##VIDEO ID:k4u16cFp8cE## want you start right here in the front and then we'll call you upes okay we're calling the school committee meeting from December 19th order 701 we are short a couple of members today due to their business travel so it's the flo of us doesn't make anything less important um and doesn't mean we want to not celebrate as Excellence as much as we possibly can so here we are going to walk through the agenda real quick and then we will jump right in so um first things first for anybody in the public who would like to make a statement about anything not related to anything on the agenda we'll start with that with public comment um you have a few members so they can potentially jump in after that we'll move to our focus on excellence in particular we're going to do recognition of our Deca team who did some great work and 14 team medalists and few others going to State here shortly so we're going to look forward to hearing that we'll move from there to the consent agenda then we'll do reports um including our students um and assistant superintendent superintendent and liais on reports we'll then move to new business which includes our quarter 1 fy2 Human Resources update um Jo's hiding in the back but we'll bring it to the front when the time comes um we have an update from the rise preschool programming uh we'll go through and then we'll move to a literacy update the detailed presentation through all the work that's going on in that space Dr Hardy Miss bch um and then finally we'll conclude with the Parker and Rise leadership search process all of which to be concluded by about 8:15 or 8:30 no pressure anyway I did hear there's a little bit of time crunch on our Deca friends so we'll work through that right so with that said Dr milesy would you like to introduce the purpose actually first any public comment seeing none seeing none on the on the zoom either now dresy would you like to introduce our yeah we are super excited tonight to have members of our Deca team here um I would just like to give a huge thanks to miss Rosenfeld for her leadership and getting Deca back up sort of to this level in where last week and we had 70 students compete 14 students uh win medals who are now going to move on to states which is super exciting so I am there's a buzz around in the building around what Jack is doing and I think that this is just the beginning of what's uh some really exciting things to to come so miss Rosenfeld inv you up to also invite uh you know introduce members of your team and I think they're going to share a little bit about what Deca does and also about some of their accomplishments if you want to come all the way up to the mic so you are on TV that would be awesome y awesome hi can you hear me okay can hear you good evening everyone thank you so much for having us here and we truly appreciate the opportunity to speak to the weding community my name is Anna Rosenfeld and I am a business teacher here at reading Memorial High School this is my first year in the district and my first year as the DECA Club adviser Deca stands for distributive education clubs of America and it is an international Career Technical student organization with over 227,000 members worldwide this year reading Deca has accomplished so much already and it's only December we've grown the club from 17 members to 68 registered members that's 300% grow we also had 16 students qualify for the State Career Development conference this is the first time in Reading Memorial High School history that we have qualified for the state conference none of this would be possible without my incredible student officers who are here tonight so I'm going to turn it over to them to discuss the incredible achievements of this organization um hello my name is just Justin rmo and I'm the president here um of deca rmhs I've been in the club since freshman year and it's been an amazing four years experience for me de is full of so many incredible opportunities for students DEA give students the opportunity to network with both students from rmhs and surrounding communities and learn about Concepts in various Realms of business including Finance hospitality and tourism business management and administration um and then um students are able to graduate from High School connections from around the globe in real world business knowledge um students gain this knowledge through competing in competitive events just as we did at our district competition and we be and we will be doing that at State time also students um were able to choose from over 60 events that are either written or roleplay events and students from rmhs competed in both types of these events on at district for written event students prepare a 20page written paper before um competition along with presenting a well practice 15 minute presentation with a post our competition on the other hand for roleplay events students took a 100 question multiple choice exam um in the weeks prior to competition it and did something called a roleplay during competition for roleplay students are given a set amount of time to read a case study and prepare a verbal presentation where they take on the role of a business professional and then they present their business plan or solution to a judge in both of these types of events a deep understanding of the topics and Concepts surrounding their specific event are needed rmhs students spent months spent months preparing their written events studying for their exams and practicing role plays we competed at districts on December 10th and 11th placing in the top six is a huge accomplishment for members at rmhs these students earned high score high scores high enough to beat over um 2,000 students from 25 other school districts the students who will move on to States um the State Career Development conference include myself Cadence mcar Rose Moran Caitlyn D roza Sabrina s paig coalo William Montero Lily Rogers Sierra Sherman Elizabeth hocky um Bridget gelly jelle aano pyper Glenn Deon McKenna Ted Ravens and Aiden Mullen we congratulate all these members on such an amazing accomplishment um and then finally I want to end with kind of what I plan to do like for like the future and like business kind of um yeah so as an as an aspiring business professional as a aspiring Finance professional DEC has helped me to gain a wealth of real world business knowledge before even graduating high school Deca will allow me to enter college with a strong business Foundation that will help me to excel in classes and Beyond I'm so thankful to DEA for giving me the opportunity to explore my passions hi my name is Rose Moran and I'm the rmhs DECA Vice President of Finance Deca has presented me and my fellow club members with so many incredible opportunities we've attended Deca day on the hill which is the chance to network our state representatives and fellow students as we discuss the importance of business education recently we got to compete at the DECA District competition and as Justin mentioned many of us earn the opportunity to move on the states while all of these events are extremely valuable for us to attend they can be costly in order to combat this we've posted a number of fundraising events to raise money for our club already this year we've held vag sales cornhole tournaments and sold custom ring ornaments despite this we still have large Financial BS to overcome if we want to attend our State Career Development conference each person that pay $300 conference fee we then spend two nights in Boston with housing cost of $267 per room per night and we need a minimum of five rooms to house our competitors and our shf rooms plus we have to account for transportation costs to get the 18 bus into and out of seat Port this adds up to nearly $9,000 total which comes out to about $600 per person our fundraising goal is to raise $4,000 to subsidize the cost of the trip for each deck family we're looking for business sponsorships and Community donations if you anyone you know is interested in sponsoring Deca we will publicize you on our social media and all of your materials being a leader of this club has been such an amazing experience and I'm so grateful to be a part of it I've gained valuable leadership experience workplace experience and political connections I've learned how to communicate with my peers organized fundraisers and operate professionally my goal is to be a lawyer and this year I got to compete in business law and ethics category which is a great introduction to the legal field plus meeting with our state representatives for the past few years has allowed me to build genuine friendships with those in office especially representative Brad Jones his insight for our club and for my future career plans has been so helpful to me none of these opportunities would have been possible without DEA I'm forever grateful for this club and all its problem hi thank you so much for inviting us to speak to you all tonight I'm kis mcferson I'm our Deca chapters vice president of marketing and I've been a part of deca for a couple of years now with this being my first year as an officer one of our chapter's core goals is to get more involved with our community and we're working towards doing just that by expanding the impact of our love last week we had our own Deca tree at the festival of trees at Parker with some of our members volunteering to help set up and run the event as Rose said earlier we're also holding fundraisers and events to make us more well known and connected to the community here in running Deca has given me a whole new perspective on what I want to do with my future career I was introduced to the world of marketing at a young age I could see the inner workings of advertising through working as a model and through my mom's job as a journalist but DEA showed me the business side of it it has allowed me to make new connections with my peers business Professionals State officers and network with other like-minded students across the state being in this club has helped me figure out what direction I want to take my career in and has given me business experience I couldn't have gotten anyse I'm so excited to watch this club grow and to see other students have similar experiences to me if you're interested in seeing this happen too please support our efforts any way you guys think it we're currently looking looking for community volunteers in support and we're also trying to find judges to help out States so if you think you'd like to volunteer feel free to reach out to miss Rosenfeld to receive the registration information being a judge is an amazing opportunity to see the innerworkings of our club to keep up to date with what we're up to follow our Instagram which is DEA rmhs and you can also email one of the officers or Miss rosenell directly if you have any specific questions about again thank you so much for having us here unfortunately our other officer Caitlyn D roza who's the vice president of career development couldn't make it tonight because she had a basketball game so good luck to her and she's been a huge part of our club success and wishes she could be here toight we really appreciate the opportunity to continue connecting with readings community and we're looking forward to staying in touch thank you for giving us the chance to speak to you all toight have a great night guys thank you any before you disappear any questions for on the on the table no now we have a tradition that we take pictures Dr car do you still have your phone will you take pictures for us when everybody comes for focus on Excellence we take a picture down so great please thank you guys thank you next time you have to bring one of the challenges and put them to [Applause] theous might not fail that one as Abit as math club we had you guys have to stand in front of us thank you so much congratulations a great congratulations congratulations very well done [Music] all right thanks again take care all right back for regularly scheduled programming and we move on to the consent agenda do we have a motion Mo oh sorry motion to approve the consent agenda second failing second car any questions comments concerns anything on theend no all in favor faor all opposed and it passes 4 to zero we'll move on to reports and we'll start with our students Dr and Alex hello um okay we had a lot of reports and we're going to do our best to make this as quick and concise as we can be um I do want to start with I believe our band concert is going on right now which I kind of just realized soos to them had our fire concert last week last week week before one of those weeks um and we think it went really well um I was there as a member of s choir um so yeah it was really fun anyway um in the actual updates so today the rmhs business department brought in representatives from Puma Corporation to meet and present to students in all business classes about how the corporation Works um and the job opportunities available within the country the the company um thank you to the rmhs choir for singing Christmas car in school this week um and bringing holiday cheer to all those that had the pleasure of hearing the perform um last week the entire Coral program performed for the Winter concert on Thursday evening and it was a wonderful event for all attended um will you be at rise in the the downstairs tomorrow tomorrow yes Mr Mullen really wanted to uh perform for you so we are coming tomorrow lunch hopefully um on January 30th rhs is hosting career day for the junior class interest seniors there will be a keynote speaker and then students will have the choice of upcoming three sessions with professionals working in fields from over 30 positions um today the keynote speaker met with Miss Williams Miss Manos and Miss Kalan as well as a handful of Juniors and seniors to get an idea of the work that is underway at rhs and get an idea of oh and what students would be interested in hearing about from um the KE we are very excited about this new opportunity for students then during Flex U Mr cavanis our science teacher held a second Stu talk with an outside speaker that is an engineer engineer working in the industry the St talks will continue throughout the school year during flex and are open students thank you um yeah just want to say the choir was great they went caroling through the school today heard him during e block was fantastic all right um so one things again huge congratulations to Deca um they competed last week and was a huge success as we just heard also last weekend members of the rocket leaders and action Club um at rmhs Megan Calhoun who led the coordinating Drive Dean Grant and Maya musella along with other members of the RPD including officer Lois and Cooper officer Vin Rusty and chief Clark um went to a Food donation drive at the reading food pantry uh the pantry currently serves over 400 families per month and in just two short hours the rla and the RPD were able to collect three truckloads of food and much needed items for the food pantry all items were delivered to very grateful RFP volunteers and this event was a true reflection of how we can serve our community together um some upcoming events as Sach mentioned the Winter band concert is going on right now in pack um and then upcoming we have winter break obviously really excited for that next coming week the long one this year thankfully with Christmas on a Wednesday um one more update on the 7th of January um the alumni day panel will be in pack for all seniors to attend great any questions [Music] for any musical commentary no this a great concert we'll be able to hopefully hear some of what's Happening only heard the fire like miss it with our you can make a donation Mr wise all right thank you both you know the rules stay or go things to go thank you so much you guys have holiday all right moving down the list Dr everyone I just wanted to share with you a commodation that came in for one of our staff members um that I think points to some really hard work that's been going on in our district and also just nice to celebrate our staff so Karen Hall who is our multilingual learner program coordinator um received accommodation from WEA which is the organization that helps to organize the standards and and everything that um happens for our ml students um they were just writing in her praise because she went out of her way to contact them when one of the resources of theira Educators didn't seem easy to work with and she had designed a better way to do ad here in Reading um she shared the resource with them they loved it so much that they've met with her a few times to understand how she created it and they've actually modeled the new way that they're releasing standards and um the can do indicators after what Karen created um so the work that Karen created here and writing the format is going to be used in over 40 states with Educators um in a way that really makes sense for practitioners sometimes when academics design things it's it's great but um when you want when you put it in the hand of practitioners it needs to be twed it um and I wanted to bring this up because I do think it's a really nice um representation of the work that's been happening in our ml Department over the last years as you know we've grown from probably about 40 ml students to currently as of today 80 um and you know each year it fluctuates a little bit but a lot of work has gone into place to really create up create systems that will support our new students coming in we've also seen that with our newer students we tend to have more newcomer students which are students who might be new were to the US or um at the lower um vaa levels in their English Prof so they require different supports than we previous students so we're really proud of the work that's happening acknowledging of course we still lots of work to do they agree sorry the band is gonna give us this just wanted to share that bit of music that's great news I Love Leading yes that's awesome great news um Dr Dr stce hello good evening everybody um I just wanted to um follow up on our um review process as you know we are legally required to do a program review every year it can be internal or external and we've done several external reports over the past few years so this year we are planning to do an internal review of executive functioning um we've selected that because we've seen an increased need and we've heard from a lot of teachers special education teachers and general education teachers about their concern about things being implemented consistently and that students are coming with the skills they need to be successful we've also heard from um a lot of parents and we've done a lot of parent trainings on this so we definitely feel that this is a a need that we need to address we know there are other areas that we're going to be looking into in the future such as reading in the Learning Center but we felt like this is something that was also mentioned in several of the external evaluations that needed to be updated so we're in the process of assembling a team of people within our district who are very skilled in executive functioning we actually have a few executive functioning coaches on staff that are going to help us with the planning and implementation so a little bit more to come regarding what it will exactly look like um but we did want to let you know that this is what we're doing and we really feel like this is going to give us the foundation to move forward uh to make sure we have this solid programming for all students thank you any questions okay uh Dr milki great just like to give one congratulations to the the Parker LEGO League team for their first place win last weekend at the regional competition the first Lego League Regional competition which is held over year high school team took first place for their robot design and also received maximum points on their robot run so now they're going to move on to competed States i' would like to give a congratulations to the four member team and also the two coaches a thanks to the school committee for your advocacy over the years and bringing back first Lego League also a thanks to Chris Nelson and the rest of the extended day team for their work getting programming up and running can't wait to follow their successes and see how they do it huge congratulations is this Cod announcement is it the same group this group yeah it led by the code yes yeah correct I saw that announcement and I wasn't sure if that was us or not so great it's awesome um all right moving to the Aon reports so start my left Carla Kellum we had a meeting on Monday where we made um two pretty significant decisions we decided on an ABC system so we chose um the half geothermal option is the name it basically is um 44 brur um 44 BR Source heat pumps um geothermal Wells and then there's a um a heat pump on so um the committee everybody worked really hard um the designers and the opms and was a un's vote and I think every moved away really happy that outcome which was a huge like huge decision um that was one and then we we chose a um we had to choose between um two bidding type of options chapter 14 m law in 149a um they're you know design build bid build type of systems um chapter 1498 would determine if or we would decide if the project was complicated enough that we would bring the contractor the general contractor on early to help with with that coordination um the committee of decide that that we didn't need um that adds to the cost um it can add up to % of the cost of the project excuse me and um the committee was comfortable that we there the F so a huge milestone so we're going fast and furious my next meeting on January 22nd is on um total project cost so we have two estimators right now the two big estimators in the industry um who are verifying each other's numers so but it's St okay thank you no report no report oh no report that okay we go so let's move on to the next next portion of the agenda and that is the the new business um starting with our q1 human resources update sh okay thank you it's good to see everyone I haven't seen everyone in quite a while um and so I per I um put together the HR update for the since the beginning of school year and so what I CH what I did here is I always like to provide some data where we're at um some things that we're working on where we're going and so my intention with this is to I have some Standalone data and I want to provide you sort of the big headlines of some things that we're working on so when we look at the school year 24 25 hiring open positions um what I want to just go over really quickly in terms of where we are at in terms of numbers are teachers and nurses that is exactly the same for new hires as we were last year onee teachers and nurses that is significantly down from last year as is our administrators and nonunion staff which is not huge surprise we did have a push last year with we brought in the AP Elementary APS um we also have the rise director mro coordinator um these are some Lo we wred this year so I was very much expected to see that a very low number and the great part about it is you know we are retaining staff um at a very high level one that I think is very interesting and just something for you guys to note is Food Services so in Food Services you see nine new hires and two transfers of those nine new hires five are those are actually new positions and they were created to help support Elementary lunch um in the extended hours of the caor staff are working so we actually only had four resignations in Food Services at the end of the last school year and that is amazing where we come from I remember my very first presentation almost four years ago we had 17 out of 30 cafeteria staff where we were hired for and so now here we are um you know 3 and a half years later and only four staff resignations um they're just doing incredible things in there and Katherine fretti and her amazing leadership um so I want to thank them in their out their roll out of an elementary breakfast and all the really good stuff that they're doing in all of the schools and their creativity for the rest the only one that I want to bring your attention to is our daily substitute line as you can see we have six transfers and those transfers are within our retirees and people that are are leaving but they're still being involved in communi we have a lot of teachers Paris um food service that have switched over into this daily substitute and we do see them very often in our schools still um even though they are not in a full-time role so then current open positions as you can see again they are very low um the one teacher resignation has a last day of tomorrow so although I have that an open position list it is not the person still in the position until tomorrow and the four par Educators two of those are actually very recent resignations so those are newly opened and the other two are are through Jun so again there we are low as well so the next slide we have is just the leaves and terminations so as you can see here we are um on track of where we were last year with the your dat departures at this time you will see inv voluntary terms incl qus or about five um and they you know we're really spending time in our Performance Management processes assessing suitability for RO so although these numbers um are a little higher than they normally are we we expect a certain amount of attrition with within the workforce and as of right now we only have one teacher retirement that we know about our leaves of absences are significantly down from last year this time last year we had 38 leaves of abanes um and at this time when I was given this update we had 16 anticipated absences right now we're only looking at seven so again we are hiring less for long-term substitute roles and we're having you know more people that we are that are um in their roles right now and that we're not fing um the next one is more of just for your information you'll see in the community report um when it comes out we did do a focus on our talent pipeline so that is what I also wanted to do is I want to expand on that a little bit to just showcase some of the ways we have focused on staff growth and advancement as well as Pathways to teaching in the last over the last two years so you'll see um a shorter article in the community U report but we also have this to complement it as well to just go through some of the numbers different transitions as you know we up we we implemented arked training and this is just to confirm the things that we why we went with this product those reasons um I've listed them here and this is the reasons why we're going to continue to stay with this product um and we are at 100% completion of the district and we've had since begin the year about 700 people trained within the mandated trainings um so this has been really helpful for us in tracking and and making sure everything's complete and then on my last slide I just go over our resignations um by bargaining unit and really the big one here is as you can see every for the last four years that I have data for um we have reduced significantly each year so we are trending in the right direction in terms of um our retention of staff and you'll see so we did break out RTA retirements the three retirements that are listed is 2425 those are actually carryover retir retirements from the last school year where they had to start the year with us um because of different um with ntrs different lines and those are positions that are already filled because we already knew of that retirement and we had planned for it so those three retirements that you're seeing are just carry over the last school year so I am going to pause there and see if the same questions this is my favorite SL yeah I mean I know I know that you know 2425 is not complete yet so we're not going to expect that there's six pair Educators year 31 and 423 still you know trending very very far but to see but to see the 70 right and now the 31 from the end of the last school year I this is also one of my favorite slides to just pulling together the data and see different um the sort of stories that we have here I think it's really positive um and we're we're doing really great things the open positions too this slide to showing the internal pipelines Ando opportunities and what not too so all of these speak very strongly about work District thank you and I definitely want to thank my team Christ Cohen and Andrew Gess um they just work effortlessly as you can see um all of the ground they cover and they do just so well so thank you to them thank you for she's so yes thank you for doing the exit interviews too to get that data as especially as people are going the door and being able to use that to inform different things like when we're looking at our telic line and how we're retaining staff that's been really helpful to see what some of those challenging barriers are so we can plan for them and that's an area that we are trying to get into further the retention piece and how do we build these toip lines right how are we building bed strength that's an area that we're keeping we still want to put into more um as we go the rest of year awesome thank you thank you so much tremendous yeah all right um Dr you think great so uh we have a lot of show with us here as well our rise director in the packet you'll find an information about what we think is a pretty small shift in programming uh from the 205 26 school year so uh you'll see we want to make sure before Alana sends out all the materials to incoming families just that we have the chance to speak about it publicly tonight to see if there's any concerns or feedback and also let give the community a little bit of the heads up on the rationale on why we're making the Shi I total on just one to two minutes it's a pretty quick shift and why so she's just going to share sort of what the shift is and why and then open up any questions thank you welcome thank you thanks for having me so as we were preparing for our January registration um we reviewed feedback from families and teachers at rise and what we noticed was um that many families preferred a full day or a longer morning classroom session um and currently we have one um teacher who is teaching two two and a half hour sessions one in the morning and one in the afternoon and that afternoon two and a half hour session um is under enrolled this year and then I looked back the last couple of years and there was an under enrollment in those two years as well and so um we sat down and we talked about it and proposed closing the afternoon session and extending the morning session so that one teacher would teach a 4-Hour morning session and utilize that afternoon time for evaluations and screenings and by using one teacher to do evaluations and screenings it creates more time on learning for the other classroom teachers who are no longer rotating in um for the evaluations and um consistency um across evaluations and screenings it also um allows more time and learning for that morning class um which went from two and a half hours to four hours so that's pretty much the overall um uh generalization of what our proposal is any questions any questions no I me I think we appreciate it I think the feedback and the historical analysis is well lead to very M the recommendation so thank you for being thought forward and looking at it and it sounds pretty much budget neutral as well which is another big plus I I personally like the fact of we're bringing up time for valuation work too think that's at that age is even more important than we have historically given it so fact we're doing that too is is very beneficial should not be undercut benefit of this process thanks thank you stay tuned about another announcement with rise and Alana later on okay great you have the you got the ability to share now we're getting there yeah getting there okay the next topic is our literacy topic F would you like to join us up here I want you on camera so com sit next to car sure thank you very much for letting Ain and I come tonight to talk about how we are building literacy success for every student in our district and this is really honestly part of our daily work and so we're excited when we get to share this is a very lengthy presentation but we are not going to go Slide by slide um just to let you know we're going to set up a little context show you that there's some dble results in here that you can dig into as you um have time and then we really want to spend a bit of time talking with you about the structures that we've built that support um early literacy screening and intervention and how those connect with some of the other systems give you a quick update just overall to let you know there other things happening in lity Beyond earlyy and then we've popped some things at the end just as additional resources and extra data BS i' like to to see everything um so early literacy is an important focus and really valuable place for us to invest our time energy and resources because we know that a student's ability to read is really a precursor to academic success and that's why there's such an emphasis on this particular academic area tonight what we want to outline for you is something we think is really important for a school district to have and that is strong systems that ensure that for our youngest Learners we understand how they're progressing in early and have checkpoints along the way for students that are showing difficulties or concerns so that nobody sort falls into CRS we also want to show you that we've built a system that we believe has enough flexibility so that when a student might not follow that path perfectly they also are not left behind or they're not um their process of getting extra support is not slowed down by the process itself and so it's really a process that has those checkpoints having flexibility to ensure that students get need there's a bunch of slides coming up that are going to be our dibles data we're not going to go through it detail by detail and of course we're happy to answer any questions that you have about it we've also included some context just so folks looking at it will know that dibles is administering certain Windows um last year was our first year this year we we did change our windows we started a little bit earlier which we knew would make our beginning of the year data look a little bit different we probably might may adjust next year too we got feedback that the second week of school might have been a little too early give kids a minute to come in um but those are our ongoing conversations as you look at the students across a year you'll notice that there's like beginning of the year middle of the year end of the year during each window the expectation grow over the course of thato year um and so there's some examples in here as to what that means um just in case you're curious one other really big difference just so you know when you're looking at the data last year was our first year and so we administered the dibles to our kindergarteners really late late November early December this year um and this is one of the conversations we had last year with the committee I think we decided to put that screening right at the beginning of the year um we did third grade course for throwing backwards but Kindergarten was tested by the end of September um so the results really are hard to compare one to the other because um of when it with administer dists but we feel better about the early testing continue so starting with our third grade these are um the results it's really amazing to be able to see results over four test periods um and just to see how our students are managing with this assessment one of the things that we included in here for our third grade um is just a little bit of a look at the students 32 students who are well with um this is one of the things one of the systems that we've been working on as well is really tracking our students that are well below vent um and we know that we all know that um it's important to look at how our students are progressing in each and every grade but third grade is kind of held up sometimes as like the year where students aren't meeting with success we start to really you know be concerned and thinking about their their forward progress this uh table this chart that we put together is just to show you sort of the level of detail in which we're looking at all of our students um and understanding any student that is not meeting Benchmark exactly are they getting Services already around a disability um that might indicate why they're struggling or are there other supports and systems in place in other words there should be no student in that category that isn't involved already in a process being monitored ET we put that chart in just as a way to show you sort of some of the um the reasons not the some of the some of the um stories of our kiddos that are in real quick on last the evaluated eligible special education doesn't mean they're not found eligible for like that right great Point yes so they were um given an initial spe special education B and not found eligible you know for for whatever reason that the team decided um in those cases those students stay in intervention and often stay in SST um additionally sometimes they are monitored by that special ed team who might say like they weren't found eligible but we still have concerns so we're going to you know look at the student again we're going to talk the team up the student again in next am of months so once if a student's not found eligible it isn't like oh well you know um it's sort of like what else might we have to put in place sometimes there are other supports that get put in place after that two emic social emotional some other type of need that the student is demonstrating I question so um they're well below Benchmark but they're on an IP for other reasons so that mean they're not getting direct reading Ser so that um we have students that are in say like a substantially separate program that might have developmental delays they most likely are getting reading Services um but it might be a different type of based on their if they're not getting reading Services based on their IP goals then they are in intervention second graders first graders I did put a note here on the first grade grouping this is what I was one of the things I was mentioning the beginning year to beginning of the year the other thing that's just unique in this cohort is that um had a number of students move in also there were some kiddos that in kindergarten weren't assessed kids in programs when we were still learning the new tool last year and so that number um out of those 19 kids that currently are below the grade quite a few of those were not T mark pleas for a second a lot of kids moving into District maybe not moving into town coming from private kindergarten to public first grade potentially is there a theme there that we can measure over time to see if we're seeing consistency challenges private question the other thing I see both in this set and the other Daya set I know that the standard raises so with that expectation but it does also seem to imply a little bit of Summer slide stuff going in as well so we've talked about that and we said like what is there some type of summer reading program something we can initiate um to get kids reading um and then also that was another one of our thoughts of like should we wait one more week let kids get into school would that be a more accurate depiction of where they are three years ago those are some of the things we're troubleshooting I think the piece that's hard too is right we want to start to intervene as early as we can and we can't do that without the data but then the data looks a little bit different when we start earlier so it's really that like balance of and this year we really prioritize like starting intervention as fast this the students who at the end of year are are below or well below are those students who likely qualify for our extended school year programming or not necessarily yeah so they um that program is offered through an i for students that would experience significant progression and I meeting came up we talked about extending those reading Services services to other groups yeah I mean I sort of see two categories here like like true like they're ending the year at a deficit they're definitely not going to you know start the following year um in a much better place so probably need genuine reading instruction over the summer but also the category of what are we doing to encourage summer reading like how are we just making that a part of our coreo please yeah and these are our current we did also include uh Devil's data broken out by some of the selective populations of and so these are again like ways that we're analyzing data disabilities our black American students our low income students and our Learners as well we ask a question about the BR care did we have this is percentage based on abute numbers we can't see if we had any mid joiners or anything else that might affect of these numbers so assuming there aren't significant mid joiners I know the bars raising is this showing something that we're not doing enough in this community to help keep those that are above stay above and push even more above is there any sort of interpretation you should take of the beginning middle end of 23 24 in particular and on that City population although it's going to be slightly different the next school year maybe the answer is you don't know yet but that's something it's probably I don't know but I will say also that this is a student group that given you know we have you know our Boston resident population has been a little bit more you know to students in and out of the program so the roster here especially with a smaller Subs of of students a couple of kids in couple kids out and I would say the younger grade levels we have had a decent amount of students come in in the last year year and a half um so we'd have to dive a little bit deeper before we can draw conclusions on that necessarily but we can yeah I think it would be good to understand those that have been here continue what happens and then with those that are coming in late what do we see great Point again how do we catch that as soon as we Poss support as much as% sorry students as you have heard Ain and I talk about in the past we have also a a different type of literacy assessment that's a formative assessment that's used on an ongoing basis in our classrooms and that assessment is f and so it's always interesting to just look at sort of how kids are falling um we think that this correlation is pretty much what we would expect um it's not surprising to see that some students might score at Benchmark or dibles and not be proficient in to remember ear has while it does assess those Foundation skills it also has the extra components added in um that get to the other part of the reading r and you know so there's there's sort of like more skills that kids have to master to reach emergency stent usually when we dig into that there's some type of um mistake that a teacher made or having a bad end of year should not they should be could be you see the SL two so this is just the the different in difference between the ear and the Dil so two very different assessments right but it goes through the purpose how they're assessed what what it assesses like the data and the information it gets us than what we do with it um but like s said said the ears are really different assessments and use for different things and I think um she said it really well like the eara isn't just about foundational skills so it is about foundational skill but also everything um so I am going to start by taking you um through a couple of our structures these are four structures that we have um we're going to take you through each one of them and then there are systems within each of these four structures um and there are well established procedures within the systems um so be bear with us through you've heard about some of them before but we're going to talk talk all um so this is just um an example sort of how the up and down arrows are the checkpoints in the system different pieces of the system um and the sideways Happ really just show the expertise of our staff and flexibility within the system that we have right so if we have the the screener and the intervention before it gets to SST if if a teacher literacy specialist feels like a kid really needs to be a valed they can put it forward like there's not it doesn't have to flow even though it can flow right um I think it's also really important to say few years ago when I started um there wasn't a system like we didn't have this type of a system where we were able to do this and our elementary literacy specialist so Jan rain at BIR Meadow colen D Roa at um Joshua Eaton eron Gibson at Barrow Alison Matthews at K St enforcement at the end they have been essential in all of this um in coming together and really sort of like figuring out the system and what works best for our kids and how to be really consistent with this um so I just I want to extend my thanks they're an incredible team to work with um we're very very lucky to have them um so I'm going to start with the universal screening which we've talked through before so I'm going to talk through it pretty quickly um because we've presented about this in the past um but Universal screening um answers these three questions who's at risk how significant is the risk in which skill areas the kids need more support um you've seen the next slide too too um we've talked about it I think one of the things we've really sort of upped our game in this year um is really tracking progress monitoring in a really explicit way um and making sure when we meet monthly as a literacy special team to really like look through different case studies and and make sure we're tracking our our um the next slide shows the universal screening timeline again like this is an evolving process that we have um um and we're constantly getting feedback from teachers from data from literacy Specialists um about what's working and what's not and the shifts and the benmark assessment windows are really evidence of that our literacy Specialists like I said really wanted to get in start intervening early um and that that's why we adjusted the windows we'll talk about it you know as we go and see what work um but that that's where that shi came from um so literacy intervention um this the universal screening structure really plays into our decisions for literacy intervention um at the tier two level um it's really the universal screening has really allowed us to build a consistent system across schools um over the course of the last couple of years um so the next couple of slides really show you our plan for students based on if they are well below Benchmark or below Benchmark um students students falling well below Benchmark on the composite have 100 minutes per Meek with the literacy specialist of the school who in small group they have progress monitored every two weeks and sub test recommended bybl um and we track those the D really consistently um you can see if they like if they are still not making an effective progress um after those 8 weeks they enter into a second uh intervention cycle where we do a couple of different things we add time we Chang the resource that we're using or the program that we're using um and again there's still progress mon every two weeks if after those 16 weeks of intervention students aren't making effective progress literacy Specialists have concerns we it's a mandatory world so that's like our checkpoint and story like if this isn't happening the student is getting referred to SS which Dr is quote s few minutes um that doesn't mean that if in the middle of Cycle One the literacy specialist is like there is something going on that doesn't mean they have to wait until week 16 to intervene and then bring us to the month um we had we' have had some instances of that happen um in terms of below Benchmark students falling below Benchmark are working primarily with lyrically tutors at the schools uh for 50 minutes a week so it can be you know 2 by 25 just sort of depends on schools and schedules at that point they are also a progress monitor but they're progress monitored every four weeks that's the D's recommendation um and again there there are different sort of checkpoints along the way um the next slide shows the various like programs protocols resources that we're using um based on student need and student skill sets um at both the well below and Below benchmarks um we use individual level data to determine what each student needs and when they need it um but those are some of the resources that um so once what happens one students in intervention right like there there are a bunch of bullets there that you can look at but um we have really strong progress mod the data Gathering um there's been so much consultation between the literacy Specialists across the schools um where they're examining student profiles they're thinking about different ways to respond to progress monitoring I've tried this this doesn't seem to be working do anybody else like what what do you all think they really come together and talk about it in a way um that really just shows their deep understanding of of student strengths and needs right um again at any point during this a student can be ref to um the next couple of slides show of why they're exciting reals it is great so um the questions come up why are we using a cyes um that's what the research has shown um there are a couple links to research there um but the the graphic up there is from des's uh disect guidelines they actually say Cycles should be eight and weeks um but that that data is up there so Cas wanted to provide some just like real student examples to make it sort of easier to understand how the system works but then where the flexibility is in in meeting student meet um we use data to be responsive to individual needs within the structure right so there there are a couple there that first bullet a third grade student had a well below overal reading fluency score and had an overall composite falling below Benchmark literacy specialist brought the child into the Intensive pullup Group after a lack of progress in tutor support the child moved to AC in the whole by right that happened in the middle of the cycle literacy specialist was looking at the progress monitoring data saw that the student that was below Benchmark wasn't making the progress that they thought should be made pull the kid into the Intensive group because that's where the skill levels were and that's where fit um and the student was that assessment um so those are just some some examples there that I think are really highlight sort of how we're adjusting even m um the next case study is a is an example of a student who brought to SST before the end of the cycle um and one of the reasons I think this example is really powerful is because it shows the complexity and how different systems we have in RPS which have playing into into one another so this is a third grade student um who was an MLL newcomer last year um was in tier 2 intervention all last year as a grade two student um but was given a little bit of extra time in a tier two intervention because they limited English proficiency um started the Year this year in um tier two with the literacy specialist but after two progress monitoring data points it was like we're going to refer this um it also plays into there was an MLL success plan developed um so it's really about how our systems are working together and how we're really looking at individual kids that go along the next slide is a fundamental progress monitoring data PE out um so the top sort of row is how we are internally tracking kids in terms of progress monitoring um above or below their a line which is their individual go to get the next sort of Benchmark um and what the bottom is what it looks like on the I will say the tracker is new this year and it's great I was in it this morning looking at student progress because we're at that point we're about to change over cycles and it's um I appreciate Aon raising our literacy Specialists and praising them because we've asked them to do so much and they've brought about so much change and that's not always easy to staff to aeve what they're doing and to to say I'm going to collaborate and do the same as other specialist um so that that's a really good example of tracker that they're willing to put everything out there be completely transparent of the work that's happening is really a big one us so you've heard us in the past talk about the universal screener and the literacy intervention um and I think you understand sort of the flow of that um what we haven't talked about yet to date is what happens after and so tonight we're just going to talk a little bit about some systems that connect to the screener and the intervention that really do help us for kids whose needs we aren't meeting through that intervention so as Erin said at the end of the literacy intervention two two cycles um for our kids that are well they a mandatory referal to SS and of course as we've said pug students can be brought into at any point in this process um so for folks where this is a new term it's it's a student study team like everything in education shorten it down to to the letter to letters we can use uh ssts are a really important part of building based leadership and how within schools we ensure that all students are receiving the support that they need students can be brought to the SST outside of this intervention process as well any teacher in the building can bring a student forth for support through the SS if they have concerns about their academic progress or their social um or or any type of behavioral needs they really are a place where a group of talented Educators come together to talk about a presenting issue and determine what some goals might be some next steps to support that student and then actionable plans are put into place teams decide what data is going to be gathered and then they determine the integral to come back and meet to assess those goals to look at the data um and it's usually again a process where teams might meet two or three times hopefully by the end we see that the interventions the perations put in place have done what they needed to do that the student is meeting with success um and that that really is the goal of thiss sometimes however that doesn't happen um and even with some additional strategies some additional supports student continues to not be meeting um the AC academic demands or behavioral demands and in that um sorry want to add one more thing before I go to the next step um one of the things that um is important to note is the data aspect of the SST um and when I think about sort of the progression of the different systems we talked about tonight when we talk about intervention whether or not a student gets intervention the screener is really like almost everything in that right if you have a certain result on the screener you receive an intervention once we get to SST the Dil screener still becomes an important set of data that's looked at but teams also incorporate whole other host of um data so for example the ear is considered there any of math assessments the end of unit math assessments um any other survey or information that's gathered within the school school uh student attendance so all those data pieces we have become very important through the student study team to so they can understand the students progress that is important because if students are referred for special education evaluation just the dibles alone isn't going to be enough we really need to have Fuller picture of the student going into that special CL so is it is it one SST for the building or would it vary by student great question so uh the principle of each School sets up the SST um one of the things that we have talked about with the district leadership teams what is sort of the ideal makeup of that SS team in most cases our principles have sort of flexible membership depending in the students so um but most most often you know there's a person from the leadership team usually somebody from the behavioral health Team uh often special educator the literacy specialist usually sits on their general education um and then depending on the presenting issue that's being considered other folks might get pull in um so if it's just it seems like it could be an OT issue one of the OTS the OT might be invited to S um if it's a you know a student in the lower elementary it might be that the teacher rotating is a K2 teacher versus a three to five teacher so there is there are folks often rotating in the team um but really the thought is that we want to have folks around the table who are going to be able to help analyze what students and give suggestions fors to try different so given all those people do they have a regular meeting time each school again does this a little bit differently so some of the principles have a regular meeting time that's planned out other principl schedule it based on who's in the meeting okay thank you and when they can get yeah so if that SS process results and really at any point in that process if the folks um in the SST and especially are princial leading it suspects there could be a disability that triggers the move to a special education that's the last piece I want to just fill so I've sort of been tracing for you the role of data up to this point and how monitoring and supporting students once we get to the special education evaluation we add in another tremendous amount of data and it's really a different type of while Diles is nationally normed and you know it does is a predictable test once we start to talk about the evaluations that happen as part of special education um you're really talking about another level and at that point dibles becomes just a very small piece of what's considered um but there are um um you know very specific timelines and procedures that are followed for special education um it's we're moving out of the general education world so um I certainly have some knowledge of it but not nearly as much knowledge as Dr C and um Mr Wright does so I won't I won't try to um teach you too much about this process but I'll just let you know that you know really the goal with it as with all of our systems is that we really want to know and understand our stud students so that we can best provide them with with what they need to be successful and this is the process kind of that final process for kids that have been struggling with Pary to see is there a disability at play here that's causing them to struggle and sometimes there is um there also can be other reasons why a student would continue to score well Ben Market isn't always a disability or it isn't always um a disability that relates to te the other discipline imp their just put in a little bit of data as to what specialist referrals look like this is global this is not just you know students that were refer in through our screening process um again very often that screening process is just a small component of how students end up in SST um you know very often for our students who are receiving aention with the literacy specialist there are more local concerns in the classroom um which actually may may lead to the teacher bringing that student special so there's lots of avenues power students head to into SST and then might into you clarify second no um sorry the first one is is K to 12 oh okay and then the second one is K to 5 since we were talking about early literacy I thought it might be helpful to see just it's pulled out a little bit differently I mean it is interesting to see like most of the evaluations are happening I think it's important as well to note because it was not prevent before was not considered coer that so many referrals or sta they not all of them but the fact that they're you know a good chunk of them is is something that people really pay attention to other districts should be following they're not it's a used to be used to be a no no staff w't do any referrals at all so I'm I'm very grateful to see that that's already the case and you hit it over and over and over again the presentation but I just want to really that point I mean we know that we are going to have students with reading disabilities in a whole whole host of learning disabilities in our distri and that's okay that's the way their brains are right our job is to identify that disability and then use our expertise to provide instruction that allows those students to so we aren't shying away from the fact that our that many of our students will reir um it's better for us if we find that out and we write an i that's going to meet their needs so early literacy obviously is very important it's foundational to future success for our students but we also know that we need strong literacy work literacy programs Beyond bir um and so this is just a list of some of the things um these are all actually in and of themselves pretty huge projects that we have underway um we are super excited about our Middle School roll out of Amplified laa high quality curricular resource um we have our two Middle School principles have been extremely supportive and on board our Middle School teachers are doing an amazing job with a really hard lift going from not teaching a program to having to learn the ins and outs of a new program um and new you know new texts we're finding that the focus and amplify Ela on building the skills of our students is exactly what our middle schoolers need and really optimistic about how we're going to see growth this of course is paired with high quality professional development um as we know that any program Standalone program without PD will not be successful we continue with robust PD um with our K2 teachers in our um Club literacy science reading course and we also have been providing um PD for grades three to five teachers and the writing Revolution which we think is really nice compliment um the technique that Maps so well onto artcore and we are um we actually have to see some of it in the classroom we Kum not too long ago and really think that that is something that not only our teachers are be helpful for our students we've implemented sort of a new professional um learning structure with our lit Labs which is key of our teachers that are getting extra special PD but appr that able to step on the leaders in their building also giving us feedback so it's a really amazing feedback loop to understand where those tough points are and need adjusted and as you'll see you a few more things mentioned on there but overall there really is a tremendous amount of focus in our district on improving literacy and doing it in ways that are sustainable um and that are with all of this great work happening we always have an eye forward um sort of thinking about any obstacles and things that could be done to help us improve even further um I will say we have um Liam lcal who's our data specialist is amazing we would not be able to pull reports like this together for you without him but even so there's just so many pieces still that we're pulling data from um and it is that is one of the things like having a more comprehensive system to store our data to be able to sort for our building principles to be able to drill down and look at students across multiple assessments would would help us so that's that's one sort of area we wanted to highlight for you we could always use more time for our literacy Specialists to collaborate we have some amazing tubers in Reading um which is really an asset for us but there isn't necessarily all the time that we want to have them meeting with the literacy specialist in receiving some additional training so I think that just that continued investment in tier two Staffing is always going to be an important thing um the other thing that we've really started to look at and think about as we're having this more robust disil data is really where do we need to put our resources um in the past things were sort of approached from we have five schools so there's one for each School type of mentality but now that we have data to show you really let's examine where are the students that have the most need and what are what's our of howy that um that's just sort of one of the things that we're really thinking about would love to answer any questions I was say play um so I I I uh first of all very appreciative of all the work happening and this presentation was um chock full of helpful information so thank you you both um I know we're only about what a third of the way through the school year but I'm curious what feedback you're hearing from the Middle School teachers on I mean I think it's it's a tough Shi right like going from no program program to a program is is really hard um so I mean I want to honor that with them and know that like they are doing it they are doing it and I I said to them this is my third year one in as many years um it's really overwhel every time it's um but they are really doing it and they're really working um I D already mentioned the the building leadership both and Parker are really on board and they are finding ways to support their teachers and and adjusting time for professional learning in different ways um and really grateful for all of their partnership and correct me if I mind but it's not a 180 day cig correct so 100 lesson pa okay 100 l so as opposed to the full scope so there's still some room for individuality B still meeting standard obiously thank you Echo erand for thanks I really appr so exciting to see that we're getting to this level of data and detail and really making data driven decisions on have of each individual student and to Tom's Point really empowering our staff to make decisions and recommendations for each kid then like about going to do and I think you started to get to this my biggest ask coming out was how we're Staffing the buildings with the one ly specialist and tutors is that you know I I get the word a level budget but thinking ahead like where do we see this going eventually so we can start tracking towards that direction like where should we be heading with our model of how support as we're identify more it's um and I think a couple requests really in addition to what we're seeing all this great data I think I'd love to see also um not really expanding the early screening we're talking we just talk about that about the rise updates around um additional evaluation time getting a screener in there knowing we have those kiddos and Rise coming up so the okay like knowing who who is coming spanning that litery screen down then also following your middle schoolers and some as well see where they're Happ high school starting to in that data in the presentation um I'd love to see us add in you have the slide on the grade three students who are well below benchmarks see that for grades K one and two separated out as well and then slide 41 which is the special at eval referrals split out by grade level and for the students were not found eligible um especially the parent referrals because it's the lower bucket typically how many % were re-referred inste of 20 years and found eligable on by so have look at you know where where are some of those kids falling through the only other thing I would note I think it's listed there a little bit towards the end is the right in in the early process I know that we legally now we regulat need to provide notification I would love to know a little bit more about that right how do we engage how do we provide that feedback right now is not maybe not the time but there something else is there's presentation in this spr we come back to or something else like that how do we keep inance especially those wellow Benchmark Benchmark students and how they're progressing are we giving the parents that by-weekly data measurement to show that progress are we not and just tell May by the way your kid is going to be in this process um so how are we AG of going to one of the reasons why Dr mes is here is school parents involment right and how do we make sure PL at that keep that Loop tight as possible to keep the number one teacher and any any kids life engage the process I just want to thank the the team here too just I think that I am incredibly proud of the work that's happened the last few years in this area too uh all which is sort of stem from the leadership of both Aaron and Sarah and also that our literacy specialist our teachers I mean this is incredible progress I think is really excited to think about truly making sure that every student is on track and I just I also want to name that it's a pretty thin at every level it's a pretty thin group lead this it's I mean our district was really falling on both of your shoulders in this work at the school level you know without any instructional coaches so much is falling on our school leaders and on our literacy Specialists and then the classroom you know we're still pretty thin with tier 2 support as we just described too so to be able to stand this up and to see some of the data that we're seeing now is just really encouraging especially we consider that service sta model but I just uh this has been a major shift for us the last couple years truly appreciate both you know Aaron and Sarah and your entire team you all their staff for their work at Mak this AES thank you for more reasons this I'm sure that's true too okay thank you so much Dr I think the last item on the agenda is yours as well great so I'll give a verbal uh presentation on this uh first I'll talk about the rise uh search process up as you may remember for the community that uh Alana Shon joined the community on August 22nd and said that she would be happy to step into the rise director role in a one-year position and her last year before retirement to provide some stability for the community as you know Alana had been a longtime member of our community um we had planned to launch the search again later this winter Alana came up to us and said hey I you know I'm really enjoying this really like it um and I would consider another year that's something that staff that would like that then became a pretty easy process for us afterwards uh for those of you who know aana she would be you know were immediately drawn by her knowledge of the district her experience as both a building based administrator and also a special education administrator and just her her skill as a she's a strong Communicator hug part of is listening she's all about the kids uh she builds great relationships with all any stakeholder um she is um like very well respected by everyone in our community this was pretty easy in terms of I knew that when I would make this announcement not only do we think really highly affer is something that everyone say yes this is the right choice so a huge thank you so therefore we are going to name Alana in one more year as the rise director we have asked if she'd continue want pass that she said no this this is there she's still on she's already said this is it so but we will I think rise is in great hands for a year under her leadership we just announced to the staff they were absolutely about those two so a lot try trust me I'll try but a a lot a huge thank you to you too when I know that you know I have a lot of family commitments outside waiting for you as well and you have done an incredible job since coming in in August in being the strong leader of the program that we have wanted they and they have really wanted so come on for another year is uh it really is H incredible so thank you and welcome back anything you want to share or say no I'm just excited about it I I I'm really enjoying it so thank you seems like she's having fun um so thank you Lana and then the second search uh with that interim was around the Parker both the principal search and the assistant principal search so as the community knows that we uh later this last summer we had committed to running a full search this winter as part of like the first step in that process I wanted to do my due diligence and start to talk with everyone in the community that I could about their leadership first of all that happens very informally when I'm around the community talking to parents talking to students talking to uh staff members but also went through a more formal process to try to gather feedback that looked like I met with over 30 staff members one-on-one face to face to hear a perspective on how the year with progressing thus far I met with all the team leads and all the union leadership at the Parker and also met with uh almost all of the parents who are on the uh the board of PTO and also school council Representatives uh upon after meeting with all of them I was pleasantly surprised in the way to say that the feedback around leadership uh was both unanimous and emphatically in support of the leadership and believing that the best path forward was to have both of them remain rooll and I share I was a bit surprised because it is really hard to find in leadership like unanimous and emphatic support especially when we know there was you know the last couple years there's been some transition Parker uh which then put me in the position what do I do with that feedback I I had and I think our team had the intention of moving forward with the process after hearing all of that feedback that feedback aligning to how we felt about these leaders it became pretty straightforward what the best option was for us and that is to announce both Beth Simpson as the permanent assistant principal and Dr jel story as the Perman principal building that I think kind of why that versus the full search one could argue that you know going through a search is the more transparent sort of way to go about a process and sure casting a wider net I would argue on the other side when you have someone who first of all both leaders who on paper would be I would argue a top candidate if not the top candidate any search they would go to externally so very well qualified on paper two a track record of success in the community that they have already that they're going to be serving in both leaders have come in and done an absolute amazing job people are poed to jills uh I think strategic thinking her ability to manage the millions of things that are thrown at a principle dayto day and handle that really well and an ability to truly listen and take feedback and use that for decision making Beth Simpson uh people first of all always speak to her ability to build relationships first and foremost with students but also with any Community stakeholder would you know in a relationship business particularly as an assistant principal how important that is two her ability to hold people accountable sometimes and they don't even realize it and provide support at the same time particularly around like student Behavior around you know staff expectations it's been very uh I think uh admired by many in the community and I think something that people continually said about Beth was just her holding herself to a really high bar and holding all those around her to a high bar Beth couple I'll give you a couple of examples uh Beth went uh unsolicited uh with if student was having a difficult time one of our Boston resident students said hey why don't we just go to a home visit check with the family hear what's going on I did that on late on a Thursday afternoon with jerich Santiago because she thought that was the best thing to do to build that relationship and that Rapport not looking for anyone to sort of give her any praise or attention to that another day there was an issue on our our our mecco bus next morning you find out that Beth is at the the yard in wber at 4:30 a.m. getting on the bus trying to take things in own hand I think you have two leaders who individually are really strong but also Co you know as a team are really really strong so when they've had that that's the typee of feedback we're hearing from the community and on paper they're really strong and also we're mindful that it's just not a lot of people clamoring to jump into their roles into those roles in the Middle School principal Middle School assistant principal and wants to give it a try for a day come on by they'd be happy to throw you in it made it a pretty easy decision I think uh I have a tremendous amount of respect for both of them they are both driven motivated uh like high performing people and I really am excited to see where they're going to bring the Parker Community under their leadership I think both of these processes were in a really good place uh just again congratulations to the the three leaders and a huge win for us to people to keep leaders their caliber our [Music] district got to stop my um I just want to acknowledge what a collaborative approach you took to this they were both easy decisions or all three I think were easy decisions but you didn't take the easy route you spent extensive time talking to staff talking to parents getting all that feedback and how validating for staff to know that they were honest and they shared that feedback and that meant something um and I think particularly as a Parker parent you can feel the difference at Parker and i' I've been at Parker a long time um you can feel the positive energy you can feel how smoothly things are going um and the response from families I know has also been like universally positive so um I too am excited that I get to witness it all firsthand through my child so um but thank you truly I think I think you absolutely did the right thing but but the way you went about it great any further thoughts or feedback second okay not debatable so all in favor all and best we 831 e e e e e e e e e e e e e e