementation for each of these core subject areas all right our next um big priority that we focused on over the last two years are our Pre-K 12 learning locks a learning walk is a short informal and unannounced classroom visit where a group of teachers or administrators walk into a classroom to collect a certain type of data to look for patterns so we use the learning walk model to measure our Equity policy here at Ridgefield Public Schools and how we do that is when we launched a backup and we launched our Equity policy two years ago the number one question we received from teachers was okay this is wonderful but what does this actually look like in our classroom how do we meet the commitments that we've set forth so we created what we call our teaching and learning practice profile which really is just a document that outlines really specific expected practices around high quality instruction that we expect every teacher at Richland Public Schools to use on a daily basis and then we've divided it into different categories so ones around how they build classroom Community ones around instructional Clarity which just means do the students know what they're learning and why they're learning it and how they show success how the teachers deliver instruction how we grade and give feedback and then how we actually design our units so we measure the expected practices on these things three times a year and it's completely non-evaluative there's no names attached it's really just to look for holistic patterns across our organization to drive our professional development for staff to ensure that we're meeting the commitments we have in our Equity policy and this is our goal um so the one thing that we also make sure to do is that um at our elementary sites we with our clsd grant which funds a lot of our literacy coach work down there we make sure that we both measure the practices needed on that Grant as well as our teaching and learning practice profile and Equity policy to ensure that we have evidence-based practices being implemented in all of our classrooms and that our professional development is aligned to it so we've done two sets of learning walks in both literacy and math at the elementary level so far we have another set coming up in May that we'll be doing as we've done those learning walks across sites I would say consistently we've noticed supportive learning environments for students so we're seeing very print-rich classrooms that have a high use of visual supports for students in addition to verbal instruction and use of manipulatives especially in mathematics to make sure that students have opportunities to work with those Concepts in a Hands-On way we're also seeing teachers making intentional connections between the content they're teaching and students existing knowledge and experiences we know that that's really important getting students engaged in in the content and what they're learning we're also seeing a really good balance between whole group small group and individualized instruction in the majority of our Elementary classrooms and we're seeing teachers design and Implement meaningful and challenging tasks so we're not seeing students just doing a lot of worksheets we're seeing them engaging in book clubs with their peers reading for research so posing questions that they're interested in learning more about and reading to find answers to those questions in math we're seeing them playing math games collaboratively so working with peers to reinforce some of those social skills and then doing things like math talks or working on on problem strings that really promote high level thinking in mathematics another strength that we're seeing is that we have teachers consistently using and modeling academic language for students and asking students to use that academic language themselves some of the areas for growth that we've noticed consistently across sites would be the alignment of lessons to clear standards-based learning targets and ongoing reference of those learning targets so often we'll see a lesson introduced with a learning Target it will be posted but it won't be referenced on going throughout the lesson and so that's something we're working on how do we do that naturally so students stay engaged with that learning Target we are also working on High level questions and teachers using Talk moves to promote more student discourse and peer interaction and then the use of formative strategies to adjust instruction in real time at the secondary level some of our strengths are we see um overwhelmingly across the board very high levels of respect and Rapport amongst our teachers and students both students a student and teacher to student strong routines and procedures our students are spending more time on output than input meaning they're doing their writing and they're speaking more than they're just listening to a teacher a lecture one of our big Focus areas at the secondary level is instructional Clarity so students really understanding what they're learning daily and how they meet success and we've seen a great increase from fall to winter along that which is wonderful because that's where we've aimed our professional development and we've also seen a large increase in teachers use of daily feedback to monitor instruction this is also exciting because we've done a lot of professional development around standards-based grading and a big part of that is making sure that teachers are giving students immediate feedback on their learning in areas of growth are continuing to make sure that students understand the purpose of the lessons and that they find what they're learning relevant to their daily lives this is an ever-changing thing when we have new students coming in is something that will continually be working on another one is um using flexible small grouping so that means that teachers take a look at their lesson at the end of the day and say okay these kids got it these ones didn't how am I going to group my students to meet their needs we see a little bit of that but we could get more intentional at the secondary level and then also increasing our peer interaction and student voice in the classroom all right the next area we want to give you some updates on is our coaching model so we know that Research indicates coaching is one of the best ways to increase teachers skill sets and to increase student learning and achievement as a result of of that increase in teacher knowledge and skill so we have all teachers all elementary and early learning teachers participating in one literacy and at least one math cycle throughout the year some teachers choose to participate in more than one and at the secondary level we've prioritized coaching for Math and Science teachers um just because of the ratios of coaches that we have available at that level it's what our coaching model looks like so we follow a plan do study adjust cycle and so whenever a teacher enters a coaching cycle it starts with a goal setting conference with the coach they'll talk about some different sources of data to identify what they want to work on during the cycle and then they will move into that due phase so they'll create an action plan some of the things that might happen as part of that action plan would be having the coach model a particular instructional strategy in the classroom one of the most popular things that's been happening this year as part of action plans is the coach will bring teachers to watch another teacher's classroom so if another teacher has a strength in a certain area the coach will bring that teacher in and then debrief on what they saw the action plan might also include some co-teaching co-planning reflective conversations could be looking at professional literature and talking about how that might relate to practice as well but then as the teacher has implemented that action plan the coach will come in and then do an observation to see what's changed in the practice as a result of the learning that the teacher has done and then they'll end with a reflective conversation and make adjustments um and talk about how are you going to continue on the changes that you've made in your instruction so that is a typical coaching cycle for our teachers both at the elementary level and secondary level so a few statistics at the elementary level we have four cycles that align with the quarters of the school year so you can see to date we have had 77 of our early learning and elementary teachers out of a total of 86 participate in coaching and our math coaches have supported 67 teachers in Cycles one two and three we're just starting cycle four and so you can see we have teachers who will be participating in that final cycle as well it is worth noting that in addition to doing the formal Cycles our literacy and math coaches also work more informally with our new teachers to support their instruction and their transition to to Richfield and being in the field with with coaching throughout the year at the secondary level we have 100 of our Science and Math teachers undergoing coaching um the reasons we're doing science and math is to align with the curriculum review cycle so the new science standards are a huge shift from the old ones so there's a lot of Need for professional development on a consistent basis and then our math curriculum that we adopted at the secondary level about five years ago is also a big lift and with the pandemic it's just been honestly a bumpy on-ramp so we've been supporting our Math teachers as well and um we only have one coach at the middle school and high school level so on top of doing the the coaching cycle with all of our math and science they've also worked with 46 additional teachers by request which is up from 26 last year so we had a coach who was a maternity leave for half of the year so that's part of it but it is exciting to see more of our secondary teachers opting into and volunteering to receive coaching support and rsap sorry Cassandra our step also has one coach and they meet they're a little bit Mighty team they meet bi-weekly altogether and receive continuous coaching all right our professional learning communities is I'm going to speak for Rachel what's one of our favorite things that we've worked on over the last two years it's um been one of our biggest successes all of our teachers meet in professional learning communities by grade level or at the secondary level by department and one thing that we did last year was create professional learning community facilitators so we created a stipended position through our Q cop funds for a teacher to become a leader of their group and take ownership of their agendas and we've just seen these teams flourish and Thrive and do amazing things across our organization so this school talks about some of the best practices that you want to see in plc's and this is how we train our PLC PLC leads to ensure that they all get what they need to lead their teams so the next slide includes what we include in our training so we meet with all of our PLC leads three times a year last year was the first year we did this so they all did the same training um three different times that walk through that data cycle that you see on the right hand side so the goal of plc's is to set a year-long goal and then monitor your student assessment to ensure you're meeting it and then also talk about as professionals hey like we really want to work on this together or this is the area of growth on our team that we want to learn so it might include having a coach come in or doing some review of professional literature it's just a time for them to have a safe space to learn this year with uh with the beginning of the second year of our rollout we've had some facilitators who are on year two and some that are new so we've differentiated our lead trainings to meet the needs of the ones who are on their first year versus the ones who are on their second year um and again we've just seen some amazing work across all the levels and teams just really seeing teacher leaders just really step up to the plate and do some amazing things with their teams so as we've gathered feedback from these PLC facilitators and or visited some PLC meetings ourselves we've noted many strengths in using this model so some of those strengths include again their teacher-led this is a departure from a model where some plcs were led by the principal or the instructional coach so we're really developing capacity in our teachers to become instructional leaders we're seeing our PLC setting very strong year-long student achievement goals really professional conversations using Norms that guide those interactions and then we're seeing more teams that are frequently looking at student work or data in order to inform their instruction some areas that we're continuing to work on supporting those long-term goals with shorter more incremental goals to monitor progress along the way we're also looking to grow the amount of professional learning that happens during during plc's as well so this spring we will be administering an end of year reflection in order to identify the professional development that PLC um facilitators need for next year and then partnering with other stakeholders across our organization to make sure that all of the professional supports that we have so coaching our Q comp peer review model that they all align and support this work together the next area we want to talk to you about and update you on is our standards-based Greening and Reporting work we've set different goals at the elementary and secondary level based on where each of those levels are currently at in the process of moving towards a full standards-based greeting and Reporting model so at the elementary level we have been implementing standards-based grading for a couple of years now so we've been fully into implementing standards-based curriculum and instruction standards-based assessment very recently moved to standards-based grading and now have fully implemented standards-based reporting as well so our report cards are closely aligned to standards and teachers are using common assessments again those assessments that all teachers at the grade level administer to measure students progress on standards and then report that out to families so some of the ways that we've gotten here we've developed common assessments measuring students achievement of those priority standards in several academic areas so language arts Math Science music art and physical education will be doing that work for social studies as we go through that review process in the coming years we've also developed common rubrics with four proficiency levels and use those to score the assessments and then we've transitioned to having student or having teachers report those scores in the synergy gradebook so synergies are student information system the benefit of being able to do that is it's created some some tools that we can use to engage in better data analysis with principles and with teams I'll show you an example of a report that's available because of that shift in just a minute and then as I mentioned we're listing out those priority standards on report cards we have made sure that those report cards are available in both English and Spanish for our families so here's an example of that report that I talked about by having teachers use this digital Gradebook and our student information system we can actually Track by each standard the percentage of students who are meeting or exceeding that standard who are partially meeting that standard and who are not yet meeting expectations around it so it really helps plcs direct what do we need to focus on in regards to those priority standards at the secondary level um last year when I talked to you the circle was around assessment so we've moved over to grading um so we've done a lot of work around um similar to what elementary is now we're not at reporting but making sure that our our standards are what's living in our grade books so on the next slide it outlines um the immense amount of work our teachers have done to get here so during the pandemic and last year every course identified the priority standards so the standards that we're saying we are going to assess these and they are going to live in our grade book and then they've drafted summative assessments using rubrics for every standard so not that we don't have some multiple choice but we want to make sure that our our assessments are rigorous and meet the complexity especially the secondary level as they get more complex within the standards so that work has really upped the rigor in all of our classrooms a big part of this was policy 61601 which got rid of our class Rank and weighted grades and also talked about our Equity Equitable grading practices so we ensured that our building level grading practices match policy 601 with our teacher leadership teams and then we created definitions for what does it mean to be proficient on a standard and then teachers use those definitions to create their rubrics and then our step has been the leader in this work they have a building level rubric that they all use to make sure that they're all grading their assessments across their courses in the same way so that occurred last year this year we've taken into the next step by making sure that um the teachers understand the meaning of all the proficiency levels so what does it mean to meet a standard what does it mean to um meet the exemplary level of a standard and ensure that our grade books have numbers that match that in a similar way and they've also been tagging standards in schoology which is our LMS so that they can use some reports to see how students are doing on each individual standard to monitor instruction and then we've done a lot of professional development around grading practices and standards-based education and our teacher leadership teams have been immensely helpful in listening to our teachers and our students and finding out where they're sticking points where there's been some trouble and where we need to continue to provide support for teachers so our celebrations we've seen a decrease in our semester one fail rate I think it went down a few percentages from last year um students we did a lot of listening sessions and surveys of students over the first semester and students named more transparency and understanding how they're being graded on rubrics and what they need to do daily to be successful in class um we've had higher quality assessments made that really measure student learning instead of just having the multiple choice tests there's actual projects and um we've tightened up deadlines to support accountability so one thing we had to do with the pandemic is loosen up deadlines um now that the pandemic is over we need to do our students service by tightening them up to get them ready for the next level so we've tightened up when things are due and we've had some hard stops or quarters just to to set those academic expectations and then our next step is just to continually provide PD around what does it mean what is the mindset that needs to take place to um to understand standards-based education and I think one of the hardest things is we all went to school where points were used as a classroom management tool so you got points for being on time you got points for participating in class and that can sometimes lead to inequitable grading practices so what's happened is Teachers struggle they've lost a classroom management tool without having that so we've been teaching teachers how do you still get students to motivated to do the work in class turn their work in and a lot of that comes through giving them immediate feedback and helping teachers and students understand why they're doing what they're doing and how it's going to help them in that class and Beyond and then the last thing we'll continue to do is um listen closely to our stakeholders to our counselors to our parents to our teachers and our students and see if we want to transition to standards-based reporting at the middle and high school level and that could land in two different spots depending on the level and what what those stakeholders say all right thank you you've been so engaged we're we're wrapping it up here by finishing off talking about our Advanced academics programming so we set a couple goals here at elementary level we are working to increase the number of students of color who are participating in both our enrichment and our acceleration programs to be representative of our Ridgefield Public Schools demographics and secondary very similar goal working to increase the number of students of color who are enrolled in our Advanced courses our college and the schools and advanced placement classes to also be representative of our demographics here and then also working to strengthen College and Career Pathways starting at the middle school level so at the elementary level we have slightly increased the number of students of color participating in our enrichment and acceleration programs but it is worth noting that we are still seeing continued under representation of bipoc students in these programs so this is something we are continually working to address by making adjustments first to how we're identifying students so we've we've taken a little bit of a departure from looking at our traditional standardized test measures and we are adding in our local assessments so our classroom-based assessments we're also adding in growth measures so looking at how much growth students are are making from one assessment to the next we're also exploring uh changing some of our programming to be more inclusive of providing opportunities for talent development traditional activities critical thinking skills and problem solving to all students and we would do this through a project-based learning approach we want to tie those projects into the curriculum so there's an intentional connection between what students are learning in their their reading classes and their math classes and then an opportunity to extend that to a real world project so we would accomplish that by having our talent development teachers partner with classroom teachers and just expanding access to all students some things to celebrate we had a significant increase in the percentage of students of color participating in our second cohort of fourth grade accelerated math so our first cohort had about 29.41 students of color and then as a result of some of the changes in identification that we made we did increase that in our second cohort to about 34 percent of our students we are seeing that students who have been identified to participate in accelerated math in fourth and fifth grade are being very successful at meeting or exceeding both their grade level standards and above grade level standards so the model is working really well to be supportive of those students um next steps I alluded to we're going to continue to use multiple measures to identify students for participation in our accelerated courses and then we're also going to work on expanding those enrichment opportunities through project-based learning in grades K through three and at second theory we play students into middle school high school as a self-selection model so you can see our numbers for advanced Ela and math and we have made some significant improvements that we still have our to do to have our demographics match the high school overall or the Middle School overall demographics um this these are our demographics in our college and the schools classes our U of M courses that we have within the high school um we have quite a few courses which the University of Minnesota calls their entry point project which are aimed for first generation college students multilingual Learners and students have fallen between the 50th to the Top 20th percentile of their class so those courses have more um representative demographic data which are going to be our CIS education CIS college algebra modeling CIS physics physics by inquiry and CIS writing Studio and then our next slide has our AP demographic data and our AP data is more representative because we have our our DLI program at the high school uses two AP courses so that course is going to be 50 students of color and then we do the AP Human Geography for all students at the ninth grade level um so some of our successes is that our courses that we offer us at the high school level match student interest so what we do is every year in January before registration takes place we send out a survey to all students that ask them to pick um which classes are interested in taking which content areas or like which topics they would like to learn more about and then we ensure that our courses match those levels of interest um and then students get to select any course they want to take so there's no barriers to taking a college in the schools class or taking an AP class they can self-select in and then as you know we also have the seminar model at the high school with those Support classes to support students who maybe want to take a chance and try a class that they might be a little bit more uncomfortable with but want to challenge themselves in um the entry point project courses with CIS have been a major success those courses are wildly popular at the high school they fill up every year and they match our demographics we usually have at least two to three of each of those courses running in our schedule and because our self-selection model at the high school has been so successful we would like to bring that down to the middle school starting with our eighth grade class in English language arts and having that become a self-selection model with eventually having 7th and eighth grade be self-selected in so students especially in middle school as they're cementing their academic and identity can start seeing themselves as honor students in areas in which they want to challenge themselves and then our next steps will be working on um working partnering with the middle school to get that up and going which we're working on right now and then looking at our College and Career Pathways to see um which which careers are students interested in engaging in and how do we have alternative routes to get our students there so um we have strong computer science coding classes in our high school we've added this year CIS coding class and we're looking at Partnerships with some business business industry Partners in the area to find ways for students to enter into a family sustaining wage earning career one year out of school so that's that's an area of work that Jonathan heyer and I are partnering on and as exciting work to get going for high school and that wraps up our very long board presentation so we will turn it over to you for questions thank you thank you very much all right questions I have a couple um you mentioned the pushing the um the self-selection for it the the more rigorous courses into eighth and seventh grade does the middle school with the middle school then also have the seminar model to support students no sort of to encourage them no we um we've talked about that I think one because it's middle school and there's more flexibility with grades we would just make sure that we had strong differentiation and support within the class um if we're seeing a need for more intensive support um we can look at ways that we can use advisory or some of the things within their schedule to support students in the way that they need and and similar question then right as as we we look at sort of the the enrichment and the accelerated math and that's largely driven by the adults I imagine right the the the the young people but in terms of encouraging students to we don't have the real estate on the schedule for like seminar like supports there as well correct for the Middle School no no for for K5 yeah no we don't have a seminar but um I would say our elementary teachers are are a little bit more versed in differentiation strategies so at the elementary level what happens is that fourth and fifth grade accelerated class replaces the core math class that they're taking um it's taught by a talent development teacher and they will still use small group strategies in there to work with students who maybe are struggling in one particular unit and need some extra help in that area but yeah I mean that that's a the the topic of the math curriculum has come up a few times when we speak of the sort of the the CIS or the AP courses at the high school because you don't just sort of decide when you're a junior in high school you want to take calculus there's a huge chain of information you're supposed to have already been comfortable with and so it's really critical that we accelerate as soon as we can and try it with supports though so that the students don't aren't just sort of put in a position of stress and have a bad bad outcome and so I don't know I would encourage anything we can do to to to to grow it earlier and with the supports that are necessary because that that among the curriculum we have is one that really does depend on the predest of your preceding classes so all right so that was that one um jumping to a couple other comments really just just that oh and and the going back to the the curriculum review so we're currently in in about to kick off phase one is that right for the for the language arts that is correct yep so I mean that's been in the new like actual even mainstream press or not just the educational press recently for for types and so I I it's exciting to to have options like that that seem to have had sort of um sort of broader success in other places sort of like staring right in front of us although it's generating excitement I imagine next year's social studies kickoff will also generate excitement as well so I it'll be a sustained level of excitement but I I am very excited for what we can do with the language arts um curriculum and because that that's also been an area of you know we we've tried some things and they have not necessarily worked in the way that we would want you know like modest gains but you know we need to have sort of a a discontinuous jump in in achievements so whatever we can do to facilitate that that would be great yeah I would add that in addition to Tory um curriculum review work we do have a significant uh number of our elementary Educators close to 40 Educators who are currently going through letters training which is a very intensive professional development course that's focusing on the science of reading and how the reading brain puts all of those pieces together so about 40 Educators currently participating we have another 10 who have committed to starting this summer so thank you that's all I have thank you very much matter any questions comments they do I just chatting another comment to make sure I'm listening what do you say um sorry I was just he's organizing his thoughts oh okay well yeah I wanted to start by following up on what Tim just said um you know because what I heard when we think about like promoting classes right it's like um in the younger in the younger grades right it's like you need the parents rule to be pushing the kids harder and so to Tim's point right it's like that the parents aren't pushing then the kids miss out and they miss out like that first grade then they it's a I want to call it a chain Chain Reaction effect right because effectively I mean I remember myself I was in the same boat where it's like I was a junior soft freshman in high school thinking going I want to do calculus my senior year and I end up having to take summer school to catch up because I've been pushed back agree because in my case I've been held back and so you know how do we help promote that for the younger kids you know it's like if the families aren't pushing for it because they're like we're just happy you're going to school and you're doing well but they could do better right it's like how do we as a school help push that or have we even thought I mean I guess it's almost like a rhetorical question but it's have we given thought for how we can help push that yeah I think what I alluded to in terms of having more of those Talent Development opportunities for all so having the talent development teachers push in um during a math unit or at the end of a math unit to talk about you know how do you apply what you've just learned in this unit to a real world situation and really making sure that it is problem based can be one of those ways to to motivate kids if they feel some success in doing those projects and then just learning about what those opportunities are right that starting in fourth grade you can have the opportunity to participate in our accelerated math program which would you know prepare you for that most elementary students aren't thinking you know as you alluded to that you know I want to take a college level class but we've intentionally created on and off ramps where if you're just looking for more of a challenge in elementary school you can be involved in that cohort and maybe you get to middle school and you think you know I I really enjoy math but it isn't the area that I see myself going into the future I want to kind of slow my role and take more advanced courses in other areas that's an option as well or they can keep going along along that path so those on and off ramps are really important and at the middle school we have um previously it was fifth to sixth grade was the year like if you hadn't been on rammed it was hard to get on so we've built some extra on-ramps that um after sixth grade and after seventh grade to get on-ramped into a single accelerated course and then we also have at the option at the high school which some of our students have partaken in is if um they expect expressed interest in taking CIS calc or they want to expediate their math they could double up on Geometry and advanced algebra and take those at the same time with a support class with teacher approval and parent approval so they can get to CIS calculus in high school if they realize later and later in their academic career that that's something they would like to do um it's along those lines but are we looking at the special education classes or special education students to see if there are kids that have been overlooked and so because of the fact that they were they kind of gotten into the special education program maybe because behavioral issues now the teachers are so focused on those issues that they're missing that they may be talented in other areas yeah we look at when we place we look at every student um despite any any label that they may have uh and what are we what criteria are we looking at when we place just I'm thinking of like my children and like you know it's like if they don't test well right so it's like if they don't test well then that's another knock or you might look over because if that's your criteria yeah when a standards-based grading system we that measures how they're doing on the priority standards we look at growth on the map and we look at how they're doing on the map test so it still is um we have some high stakes tests also built in with classroom level assessment too same at the elementary level so multiple measures include the cogat which all students take in second grade that's a a test that's frequently used to identify students for gifted programming but we also then will look at multiple um years of map scores MCA scores as well as those classroom based standards-based assessments as well and then we also look at growth on the map test too um since I'm still on math uh so how how are we getting feedback and issues fixed like how are we getting a feedback loop and I say that because apparently as a family we stumbled on one of the grading problems and so you know the um if a student gets 10 10 10 on tests and then 8.5 the highest it can get is 8.5 so one of our children was challenging us saying why can't you know mathematically speaking if I got four numbers that doesn't add up how are you how are we getting that feedback back into the system of this issue um so what what we do is whenever especially because we're moving the standards-based greeting and honestly the higher the level you get the more challenging it becomes for teachers and students because they're just changing patterns and ways they've been taught to interact with grades um we have given surveys out to students we are closely monitoring gradebooks if we're seeing any issues we've had a lot of meetings with teachers and you're in sinceric we sat down and we talked about um how teachers are grading how it should look and honestly there's been some unintentional [Music] mistakes made or just like learning curves with transitioning to the standards-based greeting so it's an iterative process and we we have given gotten feedback from students teachers who surveys listening sessions and from principals is looking at data to see what we need to do to continuously improve and make sure that students are getting Equitable and fair grades on their learning it's got more um so process rigor or I guess rigor in studies you know it's we hear or I've heard from a number of families that have left our district and when they go to another district oh man it's like it's so much harder there's so much more rigor in the school how are we ensuring that that we are that we're that we're forcing our consistency that we're forcing we're forcing the rigor in our district so when people come here they go wow ritual is really like they're pushing harder than we've ever been pushed yeah so what I can for our math curriculum and purchase that many districts across the country and Minnesota use including some of our local districts that have reputations for being very rigorous it's actually so rigorous that it's been a challenge with the pandemic to help our students meet the expectations in that curriculum um so I don't really think it's a problem of rigor what I will say is I too talked with quite a few families that exited out of the middle school going in from or coming from elementary to middle school and express concerns around that and when I dug in to find out more about what what the concerns were they named SEL reasons so that they wanted their their students to be with their friends or in a certain class and when we place we really do it as equitably and fairly as we can so we use multiple data points we look to make sure that we aren't um privileging certain students or holding students back and that we're using multiple measures to put the right students who need challenge in the class and what I will say is a lot of these parents that have exited have gone to programs in other districts where they have disproportionate numbers of white students in class so I would question if it's a rigor problem or if there's maybe some coded language around why they're exiting okay um so I'm gonna ask the tough questions too it sounds a little bit like we're experimenting on our kids and what I mean by that is we're trying new new practices which I'm not saying is bad I want to be clear because experimenting sounds it's like like we're doing something we should be doing because if it goes really well then this is awesome right but if our kids are struggling then it's like well then one right and so I guess my question is as we're trying new things or we're trying to um to change the way in which we teach which I think is good um how are we making sure that we we're not doing them a disservice if it didn't work right so I just think about the pie chart you showed early on that said you know 90 or whatever so we don't like this so then then the assumption is that there's they were struggling and if the kids were struggling how do we make sure those kids who are in the situation um I don't get caught up yeah with with that that pie chart you know was that the elementary our teach ery naturally will supplement the curriculum and we'll do that differentiation right so if something there's a practice in the curriculum or the curriculum is set up in a way that's not um necessarily supporting students and being successful our teachers do a lot of differentiation to help them be successful the unfortunate part is that creates a lot of workload for them so we want to up front make sure that we're choosing resources that promote instructional practices that have a strong evidence based behind them that they have been proven to lead to results so that we don't feel like we're we're experimenting there's never going to be a perfect curriculum that you know addresses everything that we want it to and there is always going to be that that art of teaching and science of teaching at play but we want to set our teachers up to be able to implement evidence-based practices without having to do a lot of that extra work on their own whatever we put in front of our students we ensure it's evidence-based under so um that's one of the nice things about the clsd grant is that teachers are getting trained on evidence-based practices and everything we look at has multitudes of research behind it and times change and studies change and we have to make sure that we're changing with with the changes that are coming our way with the research well then to that end how do we instill consistency across teachers I mean I appreciate the learning walks of the coaching but what if I'm resistant right how do I make sure right how are we sampling to make sure that the teachers are doing the same thing I would say you know the our job in our rollout first step is to make sure that we're measuring and we're monitoring so I um love the statement that what gets inspected gets respected um so I think that we have we have really worked hard to create a culture of coaching and a cultural of high expectations for our staff and with our PSL leads and our teacher leaders um teachers the the number one influencer comes from their colleagues so the more we can lift up teachers to have these evidence-based practices in their classrooms implemented well that's going to be the number one way to push staff instead of coming over them with a hammer so we're trying to just it takes time to build a culture of coachability and um being open to change and trying new things and also that's where the principal comes in if there's individual cases where a teacher is struggling or needs more support then we have individual conversations with teachers to see what they need is it an issue of skill what skills do they need and that's where our coaches can step in or Rachel and I can step in from a director role to give them what they need it's so I like to hear that the teachers are lifting each other up the question is is what if they're feeling overwhelmed over taxed or don't want to participate right so they're uh instead of taking the opportunity to learn more on their plcs and say that right um they're trying to figure out how do I take the easiest one or how do I go ahead and be with my friends are we monitoring that um I know I we put I attend a lot of plc's our coaches attend plc's our principals attend PLC so one of my favorite things about Richfield is that we're little so we can we can usually have someone there to support and I would say I know that's for sure happening at the middle of the Middle High School level and I know Rachel has spoken to that at the elementary level too yeah our coaches do frequently consult with plc's um and if there is one of those issues uh we can also get supervisors involved right I think influential power can be really really strong though and when teachers hold each other accountable um that often creates shifts that we want to see rather than coming down hard with the hammer and saying you have to change this but certainly if there are job performance issues at play there are corrective actions that get taken and then uh with language arts why aren't we coaching language arts well because you said you're approaching math and the other one science yeah so we based it on the curriculum review and honestly because of the CPM curriculum being so rigorous and such a shift in what teacher practice is we've continued to offer coaching just based on walkthrough data seeing that we still need to offer support I um we will work with principals and coaches and teachers to talk about what areas we'll support next year and I Envision once we adopt a new curriculum we'll shift our coaching support to ELA at the secondary level thank you yeah thank you for being patient with me say um thank you for the presentation my question is um so what does the new like curriculum material look like or what's like the difference between like the one we use right now to the one we will pop we probably will use yeah we haven't picked a new curriculum yet we think it's really important that the teachers who are going to use the curriculum are highly invested in that process what I will say is we'll be bringing three or four different options to them some of the biggest differences include a stronger focus on what we call foundational skills at the elementary level so a heavier focus on those early learning about letters and the sounds that those letters make learning how to blend The Sounds in a word together so that students get really good at being able to decode words so that they don't have to spend so much time sounding Out words that it interrupts comprehension so I'd say that's one of the major differences we're looking at we're also looking for a curriculum that more purposely integrates social studies and science Concepts so students have the opportunity to build knowledge about a particular subject in in those areas thank you um I just want to say thank you for this presentation it was very nicely done um I would just want to ask um with the CIS classes I remember um me personally like taking a CIS class I remember last year there was a lot of like confusion and like not as much transparency and I think Paula can also attest to this with me um last year there were a lot like for English classes they were like oh you have to be in like this percent to do like even AP or CIS but some of us were like okay like some like teachers would say you're too high up to do CIS so you have to be an AP are you too low to so like how do we like how do we become more transparent with yes you can do this but there are also rules and regulations that you need to face before you take these CIS classes that's that's a great question so we the class you're talking about is CIS writing studio and that was added last year the AP Language and Composition course is more challenging than the CIS class and it um the CIS class offers like if you pass the class you get the credit whereas AP you can take the class and maybe not get the credits so um CIS and AP have some recommendations around um grade level and what class rank you are now it should never be a reason why you don't get into a class if you want a challenge but I'm guessing that's where your teachers are coming from is this counseling students into based on your grades and how you're doing what class to be the most appropriate but that's really good feedback and I'll I'll bring that back to our counselors and teachers to talk about how we are counseling students into courses this year thank you um just a couple more questions um so I think you're talking you were talking about policy um 601 and you were talking about um dismantling Lake Franks and also um weighted gpas and um me Paula and Elsie were part of Spartan crew which um is uh like an intermission of like oh these gay theaters they come and they ask students like what is it like and I remember a lot of students asking me okay like if I wait if our GPA isn't ranked then what's the point of taking an honors class what's the point if there's nothing really affecting my academics and I'm just like how do I respond to them because I understand the frustration but I also know it's like for their mental health yeah that's a great question so um as we've transitioned to policy 601 we also have made sure that R R's classes are concurrent enrollment which means that you're getting a college credit with a high school credit um so that is the inherent reason to take it is that you're gonna earn a college credit while you're in this class now honors we have honors English which is not um you know English honors English nine and ten you're not getting a college credit but those courses are going to give you those extra skills to be really successful in the AP and CIS classes so I would say um for incoming ninth graders to think about what are they interested in how do they want to challenge themselves and what courses do they need to set them up set themselves up for Success which can be hard to think about when you're in eighth grade but important too um okay two more questions um the another question I want to ask is um so I saw like um little like like the results of like people of color taking CIS classes and AP classes I was also wondering if we have results for um those kids that are passing the classes because I know it's important that we have that we showed that oh they're enrolling in these classes but I think it's also very important to show that okay are they all passing these classes or not great question um I think you should be a board president in your future um so we do track the grades data very closely across all the classes at the high school and especially our CIS classes um to make sure that students are doing well and we have very um High success rates and past rates in our CIS courses especially because it if you fail a CIS classes you probably know it's on your permanent transcript so we want to make sure students are given the support they need to be successful final question um so I remember being in elementary school and like the gifted and talented program I was like in the middle because I was like really good at like school and like doing assignments but I wasn't so good at like taking tests and I feel like if we're really big on like assessment assessment assessment some kids aren't good at taking assessments but they excel in the classroom so how do we like shift further from assessments assessments and look at is the student actually gifted and talented based on not only their test score but also like how they participate in the class yeah so when I talked about the multiple measures we used at the elementary some of those are those um traditional tests but when we talk about classroom-based assessments a lot of that is more based on students daily performance so how are they doing on performance tasks so we're starting to include more of those measures to make sure we're identifying students who like you you referenced yourself get nervous or just aren't great test takers but then also when they do take tests not just their overall achievement level but how are they showing growth across those as well so but a lot of those classroom-based assessments are more Performance Based so I just want to say thank you for mentioning that like the purpose of this like new implementation of this like new experimental curriculum is to do more focus more on the output rather than the input because I know sometimes especially in some certain classes in my time here it's like sometimes just listening to teachers just talk and talk and then just get a worksheet feels more like a do-it-yourself class in a way that you have to navigate the class on your own so I really appreciate that the focus is now getting shifted on like what is the actual output that students are basically demonstrating but I also want I'm like Curious on because like we're trying to integrate like uh like students ways of like pronunciation and like their reading skills how is that being integrated with those students that English is not their first language question yeah so a lot of the curriculum tools that we're looking at have some specific supports built in for multilingual Learners we're also making sure that all of the curriculum that we're looking at has Equitable components so equal components available in both English and Spanish since the largest percentage of of language speakers would be students who speak Spanish in our in our system students are not penalized um you know when they are still working on their English language skills we are really intentional about trying to determine if a student is struggling because they're still working on oral language skills versus they're not actually understanding the content like some was previously mentioning about like transparency I know because of like the rank like we heard in our Spartan crew we treat how like some students are like what's the point of taking these advanced classes I feel like there should also be like transparency regarding like why you should take the classes not only because you're going to get the college campus but also like how do we like because we really emphasize like College and Career Readiness like I feel like transparency can also be like if we mention like hey if you're interested in like going to business analytics maybe we suggest taking like Cas statistics because not only are you going to get the credit you're going to get the experience and then test out and demonstrate your skills if this is really something you want to do I feel like transparency and that is also very important and vital for students to feel motivated to take these classes not only for college credit but rather to test out their interests and see if they're there this is like an interest they want to pursue in college or if this is something that they might just take to experiment with thank you so much for that feedback that's really powerful and I think something that we can bring back to our counseling team at our high school administration and this is why we love having the students on our board to give us really good feedback because you are all the ones experience um living what we're what we're presenting up here so I appreciate it thank you thank you um I have a couple questions that I'm going to go really back in the very beginning so we're with me um for public conversation would you tell us a little bit more about when I look at the statistics about when 92 percent of the 25 teachers who took this this you know answer this question didn't really uh I don't know how to say appreciate or didn't think about the curriculum so I'm concerned about that especially because I know that it hasn't we we can you tell us a little bit more about how that happened because it's like we I think when we are a teacher especially in elementary we spent quite a lot of time doing uh literacy and embedding social studies standards with it because we took social studies time from you know so that we could focus more on their on the literacy piece um and also know to your point that there is a lot of uh very strong push it really looks like we are going to have this new read act and I'm glad to hear that we're already doing letters and more of a science of reading um but I guess what I'm going is I know it hasn't been a long time since we started doing literacy uh within the new way and since you are gonna go through a curriculum review and I will remember that we kind of went through this review process not long ago I want to make sure that we get it right um because that's um that's really you know it's very imperative you look like you want to say you're not take this one no I was just going to mention the covet dog years because I believe it was about six or seven years ago we actually had so it hasn't been it wasn't like three years like in my head oh God packing in a second obvious obviously science of reading has been has become our um to learn that window our teachers and selection committee did not quite understand the challenge with implementing the teachers College Lucy Calkins curriculum it's a very thorough curriculum of which rather than a one or two page lesson it's typically about a 10 page lesson written in prose and very elegant language and so it is very time consuming to implement and then I also am not sure um seven years ago we understood the same level of the importance of phonics which there is I know I know we didn't and that Lucy cooking doesn't have it so and yes uh we we worked on that uh phonics block so it has a separate phonics block and we were implementing right before covet hit um and so it was um a Confluence of additional timing and now we are knowing that we need um obviously a transition and so our teachers have certainly spoken on that Rachel yeah so that review came so when you see 25 it wasn't 25 teachers it's actually 25 teams so each team so each grade level team sat with the materials and they looked at it through a lens of when I looked through all of these lessons are they actually hitting Minnesota's English language arts standards so that was one of the criteria another was is there differentiation provided is there does it align to the science of reading to evidence-based practices in Reading instruction how supportive of it is it for me when as an elementary teacher I'm planning you know five different subjects and small group subjects in there as Dr yanowski referenced um it's very the the lessons are written in a way that isn't clear like here's the learning Target for the day and here's your set of activities it's a lot to navigate through another big issue was that at rdls specifically a lot of the materials are not available in Spanish and so teachers were doing their own translations so you know we look at that alignment to standards alignment to evidence-based practices and how supportive the materials are of the teacher there are lots of really high quality pieces to the Lucy Hawkins curriculum that um it it could be successful but it takes a very very highly skilled teacher probably a teacher who has Advanced Training you know a reading specialist license for example in order to implement that that well and so we want to set our teachers up with something that is easy for them to implement but that's also very closely aligned to what we're now learning about how the brain learns to read so all of the new materials that we'll be looking at have high high ratings on ad reports I'm not sure if you're familiar with that Ed reports is um independent studies right of different curriculum materials and so we'll be looking at materials that have high ratings on that that do have um materials available equally in Spanish and English so that that translation burden doesn't fall on our immersion teachers and then we'll go through a very similar process to what teachers did with the current curriculum to look at how aligned are these proposed materials to our standards and to those evidence-based practices thank you especially the as a former Spanish Immersion teacher Elementary that when you do translate something the level comprehension level changes either higher or lower because the number of words decree increases most likely which brings me to a question that I have about when you were talking about you know teachers filling the gaps or they adjust I I find that concerning because it can go really well it can fall back into all patterns especially if we have been teaching for 30 years with the best of intentions of course but I believe of what works and whatnot so I think as I I think about what a great opportunity that we're doing this now that we are ahead of like it looks sounds like getting ready for common changes uh to the ELA curriculum and and and all of that but that how would you think I mean we don't do learning works all the time right and so how are you observing for those changes to make sure that we can support our teachers uh do they do they reach out to principals like you know this is not working on and I'm just gonna do it and who knows uh what kind of gauge do you have about you know the comments and goings on uh or the lesson planning yeah so our coaches get very involved in that that's why we have all of our teachers going through at least one cycle of literacy coaching where the coaches can give feedback on that that sort of thing um I would say another thing we do is we have a learning academy model too so we have a lot of teachers who are participating in professional development throughout the year talking about some of those things that that you brought up right so they're trading ideas with each other to create consistent practice across the sites thank you and then I noticed when you were going over the uh the gloss and and growth of the learning works I noticed uh in the growth areas something that I do remember from being a teacher Observer are related to the rubric that I don't remember what we call it here the um about that the rigor of questioning during the the lessons and that I wasn't surprised to hear I think that's a very that's very challenging period uh I did notice a little bit of dissonance into we are grading uh based on standards but then we also have to go on the formative assessments and then I know that the grading standards more of the summative uh assessment but then what that gets really is into the differentiation or the nobility of a teacher to differentiate so as we think about I hope we can prioritize that piece because it changes so quickly what a child can learn from one day to the other that is very important that as Educators we are library on top of you know do I need to do a little bit more of uh support so just kind of like when uh Team says you know I I encourage us to do this so I encourage us to do that because that is imperative for differentiation and then I'm gonna say something last it's more of it's more to you uh Eric about uh just to clarify a piece that I I always have when we talk about engagement um in the schools where some families will know like I have to keep you know I have to be on top of my kid and make sure that you taking this and that is something that I know because I'm being an educator and I you know I just want to acknowledge that that reality is not true is not the same for uh among different cultures and the more that we um actually try to have those internal controls within the schools like I I don't think it's fair to expect a parent who may be coming new to the country with a different belief about what the education system can do I know where I grew up like teachers were so you know teachers are teaching all of the academics and homework teaching all of these values right and we're just gonna trust blindly what the schools are doing and that was the norm so we may take it some time for families from different cultures to to learn that I also think it's a responsibility in addition to also support families in understanding how the system here works so that they can get you know up to speed as necessary there's other things that happened like uh in Latin American countries most of the time kids don't go to the next grade if they're not ready and I I've seen a lot as a teacher that when you see a kid you know a parent might say oh I think Mike is doing great because he was in second grade he's not going to third grade like I think growing up like the threat was to being held back and that is not a threat that here applies um so just that you know just another word for for that uh you know culturally relevant parent engagement and and how important that is because it's really like we the kids are scattered in skills and so are the families and it is really not about what they want is everyone I think does what they know best in in how they they learn so just to to to bring that voice uh also I think that's it thank you anything else we before we let them go after this short interlude thank you thank you so much for what you're doing this is very exciting to me to see and I also want to comment you I have seen the growth in plcs in the last few years a teacher-led plcs there's always a call in an email about them and that is amazing because when teachers get to collaborate with each other and especially that helps them plan and align for the next six weeks and go through a cycle and I think that also can mirror what they can do themselves in their classrooms and I think I don't this is not obviously proven but when you share that there's more book clubs there's more of this there's more of that I believe there's a connection between those because that's what teachers are doing in their professional learning community so thank you for that all right all business old business all right so yes so just as a reminder so we are passing consent agenda and moving past it um we are looking at policy 926 public relations and administrative guideline and just as a reminder well this is our third read we're actually um not voting on things this evening so just as a reminder this is in front of you after three reads it has made changes um through multiple rounds of board feedback and we will be bringing this policy back in regard to board members and their roles in regard to public relations and representing a school and just just knowing that this will be here again as it reads with no changes unless there is something to come in the meanwhile this will be at here again at our next meeting on May 1st um transitioning on to the next uh policy which is read number two um uh visitors to school districts and buildings policy 953 and 953.1 you'll see some changes in regard to um formatting we also noticed a couple of components that are unnecessary and redundant within the policy and so you'll see those are red line and crossed out and otherwise there are no major proposed changes beyond that within this policy and so we do have this for you for read number two and are able to take comments or questions today or could be open to taking comments or questions at our next board meeting for a third read do you have any questions for superintendo yunovsky about this policies we just I do right all right I am gonna keep on rolling um so new business um so we're actually gonna um just briefly mention as I roll through um because they'll all be back at our next meeting our fiscal host agreement for Richfield ready um we are proposing to become the fiscal host for this program so we're not having significant impact on us some but would help us oversee and we are already the fiscal host for some other programs and so we have that for you in the packet um but I would have guessed we already were yeah yeah so it is a partnership that supports the youth um in community ed in Richfield public schools and then also Richfield Community uh we had a budget presentation um that is required to be passed um as a revised budget but we will look at that on May 1st um and have that back for you for passage um things continue to be solid and supported from a fiscal perspective then we do have um policy 620 for a first read credit for Learning and administrative guidelines to go along with that um and so this particular policy talks about um how we recognize achievement through credits in our schools other schools post-secondary sites um there's also a guideline that goes along with it how we have that to you tonight for again for that first read just to re-familiarize ourselves and we will have some updates prior to our next meeting and so we could take take comments tonight otherwise it often occurs we can catch those in the coming two weeks prior to May 1st and then the last non-voting item for you again tonight um and again we will bring this back to vote on um Richfield Holy Angels gymnastics Co-op um to also uh add in Bloomington Kennedy and Jefferson so we have only four returning gymnasts and so the goal because you need five competitors to make a team uh there's a group that is already collaborating together but we would need to formally recognize to allow them to fully form that Co-op and so we are going to uh need to bring that back at our next meeting to get that official support um something that we have supported uh moves like this in the past so you'll see that again in our next meeting also and the deadline for that I'm reading is 30 days prior to the first day of practice for that sport so that is correct tonight's lack of action doesn't harm it exactly exactly um and so with that they'll transition it back to Paula Cole okay turn us through things um in the advanced planning so we have arrived quickly into advanced planning uh legislative updates I know director Rocky generally provides that I'm gonna pass it to you see what's going I mean absolutely so there is significant action happening um they're moving things forward and Omnibus Finance proposals have now moved forward to um be voted upon and acted upon in alignment with the Omnibus education policies and so we still remain in that waiting game none of the information has changed there looks like significant funding coming to schools and then significant mandates that would require Untold amount of dollars to cover the things that are also coming along with that and so we hope that by May 1st um we'll have some more details in regard to that and then also prior to the end of May we should have most likely a finalization of the session because I believe they they end right for Memorial Day and so we'll get a further update but again no news at this time just continuing the same trajectory thank you any informations and questions from board members including our student reps um so actually we will be participating in a network session this um Friday yeah right and then I think it's going to be really um like awesome to see other like um student reps from other districts and then like let's I don't know like I think we're gonna do like discussions um a base thought affect the school board so I think it'll be really interesting to see what we do there and learn about other roles I'll be very interested to hear how other other districts do it and if your experiences are could be better or maybe we're good who knows we'll find out so before director Carter goes let's make a note to make sure in our superintendent update then we leave uh specific official space for our board reps um and put that in there it's an announcement check it out yeah great idea I just want to go back to Tim's question so it was a resolution so in which we need majority right or not right right but but my guess my question is is so um to Tim's point if it because it's today so there's no concerns for timing yeah gymnastics is in 23-24 and it only has to be in 30 days we're in good shape I don't have any concern about the timing I thought you're taking these would be done today no no I said we are not harmed by our lack of action thank you no no nor are the gymnasts yeah you know it's what I would do just to be clear is we would get the intent of support um I would get a verbal indication and we would allow them to move forward um so that it did not restraint right it's what we would do if we were on a tighter deadline perfect thank you that's what I was looking for um last week I was able to take we were invited though the whole board was invited to attend a tour of District 287. and so I was able to to make that and it was a really you know for for building up driven by that literally thousands of times it was the first time I've toured the rest of the building and and seen the operation over there it was really neat um and it's it's it was it was just nice to meet the people who who operate the the South education center um you know we're at 287 and then had another opportunity to visit the our own program over there at transitions plus while we were there but it was it was really neat there were some questions that came up and things that they have needs for that um it gave me something to think about and see if there are ways we can collaborate with them on that just sort of ancillary supports they might need for things that we probably have thank you for going Allegra was also there and their board chair was there also it's Crystal yes so we had three of us I've seen also uh I've enjoyed seeing uh some of us celebrating our staff in the in the pictures it's been really great to see um all of the excitement so I I think that I rarely speak on behalf of everybody but I think we may agree that we want to uh just say thank you to our wonderful staff everywhere uh doing the the hard work of educating the kids of our future and so thank you so very much for everything that that you do and let's see do we have any suggested or future agenda items we already have the one we're gonna hear reporting back from our student Representatives is there anything else that we want to uh have the administration to add to for future review I have nothing uh if I've already provided mine earlier but but I can say it again yeah microphone it mic for it I would like us to discuss policy 978. there's more detail one of the questions in our uh I've said athletic committee but the the caac right the athletic competitive activities advice thank you that one yeah um we were discussing uh there this is not a proposal we're saying we're talking about electronic tickets and so in that discussion one of the things that came up is he said well is that going to put a challenge on our some of our families right because of the fact that it's like do they have access to the internet do they have access to go ahead and buy tickets is it right does it make more issues and then well I was listening discussion it occurred to me I'm like you know we offer our students the ability like the students who have free or appropriated lunch we give them discounts for activities should we be giving their families the same courtesy for admission to the to events or are we keeping their families away which is doing a disservice to our community and so uh I I didn't have a good answer to that and I kind of asked it and then I was asking Steve kind of before the meeting and so I'd like to see that brought up and since it also coincides with that policy being due I think it's great for us as a board to discuss it fully explained thank you that's great thank you so we have a future meeting dates I will be meeting again May 1st uh in very important that day there's going to be a war study session starting at five o'clock so two hours prior uh the regular War meeting starting at seven and then we'll have our next meeting in May on May 15th uh which will be a regular board meeting with public comments all right and then looking around see if there's anything else anyone wants to bring okay so I guess we'll adjourn this meeting at 8 37. thank you all right thank you thank you thank you