Welcome everyone to the business portion of our meeting tonight. Uh if you all would rise and join us in the pledge of allegiance. I pledge allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. All right. Before uh actually roll call everyone who's present this evening and before I ask for approval of the agenda update, I think we're going to we're going to move uh agenda number item number 11 and 13. We're going to flip-flop them to allow the close session to take place first so that the pertinent staff can then leave while we're doing the policy discussion. So we'll just make that one order change for the evening. So having said that, I'll entertain a motion to accept the agenda as presented. So made by director Bullion. Second second by director France. All in favor signify by saying I. I. Opposed. That carries 61. Moving down to personnel items. Dr. Thomas. Thank you, Chair White, board of directors. Um tonight we have uh some routine employment u from the summer. Uh that's um within our budget of filling positions, many of which um were going to be releasing from their other uh districts that they're currently under contract, but didn't want to wait until July so that they could actually effectively start um some of the summer work. So you'll see that on that candidates for employment. And then we also have um a certified uh position as well. Sorry, one second here. Sorry, lost it here. Sorry about that. There we go. And then we also have a um standard uh certified um change as well um for um our ECF um summer teacher, parent educator um at Edgewood and uh that is also one that is um before you tonight for approval um for some of our additional support in ECF. All right, I'll enter a motion to approve the candidates for employment as presented. So made by director France. Second. Second by director Johnson. Any discussion? Hearing none. All in favor signify by saying I. I. Opposed. Motion carries. 70. Resignations. Dr. Thomas. Uh thank you, Chair White, board of directors. Uh tonight, uh we have uh executive director Emily Herman, who is in route, by the way. Um so sorry about the delay. uh but she has tendered her resignation and moving on. Um and her last date of employment with us will be June 30th of 2025. Entertain a motion to accept the resignation as presented. By director Bullan, second by director Johnson. Any discussion? Hearing none. All in favor signify by saying I. I. Opposed. Motion carries 70. That concludes the business portion of the meeting tonight. I will entertain a motion to adjourn the business portion of our meeting. So made by director France, second by Dr. Atinson. All in favor signify by saying I. I. Opposed. That carries 70. We have no speakers tonight for the public forum. And moving down to the purpose and agenda. Dr. Thomas. Uh thank you chair. Uh tonight we have got a few items. We have our end of the year superintendent um evaluation review. Um we are going to give a update on some academic uh progress indicators and some updates on some grants and then um the rest will be going into some of the policy discussions. We have a 900 policy as well as some of the board's 200 series policies um for your um first reading this evening. All right. Thank you. Next item on the agenda is the superintendent's uh yearly evaluation public statement. Uh last Monday night during a close session, the board of education completed its review uh for the 2024-25 school year for Dr. Thomas and I will read the summary as follows. Dear Dr. Thomas, on behalf of the Prior Lake Savage Area Schools Board of Education, I want to extend our sincere appreciation for your continued leadership throughout the 202425 school year. As part of our annual review process, this letter summarizes key findings from your summitive evaluation grounded in board member feedback and our district's strategic alignment goals. It is intended to recognize your strengths, acknowledge areas for growth, and offer guidance for continued collaboration. One of the most consistently recognized strengths of your leadership is the culture of cooperation you are building across the district. Your deep well of patience, steady professionalism, and consistent respect you display for people is creating an environment rooted in trust. Board members noted how well you treat your team as professionals and work diligently to support a collaborative atmosphere that aligns with our shared mission. There has been meaningful progress in coordinating school improvement strategies and establishing a framework for academic consistency across buildings. The board recognizes these efforts and encourages continued momentum in this area. We look forward to the implementation of comprehensive school improvement strategies such as district dashboards and goal setting tools to help the board and the broader community visualize our progress in connection to student outcomes. Your efforts to manage fiscal challenges while encouraging system level financial thinking have been acknowledged. You've shown the ability to make difficult decisions, prioritize spending, and balance short and long-term needs. The performance measure in this evaluation focuses on your ability to understand, plan, and lead the budget process, an area in which your leadership has been intentional and informed. As the board considers a future levy, we encourage a thoughtful analysis of past campaigns. This reflection should help ensure that any future efforts more clearly reflect community priorities, build broader public support, and communicate a vision aligned with district goals. You continue to be highly visible at district and community events, and your approachable, positive demeanor remains a consistent area of strength. The board appreciates your responsiveness and the tone you set in your interactions with stakeholders. Looking ahead, there is opportunity to extend outreach by fostering new relation new relationships, especially with partners who share our mission but may not yet feel fully connected to the district's direction. Additionally, your active advocacy and partnership with state and national organizations demonstrates a strong commitment to elevating the district's priorities at broader levels. This work helps reinforce public trust and advance the strategic interests of our schools. This review reflects the collective insight of the board and our ongoing commitment to shared leadership. While together we have challenges to address, particularly around academic outcomes, financial constraints, and broader community community engagement, there is also strong confidence in your ability to lead through them. We thank you for your commitment to our dis to our district and look forward to working together during the 202526 school year to build on this year's progress in support of students, staff, and the Pri Savage community. Sincerely, Dan White, chair board of education. Dr. Thomas. Uh thank you, Chair White. Thank you members of the board um for the opportunity to engage in another year together and uh at the end of the year with this annual review. As I shared during our time last week um and during the close session, one of the things that's very important to me is the power of evaluation. Um and I pride myself on being a very reflective leader. Um, and uh, and it's not just to be affirmed and where things are going well, but also where we have opportunities to to continue to grow. So, it's the glow and grow. And that's something that u is important to me because I want to make sure that I'm continuing to be my personal best, you know, for this district and this broader community as well as, you know, serving the will of the board as well. It's something I try to model for our staff throughout the district um to ensure that they are also looking at that opportunity to seek feedback for continued improvement and growth. Um while at the same time um pausing to give ourselves permission to celebrate as well because there are a lot of great things that continue to happen in our district. Um I will say that I think you foreshadowed a couple of things in that response and thank you for those words. Um there are opportunities for us collectively um as a board as an administration team to ensure that we are getting the outcomes that we desire. Um whether it's academic outcomes, graduation outcomes, engagement outcomes, a variety of things. That is something that I think collectively we are we are equally committed to ensuring that that happens. um you noted the notion of uh resources and I think that's another thing that's a big uh uh conversation on on our horizon and how we will effectively uh uh discuss ways that we can address the the resources so that we are able to have what is necessary to reach the outcomes that we desire. Um, I also really appreciate uh the notion of having tighter alignment around the the strategic priorities and that's one of our uh first uh engagements as we actually have just been in the process of um uh hiring that uh new individual and that was actually centered on a lot of conversations and questions that we asked the prospective candidates as well. Um because similar to what we've done with LTFM or or five-year forecast for budget, um we will be developing a five-year academic framework with goals and metrics and objectives. And we'll speak a little bit to some of that this evening um that we've been working on together um to uh as examples and then getting your perspectives on are these the right look fors um for the high level high leverage um pieces. And then lastly, read my writing. you mentioned um establishing new partnerships uh with our community particularly those that are that are with us but maybe not committed or not connected I'm sorry not connected to the current direction and uh that's that's very significant because you know one of our core beliefs in our strategic plan is around um being unified in in our in our efforts and I know that uh there There is not a single district that will be all to all at all times. Not that naive. But I do understand the importance um of us being a more unified community both within the district internally as well as our external community as well. Um the world has enough happening um as we all know that keeps us apart and I think the more that we find of our common interest and shared um commitments um the better off we are and the better off our students will be in in for that as well. So I appreciate that push of that statement um in there as well. So thank you again and I look forward to a fantastic year with the board. Thank you Dr. Thomas. Okay, moving on to the academic update. Dr. Thomas, want to kick it off? Yes, thank you. Um, so several months ago in in conversations uh with the board, uh there was questions particularly that were stemming around a lot of the math discussions and so that's really what um prompted a lot of um interest in finding ways that we can um better articulate some of those pathways and we'll be planning for that. But we are also taking this opportunity to share um as I stated some of the um academic metrics that we would like to um engage with you all on on high leverage uh monitoring uh uh metrics similar to what we've talked about with our financial dashboard. What are some of those high leverage metrics that we believe would be ones that we want to be looking at systemically but also then within uh based upon that within our schools. Um so we're going to talk about that first. Uh then we're going to engage in some of the conversations around um the the uh math pathways particularly at the secondary which was kind of the impetus for some of this broader discussion and then close out with giving some updates around some of the changes that are taking place um specifically um around the ANI funding and how some of that's being converted into more direct student support um services um to really bolster the our efforts on trying to um minimize those achievement gaps. and accelerate some of that uh uh closure as well. So with that, I'm going to turn it over to Dr. Zumbush to start us off in the conversation. Good evening, Chair White, members of the board, Dr. Thomas. Um here uh tonight I am going to present some initial thinking and alignment around um strategic metrics. This conversation is going to be a little bit tricky because um the fine details of this have not been entirely worked out and that's part of the discussion tonight. Um so I think to the extent possible we want to stay at the level of um really looking at the type of framework that we have laid out here um and get some conversation around that um without going down too many rabbit holes if possible. Um so this is not a fully um you know sometimes we bring things forward and things are very you know formal and data is kind of set. This is very much a working draft of something that we're we're working on. So um just wanted to give you that context uh from the beginning that this is still a work in progress um and nothing on here has been set in stone. Dr. motion if I may also and I I'm sorry board I forgot to share that we will also be planning for our annual fall deeper dive with you on on very in-depth metrics um some of those metrics are embargoed uh so we can't publicly discuss them but certainly that will still be part of our um annual discussion that we'll be having with the board um as we typically do. So, we're going to start by talking about some of the progress indicators we've been working on. Um, currently what we've been working on um in the um data realm is two main types of data displays. And if you look on um lots of different district websites, this is a very typical um type of display that districts would have. One is kind of a by the numbers display. We do have a version of that on our website currently. Um, but I'm currently working with um a new vendor uh Aubrey to kind of revamp and rethink some of our by the numbers uh data displays just to show a little bit more description of um who are the students that we serve and and what does our district really look like. Um so there's been some mockups of this. Um again, I just want to reiterate uh these visuals are not in their final format. Um it's really just intended to show you the types of data displays that we're working on um and where this thinking is going. Um so the um by the numbers mock I'll go through this fairly quickly. Um it really is a visual look at what our enrollment numbers look like and a snapshot in time. This would be something that um would be uh updated um daily or nightly. Uh this is a snapshot that happened um I believe last week. Um, also we would look at enrollment by school, looking at key demographic variables. These are all publicly available data sources, so this isn't giving anything new that we wouldn't be able to find. Um, but just kind of reinvisioning how to kind of have a good snapshot view of the district overall. Um then over time these by the numbers uh v displays would also incorporate uh school level demographics and kind of a snapshot of what each school looks like kind of like a school profile and just really um visualizing the students that we serve um the different um programs they might be part of in terms of special education or a 504 status uh English learners um that type of Um so all of that is being um kind of worked on now um so that we can have that um ready for that um external display. Uh the second thing that's in the works is um what would be kind of a scorecard uh section. Uh this is something that um when you adopt a new strategic plan, you typically rework your indicators to align with that strategic plan. Um and this is uh the work that's being done to kind of identify what are those key indicators um that are aligned to our strategic plan that can kind of roll up as to key metrics that we would want to report on on a regular basis. Um this is currently what the scorecard draft looks like. Um it's not in a program currently that would be externally facing but it's a working document to really show what could this look like. Um these are the four pillar pillars of our strategic plan. Um academic excellence, optimized resources, positive learning environments and community partnerships. Um and I will kind of go one by one and talk about some of the metrics that are being discussed within each of these um categories. Uh academic excellence is obviously the big one and the one that we've talked about a lot. Um so I'll go in a little bit more detail on this one. So academic excellence um when we look at a scorecard level metric, these are really our highest level metrics that are um an annual measure of um success or change over time. Uh and these would generally generally be our MCA or our summitive measures. Um and then we also would display career and college readiness indicators such as our ACT composite score. um some of the outcomes that we see in terms of advanced placement courses uh and students getting um those three or higher on the AP exams that would give them college credit and then some graduation rate data. Um also all of these metrics are designed with the school improvement plans in mind. So this is very in alignment with what the high school is currently tracking as their key metrics for career and college readiness. Um and as we go through the other ones um other the schools in their process and departments in their improvement processes are talking about all of these metrics. So all of that is an alignment um from a department and a school level. Um of course the um MCAs are not the only thing we would track. I think like a school improvement plan it gives a very highlevel overview of the types of things that a school is working on. Um the MCAs are a very summitative measure. We've talked about that. It's kind of the um at the end of the day, what did it look like? Um that doesn't give us those formative measures or how we're tracking progress. So what you see on a scorecard is not all of the information that we're tracking on a regular basis. So, in the um I'm going to go um okay, that was just there's no slide for that. Um so, basically there's a lot of other formative measures that we would be tracking on a regular basis and that would be our fastbridge data. um we can look at um you know some specific um look at grades or or other types of other metrics that are um formative along the way. Also down the line as I mentioned we would be developing school level metrics. I think um I didn't take an actual clip of this because I think we need to talk um as a community first about what it means to report out school level metrics in this way and you know the um especially at the elementary level that comparison across schools um and what that means and you know just being careful that a scorecard metric doesn't mean um that a school is is good or bad by a single metric. So just really um that's this is kind of like the next iteration is to start looking more at that school level and within the school improvement plans at the site level. How do we think about looking at metrics at the site level as well? Um I'm also in the process of developing um what's called a stoplight report. Um really that and a lot of the documents that we work with the data it's important to know what the actual numbers are but it also is important to know change over time. So, how do things look from a visual standpoint? Where are areas that things are um improving? Where are some areas where things are going um down? Where are things stagnant? So, kind of this is a mockup of an example. And this is not our data, but um a mockup of the type of thing that we could look at in terms of not just the level of, you know, percentage of students who were at low risk on FastBridge, but what did that look like in terms of comparing to that same period last year? So, are we moving in a positive direction? Are we moving in a negative direction? And then really disentangling why that might be the case and figuring out that root cause there. Um so in terms of the formative measures um fastbridge data is something we look at at a regular basis. We look at those risk levels um but we also look at um specific subtests um to see where are specific skill gaps and growth over the course of the year. Um that winter growth data is really important to kind of set the stage for what the spring um learning looks like. uh also tracking, you know, English learner exit rates. Uh really digging into ACT data, what are the subject area tests look like? Um we have other data in terms of um Apple is our language acquisition data that we look at in terms of our immersion programming. Um and then in secondary, we look at grades. uh if students are failing courses and then if that's associated with um either high attendance or low attendance that may mean a different type of intervention for students. And then um the disagregation of data is important to understand whether there is something systematic happening at a site level or a grade level or um within demographic groups. um within our optimized resources section um between the school improvement plans and department plans. This one has landed um fairly squarely in the human resources and the um finance areas. The school improvement plans this year have really been to um implement the new Danielson framework with fidelity, making sure teachers are getting high quality feedback on their instruction. um the um the rate this year was was very very high um because of that and you know continuing that metric for making sure that we're getting high quality feedback to teachers. Um some of these are also example metrics of a three-year rolling average of retention is a researchbased metric that indicates um success in a district. So, um kind of a combination of what our departments are tracking and then what does um the research say in terms of um metrics that are um predictive of outcomes that we're looking for. Um for um finance, the per pupil spending and then percent for instruction. Um those are metrics that are on the um state report cards. So things that we can pull in terms of comparisons to state and then look at other districts as well. um for positive learning environments. This really um has three major sections in it. Um one is key stutter survey items. Um recently our schools have focused on um bus safety and then uh students nice being nice and showing respect to each other. Um we just had a endofear um retreat with our learning leaders and there was some potentially new areas that schools have identified that they'd like to focus on um in terms of student engagement. Um so these may shift over time depending on what schools identify as kind of those key areas for um student needs in terms of um making sure that they have that positive learning environment. And then um attendance and behavior are key metrics that we'll want to look at as well. Um attendance really is a metric that we want to look at more at the upper level. Um when you look at attendance at the lower level um elementary that is really more of an indicator of whether the family is able to get a student there versus an indicator of whether the student over time as the student becomes more independent and has more decision-m and is able to drive that attendance is more of a metric of that student engagement um more so than something that maybe needs to be addressed at the family level. Um, and then behavior, we want to track. It's it's complicated because behavior is a measure of both what the student does and how adults respond to that behavior. Um, so it's um something that we want to think through how we can um present some metrics that kind of give us an a snapshot of what that looks like at our at our sites. Um, community partnerships. Um these are also really based on our um community survey. The first one is um the parent and caregiver survey that we uh disseminate. One of the metrics is to just increase participation over time to make sure that we get as many voices as possible responding to that survey. Um and then a goal in terms of increasing overall satisfaction um with the district over time. And then in terms of the um the other section is key stutter um items again driven by that uh root cause analysis that schools conduct that needs assessment on what are those things that really need to be improved in order to improve those partnerships um at the parent caregiver level. Um this this past year and the year before a lot of that has focused on positive messages home and feedback on students learning. Um, schools are in development of their school improvement plans now. So, we'll see kind of to what extent some of these stay and others are shifted. The other thing we're in the process of developing is a long-term uh curricular adoption cycle calendar. Um, the purpose of this is that um we have a lot of complicated timelines when it comes to piloting curriculum, adopting them. um knowing that it takes three full years to implement a curricular resource um in order to see those uh measurable outcomes. Um and on top of that, we have constantly changing standards and constantly changing um MCA tests depending on the subject area. Um so in a development of a comprehensive timeline that shows whi where we are in the curricular adoption cycle and when we can start to really anticipate those measurable outcomes. Um just to look at um one example we know that we are um um I should look here because that's can see better. Um we know that um we are in the second this is the second year of our bridges implementation goal. All of the um teacher goals this year were based on um implementation of the bridges resource. We know that next year we'll be shifting towards that outcome goal because that's year three of our um implementation of bridges. Um the carrot in the school year 2728 indicates that we'll be changing standards. Um, so just trying to understand how things may change over time depending on state contextual factors and also where we are in our curricular adoption process. Um, and then all of this kind of wraps up into um, given our um, academic excellence priority and all of the metrics that we're looking at, where does this kind of land for us in terms of what our vision is for academic excellence moving forward? Thank you, Dr. Zush um and I'll just share these are four of our key key draft um goal areas that we want to focus on. First and foremost in the upper left hand quadrant the strengthening tier one instruction and this is where we want to have you know uh 85% or so of our students having quality experiences at that in that space. When you think of a traditional MTSS model um you know a good portion of your students need to ensure that we have that. So um key to that is ensuring that we have that evidence-based curriculum across all content areas and as Dr. Zumbush alluded to sometimes that's a moving target because of some of the state standards change etc. There are publishing companies that try to futureproof a lot of their content but we know that we're always going to be at the whim of any of those changes that may take place and or any state laws um that change through legislative sessions. Um the other area that we are really wanting to focus in on kind of as some strategies within that goal is to ensure that we have more consistent instructional blocks. Um that's a key area that we've observed uh over this past year. Um particularly as we've been doing some of our um informal rounds is that um school school schedules particularly I'll just use at the elementary school where we have the vast array of differentiation of of time. We want to make sure that what the research notes in terms of blocks of time um for math, for example, is actually being delivered. Um because some schools as to how they're structuring their their school day, we might find, you know, 20 minutes here, 20 minutes here, and 20 minutes here. So maybe they're getting the 60 minutes, but it's not coming in a block. And then we're looking at ways that we can um increase instructional efficiency, but also what's best for students in terms of their learning. Um, and I understand that we need to have release time, you know, learning breaks, etc. But that's one opportunity I think in terms of a strategic or a strategy that we believe is going to be something that we're definitely going to want to hone in on, you know, across the board. Um, and then if you take a look at that last bullet, just monitoring quality through coaching and classroom walkthroughs. One of the other aspects that we are looking to revise this or for the upcoming school year, um, it's something that we've been um, doing with Stutter, particularly from the leadership standpoint, but we'll be taking some of those same principles uh, also in partnership with one of our local universities um, to develop instructional rounds. Um so very similar to what you might see in a hospital um at shift changes um where we are looking at you know how our students are doing or in a medical setting you're looking at how your patients are doing um so that you're handing that off to the next uh groups of individuals who can be there for the next rounds of support and that's something that we are going to be tightening up on um the district services side of of support to ensure that we are tighter on our instructional rounds to do more progress monitoring um from the central um support uh standpoint in addition to what's happening already within um each individual school um and within each you know department and grade level. Uh we just need a greater presence in that to ensure that we have that um alignment. Um we talk about uh data being developmental not judgmental. So whether that's evaluation data or student performance data or whatever that might be, we want to make sure that data is being used to inform practice and uh through structures such as professional learning communities or some of those uh release days that we've had in the past. We want to make sure the appropriate data is being um harnessed so that teachers have what they need when they need it to make the best uh adjustments to their instruction. Part of our partnership with Aubrey, who is an IT solutions company who helps do some of this visualization and put it at the fingertips of administrators and staff, um, is that it's more accessible. So, we know that the easier we can have staff access the information that's necessary to shift instructional practice, the more inclined that they will be leaning into leading more effectively with data. Um, and then to Dr. Dr. Zumbush's point earlier this evening as we set those larger academic um strategic goals then we're back mapping that into each individual school grade level or department to say now what does this mean for fourth grade for third grade or for the science department etc. um so that we have a better structure of of data usage and data literacy all throughout the district. Um that couples with those instructional walkthroughs that I just mentioned in the um uh uh strengthening tier one core instructure instruction. U moving over to the upper right quadrant um uh the big goal is to ensure that our teachers are at their best capacity uh to ensure they are delivering the best instruction in our classrooms. um we have an opportunity to revision how we've been leveraging professional development in our district. Um we also know that we have a lot of changes particularly around literacy that's going to be mandated. So very tight on some of the things and so we're going to really have to um harness that differently moving forward um uh particularly around the science of reading um and the and that's going now into the secondary for next year. So, that's going to be a a new plan that's going to be realigned um there to ensure that we're delivering on this u expectations of that new state statute. Um, one of the things that we're really proud of and we've given uh our annual QC comp report to you all and uh this year we really wanted to make sure that uh our we had a high completion rate um because what we know with the research is that um the best um feedback from an evaluation is that postconferencing feedback and if we're not getting those evaluations completed that postconferencing is not happening with our staff. Um so similar to the debrief that you all had with me, that's where the learning um comes and that's where the goals and ideations of strategies come from that that process. Um this year I'm proud to say and Emily, uh Director Herman, you can correct me, was it about 98%. Superintendent Thompson, members of the board, we're now up to 99.48%. 99. So it's gone up a bit. So you know and and this is not just a technical um uh uh check the box that I've done in the evaluation. This is actually deep feedback that we can provide our staff to ensure that they are mirroring um research as well as observing through data and then that daily pedigogy in the classroom that they can triangulate the best practices for our kids. Um, and then this gives us an opportunity to really revision how professional learning communities or PLC's are being realized throughout our our district. I think kind of coupled back with some of that common and consistent instructional blocks that allows us to give better structure and support around professional learning communities to versus everybody kind of being all over the board with regards to calendars and where we can plug in for central support. We lose efficiency when we don't excuse me when we don't have that. And then lastly, we have, as I stated earlier, about um, you know, 80 80% or so of kids being in tier one instruction. And that's where everyone should experience that core uh, learning. But then we also know that we have a percentage of our students who are going to need tier 2 um, and upwards of tier three going into special ed support as well to kind of round out that final 15%. And one of the things that we are committed to doing next year is uh really investing in how we can build up with our limited resources, but we need to find a way to build up a more robust uh multi-tered systems of support. So when a student is not performing um uh well at tier one um through some of this technology of of data literacy that we're partnering with, we can build in automatic flags as well. So we can have tech kind of monitoring for when students in addition to what teachers are seeing daily as well. I don't want to say we're taking that out, but we can autom have automatic alerts come up. We can when we run reports, we can run reports categorized by how many u students are receiving tier 2. What was the exit and return back to tier one and or are we seeing increases in the amount of referrals for tier 2. Um, and that's something that we want to make sure that we have a more robust approach and intentionality around because in the absence of that right now, our only other tier quite frankly is special education support. And that's a very costly um both from a time and financial resource um methodology to have that be your next tier automatically. Um, not to say that some students don't require that, but what we would like to see is a better intervention process to prevent students from going into special ed unnecessarily because that's the only other place that we have some of those alternative supports. Um, and we do and they do well, but it's a just a very costly way of doing it. So, we'd like to shift some of that and really uh round out more of that tier 2 um aspect. So, just want to share with the board, these are our preliminary um academic excellence uh uh goals that align to the Strat plan. You'll see some semblance of some of the strategy thinking that we will be spending this summer um based upon once we get u all the updated and cleaned data that's disembarged as well to start then setting some actual measurements around some of this as to what we can expect. that would then then roll up to that larger um dashboard that we um initially um shared. So with that um initial framing of uh that I'll just pause here while we open up for some discussion as to are is are there pieces that we're are are missing some things that you would like us to consider um and just open that up chair and then our team stands ready to engage as well. questions, comments. Charles, yes. Um, Dr. Zush, could you tell me what would go into the school level metrics if we move forward on that? Um, thank you for the question, uh, Director Johnson. I think the answer is a little bit two parts. One is that um as I mentioned with the school improvement plans, every site needs to go through um a comprehensive needs assessment that really um unpacks what went well and you know areas for improvement within a site and that helps build their school improvement plan. So part of the metrics are attached to that school improvement plan. Um the other answer to that is that as we solidify the district level metrics um that is something that then can cascade down at the site level. Um without having those completely solidified I think um the the sketch or the outline of what that those school metrics looks like isn't as clear but I think a lot of the same metric it will be a lot of the same metrics. So looking at um MCA outcomes, obviously high school, elementary have some inherently different outcome metrics um but also just uh a snapshot of what that building looks like in terms of the students that it serves. And then um any sort of specialty programming or um like if a program like Lola would have, you know, choose to have a metric in terms of language acquisition. So there could be some specific metrics but overall it would look very aligned to that district report card um for those high level metrics. And I would just add to so the uh scaled down version of what our district metrics would be would be consistent. And so we would own that real estate at the school level, but definitely want to work with our principles to give them that autonomy on some other local measures that they also feel are important to their community that we might not track specifically, but it's high leverage for them. So there be that both and approach. One other question. Um, and you plan on having all this up and running by start of school. Is that correct? Yeah, this our plan is to have this ready to roll out for this fall. Yeah. All right. Thank you. So, oh, sure. Um, so I have a question. Um, so understand there's a difference between matrix matrixes from grade school, but I think the high school a lot of people look at high schools. Um, so having that dial down on on specific to the high school, I think is really important. Absolutely. because like I said high schools and then also a lot of this data is online through MDE by school. So I also think that I understand the concern of having it broken out for each elementary school but at the end of the day the data is available if people really want to dive into you know absolutely yeah I I don't disagree Director Atinson and or I should say we don't disagree. Um so a lot of this all as you say it is very public on MDA's um uh north northern star or northstar online or northern star uh website and uh one of the things we want to be mindful of is again it's this whole notion of the developmental aspect of how this is being used. Um a lot of this data is also in our school improvement plans and so when our schools are doing their states of the schools in the fall they're sharing this data publicly as well. We just want to be able to have a more visual way of dashboarding very similar to what we've done with our finance dashboard to bring that same level of awareness and understanding and kind of make it meaningful for our community to understand this amorphous number that gets published in the newspaper or wherever they might find or the test that their student brings home. Well, now they have some context around what that actually means and can have some better dialogue on understanding the holistic aspect of how a school is doing as well as some deeper conversations or questions to ask when they go in for conferences, etc. So, um, and then the I just want to be clear, this isn't just for elementary. So, if that if you all thought high school and middle school were exempt, they're not. That that is part of it, too. There are just different sets of metrics that we would be tracking that um compared to elementary. But they're they've always been part of that vision to have this as well. And I think I mean I think once you take a deeper dive into the elementary schools, there's some really great things to celebrate in our district. So I think it would actually be really great to have that online. Um I have a question about the slide for positive learning environments. Um I understand the data points here look like they're all um student driven. We talk about staff here where staff are valued. Would it be worth exploring adding some sort of um information about um evaluating our staff? Yes. And I'm not sure what that looks like, but I'm just we do talk about staff there, which is really important for positive learning environments. Yeah. And and in and if you take if you take Sorry, let me just zoom in on this. Um so one of the things that around positive uh learning environment, this is something that we take from our key stakeholder uh student information. So we would have some of that information that would be metrics that we want to track for that year. So we might see a pattern established around a particular question set that netted a result that we want to say okay that's going to be one of our our drivers that we want to track and monitor. So absolutely whether it's our students, our staff or our parents as our three primary stakeholders. That's where a lot of this information could be um pulled in on that first area in addition to some of the schoolbased related stuff around behavior and attendance. And then I just have um two other quick questions. On the very last slide for vision for academic excellent priority um for the first strengthen tier one instruction under the bullet point moni monitor quality through coaching and classroom walkthroughs. How is that executed or how do you see that coming together? Yeah. So what we envision for that who specifically what we envision for that director Atinson would be members of our central academic team partnering with members from our school-based building instructional leadership teams. Um so having uh quarterly touch points throughout the year uh where we understand at the very beginning every school and department does their school improvement or their uh department improvement plan um with their goals and metrics for the year and we now will establish at the central support uh an instructional rounds protocol um that myself uh Dr. Warner, Dr. Zumbush or others would go out and work with that building principal and members from their um ILT to say okay what are the look fors for us you know when we're going to spend a couple hours in your building today and that would be something that we go through and then we would give that feedback that observation feedback live right there in the moment to say okay this is what you wanted us to observe this is what we actually saw here are the points of alignment and and to celebrations as we've talked about and here's some opportunities for us to ask them questions of is it just the time of day that we saw something kind of like going to a classroom for a regular teacher observation you're going to see a snapshot of time. So it's our ability to have a deeper understanding and context on saying okay the this is a sample of what we saw today and here's how we see it you know rolling up to your school improvement plan. Um and then if there's anything you need from us to do something differently, okay, then that's the ask for them to say, well, we need XYZ resource or this would be an opportunity for us to strengthen um professional development on our next release day. Um if we see that pattern, for example, across a grade level, so or or a grade band. So that's the protocol. Um we would be using something that one of our local universities uh has partnered with you know across the country with some very similar work that Stutter also has engaged in. Um but it would be our academic central division um representation partnering with building leadership and teacher leadership to observe for those um uh look for ti tied to their skips. So that would be our formal touch points and then of course there's still going to be those informal popthroughs whether it's the principal doing that myself other members from the academic team uh namely like Dr. Warner um Dr. Edwards or you know um you know who's in that role and myself that would also have those informal touch points too that wouldn't necessarily be scored and unpacked you know but it would be more that onetoone coaching with that building principal. Thank you. My last question is um under the M MTSS um supports do how do advanced students fit into that? Um it would be all of that. So if we have students who need acceleration or students who need some remediation, that's kind of what this whole notion of MTSS is about. And so when we're looking at ways that we can differentiate, you know, our instruction, that's where we need to start finding ways. So, uh, we'll talk a little bit about that in, um, our next portion of the presentation, particularly around the middle school math. Um, but it's that same concept of when we have a student who's, um, going forward in their educational career, there's going to be opportunities for them to, um, take different, um, ramps for their learning. Sometimes they might take a ramp that slows things down. Sometimes they might take a ramp that accelerates that. Um, but our ability to to have that tiered system of support um to meet those individual needs, again going back to our core definition of equity to give students and staff what they uniquely need to be successful, that's where we center a lot of that work. Amy, um, I I just want to say this all is really exciting to be able to look forward to. I I mean having it aligned to the strategic plan, I think there's a lot of great things in here. One of the thoughts that I had as we're going through all these things and I know that they're not um solidified as of yet. So, but just I just kind of wanted to share this thought um is that there's a lot of information, a lot of data that um we're looking to collect and to be able to share on the on a future dashboard, which I think is really great. Um but my where my thoughts went is um this uh administrative tool um how are we ensuring that it is the the support is going to the uh students and the teachers and that it doesn't feel like a another thing that teachers have to report or does that make sense? Like it does. I mean, there's a lot of things in here and I I think that um teachers often talk about their loads um admin their reporting loads and all of those things and I'm I'm just mindful like how how are we insuring? I I hear you and and I'm I'm mindful of that as well. And a couple of you who were on the board when I first started here know that that was one of the first changes that I instituted when I came here because um again this is not to say what was happening in and of itself was bad but there were a lot of metric tracking that became very technical. Um and um the feedback to me was we have all these joint work groups or whatever they might have been called and they're all responsible for these kind of sub bullets of things to generate reports and numbers and data and um it was numbers everywhere and so we're not recreating that. Um what you're seeing here is a lot of data and I think twofold. one, we want to make sure this dashboard um really helps our community first and foremost understand one how we're performing and what all this means. Um whether it's a running glossery um uh uh definitions of what uh I'm sorry, what the a certain assessment might be used for, etc. So that families understand what does all this data mean? Um so that they understand how to be more of a support. So that's that's one aspect what you're seeing here and and I know for you all what we're trying to do for you is give you that thermometer approach um of what are the things that you should be taking a temperature on that you should be monitoring and seeing because there's a lot of data here that will never see the light of the board necessarily. Okay? Because it's it's our formative utilization of coaching development etc. Um, not to say that some of you don't have an interest and we can talk onetoone about that, but it's not going to be those high leverage pieces because we want to make sure that you're gi given the data necessary from your level of governance to make the best decisions for when we, you know, for example, when we're looking at Redact, um, and the potential new curriculum that will be, uh, coming as a as a means to, um, bolster the literacy. Well, you want to see some of those highle metrics. You don't need to be all into the weeds of some of the uh semantics of of curriculum, but what does the data suggest that when we look at the market for a resource, a curricular resource, these are the three things, Michael, that we should be looking for based upon what we are seeing in the data. And as long as that curricular resource meets these three, then the other aspects, the ped the pedigogy, the science, and the research, we leave that to you all to to best vet that as long as it meets these outcomes that we need to hit. That's, you know, part of that resource. So that's how this would be iterative for all of you. Um, and then in terms of teacher, this isn't something that teachers are going to necessarily be gathering. This is data that we have access to. And this would be data that would also be um pushed from our own, you know, warehouse system into a better visualization that teachers would have an internal facing dashboard that would look slightly different than the public, but it allows them to then categorize their kids, see who's there. We can, you know, as a teacher, I could break out, you know, various ways to see how I might do my instructional groups a little bit differently based upon content. And it makes it very user friendly and more intuitive. Um, and again with some of the AI built into technology, you know, data systems nowadays, we can build in automatic cut flags to say once a student reaches this, then I want to flag for a discussion that I have, you know, with Dan to say, looks like you've done really well well on these formative assessments, I really want to start pushing you a little bit and and accelerating some things. So, I'm going to give you something different, right? or I might have a cut score to say, you know, Mary, you might need to slow it down a little bit because you're not demonstrating success around the standard. And I just I don't have to be looking for that. It'll just tell me have a conversation with Mary, have a conversation with Dan. So, we can have some of that intuitive support that's built into some of the dashboards with Aubrey. Um, so I hope that gets to your question that we're not recreating a whole bunch to add to a plate. We're actually trying to streamline and organize the plate differently for for our teachers. I can see um how this also could do just that and and um my sharing that thought. It it just mainly being mindful that the support we want at the students and staff. Um I really appreciate how it ties everything to the strategic plan. I feel like the since adopting the strategic plan, the work being done to have that from boardroom to classroom is is very encouraging. Thank you. I Yeah, one other thought um on the community partnerships um you know I I think the way like I read the strategic plan too is just even outside of like the the parent caregiver. So, is there a metric or something we could consider that may benefit us to um gather from community outside of this the parent caregivers? So, other stakeholders, city partners, you know, I don't know, I'm just tossing out ideas, but um you know, getting that feedback incorporated also like are we are we a good partner with you know, whether different organizations and with the cities and with you know, whatever that might be. So, similar to what I submitted during my evaluation in those uh um uh artifact folders that you all had access to, you'll see that um partnership profile that we've done for all of our schools across the entire system. So, something like that would be a good data point that we could leverage to say, are we growing or expanding partnerships, right? And or for if we want to say, you know, we want to get real specific about the type of partnership we want to expand in. So, I'll just arbitrarily say if we want to bolster our medical um connections to really help our medical career pathway at Minaps, then we want to say we want to increase that by 3%. And so, let's find, you know, five more agencies that might be able to give some of those in, you know, the field uh resources and supports and experiences for our kids around medical just arbitrarily. And then I would say lastly, uh, Director Mason, um, I think within our community education, that's another place where our broader community meets the district, if you will. And so we could also set some metrics around that in terms of class participation rates, um, the drive or the demand for new courses. So there's some metrics that we can partner with director D and his team to better understand. And and this part of this discussion tonight was to just solicit from all of you. What are some things that are top of mind around some metrics that you think might be worth exploring um and wanted you to help drive and design that process before coming down with some finals that we would bring to you, you know, first part part of the school year next year as we get ready to launch. And I'll just add we do have a number of community education metrics and early childhood is another area that is relevant for community partnerships. Um in our coaching with sutor I think their thought was that is maybe a little bit more of that formative or you know behind the scenes or departmental work but um I think anything's on the board for elevate no pun intended elevating any conversation that is a important metric for the community. Um, so I know director Dah has goals around um increasing the number of classes that are taught by community members um and increased participation in community education. Um so we do have a number of those metrics getting tracked at the department level. Um but I I also agree that you know a broader um community metric would be helpful and so any um thoughts on what that could look like would be appreciated. Yeah, I mean my initial thought went to just like even communication like how are we communicating out to our you know not our parents and caregare anyone that's not in the district but also like you know volunteer opportunities or anything around that but I don't know how you could gather that I guess is the challenge something um yes so first of all thank you very much for this um you know as I look at all this it's It's it's stuff that I've seen under the MTSS umbrella uh for a while. It's more or less memorialized in the rubric and in the and the matrices. So, I appreciate it kind of coming to life. Um, one of the things that um is is is a little bit more difficult to measure and I know that we've had conversations about this in the previous years is a the cohort as it goes through the years um and trying to get it not at because nothing could be really measured at a point in time. By the time you realize there's an issue, you're putting in the changes but the student is moving between grades. uh the group of students are moving between grades and every so often and I've seen this happen kind of in waves where you have a wave of let's say a grade level sometimes go up or down and it can skew if you're looking at it aggregately let's say by building or something like that. Um so that's my first question. Uh, and I do think that's a it, correct me if I'm wrong, you do the work, that's a little bit easier to do K through eight. Once you get in high school, the MCA scores are not as reliable. They're not as reliable anywhere, the equivalent of that. Um, simply because students aren't as engaged, especially the juniors. I mean, a lot of them don't even show up, etc. Um so measuring that as they continue through high school um has always been a a continued challenge. So if you could address the K through eight and that cohort impact and then uh and and I'm not saying that you're supposed to pull a rabbit out of a hat for high school, but uh any ideas that have been discussed about following this through in the 9 through 12 grades? Yeah, I don't have a clear answer because it is tricky. And I think one of the other things that's happened is the pandemic has um based very specifically by whatever grade level they more or less missed during the pandemic. And so one cohort may have more um social gaps, another cohort may have more math gaps, others may have more of the foundational reading gap. Um, I think the nature of education is there's so many factors that go in it's really hard to pinpoint that. But I I hear your um point. The other complexity is that it's really tempting to compare MCA's year-over-year, like what percentage of students met standards in um third grade versus fourth grade? Um it did it go up or down? um that is not recommended um by our state, you know, measurement officials. Um it is really a test of very different set of standards. It's a test of um the grade level standards. And while there's clearly a relationship, if you're if you're um doing really well in third grade standards, you're more likely to do well on fourth grade standards, but that is not necessarily that onetoone correlation. Um but I can think a little bit more and talk to some colleagues and see how to better um understand that cohort effect and um I do think that does help um and I know a lot of the board conversations have been um related to that idea that you know if a particular outcome looks a certain way does that kind of match what we've seen been seeing from that cohort over time or is that something that maybe is um something that was unexpected? Um, so I think that is a definitely worthwhile conversation. I'll see what I can do in terms of and I might just add a little bit of uh additional context around for example specifically earlier in this uh slide uh looking at the high school data set that we would uh intend to include here. And if you recall earlier this year we brought some conversation to the board. My recollection is might have been around October or November study session where we were talking about a focus on uh increasing student participation in our AP course uh offerings and likewise the assessments um at the high school level to address that concern that you you brought up with juniors not being highly motivated by necessarily all the assessments that we put in front of them. Uh juniors and seniors or and occas and sophomores as well. uh actually some freshmen too that have exposure to AP uh course offerings take that very uh seriously and that's a great measure. Um so that is one of the reasons why uh because we've been engaged as well with the high school administrative team also around the ACT test and uh that that in addition to the composite score there's a lot of good data around the other components of the ACT as a measure of of where our progress is and adjustments that can be made. So I know that Dr. Zumbush has been engaged in conversation with the team around that too. Yeah, I think we can dive deeper over time on um student grades as well. One of the biggest predictors for on-time graduation is whether you um fail a core course that basically takes you off track. Um the biggest predictor for um postsecary GPA is your high school GPA. Um it's it's a little bit of a complicated metric because it is both um a content measure and an engagement measure. Um and then there's the added um that each teacher has maybe some different um metrics on how they grade, but in general um core courses um even just courses overall and the grades. So we I think that's a metric that we can explore in terms of um secondary because that really is predictive of how students do in post-secary environments. Um, in terms of the acquisition, I agree. Um, and MCUs are only one grade level in reading and one grade level in math. So, we don't even have a comprehensive data set. Um, I think what we, um, implemented this year fast bridge across all nth grade um, in all three quarters. I think that's an important metric to understand whether there's um, foundational gaps in in terms of student skill set in the high school. Um, so I think looking at fastbridge over time, um, and we're still, um, not clear from the state what the guidance is in terms of secondary screening, but, um, we might end up expanding that out, um, if that's something that is really giving us better insight into in terms of the reading, um, abilities. But I think there's a lot more we could explore with that and that we and and I agree we we already this isn't teachers are not going to be collecting any additional information. This is all information that I look at it on a regular basis. I think it is a matter of better organizing it and communicating it and um being clear about what metrics um tell us and what they don't. Um I had one more. Yeah. Um, so to kind of piggyback exactly what you just said on what um, Director Bullan said, uh, I remember um, and I am very appreciative of what Dr. Thomas did because we tend to we had so many committees and so many initiatives going on at one time. The biggest um complaint we were hearing from staff and was that they were losing their time to do that crossf functional evaluation particularly in secondary where they may have only seen a student once a day or three times a week for 45 minutes or an hour. Um they wanted that time to be you know their time to be maximized in front of students and with students. uh and so you know as we're gathering this data I would hope that the data is gathered again in their normal course of their teaching and not another step forward um because that's going to take away from their time and now that we're even more resource constrained that is a concern agree anyone else okay moving on to Sure thank you so Um several months ago we were having discussions around math and so I'm going to have the team come back forward and walk us through the conversation with some additional uh context and I think some visualizations to better understand some of the pathways and uh uh uh opportunities for kids to accelerate math um as well um based upon how they're performing. So I'll turn it over to Dr. Warner to start that conversation. Good evening. First off, we'll just remind ourselves of where we started with our math vision. And so, this was a really awesome opportunity for our K12 math educators to come and really think about what is the learning experience for students look like, feel like, sound like in our math classrooms. And so, we had our K12 math educators start with this. You can see those bulleted points were really about that student learning experience. And that vision really guided and supported the next steps that we went through as committees to be able to adopt our resources so that we can bring that vision to life so students really have that learning experience and then can apply that to their academic learning. Also then just reminding where we were at with our secondary math timeline. We did put in there the piece about uh in 2023 and 2024 our bridges math because that really started that piece. We talked about our vision. We looked at where elementary was at. So that was that first year of that bridges math implementation and then piloting our CPM in our middle schools and are looking to align that with our bridges and being able to see how that really folds into those next learning experiences for students again to bring the math vision to life to bring that academic excellence to life also. Um and then May we took action um you took action as the board to adopt our CPM and purchase of that CPM. next year 2024. So what we just finished um first full year of implementation of our CPM at our middle schools and then exploration of that SAVIS resource in some specific courses at the high school and then the next steps in that looking for next year our second full year of that implementation at our middle school and then SAVIS implementation for our eighth grade advanced offering of Eldra 1 making sure that we have that alignment with high school. So this really visualizes that intentionality around how all of those conversations led to the next transitions as students moved from different levels because wanting to make sure that that K12 math learning experience was really connected and then also really vital for them to be um important learners that they are. And then just reminding you of this, I know this was shared um at the board also a little while ago, but just looking at that academic excellence and math rigor and the visual being able to remind ourselves how that was really grounded together. How we get to that academic excellence is through that mathematical rigor and that conversation continues. It was stemmed again from the math vision, but also then built upon during professional development opportunities during implementation to be able to say what is that learning experience that we're truly making sure that students have so that that math rigor is there. And then again, continuing to get to that when students need more of that or maybe need some of that scaffolding to be able to support so that we're at that math rigor which matches where our state standards are at so that all students are learning to their best level. And I think I'm going to turn it back to Dr. Zambush. Yeah. So for these um slides, we want to revisit a little bit um what it means to um meet or exceed standards in terms of an MCA. Um each of the grade levels have a lot of standards um and they're categorized by strand and each of the strand by grade level has um really detailed achievement level descriptors of what it looks like for a student to be in each of the categories of an MCA. um this some of these are not tested directly on the MCA, but regardless of the um whether they end up on an MCA or not, and there's actually achievement level descriptors for non-ested grades as well for the youngest students, what does it look like for a student to be um in a does not meet partially meets meets and exceeds level in terms of their understanding of standards. And so just a reminder that um this is a progression from left to right. everything um in the meats category is that student understands everything um from the far left side um up to where they're at in terms of that depth of understanding um that mathematical rigor tool um that Dr. Warner discussed um that directly maps onto those achievement level descriptors and um what we see on an MCA. So, this table um kind of crosswalks those three legs of the of the rigger stool to the different MCA levels. Um that horizontal line, the dark gray across the middle, that is what we consider that cut point for proficiency. In some senses, it's an arbitrary cut point. You can cut it at any point. Um it is a continuous data set. So students land all across the whole continuum of a um measured you know variability of their the extent to which they understand standards. Um that one line is just kind of that cut point for what we classify as proficiency. Um but here you can see that um if a student has that um procedural fluency that is necessary for a student to be at any level on an MCA. So that means they can calculate um they can understand um how um you know numbers work in terms of um computation and things like that. The the key here is that the difference between a student that is not meeting standards and a student who is meeting or exceeding standards is that they not only have the pro procedural fluency but they also have that deep conceptual understanding and application. This is not something that we have decided as a district is important. This is the state and and national guidelines on what rigor looks like in mathematics. Um the national NCTM um the state this is um how we have defined um mathematical rigor. Um another point is that this is the 2007 standards. We're in the process of updating those standards and the direction that it's going is even more so in the sense that students really need to understand um not only how to calculate something but how to understand the concept behind that and how to apply it to different scenarios. So in terms of the the direction that we're going it's going to be more so um we're going to see that um that um focus on the conceptual understanding and the application. So that is students taking a concept that they've learned and applying it into a situation that is new for them. And so that really demonstrates that depth of understanding of of concepts. So this is um again just a description of um the importance of all three components of rigor in terms of um getting to where we need to go in terms of our outcomes. And then um I know this was a followup from um a March meeting. Looking at Dan because he always knows um we uh there was a question as we were reviewing um CPM data in terms of um whether students are like how students are responding to um the the curriculum. So far, um, we did get a very high response rate from students in terms of their, um, CPM class. And I know the question here was, what happens if students are bored in CPM? Um, in terms of the responses from students, um, of all the middle school students in CPM courses, there 2.4% of students reported um, being bored in class. Um I have both an incoming and outgoing middle schooler and I can say that that's um a very common response from a middle school age student. So um I think this gives us some indication of kind of where students are at. I think if anything um we have a lot more students that are reported um being engaged or challenged and actually um kind of going through a process of uh that increasing rigor and having to explain things in a depth that they have not had to do that previously. Um so more so when we're looking at our student data um we're looking at um kind of some of the challenges of that increased rigor um more so than the other end of the spectrum. Um this isn't to say that there are certain students that um don't need other options. Um and so if a student really is not being challenged um in a math course um we do have a lot of different options and Dr. Edwards will go through that progression. And before I uh dive into that, I want to back up just a moment in conversation to the previous slide and talk just a little bit about uh as we have wrapped up now year one of implementation. All of our math teachers came together last all of our middle school math teachers came together in a meeting last week uh wanting to uh reflect on year one and had uh lengthy conversations about their learnings as a team of teachers. and uh they made some great uh uh recommendations of how to move that work forward into year two and as we've uh shared at the this table on numerous occasions talking about the implementation science Dr. Dr. Zush has talked about that at length uh in past conversations. We're entering year two uh and uh we definitely want to address uh and in the previous slide that number of students who are experiencing those struggles or are finding um that it's extremely challenging um the level of rigor that is apparent in that course uh and in the resource that we're using um how to help students better access that. So teachers had a opportunity to come together as a as a 68 group of uh teachers uh to discuss that. Um and then they that was the morning uh session last week. Then they uh broke apart into grade levels to talk about uh what what adjustments they are going to uh desire to make in year two and make plans for continued uh conversation in August and and into uh workshop week and the launch of the upcoming school year. So, just wanted to make mention of that uh here that we uh are our staff continue to learn um through the implementation process uh how to better meet the needs of our students. But now diving into um the secondary math course progression uh topic that we've discussed here at the table uh on a number of occasions as well. And uh when we were looking at our tools and resources, looking at our uh vision that Dr. Warner talked about earlier here this evening as well as looked at the progression of students coming from uh the bridges uh implementation at the elementary level leading into the middle school and preparing students for high school uh after they uh leave the middle school. Uh we put together uh this progression that you see here and it was the uh teachers who uh recommended that uh we take this model in the sixth and seventh grade where all students are engaged in the math uh sixth grade math seventh grade math and the choice begins in eighth grade for the pathway that they uh would journey on. But what a couple things I want to point out here. Uh first of all at all times and we actually began this last year and continued it uh last at the end of last the 23 24 school year continued it this year to look at the current fifth grade students and uh before they come into middle school to assess uh where their performance is and consider uh those that would meet criteria for grade acceleration and uh went through that in a uniform uh process in each of the last two brings uh Jen Maloney, our differentiation specialist. Uh this goes back to an earlier question that director Atkinson asked in the previous uh part of this presentation this evening around identifying uh the differentiation needs of all of our students. So looked at those students who would u be based upon their performance to date uh up through into fifth grade be looking to be uh needing more uh challenge possibly to uh bypass their grade level peers. uh and identified some students uh and took them through a consistent process uh to have students continue to be uh grade accelerated. We also on occasion have double grade accelerated students um that would uh bypass not only in the case of a fifth grader um bypass uh sixth grade and go on to seventh grade or bypass sixth and seventh and go on to eighth grade. We have a few of those students as well um and continue to support that. Uh we also do have our teachers taking a look throughout as they look at all assessment data back to that MTSS matrix that we spoke about in a few slides ago. Um teachers looking at student performance throughout a school year. So just because a student starts out a year um in uh a particular course specifically in sixth and seventh grade but also in eighth uh grade as well looking at their performance to see if that is uh showing that they are not being challenged or showing that they are showing evidence of being ready for additional uh material and challenge uh to take their uh application of knowledge and conceptual understanding to a higher level. But then again at 8th grade uh that choice is uh given with the advisement of staff certainly when when asked for um as students are registering for 8th grade um and likewise as they're registering for 9th grade. And as you can see in this particular document once again, uh the intent here is to highlight and showcase the levels of on and off ramps that students uh and and and families have as they consider uh their choice opportunities uh in the upper middle school and and going into high school. and want to make sure that um in this document it's clear that students again have the multiple on-ramps and off-ramps they can uh take as particularly as they get into the 11th and 12th grade. There are uh multiple courses that students can choose to engage in and enroll in in math. they aren't limited uh to take one math course um because they students have uh a little bit of greater flexibility in the number of courses that they or the types of courses that they can take uh later in their uh school years uh both in their junior and senior year. Typically uh students I don't think it would be very typical for a 9th or 10th grader to take uh just because of the other requirements that they have uh for credits. Um but there are greater options for students as they as they progress through our secondary courses. So just wanted to um provide that additional information and uh prepared to uh uh field questions. Uh Dr. Thomas, would you like to similar to what we did with the first section, now we're moving uh the next section as our ANI conversation here. Questions? Questions? Uh yes, I have a question. Um thank you Dr. Edwards. um question that I had with this um is there ever looking at you know this big map particularly when students get to you know 10th 11th 12th grade are there any options here like a child for instance I'm making it up gets to um algebra 2 honors in 10th grade and then has the opportunity to go to pre-calc or AP pre-cal Is there any world where um similar to like our electives where you need to have you know a certain number of kids be interested in that class for it to happen. Are there any situations here where even in 12th grade looking at there there's six options that there wouldn't be that option for that child or are these like yes we will have these? Do you know what I'm trying to say? Yep. Yeah. I Yes. I uh I I think I do and I'll I'll take a crack at it and please if I haven't answered the question um uh clarify and we'll we'll reach it. But uh all of the courses that you see listed on the 11th grade line and the 12th grade line uh due to the size of our system and the number of students those are all courses. Now there might be an exception um where BC kelk the far right corner AP calc BC might not be offered in a particular year but I do know that there have been numerous occasions where our teachers are willing actually to um combine uh courses and that uh strategy happens often in the computer science electives that are noted in the bottom row there where uh the teacher of those courses might have students because they're the those courses are sometimes u as they get further along and advanced they they are self uh paced and so teachers can uh facilitate uh students being at different levels in those courses but the uh below that all the 11th and 12th grade electives I'm quite confident given our size that those opportunities are there. Thank you Jessica. Yeah, I mean I I have a few questions and comments. Um I think on on the secondary courses, you know, the biggest concern that I've heard is just around the middle school offering and our students essentially being um a year behind uh a lot of neighboring districts as far as you know not offering an advanced path. I know you say great acceleration, but that's very different and a higher standard I would say than than accelerated courses. Um, you know, when I just like spot checked several of districts around here, a common acceleration path is to be doing like a pre-alggebra and sixth, algebra in seventh, and then geometry and eighth. Um, you know, and I feel like we are a year behind most districts. I don't know how are we addressing that and are we setting our students up for success with you know impacting college entrance and and leveling and things like that and being competitive um without having that advanced pa pathway. I mean, I know we have a different curriculum for kids that have extra needs, but then, you know, how are we addressing that for advanced math? And again, I think acceleration of grades is different. And even as a parent, I I think I would, you know, never want my student to be a year ahead just maturity level, right? I think there's a lot of reasons not to do that. But, um, I think, you know, fifth through 8th grade is my biggest concern. There's there's just no way to challenge a lot of kids. And I think that's what our um research would suggest otherwise recent research about no way to challenge. I think that is something that would not align with what we are hearing from our students and from our um staff. Um and I there might be some parents who would say that but I think that uh deep down I think the challenge we do feel uh our students have been challenged um at least in this first year of implementation. And I think that was the reflection and I think the data um you know that 2% of students who reported that um boredom uh is a is a data set that I think guides and and what our teachers have reported seeing on a day-to-day basis in the classroom. But I certainly uh certainly understand and and I think that is a continued conversation that our uh teachers will be um having with regard to meeting the needs of those students. in identifying those students who need that additional opportunity. And I think that's the important thing that we're wanting to bring to the surface here tonight in this conversation is that there are options for families uh to pursue. Um but we pursue those uh collectively and systematically identifying those students currently. How many students are grade accelerating right now in middle school? I don't I don't have a specific data on that. Um but I do know that we have students that are um identified for next year, 8th grade students who will be going on to the high school um to take uh great accelerated uh material and we anticipate that to continue to be uh an experience that our students will uh access. Director Mason, can I ask a question? Just a clarifying uh because I haven't done the looking through that you stated with the um um looking at neighboring districts and and um seeing a year behind. Uh I'm wondering, you mentioned geometry as kind of like the Yeah. So, when I looked at like several neighboring districts, I can name them if we need to, but um sixth grade advanced option would be like a pre-alggebra course that they would have. Seventh grade would be algebra and then eighth grade geometry. Like that's pretty typical, I think, in a lot of neighboring districts. And we are, you know, those students are essentially a year behind unless they were able to grade accelerate. So my question is um if you looked at their like if you looked at the com the cumulative um offerings such as like this diagram shows Yeah. Would that still um suggest that our students are a year would be a year behind? Be Yeah, because they're entering high school with one less course essentially, right? I mean, well, I don't know that that's I don't know that that's completely apples to apple. like I hear if if they're offering geometry a a year ahead of what our offerings are. But I guess my question would be cumulatively in the end could you still say that our district students are one year behind? You know what I mean? I don't think that that's a I think taking that I see what you're saying, but I'm I'm also curious to get to higher math is a little quicker, right? Because you're a year I mean you again you would enter nth grade one year ahead of the curve and I think you know we I think it was Minetanka who offers like multivariable calculus which is even a next level. So there's, you know, and I think again we're talking about testing for college entrance exams in 10th, 11th grade before you're at 12th, right? So that that year matters to some kids. Um, again, I was just like comparing other districts to see where they were at. And again, personally looking at options, but I again just curious why we weren't offering something similar. Um, Director Mason, I'm I think the clarity I think there might be clarity in the fact that when we made this change for pathways, we used to have, if correct me if I'm wrong, algebra 1 in seventh grade and then algebra 2 in 8th grade. And the reason that I'm aware of this is I've heard from students who took algebra 2 this year in 10th grade said it was an exact same course that they took in 8th grade when they did take algebra 2 back two years ago. No, we I do not recall that we've ever offered algebra 2 at the eighth grade level. We called it advanced math though. It was called advanced math. No, we've offered algebra 1 and geometry at the eighth grade level and a geometry course has always been deemed a high school course and we've never offered at the seventh grade level. We've only offered pre-alggebra. Okay. So, when we made this change, just to clarify, what were the advanced options in se sixth and seventh when we made the change? because that might have been where prior to the change. Yeah. Uh we had advanced sixth. It was the same curriculum. We had pre-alggebra 7 advanced which was the same curriculum. I think if I can just finish my my my thought is I hear the I hear what you're saying and um is there curric you know the questions that come in my head is is their curriculum the same? I think that looking at the total picture is important. Um, but I I mean I hear what you're saying. Yeah. It's just when I'm when I'm thinking about it, it's again maybe a snap a a a place and time. I don't know. Comparing district to district is very challenging, Mary. So I I do teach and volunteer at other districts including Minnotonka and have experience at other districts which I don't think is a apples to apples comparison. Um this is very typical of every single acceleration and uh pathway. Uh some schools do have the resources as well as kids coming out uh that do qualify for everything from honors algebra 1 uh in sixth grade and are through probably calc BC by the time they're 10th grade. That is the actual exception path and almost all schools offer those for those kids who are truly double accelerated. But the norm is the same for every school in the South Suburban Conference that I have been in. This is the typical one. I can also say with absolute confidence that all the advanced programs 6th through 8th were really the exact same one uh more inepth or supposedly more in depth um and but the exact same curriculum because I did sit in those classrooms quite a bit. And by the way, it's the exact same way. So, when you go to another school, they have an honors sixth grade math, an honors seventh grade math, or an advanced or whatever. It's it's the same one. Um, right now, um, there's a lot of reasons why this pathway was created the way it was, and that's because the the new math curriculum does have a lot more rigor in it, and it is based upon bridges. And many of the kids coming out of bridges um or did that did not have bridges are essentially accepting the experiential level of math a little bit differently. But if you look at the the workbooks going through 8th grade, um even the standard pathway, even though it says algebra 1, if you look through volumes two and three and 8th grade, I believe what I read and the and actually the programs that I went through and and actually tried the word problems, that's almost all algebra, matrices, probability, introduction to statistics, etc. So, um, the CPM math actually doesn't just focus on algebra 1, but volumes two and three do have it in there, which our previous math curriculum didn't. So, I would encourage parents who are concerned about it to actually meet with the math teachers and go through those books, but having experience and and actually tutoring, helping and all that kind of stuff and the various programs uh throughout the conference as well as in Burnsville, Richfield, and a few other schools. Uh this is the norm. Um and so I I are nobody's behind a year. um you know and and uh we we've had very few kids. I think six total in the past couple years that were actually double accelerated is the number that I got. I don't know if that if I remembered that correctly. Yeah, I think it it has been typically in that range. I think our next year it's it's either four or six. I'm I'm blanking at the moment, but Right. And some of the other districts have had much higher numbers, but also they also adopted a similar bridges curriculum earlier than we did. Uh and also many of those higher numbers come out of and one of the districts Chinese acceleration and Chinese immersion. Um so it's not a it's nowhere near an applesto apples comparison. Um so I guess my other comment was really just around the survey results. So you know I guess my concern is what we've you know seen as far as highle bullets in in the meetings. I went in and read each and every single comment of the student and the parent survey. And I think um you know literally have handwritten notes of positive and negatives and I and I feel like you know overwhelmingly was the experience of the parents especially um not positive. Um and and I I think in some instances a lot of frustration. Um I appreciate the the student comment in here and I actually you know had to laugh at some of the comments because I do think the students actually really like the social aspect of the course. Right. Um so that makes sense. But um and then I think you know just to be fair today also was sent by a parent who must have data requested it and I just did a quick AI and PDF and the overall sentiment on and the entire you know survey was overwhelmingly negative. Um it verbatim says parents highlighting significant challenges expressing concerns about their curriculum's impact on their learning their confidence and enjoyment of the subject. Um, and I think just again caution on just highlighting things. Um, I'm a person that I I like to dig into details and so like I said, I sat and read everything and then I just kind of sanity checked it with AI because I was curious if I was, you know, trying to being biased or something. But, um, you know, I think that it's important to highlight the the parent and student feedback is is not positive um, with CPM so far. Hopefully that changes next year over time. Um I'm not sure, but um so again, just expressing concerns with overall the the pathway and and the feedback that we've gotten so far is is not positive. Um my last question was just around the math vision and I was curious when was that written? Was that before our strategic plan? Yes, it would have been before our strategic plan. Um Dr. Zumbush, I was hoping you were uh coming to share some additional uh breakdown. I know we highlighted just a couple of data uh points here, but yeah, just to revisit the parent guardian survey, um there was negative responses. um definitely in that um data set. Just wanted to remind everyone that when I removed all of the empty responses and dduplicated responses um there was uh the total response rate for parent caregivers was 12%. Um so just wanted to make sure we take that into consideration. It was not a representative sample of um parents at large. Um and um of that there was actually 21 respondents that came from duplicate households. So it represented um about 10% of our students. So I agree there were negative responses in there. Um but just wanted to also remind um what the response rate looked like for that survey. Yep. Okay. Um yeah, I think that was most of them. Yes, I think I had this Oh, I'm sorry. Oh, I had the same question of the mash math vision. When was that written? I thought I recall it was like 2018 or 19 from our last discussion. No, it was written in 202122 school year. So I think part of my concern with that is that since then we have a new strategic plan and I think our goal of what we've heard is that we were going to be relooking at these type of things that we have in our district and how do we realign them to our strategic plan. Um I'm also you know knowing that we're an east district and math is the M in well engineering and math engineering has a lot of ma mathematics in it of course. Um, is this math vision a applicable to to our strategic plan or does it align with our strategic plan? Um, I would say unequivocably yes, this does align to our strategic plan. The math vision was not created just in a vacuum. It was created with best practices and research in terms of um mathematical um practices also where the field is going where um how again how we define proficiency. Um all of these things under here um are directly aligned to our state's um uh framework on math. Um making real world world connections, having strong number sense, those are not just things that we want to have happen. And those are things that are the definition according to our state assessments that gets our students to that proficiency level. Um and when we're talking about um academic excellence and getting to that um increased proficiency level, all of these things need to happen. Um, so, uh, I think constantly reooking at things, um, with the new lens, but this is, uh, in clear alignment with our strategic plan and the way to get to that increased proficiency, um, rate in terms of our, um, academic outcomes are directly tied to um, these components. And I would just say my only challenge upon that is when you look at the one two three four five bullet points there one of them the very first one I would agree has some academic relevance to it and the rest of it is very social emotionally learning develop for social emotionally learning driven whether it's connections or persisting which feels very social emotional real word connections social emotional um engagement and sharing and thinking all very social emotional so knowing that our community was very loud and clear that acade academic excellence has to be on the forefront of every decision we make at this board table. I would just challenge does this vision really align with our strategic plan? I believe that it does. I would just like to say that bullets two through four are not social emotional. Actually, when you're doing math problems, you have to be okay with making a mistake and learning from that mistake. Otherwise, it's what we call in engineering and math is failing forward. And it's one of the key concepts of the schools that we all like to say that are much better funded and that we would like to be like. So that is part of a key math uh problem and uh and we are going from solving for for X in any one of these programs or just repeating it to actually determining what calculation and what formula solves a problem. And if you're not comfortable getting a wrong answer, because we know that the traditional way of learning that I think a lot of us grew up on is doing a math problem, looking in the back to see if we got it right, but not really understanding why the math problem exists. Industry needs people to do a lot different. And um where the math standards have taken us is basically servicing where we need to have our kids actually graduate and be functional in that. So feeling safe taking risk meanings I'm okay taking making a wrong answer because now I'm going to go to figure out how to how to do it right. And that's part of learning. That's part of all learning. And and we want them not to just look at the answer key in the back. Um engage and share. So if I learned something one way and you figured out a problem the different way that is part of your typical use of math in the real world and the rest of these. though trying to tie this to this seal thing. um that is not what that was and I was personally part of and not one that actually wrote any of them but I was in the room when these math standards were made and the critical thing of why our state math was going backwards was because we didn't have this built into the actual curriculums and it's critical that we do respectfully there's a couple methods of thinking that way and a lot of studies that show otherwise so that is a opinion agree Um but there are other opinions out there. Yeah. And I would agree too. So Charles didn't think we might need to be to move on to the next topic. Directors ambush do you have and if you don't I completely understand. Um you mentioned that there was only right basically when you broke it down there's only 10% of parents that responded. Is that average of what you what we normally get? Is that below average? Could you um I think when you're looking at secondary um responses from parents and caregivers, you tend to um get lower response rates as students get older. Um so a lower response rate is typical. Um I think that the default as students get older is kind of if things are generally going fine. And and I I say that not out of my own like personal opinion, but we did have in-depth conversations with teachers as well to try and understand how many parents are reaching out, what does this look like, how often are we having these um conversations um and looking at that from multiple lenses and um overall the the the numbers of parent and talking to principal Kabushek um the number of parents really reaching out and and asking um or having like more of those in-depth conversations does equate kind of very similar to that 10%. So, um I think it's it's very common um as students get older um unless someone has a very extreme opinion um the the engagement does drop in in surveys like that. Can I Okay. So, so that 10% is a is a valid number. That's not extremely low, but it is about average. Is that would you say that's it's not valid in the sense that you can't generalize it to the population at large. So when you look at surveys you want um you know upwards to that 80 90% to say that I have a solid understanding of what the population at large is feeling or thinking about a certain topic. Um so in that sense it's not valid from a generalizable standpoint. we can't say that that is that the um the the truth for the population at large. Um but it is a I would say a typical um response rate um for kind of that secondary feedback. So it kind of depends how you talk about validity. Um okay, Mary. Yeah, last one. Have we ever performed a survey on math before CPM to know if we have a baseline for what that response rate was? No, I would say we we haven't specific um many of these things uh both the adoption of a vision statement as well as the uh piloting of resources as well as gathering that feedback. Those are all new uh things that we've engaged in in the last four years. Okay. Thank you. Okay. Uh we can move on to Dr. Thomas's update. Um, and just as an update for the board and anybody here, we are monitoring the weather. We're fine. There's no severity uh uh severe weather alerts, but just know that we are monitoring that as we go. Next 20 minutes will be heavy. Um, but nothing significant outside of that. No tornado watches. Uh, oh, yes, we are. I mean, yes, we are, but nothing advanced, nothing more than that. Yeah, sorry. Um, just a quick update. Not warning yet. Yeah, just a quick update on some of the ANI. Um, uh, I think to a couple of points here, um, looking at how we may revision ANI moving forward. Um, we are in the LA, we have, uh, multi-year strategies that were tied to the approved plan, and we're seeing those end metrics out um to to its um, uh, end for next year. Uh and we'll be planning to do a a different type of engagement as we rewrite this plan that's going to be more linked back to our teaching and learning committee um to have um more uh participate participate participation there as well as as we look to bringing this forward in our um finance committee. Um, again, I think how we've developed this plan um through um cross-sectional folks of within our community. We have more formalized structures since this was um convened. And so that will be running forward um throughout this upcoming school year as we make a new three-year revision to uh uh plan. Um I will say that uh with some of the changes uh particularly in the the role of the director, part of the impetus behind this was around how we can best utilize the resources um in the current plan um uh in its last year to earmark more resources for direct student support. And I just want to be very clear that was the driver in that decision of mine to find ways that we could bring more resources directly to students to help accelerate the gap closing strategies based upon some of the information that we shared earlier in the presentation. Um that's now tied to the comprehensive achievement and civic readiness. I think it's the new world's best workforce. Um and and that's where a lot of this lives in terms of um reporting etc. Um so in talking with the state uh we have our current um goals five and six with our um elementary and secondary students connection to schools um is their is the plug-in for for us to utilize um academic achievement um as a means to increase their connectedness to school. And so I'll be planning to um reposition that uh administrative role um to now um hiring academic paras. Um, part of what we talked about earlier uh this evening around some of those instructional rounds was also bolstering our central services around our uh ability to um statistically identify where the gaps exist at the greatest levels and then also find ways that we can identify who are the students who are contributing to that statistical level. Um we know we have many students we can support in different ways. We also know there are some that will statistically have a greater um impact in terms of overall um u performance of our schools when we can identify those schools or those schools and students who need it most. Um the plan will be to create um a more robust um intervention cycle that's going to be at the school in developed in partnership with the administration and that uh any classroom teacher who touches that student um in terms of their support in the classroom. That will be a combination of both pushing and pull out. Um and then we would couple some of that with some of our highdosese tutoring that may happen outside of the school day. Um that would be something that the family could help um get assistance in brokering. Um our intervention cycles would um center around our own curriculum and finding ways that we can accelerate their learning around that aspect and then through our instructional rounds. This would be one of those data points that we'll be monitoring so that we can regularly progress monitor kit progress monitor our students to ensure they're making the types of growth and and achievement in those intervention cycles. and then based upon their performance, we would um cycle them in and out of these um supports uh accordingly. But we believe that by bringing more direct student support, we're going to be able to accelerate some of the achievement of the students who we know um statistically are falling into some of these gaps. And so that will be our plan moving forward. And uh and and again that will be a partnership both between central office supports as well as our building. And so you'll see just our basic intervention cycle um that we typically use um very similar to that um but again looking at some other statistical measures and demographics that we would progress monitor to ensure that um we can accelerate those closures of of those gaps. So I want to give you that update in terms of how those resources from that role will be utilized. Um and then that would be one of the metrics that would be onto our um uh reporting our quarterly reporting to the board. Any questions? How will the um paras be allocated? Are you doing one at like each level or uh we through our gap analysis that Yep. We're going to find um two schools, no more than three schools that we well we know that there are two schools who have the greatest um statistical gaps and then within that we're going to identify those students who are going to be contributing most and that's where we would deploy um the academic pairs and um and then that would you know be the academic component and then through our liaison and such we would also find any other wraparound supports that that student or that family might need to better build that network of support around that individual. ual student. Just uh yeah, a couple of questions. Thank you. Um I'm sorry if I missed it. Did you say Dr. Thomas that we're going to rewrite or just revise? And who is going to do that? So, so this is a this is a realignment of the budget for the um uh administrator role that's no longer uh going to exist. What I was suggesting that we'll start this upcoming school year is we'll be working through our various committees that we currently have um namely our teaching and learning and then our finance committee um to help develop a new three-year plan that will start fiscal year 2627 and go for three years. So, we'll completely rewrite the plan um aligned completely to our strategic plan. Right now, this plan has three-year metrics that we've been monitoring and investing in. So, we want to deliver that out for this last year. But because of the change of that director role, um we we have been supported by MDE to convert that into studentf facing um roles to support kids. So next year is just this modification of that position. Then also next year to begin the fall of 26, we'll have a whole three-year comprehensive plan that we have to by statute rewrite every 3 years. Correct. But we had a director do that. So, so that what I'm asking is with the since we don't have that person anymore, we so our we're going to ask our teaching and learning committee and our finance committee that that will be sorry that that work will still be led centrally here within our academic division. So, so right now uh Dr. Warner and I are named on the actual plan as the ones who will facilitate the conversation around the development of a whole new three-year plan and we are committing to use some of our internal structures that we've not used in the past to ensure that um we are bringing um data um and what we've been doing around strategy to some committees to ensure that we are getting perspective from our community on the development of this new three-year cycle plan which is requirement as well and we have an existing structure um uh through teaching and learning that by statute we have opportunities to leverage that committee differently and in some of it in our reporting that needs to actually be going to that teaching and learning committee as well um that historically we have not done. So that's something that will be a bit of a change there. And then obviously with the budget, this is a three-year, you know, just shy of a million dollars. We want to make sure that we're vetting how that is going to be spent, bringing that through our finance committee so that we can get some perspective as well. Um, and then there would be, you know, school-based perspective. We're going to engage, you know, principles and things of that nature. But then ultimately when it comes back before the board um the board um can be assured that we've utilized some of our committee structures that we have in place um in adhering to you know policy as well um that govern this uh governs this 353 I'm sorry 124D that's kind of also housed in 3535. Um so you can see the structures that we have. We want to make sure that we're adhering to policy. We want to make sure that our teaching and learning committee has a opportunity to to weigh in uh on the perspective of this plan which by statute we need to utilize. And then three, our finance committee. Um, obviously with any anything that we're doing um with with our budget, that's something that we'd like to bring forward. And something of this magnitude um and the write up of a new three-year plan is something that we would utilize that structure for so that when it comes to the board, you will know that it's been vetted internally and through our board facing committees um to uh make a recommendation for you all to have discussion and then ultimately take action. And that would be something that would then begin in the fall of 26. Lisa, um, first of all, I'm really impressed you remembered that statute 124D.862, Dr. Thomas. So, I've been around this for a few years. Anyway, I have it right in front of me. Um my only question is um with the additional professional development funds that we as a board allocated with our budget taking it out of the um I believe it was restricted funds is there I it looks like we allocate about $90,000 if I read our plan correctly um I pulled it up from what we had when we submitted it. We allocate about 90,000 for professional development. Is there any opportunity there to reallocate those resources for direct student support? Um are you talking about the 90,000 that was in the plan itself? Yes. Um the integration plan. So some of that has been shifted to um bringing additional support to the students by way of the tutoring. So some of that money has been shifted proposed proposing to be shifted. Yep. And then um um and then the other professional development would be utilized to help build the repertoire of our educators who are in the classroom still as well um to ensure that they're getting the instructional strategy support. We might have a presenter come into a school as well. So some of that still needs to be re uh remained so that we can leverage some of that um you know support through professional development specifically as it aligns to the out uh the um parameters of the grant or of the uh statute. So y so those are the I just want to clarify. So we get the ANI funds that are restricted. Yes. And it's restricted to the parameters of the of the 124D as well. and you went to the MDA and made sure that we could take the original plan. Okay. So, yeah. So, it's not like we took them out of our general fund. We had to use them. That's a separate deal. Yeah. This is only Just want to make sure the language was correct. It was a little confusing. Yeah. Okay. So, we'll be adding this to the quarterly rollup um to the board as well to see um and and obviously we won't we got to be careful because we're talking about small um end sizes. So we want we don't want to be mindful we want to be mindful of not identifying you know identifiable information for our students but know that we will find ways to either code data or something so that we can give more of a regular report as our quarterlys to the board and where we're at with some of our gap analysis and again we'll be diving deeper into this as we um launch this fall um with all of our disagregated data. Sorry I just have one quick question but you're not rewriting the goals at all. Nope. The goals will stay the same. Additional resources are relevant because this actually qualifies for um a student's connectedness to their school environment and the more they are finding their success, the more connected that they can be. And so that we'll just leverage that same goal. We don't have to rewrite any any of the plan at this point. And also not disrupt some of the metrics that we've invested in a three-year cycle on. So we can see the realization of you know that three year that three-ear goal. Okay. Good. All right. Thanks, guys. Appreciate it. Uh, at this point, we will skip down uh to number 13 and I'll entertain a motion to enter into close session for the purposes of discussing uh teacher negotiations by director Bullan. Second by Director Mason. All in favor signify by saying I. I. Opposed? That carries 70 and we'll take five here quick to let everybody Thank you. do what needs to be done.