##VIDEO ID:D_AL6MsFfQs## consent agenda where we have two items this evening the approval of the minute from um October 14th and the Personnel action actions uh for October 28th um is there any question or or concern on that either one of those items okay with without uh objection we'll pass a motion to approve the consent agenda by unanimous consent is there an objection to doing so here I'm just reading with you're reading okay hear hearing none the consent agenda is hereby approved we will go to item number five which is presentations we have two this evening and the first one is from Miss Cheryl Weiss from the Oak Park youth assistant thank you so much um hello everybody and thank you for allowing me to speak to you tonight I am the vice chair of the board of directors of Oak Park youth assistant I served as chair for 5 years and I'm here for a few reasons I promise nothing is hard um but one of our requirements in order to add new board members to our board is we need the approval of all three sponsors that includes the Oak Park City Council that includes you and that includes the Oakland County Circuit Court Family Division so miss Greer has the information for you that you'll be receiving but there are two um volunteers that have spent continuous time volunteering with us have made excellent contributions to our organization and to our students that we would like to recommend the first one is Emily Clark she works for the city of O Park she's the HR generalist and she has done so much to volunteer for us she really deserves this position she's volunteered for the 4th of July pancake breakfast she has participated in monthly board meetings she assisted in the planning of the recent making it look good event on homecoming where we had all kinds of uh homecoming day the kids got free hairstyles and nails and barber it was phenomenal she was one of the ones that planned it she sold t-shirts at the farmers market and she helped at the concert in the park last year she wants to be on the board to help influence programs and policies that support and Empower young people and she hopes to make a meaningful difference in their lives the other volunteer here is Miss Deana Taylor she is a homemaker and a cosmetologist she also was one of the planners for our very successful event for homecoming making it look good she has also volunteered for the 4th of July pancake breakfast participated in many board meetings and she assisted in the creation and the planning of that event she wants to serve on the board because the mission of Oak Park youth assistance aligns with her personal beliefs and goals she desires to make a difference by continuing to contribute in positive ways to the organization and the community so at your next boarding or board meeting or when it's convenient I'd ask that you please vote to approve her to be appointed to the Oak Park youth assistance board of directors the other thing or one other thing I wanted to do is share with you we do have a relatively new casew worker her name is Karen beer and she is wonderful you may or may not know what happens is when a student is referred to us whether it's from a parent for a school administrator or um anyone can refer Karen beer is the one they meet with first and she assesses their needs and they go on from there she can provide short-term counseling she has excellent resources she is phenomenal and she's really made a difference um I want to highlight a few things we've done over the last year some things that you may not be aware of you may we have provided Social Work Services we have provided emergency assistance in the form of rent assistance car repair food assistance and utility assistance to the parents in the school district we provided scholarships for driver ad karate and theater classes we do provide summer camp scholarships if the families would like that we do holiday help for families who cannot provide gifts for their children and we are kicking that off now if you'd like to please spread the word we are looking for gift cards especially to Target or Meyer um or Amazon that parents can then provide gifts they can be sent to us at Oak Park ya uh gmail.com um or if you have gifts laying around you can contact us and we will get that from you last year we had a wonderful wonderful um room filled with that we got donated and we had the parents come get them it was awesome we have provided tutoring we have purchased headphones for elementary schools this year we are doing a social emotional support to teens in the making it program we're planning to do one hopefully every other month our next one will be amazing it's in process you will be amazing you here we are pulling off um community events Trunk or Treat pancake breakfast Library program our blast Farmers Market we do everything we can to make ourselves known in the community and get our information out there so the other thing I wanted to share is we are looking for representation if you are able to think of anyone to be at our board meetings not you we know how busy you are and Mr Smith already very generously gives us our time when he's able to and we appreciate you so much we would really like a school Personnel to join us whether it's a social worker would be ideal a counselor someone not tied to a classroom that can meet with us the second Thursday of each month at 12:00 it will help us to know what's going on in the schools what the needs are are you seeing a lot of um uh acting out Behavior do we need to do something to address that what is it that we can help you with we want to support the school you are one of our sponsors that's why we're here we want to support the kids and families the best way to find out what the needs are is to talk to people in the schools that see these kids and families every day um so that is what we wanted to share I do have a brochure that I gave to miss Greer as well you can look at as well as the information I just shared thank you so much for your time thank you for your support and I appreciate you if there's any questions I'm happy to answer trusty smash yes I I don't have a a question I do actually have a comment and uh I think uh trustee Clark also um who volunteers long well as I do it with the uh Youth Association we identify your hard you do hard work in the community and we really appreciate it and wherever we can support you know we're here just a phone call away but I just appreciate you and the rest of the team and that you do so thank you very much thank you I appreciate that thank you uh uh trusty Clark um I just want to Echo what truste snith said um Cheryl you know I appreciate all the hard work that you do with um opy and with the O Park neighbors group and you're just such a staple and I appreciate you know everything that you do to support families I would we um were a recipient of Christmas gifts last year when things were a little bit tight and you you took care of everything and we really appreciate that and whatever we can do to support you please thank you so much and thank you for all your support too your volunteering you are amazing thank you quick question Who are the other board members I'm sorry who are the who else is on the board oh my gosh you okay I should if you don't if you don't I'm not trying to you gotta question okay um Kimberly schaf our library director is the chair y uh Carla Carla and I'm forgetting her last name Allan thank you Carla Allen is our secretary our treasure is Crystal Van bluck that will be changing because she's accepted a position in Berkeley and we have a number of other members I actually can get that for you in a second okay all right no we're good you I don't you don't have to give me a okay thank you very much all right thank you and much appreciated for all all the work that you do okay okay that makes sense um all right item 5B spring 2024 data presentation office of teaching and learning I had quami down for that but you don't look like quami [Music] she's trying her best good evening our Ste board to my central office colleagues um thank you guys for giving us the opportunity to come up here and talk to you I think last time president described allation could very well be that sounds like one of the words I would use so our our goal this even this evening is to be um thorough go ahead to be thorough yet concise um with our with our presentation and so as you can see uh before you this is our our office of teaching and learning with myself director Murphy and um direct director bucker last time I just had the opportunity to introduce them to you tonight you'll have the opportunity to see them in action um as they will be part of the the presenting the majority part of the so as we get ready to talk about our data I just want to give us the context um or where we are overall when we talk about teaching and learning inside of our district and so what you're looking out up here is a matrix um and our our reflection says it's okay to be where you are it's just not okay to stay there all right and what we have up here is a matrix of learning organization right so at the top left what you have at the top left what you have is what we would call Lucky organizations and those are organizations that may be getting great results but really they have no true system or idea as to why they're getting great results if something was to change then those results would also change and that's what we call the lucky organization up under there at the bottom left we have what's called called a losing organization that's an organization that's getting very low results and they also have no idea of why their results are so low so what that simply means is that they're probably going to replicate bad practices because they have no idea as to what they're doing is actually giving them those type of results and then at the top right what we have is is a leading organization and those are organizations that are getting great results right and they know know exactly what they're doing to get those results and those organizations are most likely to keep doing what they're doing to get those results and then at the bottom right what we have is what's called a learning organization a learning organization is an organization that may not be getting the best result at any given time however they are very much aware of why they're not getting those results and what they need to do to actually change it so that they can change their results right so those organizations are not likely to repeat past mistakes right they're most likely to keep itting better and I wanted to use this because I can clearly say that where we are now we are a learning organization so you're going to get an opportunity to see where our data is but what we're most excited about is that we know exactly why our data looks the way it looks and we have a very clear clear and concise plan to address that data so that it changes so right now Oak Park is most definitely falling inside of the category of learning organization and so with that I'm going to turn it over to our director of data good evening everyone um we're going to pass out note cards because it's such a riveting presentation we want to make sure that you guys can take notes and ask any questions everybody loves a good data show so I'm going to review our fall our fall data we'll be looking at last year's spring data which we're going to review the goals Define our targets and talk about our action plans so to get started we're going to review our our Michigan integrated continuous Improvement plan or a my kit plan and with that we have two goals we have one goal for math that at the end of 2025 our students will be 10% proficient in math and our students will be 28% proficient in Reading um So currently at the end of the school year when we took our our state assessments we were 3.4% proficient in in math and 15.71% proficient in Reading um and while we do see a very moderate decline from the 2223 school year we know that there is a lot of room to grow here um and as Mr Steven said we know we we've done a lot of work to really establish what our data says and the story it tells and then the plan to um to fix that moving forward so to get started we're looking at our mstep PSAT and sat and if you don't know what those are the um PSAT is the preliminary Scholastic altitude test the SAT is the Scholastic altitude test and the mstep is a Michigan student test of educational progress when we look at the scores we see that at the very bottom you see they're sectioned off so we have mstep 3 through 7 Pat 810 and the SAT taken by the 11th grade students so we're looking right now at our Ela results the percent proficient or the ones who met standard are in green and the orange are the students that did not so when we're looking at the elementary school or the let's say 37 we see that they are all ranging around 12% on average so when we look at our our students to take mstep 12% of them are proficient we did see a significant peak in our middle school for that 8th grade PSAT with 40% proficiency and then again a smaller decline from the year previous which I will review in this next slide for our 11th grade this chart right here is comparing the 2223 school year with the 2324 school year the last school year was it's in green Aqua it's in that color so our most notable change that we have is that third grade going from 18% proficient to 9% proficient at the end of last school year so that is our most notable Decline and then we have you see consistency throughout the rest where it's sign not very significant changes maybe 1% Improvement or 1% decline throughout with the exception of that eth grade PSAT and one of the reasons that we looked at what happened in eth grade we love to see that we love to see 40% of them are proficient but what happened and how did that how did that Peak um so when when we really looked into it that's a different assessment they went from taking the mstep to the PSAT so they're looking at similar but not the same same content different skills so you see a giant there so then when we do our data review we look at our data review and say how do our newly enrolled students compare to the students that we've had for two plus years and so in the 2023 school year we we enrolled 162 new students in grade band of 4 through 7 and of those 162 students 19 of them met proficiency while 141 of them did not so we are enrolling students that are significantly below proficiency as we enroll them so we are getting them with a lot of steps that we have to take before they hit Proficiency in comparison to the same grade band for through 7 that have been with us for two plus years 85 students and that's about 18% so our students who have been with us for about two years are growing roughly at a 9% average faster than those students that that came and rolled last year some notable growth areas um on the right side of this you see that five students went from not proficient to proficient so they jumped three categories seven went from proficient to advance 15 from partially proficient to proficient and 58 Grew From not proficient to partially one thing to really note in our district is we do a really great job of moving our students from not proficient to partially proficient we move them fast but we are not moving them as fast from partially proficient to proficient and that's where we need to be notable decline of the students who tested last year 59 of them did not grow at all they stayed exactly the same which means that some of them stayed one to two years below or partially proficient I and then some other areas you know 23 of the students went from proficient to partially so that's a drop and 53 students declin from partially to not so we are seeing a trend that we are moving students from not proficient to partially but also dropping students in other categories when we look at this chart next up is the proficiency by grade band just another example so we're looking at our students in elementary school 35 are 12% proficient the middle school is 21% proficient and high school 7 which is going to give you that average that we have of just under 16% proficient in English then that question of how are the schools doing independently what's happening at Key what's happening at Einstein what's happening at pepper and so on so this chart is going to show you school by school by grade so we have Einstein and orange key blue and pepper um if you notice that in third grade pepper did an excellent job they had significant difference from the others and then in fourth grade key did did something incredible in that fourth grade right they're at 22% which is significantly different than the 9% or 11 um and then when we get into grade five we see that um Einstein did a really good job 14% peppered 18 so but those aren't really big significant changes between that 14 and 18% the strategies they were working on obviously worked because they were doing really well so we're really digging into that data by school by teacher and seeing what went well and what didn't same chart with the this one goes sixth grade to 11th grade um Opa is green Nova blue and the high school purple um and some interesting things that we SE in here you know we we see that in 10th Grade we had students at Nova that outperformed some of the students in the high school and in other categories in the 11th grade we have students at Nova had 4% and the high school had 14 so it's a matter of how we're really wrapping our hands around all of our students because we need to look at them as a whole group strategies and the resources that we use the next I believe eight slides are deeper Dives for you and I want to make sure you had that so that you had the opportunity to look and see what's happening in each building in each grade this is from the mstep dynamic score reports but it gives you a breakdown of each grade and how many are proficient Advanced partially proficient and not proficient and the expectation is that those students who are proficient let's say third grade at Einstein we had 4.2 that were proficient next year or this year when they take take that test that those students will remain and we'll also collect that 30% that's in the partially proficient and move them forward so just a deeper dive of the expectations that we have per grade per subject I'm going to skip through these because you have them in your packets and you can dig through them all right the next part of that that was English now we're going to get to the slide that is the mstep pat sat results for math as a district overview and math is our most troubling area within the district um when we look at our scores across the board you see that the highest score the highest Prof proficiency is third grade at 9% and the rest of the grades in the district are roughly 3% with some of them being 0% proficient going back to the proficiency comparing 2223 to 24 you see that the trend is pretty similar to English only increasing one or decreasing one across the board which is why at the end of the um at the end of the presentation you see that we are only 0 4% difference in our math from the 23 to the 24 school year so not a significant decline but a decline nonetheless same chart as far as the grade band goes our strongest grade band for math is um the elementary with three through five and then the 3 through 8 which is a lot of our accountability reports has the next highest proficiency rate breakdown by school so Einstein is purple guess that's pink um key is green and pepper is blue and it is really consistent with what they did with English if you remember English for pepper in third grade they did a great job keyi was leading the way in fourth grade and Pepper with a slight marginal change in in fifth grade moving on to the Middle School comparing Opa to Nova Nova only tested two um sixth graders four seventh graders and three eth graders so their numbers were not showing up the way but they did not have anyone that was proficient but you're you wouldn't see that in the chart so I just want to make sure that you knew why it says zero they did test the students they we tested um over 98% of all of our students and then this is the high school again Oak Park High School is in blue Nova is in green same story with Nova here our ninth graders are 5% proficient leading the way and 10th and 11th grade are both 1% or less proficient on at the state assessments again the next eight slides are deeper dives into the classrooms per building perfect so I'm going to go through these um this was make sure that you all had opportunity need to dig through that information so as a data reflection we see all this and we all have the same feeling what's happening so when we look at 2004 um some of the most significant changes were in third grade we saw an alarming decline when we look at it from 2019 to 2024 and that was the pre-co postco and so there was the most significant dis um decline with the third graders it continued with the decline but we saw some promise in fifth grade and going on to sixth grade and math was the most troubling for the district with the greatest overall Decline and ending last year with the year previous with under 4% proficient in math across the grade bands so the idea is what what happened what are some of these potential causes how did this happen and so when we were we were brainstorming looking at our data looking at all of the things that could have been we had a high staff turnover a response to that is that we um have new teacher hiring incentives we had high vacancies in our core classes so sometimes you see a giant dip in a math class what happened in that fourth or fifth grade that may have had a substitute so this year there is a greater focus on hiring core subjects and we have a significantly less vacancy rate in our core subjects across the board we know that the testing environment was not ideal in a lot of the classroom so we're uni we're streamlining the testing environment May a lot more oversight a lot more participation testing teams testing coordinators and making sure that we're all on the same page with expectations what's happening in one room needs to happen in all of the rooms we had a challenging School culture and the response to that is in the implementation of capturing kids Hearts across the board to really work on that school culture um and then the third graders as we see that big dip of third grade those third grade students were the ones that had virtual learning K1 and two during that Co time so this this is their first time taking a standardized test and really some of their first times in schools so those are some of the responses in our data reflection overall what do we do with that what are our data strategies so as a department of teaching and learning we came with our data strategies and first thing was identifying the students looking at our data triangulating our mstep SAT I ready and our Gradebook to say what is happening with the individual student tracing them back to three plus years when where they proficient when were they not proficient where are their skill sets from that data review from all of the students K12 three years plus of data to track them along we then created focus groups um we had a group of students that were partially proficient let's say one or two points off of being proficient those students were then in a focus group from that focus group we created customized courses at the high school they have College Prep math support same thing with the Middle School um an intervention plan and all of these things will be gone over more from um our curriculum director so we implemented these specialized classes working on these focus groups and making sure that we aren't forgetting about the students that are in their in the U partially proficient or not proficient but adding on to those making sure everybody has the same plan we created Pathways for everybody so every student K12 has a unique tailored pathway either on I ready or I Exel that is customized to their unique needs that they can access essentially 24 hours and they can continue to grow with that um and we're monitoring that so the teachers are responsible for making sure that students complete two lessons per week 40 to 90 minutes and completing it at 80% those are going into Data chats both with the teacher and the building leader as well as from um teaching and learning having those conversations with the the building leaders making sure that we're staying on track for that and with all that monitoring of um monitoring of all the progress um we based on the linking studies if they complete all of the things in the pathways then they will grow and hit their average typical growth on mstep and on all of the benchmark assessments so to get a little bit deeper into that I'm going to pass this over to director Murphy good evening board and to our superintendent and cabinet we're going to continue the conversation around so what now what we don't want this singular story to define the um trajectory and capacity of all of the students and staff of Old Park School District right and we understand that we have to have a multifaceted plan in order to address the whole child as along with the whole educator so our so what now what um these are our Focus priorities for this school year which began last year as we looked at the trends in our data to get us well prepared to kick off this year with strong action steps to lead the path forward and so what you see in the upper right hand corner are what we call our five focused priorities and these are the five big buckets that we live into to ensure Equity across our district to make sure every child every educator gets what they need in a tailored manner um with some critical research based um strategies to make sure that we are moving the needle forward so we're going to delve deeper into those five focused priority sections the first one is what we teach a guaranteed and viable curriculum and just if anybody you know asks you as a part of the Oak Park School District School Board what is Oak Park Focus oning this is the work that we're doing every day in all of our schools with our principles and our staff as well as our students if they are able to comprehend these things um but our first priority is creating a guaranteed and viable curriculum for the Oak Park School District what is that mean guaranteed means that no matter what grade level or classroom the child is in that they are getting the same skills taught to them no matter if they're math class A or math class B Miss Pace's third grade class or Miss Ardene's first grade class over at Einstein they're getting the same thing and the inviable means can the teachers teach the skills within the time frame provided right so so that's a guaranteed en viable curriculum based on our Trends and our data we recognize that it's a need last year so beginning in November of 23 we began to identify teacher teams that began to identify the essential standards critical for Student Success in every grade level we continue that work over the summer with our curriculum based teams of them building out these Oak Park curriculum units that again here's the essential standard that is required for each grade level here are the plans that all teachers in that grade level are going to use to get us there and again this is all around fidela implementation and providing a high quality educational experience to all of our children this work continues in the fall and in fact this week we have an Oakland schools consultant uh coming out for three days to work with our individual teacher teams to continue building out these Oak Park units and as uh Miss uh director Buck Zager alluded to um one thing that we are so excited about is these additional curriculum and instructional supports to create these individualized personal Pathways we've had ready in our district for a number of years right but what's different we and we assess students in G grades K through 8 um to really determine what are their specific needs related to the data and then we create these personalized plans we've had this tool in the district thank you to the board for approving that one thing that is different this year is are we're being more intentional as Miss bucker said about how we're monitoring the usage so our students passing two lessons a week and being in the system for 60 to 90 minutes a week to ensure that they are recovering those skills and those gaps and deficits that they have related to um achieving grade level standards with the addition this year for the high school we have acquired again thank you to our superintendent and our board NWA map assessment measures of academic progress we felt like this was a better measure of high schoolers um closeness to achieving grade level Mastery and so we use this tool to determine what our high school students need um for their personalized learning paths and then we have those two additional resources is again thank you to the board and our superintendent um for allowing us to get this year one of which is the EXL um tool that allow students to practice specific skills the teacher can go in choose a standard assign practice opportunities also um our director of data uploaded all student data into these systems so that it creates these personalized learning paths and then we have quizas where teachers are able to create unique assessments specifically tailored to those essential and priority standards all of these things are aligned to our data strategy steps five and six that Miss bucker has gone over and the most exciting part is that learning can continue after 4:00 it does not have to stop in those four walls of O Park High School or Key Elementary students can access all of these tools for practice practice practice and parents can also see what their children are working on after 4:00 p.m. with these unique learning paths so we are excited about that road map to to success we understand that all learning does not occur between 8:35 and 3:35 so we give we've given our students access to these tools uh that they can use beyond the school day so the goal of focus Priority One Is to ensure that we are focusing all of our time T talent and resources on the most important work of the grade and that is what we teach in our guaranteed and viable curriculum I'm G to try to go quickly Focus priority number two how we teach so we are focused on a graduate release model of responsibility um instructional framework many of you have heard of the I do we do together than you do it by yourself they have updated that uh instructional framework to include more collaborative work time how can students lean and and work with lean on and work with one another to acquire the necessary skills that they need so staff were trained on this in the August PD by a few of our teacher leaders who designed that and the office of teaching and learning continues to support building Leaders with implementing this mod model and here's a picture of the model it is an evidence-based teaching strategy that is proven to work the whole goal of this model is to release more student responsibility throughout the lesson which means that it is a greater likelihood that they can do these skills independently which means they can apply those things during an assessment opportunity so that's the whole goal of student um of graduate release so the goal of focus priority number two is that all Oak Park teachers will be using this model and the the real essence of it is that all students have access to a high quality educational experience Focus priority number three our third frame big bucket is how we collaborate and that is through high performing teams I won't read all that stuff but just know we have layers of support so the office of teaching and learning meets weekly with our building leaders to to support them they meet weekly or bi-weekly with their instructional leadership teams to make sure they feel supported and know what to do and then those teacher leaders in the building support their team members in their departments and grade levels so we have a multi-layer systems of support to make sure everybody feels that they can do exactly what it is we're asking them to do our whole goal around that is capacity building we train we give knowledge skills we coach we support and we develop Focus priority number four the fourth big bucket is how we do business that is around capturing kids hearts and just this quote here if you have a child's heart then you have their mind we all know through this initiative through CK if a student feels loved and cared for they are more likely to perform and do the things that you're asking to do so we appreciate our board and our superintendent for allowing us to have this initiative K12 we knew that it was elementary focus last year but we are across the district implementing uh capturing kids TS and so these are some of the outcomes the uh lagging indicators if we do these things well we can expect increased student achievement a decrease in discipline referrals increased attendance increased graduation all of those things to ensure a mentally and emotionally well child because we know that they will perform better and feel more loved and cared for and we're almost done Focus priority number five the next big bucket the last big bucket is how we lead how do we build our leaders how do we build their capacity in order to do the work that has to be done in the school houses so we really lean into these evidence-based practices around sustainable leader actions there are four big rocks leaders develop a culture that's focused on results how often do they look at their data and respond to it leaders develop a culture of collaboration how do they use the people in their building to do the work and build Collective responsibility leaders develop a culture of data driven decision- making and problem solving and they use systems of continuous Improvement the whole goal of number five is to ensure that our building principles are performing at their best and that is the line to data strategy number six so in short maybe not short uh these are the five big buckets of our action plan we know that our data looks really Bleak but we have I believe curated a path forward in in in the vision of our superintendent and our assistant superintendent in the office of teaching and learning research shows if we focus on there's a book called by smoker it's called Focus if you align all Talent time and energy in a few things those leading indicators if we spend time here then the lagging indicator of in improved student achievement will come so this is how we've decided to spend our time thank you uh any any questions or comments from members of the board uh trusty HOA and I see we have some coming to my right should I start with trusty HOA okay um thank you for for such a well-designed and thorough presentation I do have some questions and um Mr Stevens as you were standing there I was thinking about the lime green t-shirt yes sir back in the high school days and how and the movement that we saw there and how can we replicate that here um you talked about the grid right the losing um I want to make sure I get the language right back on on page three um the four different types of organizations and you described us as a learning organization because we have um because we understand here got it here um we have a high understanding of our anticipant antecedence and therefore replication of past failures is unlikely what evidence is there to support that we aren't replicating our past failures uh great question so the the last five things that we talked about are those very intentional areas of Focus right that have been proving if doing to improve Achi outcome right and so um the degree of intentionality that we put on looking at where we are inside of those areas and putting those plans in place to ensure that certain things happen so just a quick example is U when director Murphy talked about uh gradual release so high quality tier one instruction has some very basic components to it as we looked at what our tier one instruction looked like across the district it was more hit or miss it may look this way over here and then it may look this way over here so how can we systematize and ensure that across the district regardless to what teacher what school what class that they're receiving high quality tier one instruction and that's what taking a framework like gradual release and putting it in place for the entire District guarantees as long as you build in systems to monitor how well gradual release is actually happening inside the classroom and again that's what principal Murphy referenced when she talked about those layers of support so the district is monitoring what graduate release looks like in the classroom the district is monitoring um what type of U systems they have in the building um from the principal level and then the principal also have they also have what they're called their instructional leadership team to make sure that it's not a one person um process so that you're getting more and more people involved so that degree of intentionality around making it the systemic taking a systemic approach to ensure that those things are in place is is what allows us to be very um confident that past behaviors that did not lead to the desired outcomes are not being replicated but aren't those strategies pretty similar to the ones we saw in last year's presentation and the year before that and the year before that um so I didn't do last year's presentation so I know that no let me say this so if they were one of the one of the things that we highlighted very early um when we talked about it U was Fidelity implementation it's one thing to have a strategy to identify a strategy and say hey this is what we're going to do it's another thing to have a very clear and definitive process to make that that strategy is done exactly the way it was meant to be to be done in order to get the desired outcomes that are connected to it and that's the part that's majorly different is us being able to identify those systems that we put in place for Fidelity implementation of the strategy even something like I ready we've had I ready for a while but the question would simply be we've had it but how have we actually used it and I already gives you a pathway to success however I couldn't tell you before now that that everybody was following that exact Pathway to success so I'm jumping in and I'm sorry I just wanted to to hit touch on the point and I'm getting old so I'll forget if I don't are you suggesting that we've had I ready all this time and people didn't know what they were doing with it not at all what I'm suggesting is that I I ready has multiple components to it so I can use one part of I ready and so we were using I ready fairly well as a diagnostic assessment to give us a picture of where our students were starting from and that's what director buger pointed out we were real clear about the the students who were in the lower the lower tier and what we were doing to bring students from the lower tier to that next tier however we weren't using it as well as we could for those students who were in those middle tiers and those top tiers to move them up to proficiency and that's why if you look at our data you'll see clearly that we we do a good job of moving kids from the bottom up to that next here are partially proficient but not from partially proficient up to proficient so it's not that they didn't know what they were doing with it but it's using into his capacity come back to you I know you got more trusty Davis uh yes I have a few questions get one we'll we'll just have to keep on okay get one then I'mma keep H everybody to yeah unless y'all want me cuz he's got several so if you want me to let him get all his in first and it's make my way I can do that or I can let everybody get one in at a time so I don't know how you want how you know you can stick to me you stick with one person because he might have a question let me do that carry on have a question we have so you said that we do a good job of moving students from not proficient to proficient to partially proficient and on page eight we saw that there are 58 students who moved from not proficient to partially proficient yeah and 53 students who moved from partially proficient to not proficient in the entire District 58 students and I understand that's more than in any other category but is that an indicator that we're doing a good job with that so let me so let me let me let me rephrase it in this way if we dig deeper into the data and so the the way the data looks inside of these different categories is so say for example if a student may start off three grade levels or more below right and that puts them in the R so even if you move that student maybe um a whole grade level and a half that student will still remain in the red right so they won't make that jump up to partially proficient so that's a better way to to stay is we do a good job of moving those lower kids at a more accelerated rate than we do in moving those kids who may be in the middle and accelerating their rate of growth do we have evidence to support that do we have data that supports that yes yep okay so we can give we can give you a deeper data dive so you can see exactly what that looks like because that's because we've looked at that in the past of how many students are three grades below two grades below one grade below and that that would give us some more complete yes you also talked about um the new the I ready the um theel these new tools that we have um and the image that came to my mind when you were talking about that was going way back when we when the district first invested in buying smartboards and so that was on page 36 the district first invested in buying smartboards and I think it was two years later um we our curriculum team went into classrooms and found way too many classrooms where the smartboards were in the classroom in the closet so my question is we have these tools and I think and and I understand how they can be used and how we intend to use them I want to know are teachers using these tools and how are we holding teachers accountable to using these tools great great question and that's what that director Murphy was referencing when she was ref referencing those different systems um in those layers so a central office we're monitoring so we can we can actually log on to those tools as well right so we log on to those tools regularly to monitor the usage every Thursday we meet with our principal so we also require our principles to log on and monitor the usage every building has their have their own individual growth goals and their own individual plans and these plans all have indicators connected to them to say this is going to be the evidence that one the strategy is being used with Fidelity and so when we talk about these different programs that's a big part of the strategy right so you can expect to get the desired outcomes if you don't use tool the way the tool was designed to be used right um for anybody who does carpentry a hammer is a very powerful tool however the hammer is designed to to be powerful when when it's used with leverage meaning if I hold the hammer from the back and I use it like this it creates a much greater force right if I take that hammer and I do what's called choking up on it and I move closer up and I still use the exact same motion it doesn't have the same effect and so what we're focusing heavily on is making sure that the tools are used the way the tools are designed to be used so we monitor that at central office and then we support the capacity building of our principles and part of um what we require them to do is to monitor the usage as well building by building and that's part of that whole systems uh approach that we put in place to make sure that these are being used and they are being mod usage by the students or usage by the teachers well the teachers the teachers are the ones who have to incorporate it into their daily plans to ensure that the students are using it the way it was meant to be used yeah because this is another another part that I I that I I have trouble with you know when I see when I see these numbers and unfortunately it's become a a bi-yearly presentation that we're seeing this and it's painful and having done this now 15 times it it doesn't get any less painful and we talk about how this is not a reflection of our students and it absolutely is not is it a reflection of what we're doing and and I and I say us as a board our central office leadership are are Prof the people who the adults who are professional who are who are being who are accountable to the voters to the students to the parents to to deliver you know effective instruction are and so are are we holding ourselves accountable and responsible or are we talking about what the students need to do differently and that's even um on page 40 when you talked about the gradual release model and maybe I misunderstood this but you talked about shifting teacher responsibility to for learning to student responsibility for Learning and I really like that hit me in the chest when I when I heard that because our teachers are being paid and we pay them well we don't pay them well enough but we do pay them well to do this as a professional Pursuit why would we want to shift responsibility away from them to the students who are children that that that's something I feel like I'm fundamentally missing yeah so the reason that this strategy is a top instructional strategy is to move the center locus of control right it's just like teaching a child how to ride a bike when you first teach them how to ride the bike you're holding the seat you're you're you're helping them steer the handlebars and then you release them and then you grab them you release them and then you grab them but what's the what's the intended result of all of that work is so that the child can ride the bike on their own and so when we talk about release and responsibility it's really such that students own their learning it's not a teacher it's not the feris buer at the board anybody anybody anybody that's not the goal of our education it is can a child take the learning that the teacher is given them with the tools the teacher has taught them and apply their learning independently because at the end of the day when they fill out that mstep score I mean that they fill out the m mstep test it is their name student ID number on the assessment right so it's really just curating experiences for them to feel the most comfortable with being able to independently perform a task after the teaching has been done so it is still the onus right our office is called teaching and learning right it is instruction before anything else but what I'm really doing is it's helping you to ride that bike independently of me um because at the end of the day they have to function as productive citizens and Society they have to learn how to navigate and apply the skills that we are teaching them and so the onus of cre ating and curating those experiences is on the teacher right we're designing a lesson such that I own it then I'm sharing the ownership with you then you share the ownership with one another then you can independently know how to solve two-step equations and and uh we didn't go deep into the to the model so if you look at the model and if you look at the um the design of the model the model clearly states what is the teacher doing during this time and what is the student doing during this time and Rel actually does in con with director Murphy just shared with us it creates us to self right and so we we'll be doing our our um focus groups inside of the building and when I say self- Advocate this is what I mean students come into the lesson very clearly understanding what is it that I'm supposed to get out of this lesson today when this lesson has ended how will I be able to assess as to whether or not I was successful in this lesson today not only should they be able to articulate that they also be able to articulate the pathway that was designed for them to travel to get to that place of success and in that they should be able to identify which things work for them and which things did not work for them so as we talk to students and we have our Focus questions those are the things that are on there so are your teacher are your teachers using learning targets and success criteria are your teachers requiring you to assess yourself before you actually leave the class are you able to explain or articulate what things are for you and what things are not working for you and that's what gradual release means when it says it gradually releases the responsibility of learning to the student you're creating students who can self Advocate when I have um conversations with my own daughter that's how I talk to her right I ask her what did you learn today how are you assessing your own learning which things are working which things are not working so that you can talk to your teacher and you can say hey this is where I actually need some extra support So focus groups um if I'm understanding correctly what the focus groups are doing is we're finding students who let's say are right below one of those proficiency targets and we're focusing on them so that they can go a little bit so that with slight relatively slight Improvement they're now going to be in a different category which will change our H how it shows up in our numbers is that a data strategy meaning it's going to make our data look better or is that a learning strategy that effectively helps students learn and my other question about that is because when I heard focus groups what came to my mind is oh okay great we're going to sit with a group of students and listen to them because that right in in other context that's what a focus group means and we're going to understand more about hey what are we missing what's not working for you what can we do better are we doing any of that in terms of focus grouping and that's and that was the last piece I just described you know we'll be more from school to school for those focus groups to ask those specific questions around those those specific things that we would expect uh to be happening in inside of the building and so talking to the students looking at the students that's your real data right to let you know what's actually happening um if it's happening a certain way it should show up inside of inside of the they should we should expect them to answer um a certain way your first question your question was either or right and so it's actually an an right it's an an so yes it's going to have us show an increase in our overall stor but it really goes to is equity right and Equity simply meaning that every particular student every particular group is giving what they need as opposed to teaching to the type philosophy or teaching specifically to a different a different group right so what this is saying is that hey you have a group right here too what are you specifically or intentionally doing with this group so that they accelerate as well right as opposed to just with this group for intervention to move them to move them closer to right so it's really an equity approach to make sure that you're intentional about uh ensuring that each group is exactly what they need for as opposed to just a whole group approach I do go for it um and I I I'm I I don't think I understood that how is focusing on moving how is that an equity strategy because because in the past we didn't have anything specifically tailored for that group of students right so we still have students who get double dosing we still have students who get the other interventions but this is something specifically for that group that didn't exist right that that group you could say was almost the ignored group because they were the group that was already closest to as it pertained to doing something specifically for them I mean we've been hearing that strategy for for years that that we're going to so I I I and again I don't know whether that's being implemented but that is what has been presented to us as the strategy for a long time that we're going to find those students that are a few points below proficiency and move and move them up so that our data yeah so so let me so let me just lift this to you since since since you started right uh this is this is very much connected to those things that we did um the last time the state was here and I was here um that actually moved us from where we were to move out of state receivership um to move from being a red School Green School the major difference whenever you do any of this work really is I know it sounds simple and cliche uh but it really is Fidelity implementation and what type of system do you build for the actual monitoring to make sure that these things are actually happening so a lot of this doesn't change right A lot of it doesn't change because it really is good practices but the question is to what degree are they actually happen and that's what we're offering up as a but but that actually gets at the the original question which is are we replicating our past failures right if we're if we're coming back and saying we're going to use we're going to do it with the same strategy that we've been saying we're going to do for a long time but this time do more Fidelity like we've said we're going to do it with more Fidelity are we missing what are actually the antecedence which is going to put us not in a learning part of that that that grid but in a different part of that grid so what we what we've identified as an an is a lack of consistency right so like I said you may see something in one place and not see it in another place so how do you systemically make sure that you see best practices happening across the board um what we not what we notify as an adult anteed that's that's contributing to our student achievement outcomes is to what degree are these things happening the way that they really that they really should so we have our myip goals those are on page five which were set a number of years back that by 2025 10% of all 3 to 12 students attending Oak Park schools will be proficient in math and 28% will be proficient in reading and we're clearly well behind the trajectory we need to be on to meet those goals we also saw at the end you set a goal that by June of 2026 50% of students will um will be at grade level or on trajectory to meet grade level so what I want to know is first of all what happens if we don't meet those myip goals by 2025 and when we talk about 2026 what does on trajectory to meet that what does that mean so if we don't meet the goal which as you stated there there's quite a difference between the 3% where we are and the 10% where we need to be um we will be creating our own action plans with steps in between and part of what we're doing right now or most of what we're doing right now would be in place if we don't meet this then we do this so we're getting ahead of The Next Step action plans um so as far as the myip goals go we go in and we it's a living do a school Improvement plan is a living document so knowing that we set those goals prior to us being in teaching and learning prior to us presenting um we can we will be reestablishing the goals on Real Time data and realtime strategies that we have I heard your question will working on action plans when we get this dat this data um we it was released in the end of August early August release public end of August and to clarify if we if in 2025 we don't meet the myip goal then we will have to create an National time for the state and that's a okay this is these are our proactive measures yeah prior to prior to that um I'm almost done believe it or not um on page on page 32 you listed the um the reasons that that you see for why why we're seeing these results do we have are these Based on data like do we have data that points to these being the causes or are these observations that we're making you know that let's say there was high turnover staff do that that's that that that's a contributor to this data or do do we do we actually have data that points to that to those different potential causes of academic decline so both um we know that we know that high turnover with teachers impact student achievement we had a high turnover and we can look specifically at certain classes to see what happened in this class they had a sub we also put the data together that we can track students from every year that they've been with us so that way we know that in third grade they were proficient fourth grade they were proficient fifth grade they went to not proficient what happened drilling down to their there wasn't a teacher in that room right so we can drill down to each one so we have both data and observation for that um poor testing environment that's both observation and data you can walk through the buildings on testing days and say this is a great environment this one needs work so collecting how many rooms within a building in a perfect situation how many of them needed support do we see that the ones where there was a better environment are doing better and the ones that are not are are not doing as well we see less irregularities less reasons for irregularities and my last question is we collect a lot of this is one set one data set we collect a lot of data throughout the year did we have indicators that pointed to these results or are these inconsistent with the other data that we're getting on on our student they're really consistent um when you look at our I ready scores three times a year they're pretty spoton to what how we performed on the state assessments um we do like we do see that there's bigger increases in I ready we see some hopeful time but part of our data dive that we had this summer was looking at just because they're green and I ready just because they say mid or at level doesn't mean that their scale score correlates with proficiency so part of the work that we've done has been finding what is the scale score that would be true to proficiency and that would be that PO area because we have a lot of students on green 30 students on green but only five of them are scoring efficient so what is happening one are those skill sets so it's been really drilling into to that specific dat so and so those are all my questions I just want to finish with a statement that I think what would be helpful for us is at if we're getting that data throughout the year um and and we see where this is going and I know the data on you know this data comes out once a year and then it's embargoed for a couple of months but for us as a board to have to be proactively involved in how that's going throughout the year not just when this data gets released by the state but what we know about because I'll be honest from my perspective I care less about State data than I do about knowing that our kids are getting the education that our community is paying for and and that's what we we you know really on a proactive level to say we've tried this strategy it's working the way it's working better than we thought it was or it's not working as well as we thought it was here are the shifts that we're making because otherwise we come back here once a year or twice a year and we see the same thing and that feels frustrating for us or for me I again I'm me to speak for myself thank you thank you to my colleagues for your patience your indulg yeah so so so so I'm I'm an advocate you know and I'm a fan I'm a fan of the teachers I'm a fan of the the action plans that we put that we put in in in progress from where we went to where we're trying to go and to try to address the the scenarios or the outputs of where we're at um a lot of data mining thank you thank you for the data and it says a lot however you know me being a as Advocate about parental involvement that's that's one of my biggest things because right here you have you have you have the gradual release model with a sheer responsibility amongst student and the teachers but what I don't see is where the parents responsible in this because yes they drop you up they drop they drop students off I've done it dropped the student off at 8:30 they finish with 3:30 4:00 excuse me if I'm wrong in that time but what happens after that you know what I mean what happens after that where are the checks and balances from the the parents to say Hey you know you know teacher teacher does it student and teacher does it you do it I understand it sign off by parent with that I I do I I I I am I'm not going to sit here and and lie to anybody and say I don't hold parents responsible because when we sit up here and we have these the the student of the months that we see big turnouts and families and so forth and we know there some support systems there can I say that all the students have that support system I I don't I don't know that but on a day-to-day basis you deal with them and what are you receiving what do you know what do you what are you getting from the parents I do I hope parents cuz you just said it how you talk to your how you talk to your your child I know each one of you here talk to your child or your family member I definitely talk to my son and as I tested that you know but you know I don't want to say the numbers of how they're reflecting are also are teachers and the understanding between teaching children of are they are they you know understanding we need to sign off somewhere from parents and I'm holding parents accountable so I just want to say good job looking forward to where we're going to go you know and um just hope that some more support mechanisms are in place after school to to try to DW these numbers up that's it one of the things that we are uh implenting came from our superintendent is making sure we're sending out a mass email to all parents with their students uh latest I or inba score along with their login information how they can access these tools beyond the school day um and making sure that every parent gets access because knowledge is power but it's also powerful when you do something with it right so then so then monitoring and there's a way I think we can turn on system of monitoring the aage school usage of these programs as well to see where are we getting a little bit more usage where can we bump it up how can we uh inform our parents more and invite them into the conversation it's your responsibility for stud thank um okay thank you for this presentation um and I'm going to I'm not going to say painful but the data is conern um and I had a question and and I'm going to um piggyback on what trust Smith said and I want a little more specific um response what steps are being taken to engaged parents and Guardians and supporting their children's academic progress especially I see there um on this one slide it says there's student access and practice Beyond four um so what steps are being taken how can we make sure that parents are engaged and is there a way to incentivize this some type of way so so that's my question I I'll start this and the tech give the answer on that so we've been working on how to upload and make sure it is user friendly for parents because that's one of our bigger issues is that our system might not be user friendly um and SMY and I talked about today how even with our children when we log into our children's accounts it's hard to find a parent log in and get into their actual system and see everything a student can so we have been working on better access through clever and through the parent portal um with our programs we can pull reports to see if they logged in with a parent if they logged in on their own um and then something that I'm not going to say is new but more enhanced is the data chats that we the expectation of the data chats that we have with our students from teacher to student parent to student teacher to parent um making sure that when we have our conferences whether they're on the phone we're calling for whatever reason or face to face that they have a print out of what they're talking about so that they know that it's not just ninja get a 2 220 means that you're norming at a fifth grade but the students in ninth grade so having much more meaningful conversations and making sure that we're holding those parents more accountable for those conversations calling them making sure that we don't just call them um we have a behavioral problem but we call them and make sure that we're conferencing with them along the way celebrating those moments of growth and then also some areas of concern that we need to really amp up on and here are here's the access that you need here's the expectation please make sure you're up and helping us grow and just to add two more things to that uh each school is responsible for hosting a monthly title one parent night right we're Title One School District so a lot of our buildings and we'll make sure to monitor this piece of fidelity also of implementation uh how are parents being equipped with the knowledge and skill of how to access these things at the house right those are ways in which we can use those opportunities through the monthly title one parent meetings to give out logins to walk them through how to find it on clever or how to log in or how to find their child's uh Google login information so that's one way um additionally our our principal send out weekly newsletters um each week right and so one of the ways that we perhaps can celebrate or even cause you know okay pay attention uh is to highlight the percentage of usage across the schoolhouse hey parents we have access to this tool here's our percentage as a schoolhouse of how we're leveraging this tool to to support our students so those are just a number of ways that we can improve parental access parental knowledge and information and invite them into the uh to the action plan conversation thank um and I want to go back to the data reflection um I think it was uh slide 32 um because my question when the pro when the presentation first started was what a counted for a decline um 23 to 24 so are those the main things that we feel accounted or the decline are there any other external um causes so there are other external causes but without concrete data that we've observed and been able to present it then it would just be like our observation that we can look at you know other people's studies best practices of what happens what if and we know that there are a lot of other factors but look at our specific groups of students these are the factors that contribute okay so can you expand a little bit more about what is a poor testing environment and what is going to be different I this so a PO testing environment would be students talking in the middle of test they're on a computer when that test is done the computer should be closed maybe student is doing something quietly in your desk read a book doing something rather than having a game on their computer so that the student was next to them still doing their test look over and they see a game happening whether it's an educational game but it's still a game and it could then push that student to just hurry up if they want to play that um quiet conversations when test over that needs to be a silent room until the last person is testing so that would be a testing enironment where you see half of the studentsis to each other or you know moving on when they're still working um en be a technology issue we really don't have too many of the system going down or people not having username and passwords um but most of the time what I observe for the poor testing environment is a lot of external talking within the classroom and then not having a procedure at the end of the testing to make sure that it stays in in a very quiet environment where all students can focus so next step for that doing that is streamlining and making sure that we have the same process and expectation in all of the buildings this year for fall testing um we had Einstein do give them some options of what we want to see ultimately it was either all School testing at the same time or grade bands testing at the same time so that way when we go into do the observation we'll see what's happening in each classroom um Einstein did a really great job of all School testing on Tuesday everyone K5 took the test you walked into the building the building was pretty much Su you walked into the classrooms and you knew all of the students were testing at one time see like an increase of that testing environment as almost a model of what we want to see in all of the but really just setting up an Exemplar and making sure that not only the testing coordinators and the building leaders know but they can see it in other thank you um just two more um and you may have said this but if you can just reiterate what specific interventions are currently in place to address areas where students are under performing how are we measuring this Effectiveness and I think related to that you um mentioned that we're tracking the personalized learning plan so who is responsible for that so a little more um details on on those specific interventions so so um when they take the assessment when take I ready or um NWA ma we upload scores into into the platform and then each student gets a customized learning plan that teacher also gets notified of the learning plan so when the teacher logs in they'll have a side screen that will say like my classroom with all of the things it is their responsibility to monitor because is already assigned for them but they also have another responsibility of looking at student data and if they're flying through that work and they're doing well then they're increasing the rigor they're adding more lessons to it monitoring if they're doing poorly then that's where they do r when they have the one-on-one the small group interventions for them so it is the teachers's initial responsibility but it's also the building leader responsibility to make sure that the teacher is monitoring and that the students are going and that it's our responsibility in teaching learning when we meet with the principles and they bring us the data and we confirm their data we pull up our screen to make sure that that they know what they're looking for and that they have the support if they have to get into the classroom and talk with the teacher so that way they're they understand what the process is for those platforms and I'm glad you mentioned teacher support because that's my last question how uh that's my last question how are teachers and staff being supported and equipped to address the needs of those that's struggling absolutely so through that multi-tiered uh level of support that we've designed the office of teaching and learning supports our building leaders through our weekly leadership meetings and one-on ones we do individual one-on-one coaching conversations with our principles each week and then we also me with what do we call our cows and gals our grade area leaders and our content area leaders to build capacity in the staff those our department chairs right our old school department chairs our math leader our fifth grade team leader at Key our first grade team leader at Einstein we meet with them once a month um sometimes more to build their capacity do they understand what we're asking them to do do we have to model something do we have to show a video do we have to read over something to get a greater understanding and we allow them to ask questions well sha how do I plan a model using graduate release can I get all four parts in one lesson how can I design better group work how can I get feedback more effectively uh during when it's when a student work time so we build their capacity in those cows and gals meeting with the idea that that also they sit on the instructional leadership team of their of their school houses right and the whole idea right it's only three of us and it's seven building leaders right but it's the more people we invite to the work with the understanding and conversation building their support those tentacles kind of go out right everybody is moving in the same direction and getting the support and they they feel supported right we're all in this together right we we monitor things up here but we're a team right so we're only as great as our weakest link so we make sure that we're supporting our building leaders supporting their teachers and iots and we go in the buildings we meet with teacher teams we have after school meetings over at Nova to have those collaborative conversations and to build their capacity um the principal call us all the time can you come meet with the third grade team and show them again how to write them a graduate releas can you Mr Stephen spent all day one day at OPA doing the math uh team meeting an Ela team meeting to again show them exactly what we need in they F support okay and just to mon statement um trusty um we're here to support so if there's something we can do in the interim please let us know because it's very concerning to come and get these reports and they're not where where they need to be so let us know how we can support everyone in their role so we can get these scores better thank you trust Davis Trust well I did have about 10 questions uh maybe five of those t 10 were answered but what I didn't hear is um how are how how is the title funds being use to uh or for potential engagement and uh what title funds uh are used like for the activities and so forth so um as far as title funds a lot of our programs are intervention programs puras title funds making sure that we are targeting our students are performing students so um in the building each building have their own set of title high school they purella which is an intervention tool with title F the middle school they purchased several reading programs resources classroom materials so the title funds are are spread out throughout the buildings and their resources to Target specific students are us and then what Happ they s it to me to write it in title and theny and I work together to make sure it's in alignment with our district goals and then once we we send it over to Mr Abad for approval and then we submit the title one gr make that we all in line with all of our district goals to our thank you um also um they they touched the board members touched on about the um after 4:00 um but I did not hear how are the students um able to or what instrument they have have to go on to uh you know study or you know uh I'm looking for they're not able are they are they able you know to get on to practice that's the word I'm looking for um are we you know giving Chromebooks or anything for them that don't have you know the right instrument at home to to practice with we do not give out one to one chome books right now um all of the resources that we have can be accessed from their phones their computers a lot of tutoring have not started tutoring yet but there tutoring after school they use those resources for our homebound students they do have their Chromebooks and then when parents do Express concern we try to address those concerns one by one thank you um what roles uh do the principal play in ensuring the teachers are using the curriculum in the correct manner so that's all a part of our monitoring systems with the principles we have several protocols we use with them every Thursday where they have to bring their data and in fact we now have a new walkthrough tool that our principles have been trained up on so when they enter into a classroom here are the things they're looking for in related in relationship to the graduate release model capture kids hearts are teachers greeting kids do they know their names have they set at the learning Target for the day are they giving kids feedback during the lesson all of those things are outlined in a walkthrough tool that helps us collect information are they going in there to look for it and then in what ways can we provide support if we noce a trend across our teacher uh teacher teams or buildings that somebody's really weak or really good in a certain section that we can offer levels of support right so if a particular team is struggling with you know how to deliver an effective learning Target which is where you communicate to the student exactly what they have to know and understand by the end of the lesson or how they got to show that they understand it um if we notice a trend then we know we got to deploy ourselves to go be a level of support right we might have to go do an after school meeting we might have to offer some professional development to make sure they were all in one Accord so the principles they have to bring data every Thursday right related to our goals I ready usage I already monitoring um walk through data with capturing kids hearts and gradually release of responsibility thank you my last question is of course we're talking about goals what if these goals are not met in that time that you know we're we're trying to achieve but what if those goals are not met do we just you know what what are we going to do I'm think you we got to start all over you know cuz pretty close goals or the goals that we have as far as the implementation of of the platforms monitor all yeah cuz all these gohs I mean in my eye it's it's based on you know the our taking up when and our um I'm sorry I got other things on my mind that I'm just trying to stay focused so we can get it through but the goals that I'm thinking about you know are the goals that we're you know that we're trying to achieve you know by all of the the material we have to set those goals that you guys are are setting for us so School Improvement plans are living documents if we don't meet those goals we do a program evaluation and see how well we're doing and what changes we need to make that's not a standalone conversation conversation with leaders teachers community members because we're we really want to make sure we're putting our hands grabbing our hands around all the things um so if if we're looking at our myip goals specifically and we're not hitting those targets by 25 then we meet as a team and we reestablish what those if if we're looking at implementation of the platforms and we see that only half of the teachers are utilizing then we have those conversations with the Le going down to the teachers and provide additional support what what are we missing and how do we continue to provide support so that way they can implement it relation tools so if we're inspecting what we're expecting we're having new meetings um it's not a start over we're not starting from scratch because that's that's a big start over it's just a continuous rebuilding I'm sorry in and implementing different plans to make sure that we're providing those layers of support yiing the results that we're the we weid that's what if doing this extremely well and it looks this way then here's what what we're expecting to come um as a result of right so we should have a little pict along the way as to whether or not we're moving thank you trust okay I just wanted to say um it's kind of piggy piggy backing off trust D um in our in our our teachers being support so um I had a real uncomfortable still they're not they need they need supplies they need a bunch of things um um maybe they don't feel like they can go to their principles y'all just said they got to go through this person and this person and this person this person what is the issue like why they why can't they just get what they need for the kids cuz that's clearly a factor cuz now that I'm hearing and then going back to that conversation it's add so I just need to because that's why I'm here for the kids and for their for their staff at the end of the day strictly for them so we need to make sure that they're being support not not just what lesson plan do you need and all that they need supplies for these kids or how they going to learn you know how are they going to learn you got Chromebooks in the classrooms no headphones you got notebooks these parents these days not not providing your children with notebooks every what every three weeks because you run through a notebook fast right so that's my question how how are they being supported and can they be supported more and can they get these supplies that they need okay so it's all it's always our goal to make sure that every teacher has everything they need um it helps us if we know specifically what they're asking for like those specific um examples that you just gave as it pertains to um if they if they need headphones if they need notebooks we just need to know exactly what they need and then we can look at making sure that that we go about um using our resources to make sure that they actually get and do they have to wait like weeks and weeks and weeks like they needed this stuff like yesterday and I have a list okay okay so you so you so you can share that with us and then we can look at what what we can do to make sure that they get what they need no no you got some too very briefly go for and Conquer to Echo what trusty Madison is saying my perspective is more of the special needs area so specifically with pepper we'll say for example pepper doesn't have a sensory room the other schools do and we know that pepper doesn't have the space for sensory room so where can we go for those teachers that need that sensory output for example a trampoline or a swing or such and such where do we who do we ask is my question that's that's actual question yeah we hear your question uh what we can do is work with uh the building leader and perhaps there may be uh small spaces in the schoolhouse or even with inside of the classroom can we redesign or reive some new flexible furniture or you know re reide the specific classrooms um in order to accommodate a sensory area a wall a rock wall a a tent with some fuzzy squish balls in it um some padded flooring that they can sit on we can work with those uh teachers in particular and that building leader um along with our operations Department to to perhaps think about the outlay of the classroom a little bit differently and in what ways can we utilize flexible Furniture things on the wall um you know small spaces in order to accommodate our children who really need that um during their during their day and forgive me if this question has already been answered um I know that we do early release every third Wednesday is that helping is that been a productive Aid to the teachers to be able to speak their concerns and trying to get where they need to be to you know help as far as what we're seeing uh we believe so but we can collect more Street data as uh uh Miss buger alluded to um and just ask some more questions about what their specific needs are absolutely in relation to what truste Madison is saying um do they feel suppored right because it's one thing to say you know to have a perception that we are supported it's another thing to collect data and information that they actually feel supported right so we'll collect more Street data we'll send we'll design another survey um and have those personal conversations we love listening tours we love going to Business School School houses you could probably ask them every day they see one of us in a Schoolhouse right they can flag us down send us an email they have most of our phone numbers but we'll make sure we have those greater in-person conversations hey how's it going what do you need how are your kids today do they have what they need to be successful um when we visit those School houses and get more concrete uh student level excuse me street level data as they call it thank you um so in my eyes it sounds like we lot at the top of and we filter some of that down to the next level at top I have concerns is not reaching the enduser the end user being the children I have tremendous concern we do you're you're busting your chops I see it you're doing all you can at the top I have concerns that it's just not getting to where it needs to go and that's you know problematic that being the case and I don't know where the mean one school from one class room it could be one thing to the next but I just have concerns is not getting to where it needs to go um and I don't I don't get the experts I don't know how we get there um you can see that you put a lot of work into the presentation clearly there was a lot of thought behind it um we can you know we've allocated money so we we know that you've used it but it just seems to me that there's a disconnect somewhere and I don't know where that is um you know so hopefully we can figure out where that disconnect is this is more of a statement than a question but hopefully we can figure out where that disconnect is maybe the teachers don't know how to use the things that you put in front of them maybe uh the fact that kids don't have Chromebooks at home is is impacting their ability to do things at home maybe it's parents not able to work with their kids at home uh you mentioned that there are Title One Nights how many parents actually attend title one night I'm gonna go on a limb here and guess less than 10% that's my guess I could be wrong I've been knowing to be wrong but I'm going to go on a limb and say it's not very many so maybe we need to do Title One Night differently they I don't know um how are we giving individualized instruction to the ones who need it don't know right um do we have enough resources to you know Title One folks to make that happen um I don't want an answer because I don't want to know you know I've never asked a question either I don't already know the answer to or that I don't want to know the answer to right so um but those are the things where I think believe me and I'm not the expert here where it seems like there's some disconnect um you mentioned parents getting emailed a newsletter right that's just one of the things you mention what our statistics say about how many of those get open can we see that do we know that right and so those are and just because they opened it doesn't mean they ready right and so I mean I'm just a I'm not again I taught for five and a half years and I knew that that was enough for me however um I spent a lot of time calling parents daily homework now in such and such is going on or starting to see more homework turned in starting to see better production how much are we utilizing the phones because the emails may not be the best tool for communication and it's it takes more time so you know people might say I don't feel like doing it I mean but those are the things that are running through my mind um when I look at this and I do so appreciate at the very least us not sugar coating the results um if you recall I felt like we did that in the past and it was insulting so um but we all care and we all want to see you know these scores go up I don't you know and if I had the answer Lord knows I give you the magical Elixir I don't I don't have it but I just those are the things that run through my mind when I look at the DAT so nothing else from the rest of the board thank you thank you thank you thank you thank you all right where are we I had a whole pack of Skittles thank you very much uh all right we're going [Music] to reports we have one super D so in the spirit of that I'll turn it over back to you thank you we have now we're going to go to item number seven public participation uh public participation is one way communication with in which members of the public are asked to address the full board with the understanding that board members will not be able to respond truste Davis please provide the public comment guidelines because the oak par Board of Education values public meetings not just meetings in public we welcome public comment on school issues speakers are asked to express themselves in a civil manner with due process for the dignity and privacy of others who may may be affected by public comments the P the public comment portion of the meeting cannot be used to make personal tax against the school board member or School District employee that disrupts the meeting disrupts the order of the meeting and are and totally unrelated to the manner in which the member or employee performs his or her duties speakers should be aware that if statements violate the rights of others under the law of death or invasion of privacy such comments may result in legal liability most comments can be concisely stated in three minutes and the board respectfully asks that comments remain focused on the topic or issue and not be directed as specific Personnel or board members I do not have any public comment cards at this time thank you any members of the public who wish to address the board go once twice okay no go right we'll go to action U we'll go to item 8 a um action items acceptance of custodial maintenance RFP response uh trusty ho you you have it you have it up I do you want to read it resolve that the Oak Park Board of Education hereby approves the recommendation of the administration to enter into a contract agreement with DM bur for custodial and maintenance services for a total amount of 1,2 668516466 listed is that the amount for year one okay and so then um we're also approving um I want to make sure we get that on the record that that that was the amount for your one the amount for uh years two and three so so should if I mean shouldn't this amount be the full amount of the contract and not just your one are you want to come back every year and ask foration it's supposed to be the 5 million so what's the real number what's the real number 63275 what I see 5 5 mil 6 42751 76 751 any change uh no change listed okay so can we amend that to say 5 million6 427 excuse me 5,642 751 can we amend it to say that yeah I mean that's the is the board okay with that change okay yeah all right so we'll amend it for the full amount trusty H anything else um yeah I want to thank the administration for providing us with um additional information today which was very helpful and I know that um I see that DM bur is here can we is there something specific you want to ask them the superintendent emailed us information this afternoon is there specific you want to ask I I wanted to ask steber if if I could and glad you're here um I know that we've we've worked with you in the past obviously we worked with you on security for a long time we've worked with you in the past on custodial and um the last time we we did not find that it was satisfactory to our expectations what what is different about this contract from the last experience well thank you that's that's a great question um I would say first off this is uh part of it is different because we do not have grounds in no can you continue Sor saying stop um so we don't have grounds in this part I think that was one of our areas where we lacked and weren't as good um I thought we had done some good things in the custodial um during the summer that we were here um we have we know that one of our lacking things was training so we have included a fulltime trainer at our cost no cost of the district they're going to be here five days a week um every week just working on making sure that our employees are thoroughly trained plus we also added an additional High School supervisor that's going to be working on second shift um just to oversee that building because that building is pretty much non-stop you guys have activities there all the time more one other thing I'd like to add to is um we all know that in this economy that stff challenges come up regularly and one thing we try to implement to assist with this contract is we're going to provide two additional full-time floaters that will show up every day so if someone's absent or on vacation or sick or whatnot those people will be there regardless and if it's fully staffed they'll help up and just pick up some extra work so we have a plan to have two additional staff members come on a daily basis and no charge to the district thank you so so I do have a question um it sounds like you're you guys are willing to go the extra mile here moving forward my question is how come we didn't get that in the last situation like why are we getting that now how come we weren't doing this before uh it's it's it's no secret that we've seen subpar service so what's the what's the issue that we that we're able to get these items now we weren't getting them before well I think you know I think kind of Mr Stevens kind ofed to a little bit about Learning Company that's kind of what we've been and we don't we don't sit in our laurs we don't just rest them what we've done in the past U we learn from mistakes and try to implement changes to be better and also I think you have Tak consideration also when we took this contract on initially in 2019 um the county was a lot different right and then Co hitting 2020 there was a lot of challenges that hit us right and we adapted and we tried to do the best we could were there challenges absolutely are we putting things in place to address those we we are doing that um we want to be invested in Community we want to make sure that we're part of this organization um you know we've been in business doing these services for over 26 years and for over almost a third of that time we've been a partnership with Oak Park schools and we're looking forward to OPP strengthen that partnership all right um I would say to this that you know um I know there's been some consternation around this particularly because of the performance that we've received in the past would ask would ask that the administration give us some some regular reporting of how this is going uh I have already read the termination Clause I see what need what's necessary we don't have to go through a lot if we're not comfortable where where this is going let's not let's not mess around with it let's pivot and move forward okay so you know given all the new things that we it says we'll receive hopefully things will pick up if not um then we'll do what we need to do but I would ask at least on a quarterly basis that we get to understand what's going on this contract and this is not something that we take LLY we understand the opportunity to come back and work with you again and something that we looking forward to and we're going to definitely put our our best Mo forward be successful with you guys trusty corpin nothing Miss anyone else Miss GRE please call the RO Madison yes Clark yes Smith Yes Alvin yes Davis yes cin no and Hoda yes okay the motion passes we will go to item 8B and um trusty Clark you have that up thank you resolve that the Oak Park Board of Education accepts the administration's recommendation to purchase the evolved security system from Technologic te technology I'm my brain is I'm sorry from technology install partner from for Oak Park Preparatory Academy the total cost will not exceed $10,950 his purchase will be funded by grants and general funds motion made by trusty Clark is there second seconded by trusty Davis are any questions on this motion question well we have to order it in I I don't short answer I don't have an actual date but I'll get you one and I'll put it on yeah I was just wonder how long it would take that's from the time we pass anyone else Miss G call helin yes Clark yesoda yes Madison yes Smith yes Davis yes and C yes motion passes um item 8 C adopt change schedule regular meetings of the board um we since I've been on this board we've been meeting at 7 o' pretty reg well regularly um when we' needed to Pivot board members have been able to make it here earlier we're getting ready to go in standard time um as it's getting darker earlier we have board at least board member who frequently walks to him but that still worries me frequently walks to him from board meetings um both of us two frequently work walk to and front board meetings uh and they tend to run sometimes like tonight kind of late there are other nights where we a get out of here in 30 minutes sometimes not um and so it is with that that I introduce the next motion um which is uh resolve that the op par Board of Education hereby adopts the change in the schedule of regular board meetings from a start time of 700 p.m. to 6 p.m. support motion made by myself seconded by truste Smith trusty ho um do you have a questions yeah um so when we've looked at this in the past the concern has been from Administration having enough time after the end of the school day to prepare for meeting is that a concern that is not a concern like no I've checked with the administration I should have prefaced that I check with the administration I checked with Miss Greer I asked the administration to check with our attorneys to make sure there's no issue here do you have any additional questions that was the question trustee corporate I just wanted to um say that we have two more maybe two more months before January um and our uh bylaws number one2 re the annual organizational meeting uh will be held annually during the months of January the business of the meeting will include the election of the board offices which we have an election that is coming up um the establishment of a schedule of regular board meetings for the year in such our business as the board may choose to address so I'm asking that if we are going to change uh this time for it to reflect in January once we get the new members uh on the board if the new members want to make a change when they get here they can we don't usually do this I know what it says we usually approve the schedule long before that meeting that meeting has not been done to app use to app any schedule at all we've done that long before we even get there if those members come on and decide the 6:00 doesn't work for them they're more than welcome to vote in Mass to change it but until that time I'm making put this motion on for so I would say that we're out of order based on the fact that um it does State also about the having the um the um board meetings two excuse me one second I pull it up but it says um to also have under the one changing you know bylaws and policies about having two meetings we're not changing a policy or a bylaw true but we're we're changing the we're changing the time that we've had for the last what as I can remember 30 40 years I don't remember any other time so we're so we're changing it but I thought we were to have it um as an informational item before we have an actual action item if there's CH if there's a change to the policy so that's not in the policy there's no say there's no change to the policy here so where where does our time fall into a policy a bylaw just we just come when we want where that for us to if you look at the policies now do you see in the policies where it says the meeting shall occur at X time no I don't see that I see everything but that it used to be it was taken out however I was just saying that we've had that time for that long of a period and then for us to now change it two months prior to January when we actually usually have our organizational meeting I'm just saying what's what's two more months we don't have to change it at all you can vote no the rest of the board I understand that but what I'm saying is that we're talking about it in discussion correct you're right I can't just say no and just not say anything that's what you're saying correct I'm saying the board because you just said I can just say just go ahead I was answer your question I'm saying the board can choose to vote no right now and there will be no change at all I understood okay any additional questions so yes are we just I mean we just out of order I don't I just excuse me hold on let me ask a question I you sorry no I thought that when we have a discussion to something it comes under the informational item before an action item we never had a discussion prior to this subject until just now there is no requirement yeah there's no requirement for it to be an information that before only if we're changing a policy okay this isn't a policy change so because there's no so what is it then where is it in the where is it in the policy that it's saying that our time starts for us to even change it it doesn't it's not in the policy document nor should it be I mean but how did we come up with our start time I don't know how you came up with this start time I wasn't here we P we passed the schedule at the organizational meeting July for this year it was the posted document that you're amending tday okay for this year we included that as part of the dates if that's what you're talking about so what I just read about in January is what the dates you're talking about didn't happen in Jan we we do our organization meeting in August I believe it is no we do not but it what month is that we do organization January the organization meeting you're right is done in January but this did not we don't Cho we don't set our schedule in January we we have not what we our schedule July is July beginning of the FIS year beginning of the school yearly okay anything else and to your point about us being out of order I guess I I should at least rule on that I I I think we're in order we're not out of order so every time we have an so now we can just have an action item before we actually had an informational item is what you're saying we've been able to do that and we've done it in some situations this isn't the first not out of order you say that's that's I don't so let's let's go back when you say out of order you're talking about procedure as far as agenda correct you're talking about procedure y right and so what in a procedural document can you point to to show that this is this motion is out of work it's not there I mean me because in the past past practice is what I'm talking about past practice does not make us out of order oh Okay order to do then what what are you saying we have an order I would not dare say that I can do what I want well but if there is what I'm telling you is that there's no document that you can point to to show that this motion is improper all agendas that we've had you're saying I can't go back and point at that Mr President I call the vote okay mov for us to call the question and end debate so now we're going to vote on whether to end debate so say one more thing you cannot there's no there is no mo there's no discussion on this particular motion at this time the motion on the floor at this time is to end debate and call the question okay um Miss GRE please call a rooll on that motion Smith yes Davis yes Elin yes Hoda yes Madison yes culing no Clark yes okay and that motion uh needs to pass by a 23 I believe um and so it has done that uh 6 to1 so we're going to in debate and answer and call the question the question on the floor is resolve that the O par Board of Education hereby Dr changing the schedule of regular meeting regular board meeting from a start time of 700 p.m. to 6: PM I should clarify this motion since I made it for through June 2025 and since I made a clarification to that motion I'm I'm going to ask for another second second thank you is there any debate on that motion yes go ahead I am asking we start at 6:30 instead of 7:00 I mean excuse me we have to shoot down this motion and then they can come back before 6 but it has to be voted down first okay anything else Miss Greer please call the RO on the main motion for us but remember remember that it adds through June 202 2025 Clark yes cin no Madison yesoda yes El yes Davis yes and Smith yes motion passes we'll go to item number 8D rethink solution service service trusty Smith yes rethink solution EXC my bad my bad resolve the O par Board of Education authorizes the superintendent and his design to U ilze rethink Solution Services as needed to ensure that special education resources are adequately met second motion made by trusty Smith seconded by trusty Clark trusty ho has a question you have the floor thank you um was there a bid process that was used to um settle on this contract no I I had two people two different quotes uh we're basically looking for psych services to do the evaluations right now we're psychologist the two CS that I got were 750 and 1250 knowing that one came recommended by our INR uh special education um uh director and they were the lowest of the two and they were the most ready to enter we selected that one any additional questions M queer please call cin yes Davis yes Clark Yes Alvin yes Madison yes Smith yes and H yes okay the motion passes item number nine we don't have any information it we go to uh item 10 board and um Administration uh Communications are there any Communications from Administration from members of the board tell us about it me you me go okay um I'll be quick because I know we we all want to go home um I just want to thank superintendent Abdullah for allowing me and my family to represent the schools for a trunk Retreat it was a wonderful time I believe we had over 800 children about 1,500 people total so it was a wonderful well received the games the music it was a great event thank you Tiffany for dialoging with me about everything we needed to have um yeah I can't my brain just lost me so it was it was a great event we had a great time our theme was very well received and hopefully we'll be able to do it again next year thank you for your service on that and thank you for the candy we get nervs that's all I want I might have some nerds in here I'll check great nerds that are that that's vital to any Halloween okay um trusty mson you have something oh no okay trusty Smith yes I wanted to um just uh I just want to let you know that myself and trusty Clark were able to as well as the virtual attendance of trusty Davis and trusty corporate attending the 2024 MB leadership conference in nany um it was a really really thorough and up event a lot of knowledge not of knowledge uh in regards to some of the changes in school policy where were uh communicated by our legal department uh legal teams for masb um when we went to our uh delegate sorry oh boy you know it's always funny about the play on words but policies to be changed in regards to the word healthy healthy and health helpful healthy and helpful initiative by the school district so we spent some time on that one and had you know a number of policies me uh yeah so it's just real funny but you know is why we have Rob and process Place parliamentarian processes um there were phenomenal speakers there were phenomenal speakers at the event um got a different different this time because some of them are kind of humorous but they hit the points exact um gave the superintendent a couple little uh dads know in reference to those uh I'm here got here bag and um also CBA class I didn't necessarily take CBA classes however I did a number of workshops around parliamentary procedure and leading you know you know leadership so uh it's really outstanding event um and uh really rewarding so I just want to thank the district for allowing us to attend thank you and I just I did attend virtually and it was the social worker and me was so real uh as the keynote uh speakers um that they had because it really spoke to the the heart and why we the work that we do so um it was engaged okay yeah truste I was just getting ready to say trusty corpin your turn um actually I had two things going back to the trunk of treat um I didn't understand the partnership I I was there what type of did I need to are we what's the partnership so we we bought a sponsorship spot with o Park school but I I mean with Oak City of O Park this is my second year it's like advertising it's like going to the mail Educators caucus that we went to or advertising we got a tent we got a lot of feedback but I couldn't be present I know Miss Clark I was active in the community I asked her to represent us she volunteered her time um we had a great turnout and it's a great connection so I was there and it was great it really was I appreciate your attendant was there it was it was wonderful we really did it was a lot of kids it was no time to stop like the kids were coming like they were coming and um I can say when they bring a th000 pieces they really meant 2,000 pieces um and also with the virtual um the virtual uh classes that we did have you know masb they they're always on target you know we always come out learning something more and more you know the more that we are engaged in their classes I just want to say that done thank you anything else from members of the board okay uh item 11 agenda any agenda at all hearing none we'll go to uh item 12 adjournment um go for it the next meeting in the Board of Education will be held on Monday November the 11th 2024 at 7 o' I mean 6 p.m. at at 6m in the boardroom at the administration building if nothing else without objection we'll pass a motion to adjourn the meeting by unanimous consent is there an objection to doing so here here you know we're here by journ at 909 thank you