##VIDEO ID:EDw32FK4nxo## [Music] for [Music] [Music] for [Music] [Music] [Music] to order the committee would like to welcome the audience viewers may watch live board committee meetings online at tcaps.net boo recorded meetings may be viewed on demand at the same address the committee has set aside this time for public comment individuals addressing the committee shall have one opportunity to speak during public comment and shall be limited to 3 minutes each individual should not make personal attacks unrelated to actions affecting the school system we strongly encourage common courtesy and constructive feedback detailed rules and procedures including a complaint process are outlined in board policy 2504 doesn't look we have any public comment Kelly all right um we are at the draft meetings portion of the agenda are there any changes to the draft meeting no changes um the only thing that I was looking at but I I think that um someone was telling me it's already in here I just can't find it was um changing the time something to change the time of the meeting um just to bring it 15 minutes earlier yeah we do have that on the agenda today for the committee under item C committee meeting schedule for 2025 schedule includes that yep that was the only good okay okay I think we're good on the minutes okay all right hearing no changes of minutes we're as posted appointment of committee chair nominations are in order for the 2025 chair for the board curriculum committee are there any nominations I uh nominate Josie Ballinger for chair I'll second okay it is determined that trustee um Binger will serve as uh actually that's already be second so will serve as committee chair of the board curriculum committee for 2025 thank you for the opportunity to serve as the acting chair the newly appointed chair will now preside thank you for the vote of confidence um do you should I slide over you're welcome too yeah did we skip public comment we didn't have anything I was like no we didn't go over it okay all right great so um we are now at the committee meeting schedule for 2025 portion of the agenda um so if everybody's had a chance to look at the draft schedule so far are there any questions comments or concerns about the day of the week the the time of day or particularly dates so dates are fine for me um I don't know about about um trusty P but I was just going to ask to come in 15 minutes earlier due to staff meeting I have that occurs at 10 o'clock so that's totally reasonable yeah if you prefer Tuesday we used to have it on Monday and then we change it to Tuesday so Tuesday I think Mondays or Tuesdays are fine for me so if anything works better I I guess it would probably be better to keep it here for most of the people whose schedule has already been arranged Yeah Tuesday at 8:15 a.m. works for me okay stff all good okay all right um so with that we will turn our attention to the 2024 to 2025 tcaps District course catalog updates Miss H sure see oh here we are um so in the memo this month you will see a few additions uh for the high schools it's it's pretty much standard what you guys see we're at a semester change over so we've got some nmc our dual enrollment classes that we've added new classes at nmc that our students are interested in taking we've got some Michigan virtual same thing there we've just got kids interested in taking some of those courses we haven't had that before we are officially adding that AP research we did find out it wasn't in the course catalog and we want to get that on our selection sheets that won't be running this semester but we're interested in seeing if we can run that based on student interest um enrollment for next year um and then we've got an acelis personal that's um that ACL is the acelis personal finance course that uh Miss chak will be running over at the compass learning center and we make that mandatory personal finance is all students have to take that to graduate yes I don't remember it is a requirement now for all of our students to take and it is an awesome class on you know how to budget what a loan means what how you do taxes when do you have to file your taxes actually goes through all of those things um great course and then at the middle school level um same thing Michigan virtual courses we run there as needed when kids have interest um but you'll see some asellus courses there um we've got some interest in piloting some enrollment I say the word piloting but just sort of expanding that asellus we've seen great success with that into our Middle School um it's West Middle School it's got a a student who's interested in doing some of those courses and I I think that'll give us a good trial run to see potentially um in the future years you know looking at expanding our virtual options for our kids and our families can I ask what's the introductory craft skills do you know I don't know I don't have the details but I can get those for you the description of the course would be in the in that memo that's linked there um as an arts and crafts right it is it's under the um art department on that one because there's a ton of crafts out there and again it's a it's a nmc class yeah I saw that and um forgive me since I have been on the finance committee for the last two years but is ACL a neish virtual platform for two caps yep yep that's the platform that we um use this year at my Open Compass Learning Center we you know Miss choak will talk a little bit about all the work that's been done there this fall but that was some of our investigation was what's the right digital platform for our kids who are fully virtual U Michigan virtual is a great platform works really well for our kids at the high school levels who just need like a oneoff and those tend to be AP or very high interest driven courses um a little bit of a different student population than what we're servicing through U compass learning and so Jen and her team did some research and and AIS is something that is widely used not only across the state but Across the Nation and um she'll talk more to sort of what that platform looks like when she you do you find kids taking things um in real life in the school and then turning around and taking it again through an online like some of the math classes not typically kids don't typically repeat a course A lot of it has to do with what's on transcript and how the grades unless it's the exact course I can't get replaced and some credits um what we will see sometimes is kids who double up like if you're talking math and specific like a college prep in addition to Algebra 2 and sometimes they'll do one of that algebra to with the college prep online to sort of shore up skills to get ready for that yeah sometimes we see that and just to be clear it at TC West and TC Central High Schools the personal finance class is all in person all in person yep the majority of our kids I'll take it in person in seats um we've got multiple staff members who teach that course um and yep curriculum for that and such y but to understand they could take it by law you have to offer you know they could enroll as viral option cor the majority though take it in person great any other changes or updates there no okay then moving on to um the board curriculum learning series under our informational item section of the agenda we have uh our director of whole child systems giving us an update so I will defer to Misty Warner well I'm excited to share a little bit about this project that we have been working on um screenagers is a series of films that discusses concerns and issues around technology um such as social media electronic devices and screen time this particular version um is geared towards elementary schools so Kell if you would just click that I have a little clip to show you and then I'll talk a little bit more about the project right um at the top of screen agers it's okay and then you just [Music] [Laughter] not only does he has iPad he has a switch and then he has my phone is it your fault okay five minutes okay maybe just a few more minutes five minutes and jump off the tell me what a terrible parent I am I am trustworthy enough but some people think otherwise how would you convince me to get smart phone all my friends have it I would be cool and be able to look busy in a situation we're having an issue with now is the weable devices if I hear something buz I just don't answer it honestly I like to text my friend in the middle of class teachers can't stand the phone their life is so difficult the Apple watches or other smart watches can't get the kids attention kids they're having trouble with sleep researchers followed n and 10 year olds the kids who were insufficient sleepers had changes in their brain development this is concerning the game industry has designed these games to become universes where these kids enter and they don't want to come out to do math who wants to do math common for kids to have a meltdown when they have to get off their screens their video games the brain starts to think oh they didn't hear me I need to get louder imagine a child in a school hallway and he gets bumped by another kid if he's been playing lots of violent video games he's expecting other characters to be aggressive toward him becomes much more likely he'll assume the other kid meant to do [Music] it when teens move their social lives onto social media the rates of anxiety and depression go up very quickly it's the future it's too late I'm addicted I hear this no it's not too late the parent group of the friends that my kids have we support one another I just text hey we'll have this play dat but please don't bring any iPad or devices I tell the parents if you're needed for communication and texting buy a real basic simple phone at school we all share I'm going to try and keep my kids off of social media until 16 yes I'm doing it too yes I'm doing it too A lot of the conversations are like the mom's feeling so we decided this but all the dads are on board tools are having a profoundly beneficial [Music] effect it's addicting but so um we are working on creating a community event that where we'll show the full version of this film it will be held at uh Trevor City Central um in their Auditorium on March 3rd uh I think doors will open at 5:00 the film will start around 5:30 this will be open to all teaps families that have Elementary age kiddos um we'll be promoting at the elementary schools districtwide and I have to give credit to a couple of our amazing social workers H um Gretchen evenhouse and Jill wixel have really um kind of stepped up and taken the lead on this project um and they are working to involve community members parents some other teap staff um the some teachers we also have a couple of our um behavior and emotional support team members that have stepped up and joined forces um to work on this project as well so super excited about that we're hoping to have a few prizes to maybe raffle off at the event we're working on um hopefully by the end of the week we will have the posters and the Flyers done to begin promoting so I just think this is a great way to bring our community together to continue to um bring awareness um and create um and encourage dialogue around this topic so if you're free and you'd like to join us on March 3rd please mark your calendars what time it's uh doors open at 5: and the film starts at 5:30 and are you going to do something like this in time for middle school as well so there was um there was a screenagers the original version was um shown and available to Middle Schools I'm not sure they had a great turnout it was kind of new um uh but we might Circle back around and and look at something like that for sure yeah yeah because a lot of those kids I think also are facing the same thing absolutely yeah so in terms of promotion I mean I know we're all big fan of supporting this effort um can we make sure that all 11 Elementary School newsletters to parents and students and staff gets out disseminates the word along with our Facebook page because that's that's the best we can do to try to get good attendance AB absolutely and we have um all of our um mental health team members that are in the buildings are aware of this and we'll be pushing and promoting it as well too at each Elementary School is it on our Facebook page not yet we're yeah hopefully by the end of the week we'll have all of the Flyers and um stuff ready for social media um and the poster ready to push out so we'll encourage the board to show yeah absolutely for those of us who are on Facebook and other things you know the biggest demographic is middle-aged women so we got a couple um yeah and I just want to say that you know last year uh we presented at m at the Michigan Association of school boards on cell phone use it's really been a proud moment for our district and our board to have revised that policy a couple of years ago so um just keeping Vigilant you know watching the data watching the student usage and reinforcing that message to parents um is much appreciated thank you for your efforts um I just sent the link to that introductory craft class description to you in TT thank you thank you be interesting to see what this like okay um so we are moving on to informational items regarding tra Travers City High School and with that I will defer to miss hoden yeah I'm going to quickly pass it over to miss CH over here she's just done an amazing job um this school year her and her staff and the whole team there on how can we reimagine this and really pull in and connect with some students and some families who have disengaged and and haven't finished their high school diploma and we know how important that is for all of our kids to reach that and and how do we do that in in different Pathways for them so she's just done an outstanding job um so I will kick it over to her to kind of tell you a little bit about what's the work they've done and how things look a little different over there thanks see I think um you hit on the head with our staff has really really stepped up and everybody has come together to make this happen so I just can't say that enough um and so I kind of thinking about this presentation thinking about last year at this time how far we've grown and really um our goal was to say how can we reach more students and how can we remove more barriers so the first thing that we really looked at was we only had last year um in person 100% with a little bit of nmc here in there but um we look at this year now we have 100% in person which is a lot like last year four in four iners classes um for uh each quarter so they can still get um eight credits a year which is two more than what you could get at West or Central so that credit recovery is another piece that encourages kids to come back and say I have a chance to finish my high school diploma um I'm going to come back to the Blended there but we also have 100% virtual with the compass learning center um we'll get into that a little bit more but that's where that asellus platform um is utilized and students will take right now for classes for every quarter we are finding that a lot of those kids will continue those classes on to the next quarter a portion of those which with our 18 credit diploma offering we're finding that's okay to slow them down a little bit and allow them that time and support on the flip side some of the students are taking more classes if it's kind of a switch in the mind frame of they can they're in control how fast are you going to go um and we have mentors that will guide them through that in between that we have our in-person students and we it's a really nice offering that we have actually this was the one that kind of surprised us so far is this Blended hybrid Learners um where our kids that are 100% in person one of the things that we struggled with in the past was we have a smaller staff and so our class off offerings are limited at each quarter um which limits when they can take certain classes that they need to graduate in the Blended scenarios some of the kids will be taking like three in person and then every block I do have offered um an online platform but it's in the classroom with the teachers attendance is taken and that allows students to take a class that they need and not have to wait till like the springtime to take it in order to graduate so we are offering a lot of flexibility in that scheduling and what works for these students um as far as virtual students because that's probably the newest platform and a lot of questions all of the students have a teaps teachers that are highly qualified for each one of those classes that they can access and get for help they're in the building they can come into the into the lab we will make sure that they are connected with the that teacher some of them will do Google meets as well if the students are offsite and they are stuck on a concept and then each uh student has a mentor and those mentors will check in at least once a week with those uh students to make sure they're making progress and to help plan what classes they're in and make goals for that week um the lab is open Monday through Thursday 7:50 to 4:30 we extended that an extra hour and a half after when our Traditional School is done because um some of the students work or they they find the afternoon is a little busier actually and then on Friday we do not have in-person classes but the lab is open normal um school hours and our inperson students are encouraged to come in if they are needing extra assistance so there's lots of flexibility based on what um the students need academically and extra support and with that extra support we do have tech support we've worked really hard on getting that up and um going our social workers um we're a little wor worried about our wraparound services with our inperson I'm sorry are online or Blended but um they're part of that enrollment process and so those students are accessing our social workers our guidance counselors um and we're still working on how to bridge that and make it more smooth but a lot of the students are accessing um those extra supports and then we do have um El and of course our student support network yeah and I'll say too like you know Jen and I have worked together like oh we have a kid who doesn't have access to Internet cool so we get them a hot spot right all the kids get the teaps Chromebooks we've also had kids who want to get in during those lab hours but don't have transportation awesome so we get them a beta bus pass and we get them so we really she's really worked creatively to make sure there is really no barrier in supporting these kids and accessing their learning and there's a little bit of like hey how you doing how you doing and that reminder that is ongoing to keep that kid connected we care we're here we still are here and you know want you to get engaged and learn so yeah and that that has been that was one of our worries but it we've really come together and found ways and these students are accessing and we're finding ways to get them those supports that they need so on the enrollment numbers um last year I believe we were around 135 in person so right now these are quarter 1 quarter two and then quarter three is as of Friday we're still enrolling um some students uh this week and smoothing that out um The 100 the 100% in person has been pretty steady and then the virtual is increasing over the quarters the Blended might seem a little misleading only because those are actually our inperson students but I thought it was interesting those are the number of the inperson students that are taking a oneoff class in that um in the asellus program while they're in school to help fill in those gaps our students come to us with transcripts that have holes all over um they might be technically a 12th grader but missing algebra 1B so we don't offer that until quarter three in person so this helps to fill in that and get them back on the the path that they need um so we have again that has been very successful in helping those students and in doing that I mean our graduates are ready in first semester were 10 that completed and we're projecting around 50 students um we're still looking to see with our ones that are coming into quarter three um doing some uh transcript audits to see where those might fall so that might be a little higher by the time we get done um we also have been really working on our uh dual enrollment and in general getting our students an opportunity to see what's out their past postsecondary um and that's been a really a big Focus you'll see on the next slide but um nmc has been one that we've been working on we actually had eight students this fall dual enroll which is actually a pretty good number for us and those came from our spring dual enrollment program last last year and that those students understanding that this is a great opportunity and wanting to continue um this spring we have 25 students and that's a pretty big number for us and hoping that that grows and the students are becoming really excited it's always fun to see them when they this past week when they're like I'm going to college and I'm a college student and that's really cool to see the first semester graduates get to come to the end of year graduation we had in May June yes and some of those I think we had two of them that did walk last year and they to come back and finish up um a credit or two and then the other ones will be invited in May to participate in that graduation ceremony great it's wonderful to see this growth at TCI high thank you so some of the feedback that we've been getting with all of these new different scheduling supports um opportunities probably one of the biggest ones that we've already kind of hit on is the flex Flex scheduling um for our students that have all sorts of things going on um coming into our school with all different barriers creating that flexible scheduling is huge um we've had students that started out they were like oh yeah online sounds great I don't have to come in and then they realize okay they could that didn't work out for them in quarter one so they came back into in person we've had the opposite where we've had students that were in person life has happened and so now they've gone online and we do expect them to come back in quarter four for in person um and then again that Blended uh opportunity for those students that are in person to take the one-off classes has been huge um what this has also done is created lower class size for our inperson we were pushing 2530 in some last year and the alternative uh education National organizations suggest 12 in an uh iners for alternative Ed and we're about there and the feedback from students and staff has been just incredible about that the climate the culture the feeling of being safe being able to interact have lessons where they can do group activities and discussions so it's really increased the quality of Education in in the inperson as well um and our inperson uh passing rate has actually gone up so that has been really good to see um the CLC obviously The Compass Learning Center has grown as you could see by the numbers and that has not only been in uh numbers of students but also I mean physical space I mean little things like getting blinds or a security like getting a door uh Bell so that we can make sure it's secure um has been a huge learning curve and a lot of support from down here to help that make that happen uh lots of systems that we've had to learn again going back to that staff um just rolling up their sleeves and trying to figure out how to make this work seamlessly as possible for the students so systems in place to make sure that students are being checked on weekly um everything from that to um grades making sure we have those in accurately uh the big one that we're working on is balancing experiences uh again it's kind of it was a huge learning curve for us where we have been a lot of our staff is pretty veteran a couple decades there and we're so relationship based and then we go to this where these students aren't we don't see them or we might just see them once a week or hear them so we're working on trying to figure out how to balance that and to figure out how to create a little bit of that experience for our online students um and then of course our remote learning has been a huge growth as far as numbers go with successes we've had a ton of successes and surprises good surprises we've had um a few students that wouldn't even walk into a classroom at Central they'd walk into our building last year didn't really want to do a whole lot but now I think in the first semester they finished nine classes online um it just and they're coming into the compass learning center every day to work on their classes um and I feel like that's a good balance for the these particular students where they're not having to totally immerse themselves and go into the hallways but they still have a comfortable safe learning environment and they're in control of that pace and what they're learning um we've had uh a lot of students with that highly anxious School resistant they meet with our social worker our guidance counselor and this quarter this start last week we had about five of those students who parents um their wraparound Services have been really excited that they're able to come into the building um and our staff has just like I cannot stress that enough been amazing um just rolling with it and really um being flexible creative and working as a team to get this on great any questions yeah um we talk about nmc do we also do much with career dech yes we do I should have gotten those numbers I just thought of that um CTC we do have a lot of students that are going there I would say if I'm picturing about 15 to 20 right now um they do our students do okay over there they they love the programming they do in all honesty kind of struggle with some of the structures that are put over there and we work with them we're trying to get them mentors as well and with our guidance counsel working really closely with CTC and monitoring those students attendance Behavior we have seen more success this year with those students that's good and then young parents yep do you have very many young parents um they're starting we before Co we had a few and then after Co we didn't have any showing up at our school so been working with Generations ahead um and the regional Northern Michigan Association that has I can't remember the name of I'm sorry but they have um The Early Childhood there that is doing the daycare and then Early Head Start um that's there as well so we've been working with them and we have about we have two right now that are us utilizing the daycare and then utilizing um our our school I had a question about staff ing the lab so I'm just really intrigued about how you staff that to you know Fally utilize your FTE like do you know how do you manage the flow of the students coming in and you know is there a teacher possibly sitting there with nobody coming in for most of the day or you know everybody coming at once I'm just curious if you could unpack that yeah the question it's been a learning curve it's been a learning curve for us and we're navigating it I still think it's a little bit in but we're we're we're getting there um we have a full-time uh certified teacher that's in there and Mr living good and he basically runs the lab meaning technology sign outs um once the guidance counselor gives him a a transcript audit then is able to upload classes based on what they need um he manages every student does need a mentor teacher or Mentor staff member that will check in with them once a week so so he manages who's doing that and then he has his own case load of students that he's reaching out to he also looks at connecting students if they're in a math class and they would like to set up a time to meet with a math teacher at a certain I have three certified Math teachers in in person and they're running some online classes he'll make sure to coordinate that as well um and then we have two full-time uh staff members their teachers assistants that are hearing on that um Mentor role for our students so so students will roll in you know throughout the day and yes there are times when there aren't students in there but that doesn't mean because they're not physically there they're not interacting with them on a screen so it is that shift in thinking about how how education takes place because just because there's not right in front of you doesn't mean that on their screens they're full of students that are um popping up that need test unlock or in the asellus program you can interact with them through the asellus like messaging um you can do a phone call like a video chat they can help with answers and text back and forth so they're constantly doing that and it's a pretty active role it's a lot for them to manage but the the lab is drop in basis right the students don't have to make an appointment to come in and see in no the only I mean every once in a while if they want a specific subject and they really want help on that from a specific teacher then that would help you know we have a lot of students that were in person with us and then went to Virtual and so so they might have a connection with a certain teacher that teaches a subject and then that might be more of but we'll accommodate them as long as they let us know they're coming in um some of the students that are still um a little anxious about coming in may make an appointment with their special ed teacher and then come in through the main office where it is a little quieter and have a room there where they can individually work and that does they don't necessarily need an appointment but we do encourage them to let us know when they're coming in to make sure that we're ready for them thank you um cell phones uh how do you manage cell phones in situations when they're in the school they don't have them um outside of school that's a little harder because sure yeah but when they come in we do still have them coming in to take their midterm and their final exams which they do need to get a 70% on our better when they enter the lab and they're working on a sauce they do need to turn over their cell phones and did they put it in the pocket that kind of we put it in a pocket for them okay and then I remember at Central High School when I first came up here there was some kind of a a classroom and there was a teacher there and kids were coming in to do online to make up classes that they needed to get to graduation and then that CL that that whole process seemed to fall apart rather quickly and disappear is is this somewhat simp similar to that model well some of those hybrid students are sort of what you're referring to as as Jen alluded to some of those kids come in with just holes all over their transcript and it is like if she just has two kids who need a course she's not going to run it but then we can put the kids in this and and what she what we've kind of both figured out with the timing of the kids first quarter she thought it would be smart to try to put all of her one-offs on specific hours and then all of a sudden she was like well that didn't work cuz then she had too many kids so she's done a nice job sort of spreading the day right so that there's not an influx of kids at certain times and I would say at both the high schools for credit recovery that's sort of what they've gone to too instead of trying to schedule all the kids into one specific hour you know it makes a bottleneck they sort of spread the day and with those Credit Recovery kits but we do still do that model like that at the high schools if kids need it too and I do try our best um I'm really blessed to have teachers that are double certified a lot of them are highly qualified in like math and science or science and math or I'm sorry language arts so like in our first hour block we have our teacher that is highly qualified in math and biology so any students that need credit recovery and those I have them scheduled in that hour and then another hour I have language arts and math so then I have them in there so um I have some flexibility but they're in those Blended Credit Recovery classes with highly qualified teachers and those seem to be very successful because they're there they're being monitored oneon-one um and that again has been one of the bigger surprises and so picture that room that there might be 10 kids in there and that teacher and maybe like two of them are taking algebra one and this one's taking geometry and this one over here is doing biology and this one over here is doing environmental science but because all the learning is through that platform the teacher is in the support role right able to coach as opposed to I'm going to stand up here and deliver content well you guys all don't need the same content right right so it was sort of like that in the other model you know the only thing is it just seemed that some of the kids were getting kind of disengaged it was there were social networks more than education in some cases not that I'm throwing stones but you know just kind of noticed that it didn't always go according to o no it doesn't um but they've are iners are Blended learning environment they the teachers have really worked together to create some policies in order to make sure that that that still stays a quality learning environment and um it was a it was a learning curve first quarter versus this quarter is a huge difference when I walk into those um and I have to credit our staff again for working hard and wanting to make sure and ensure that it is a quality environment it's hard it is it's very hard um and then attendance this attendance is it more to make sure that you know that maybe it's time to reconnect with that that kid more than it is you know so many hours of commitment in that subject yeah attendance um online is taken through a weekly what we call two-way communication where um The MENTOR teacher needs to communicate with that student and if they don't meet that then we start to put into interventions where I reach out to them and say okay we haven't heard from you we might try to Archive their classes for a little bit and then they go oh I can't and then we say come on in let's make a support plan for you and make sure that you're getting the um help that you need to remove any barriers that are in your way sometimes we found out that they need a hot spot and they just we didn't know sometimes they need a little social work and SSN support so um really trying to connect with those kids and having those you know Mr living in in the two extra staff in there has really upped our communication and quality of communication with those students weekly if not more yeah good thank you so just some future thinkings and plans as we've kind of got this off to the ground we feel really good about where our enrollment is you saw we were you know close to 150 which is kind of what we anticipated yeah as we heard feedback from the community um if you want to talk a little bit about Friday yeah and just for enrollment I did have our run some numbers we did have 27 that came from out of district 15 were virtual and 12 were in person so just to kind of throw that number out there um on Fridays when our students are that are in person aren't required to come to classes but that Compass Learning center is open our staff does work with those students but we also have brought in Bill Bole um I think he's on six sessions for restorative practices and really working at how to help our students work through problems and or their relationships um ex this is a big one experiential and Extended Learning opportunities um we're working on next year hopefully having it set up where on Fridays um students will have options to either go out in the community and get these experiences or to have Extended Learning opportunities that could be in the form of internships um Project based learning um any of those type of things we have a um a guest speaker that's coming in from um out east Carolyn Eastman and she has been wonderful helping us guide our staff on these Fridays looking to next Fridays I think our staff put it really well this year where this year it's staff those Fridays are staff oriented to get us the support and next sure they're going to be student oriented to provide these opportunities um and so one of our goals for this next semester our staff is really working on Pro within their classrooms G providing one of these opportunities for our students so we have one um our language ARS teachers are looking at partnering with the library I have another teacher that's working on partnering um with Michigan State agriculture to do a plant ex you know opportunity so they're going to start to um work with those this semester and then the hope is NE or the goal is next semester or next year to provide those for in person and hopefully online if they want to take advantage of them um and again moving from our teacher Center to student centered um SOS collaboration do you guys want to tackle that or would you like me to go ahead oh sure um so we've just been working hard SOS is a Learning Center that's right up the road on Veterans Drive couple block and a half from here um they enroll about 235 students fulltime and many of those students come from the teap school district um so we've been in Dr van Wagner And I have started meeting with them this last fall just about like how do we bring those kids back into teaps how do we provide them the student Support nwor Services the social work Services the crisis services but also like give them an opportunity to reestablish that connection to their Community right now they're being served by a school district downstate so they get like none of those extra services and um and so we we have now at this point Emily would know because she's helping me register other students I think we're at almost 10 students there um that we've enrolled who will be fully virtual in the acelis model um and they are going to choose to receive their tutoring their services through um the SOS um we've hired a few of their staff members their certified teachers as well um Jen is overseeing them and working with them and really the idea is then these kids get to reconnect and get a reenroll with their local school district where they you know should be and um and are able to take advantage of our services and in there yet if they're really feeling like they there is some some of these students are older um because this is an alternative high school we have the eligibility to educate kids two more additional years than we do at the traditional high schools and some of these kids now realize gosh I want to come back and get my diploma but it's a little embarrassing to walk back into a high school building um and so this gives them the opportunity to walk into a building receive all that support receive the same exact curriculum and learning opportunities and earn their high school diploma um through us still so we're experimenting with what that looks like how big and how fast we can go with that um but we're excited about the potential um I know that staff over there is really excited for these kids to reconnect to their local school district and community and it's exciting for our staff that last year we felt like we were the like we wanted more options for our students when we fell um we couldn't reach them and so it's nice that we have our inperson our online through Compass Learning Center and then SOS as well we were working with them but now it feels really good that they're part of us um and that we can provide those wraparound Services still and keep those relationships that we've started with these students does that count in our numbers does y we're actually this is uh that per pupil uh accounting for monthly cost something that Dr van Wagner And I met with the state uh people accounting folks and um have found for the Alternative Learning there is an option for us to do a monthly Count versus the fall and the spring um so we're exploring that the second semester there is some additional paperwork um learning plans that we develop with each students uh our people account officer here for tcaps does an additional submission to the states um and then the thinking is um that we would get that on tenen of a student and we're able to educate these kids some of these kids will come in and be with us on like you know March April and May and then might potentially drift back but if we can Pro provide them with the opportunity to get some credits to continue with their learning and we're able to have staff and compensate and run for that is is kind of a nice win for both sides of it and that's what this is set up the state set this up with the idea that this is designed to re-engage kids in their learning and realize that these kids who are transient sometimes school districts will say no we're not going to take you because fall counts over we don't want to do that we don't want to say to any kid we're not going to take you because fall we want to educate every kid who wants to step in and um be part of teaps and so we're excited about that so we're going to give that a try do we have kids seasonal we do so we're looking to expand some course offerings too in the future just so you guys are aware you're going to see more of that um Jen has been really kind of pushing me with what her kids need and other opportunities that are out there through some of this virtual space um so yeah and possibly middle school so we're exploring that and piloting some of those course offerings um Jesse had on the monthly C counts and then really it's sustainable learning opportunities for all our students and removing those barriers as much as possible and providing as many opportunities for them um to be be successful postsecondary I a question about um how does tcaps proactively bring this program to the attention of students and parents um as young as 8th grade as they're looking you know to high school going down a traditional path versus this the Alternatives that are offered by the compass um and then even you know when get to if they do choose to go to Traditional High School and they get to nth or 10th grade and they're struggling um you know just so that we can be proactive and keep kids on track and not get into that credit recovery or you know jeopardise of their graduation Jen's got a great relationship with uh Joe esper and Ben burer and she goes over to both of our large high schools and we'll meet with kids and their counselors and so a lot of times if the if the students already enrolled in teaps and we're seeing like this just isn't a good fit we've tried these different interventions these support systems it's still not working they will call up Jen and they'll say hey here's the situation here's what we've got and she'll come like over and help sort of introduce the programs to give the opportunities we really want this to be a commitment that I want to get a high school diploma and I'm choosing this opportunity this environment um we never send kids over right that you know that kind of myth is out there um but it's really about how do we set this kid up to be successful um given all these efforts OPP unities um I would say for the middle school as this gets going and strengthens I'm looking down the table my friend Mr how down there I think there'll be more connections with our Middle School administrators as to they they know these kids too they've had these kids for three years um and they know that some of our kids you're exactly right need a different environment for a lot of different reasons um and so we're going to work on like what would that look like right now we don't start kids in person in nth grade but Jen did start some ninth graders virtually they've been doing pretty well virtually and I think part of that has to do with that idea that they were looking for an alternative way to get receive their education and it was student driven family driven and they they came to us seeking that out um are there any um nice brochures that um not yet and you know we did do you know with compass learning we did do an enrollment we did some uh social media and radio ads um we were a little cognizant that we didn't want to grow too fast like we had a lot to learn still learning you know to be honest with you I think we're larger than we thought we were going to be you know than we kind of even a little bit hoped and so um you know the a lot has been done with just very little in that aspect I think now that we kind of have our feet under us and going into next fall we're going to have to look at how much we want to do um you know and with capacity again as well facility all those things um so we've got some thinking to do there and and you know like like Middle School you know I Envision you know possibly a second semester at one of our Middle School kind of replicating The Compass Learning Center possibly um we got a lot of work to make sure we got figured out what we we have here um but we do know that there's a need of kids that are dropped out that are middle schoolers across our region um the only program that was their s Baya program but now that they are out of formula they have cancelled their program um so we know that there is a need for it but again just not throwing you know something against the wall and not thinking it through and knowing where we're at with all of it you know we're not there so so a little bit the the advertising part J has been by Design because we had to figure out what we're doing yeah you know still growing and you know so this year some more you know I think the important thing is with you know for sure within our own ranks that our own families know what that is you know as an option but I I think we have some conversation to have if we want to go that part um you know because like we had mentioned you know even adding the two years if you have a freshman that is 15 you could have a 22 year old in the same room you know that's that's a big you know difference in maturity and and like so that's what we're trying to figure out yeah with SOS you know of of you know they think they have a good specialization in catering that they also though don't do middle school so I think you know all these things we we're still trying to figure it out yeah and I wasn't just to be clear I wasn't trying to push a middle school program I mean I agree with you take a sound approach and figure high school out first but what I was envisioning was you know you go into a guidance counselor's office here um you get the nmc dual enrollment or the Early College brochures the Career Tech brochures you know so the kids and the parents constantly have access to this smorgas board of options you know so something like that for learning Cent once you you know kind of maybe get we know what it is maybe the end of this school year um you know for for the fall especially it makes sense really nice to have I'm super thankful I had a son that went through a medical issue I don't know if it was first or second year in high school this was a while back but we didn't have this option you know so we had to use somewhere down state and it was awful honestly I mean it wasn't horrible as far as the learning was concerned but the lack of contact for me was the biggest issue and so to hear that you have that regular sustained contacts set up locally is like amazing and I love that thank you so much your Chromebooks Network in we're able to boom right away you know that's one of the beauties that we're already seeing like talking with OS SOS they're excited to have that kind of support where their support has been Metro Detroit area you know before so again food pantry you know those kind of things that many of the atrisk kids that are there you know need as well so um that's why I think that they're excited and so uh yeah we had to go down state for to test right like to do any testing and like with a medical condition that just wasn't very easy at the time un fortunately we got through that and got back into the regular programming but it was like it was to have this you know would have been like am using and those kids get uh career text in two now at SOS and they would have dual enrollment eligibility like our teaps kids so there are like these components now if we can you know get these kids back connected to their local school district they get all this other services okay great well thanks for that thorough and uh we appreciate you bringing us up to speed thank you occasionally as the program grows and develops so with that we'll turn our attention to instructional rounds and I will defer to Dan tidworth and bring okay awesome so instructional rounds uh a process that's not necessarily new to teaps we've been doing this for I think over 10 years um back when I was at West Middle School there was a group of um Educators in teaps that went out to Boston um did a lot of the professional learning out there as far as the research behind how instructional rounds Works um some of the benefits of instructional rounds is shared ideas um focus on tier one instruction um and be able to collaborate around tier one with a purposeful Focus I think with tier one there's so many things coming at you as an educator and as a building leader sometimes it all gets kind of mix together and we and we struggle with focusing on one thing in education for more than sometimes 6 months and I think what instruction rounds helps us do is to create a focus at the beginning of the year with the intent of it lasting at least a year um I know one was at East I found it extremely powerful to have this focus and having instructional rounds in the building as a building Focus around a tier one area to actually last more than a year which was as an educator for you know almost 30 years now when you do something something for more than a year it's almost uncomfortable because everyone says we're doing this again but actually to build some momentum behind it um I found instructure rounds was was very helpful in that yeah so when Dan and I took our leadership roles it really was um a request I would say not only by the principles but also by the teachers that we bring back and really create a system in which they can engage in instructional rounds um so sort of what our system has looked like is that we've started with our four secondaries so I brought Mr how here as he's hosted a few out at East Middle School he'll tell you a little bit about what that looks like so all four of our secondaries were scheduled to host um visits about 20 to 25 Educators from teap so like think about across all of our different buildings we get it we get subs that come in um for those we spread that out so we don't hit one building a lot um they sign up beforehand they all come to that building that's hosting the site the site determines what we host what we're asking people to give us feedback on they schedule the the classrooms that they're going to come in and visit throughout the day um and then they welcome those visitors they do sort of like a here's here's what we're working on today and then those visitors go into classrooms collect data and information and then come back um to find some patterns and and some information on that um unfortunately poor Central High School not only I think they had the first snow day was their first rounds and then the third snow day was their second round so they have not hosted but both of our middle schools and West Senior High at this point have all hosted visits all four of our our large secondaries all plan to host visits for anyone again elementary teachers admin um from any of the buildings common sign off yeah yeah and our elementary schools have started this year with our 11 elementaries doing an internal rounds so as as it kind of mirrors the same process as external rounds but it's just a staff that's in the building um going around going through the process with the idea that our elementary schools next year will start to look at the external rounds process having people from middle schools other Elementary and high schools come into the building to go through um the process uh this year actually it's today after uh after this meeting Westwoods is actually the first Elementary that's doing an external rounds Toby was one of the Educators that actually went out to Harvard and did the training so we're excited to to touch base with him after this it's a great opportunity for us to build community within our district we have a large District right 16 school buildings for our teachers to see each other see each other in action and be the professional and the expert to support the teaching and learning that we want um so it's it's been great that Dan and I have been able to develop a system to allow buildings to host and then engage in a lot of times their buildings will go and watch around somewhere else leadership team members and they'll come back and figure out okay how can this work in our building what can we benefit from um so so I'm going to turn it over to Mr how and let him talk a little bit about cck one more yeah one more time thank you yeah thank you yeah just want to um you know Echo a lot of things right with instruction rounds at East Middle School very similar to West Middle School uh it's really been focused around collaboration right so we've had the ability to get people together and talk about teaching and learning which has been very powerful um want to thank the District staff and the board for creating time and allocating resources to do that part of my job uh as an AP at East Middle School is overseeing our instructional team and the work of our team to get rounds uh up and running has been uh very actionable right and has been uh really impactful for not only our teachers but ultimately the experience that our students get so the history reals at our site um there's some data that's presented on there our coach Ally Sullivan did an excellent job when we first started this in Fall 23 with student observations we want to kind of get a State of the State on what's happening with our students in our classroom she actually went through every class and made observations about what students were doing within our classrooms um again this was in Fall of 23 so we've had a lot of growth since then I would like to elaborate onto the box that's highlighted there is basically the key takeaway so we took this information back to our instructional team uh had conversation invited some outside um Specialists as well from Grand Valley State and had conversations around developing our problem of practice so we know what's happening in the room we want to know what our focuses as we invite people into our building to collect observations to provide short and long-term recommend ation to move everybody forward with a unified front with teaching and learning grades 6 through eight so we noticed that um many of our students were getting high quality instruction but we wanted to focus on the academic Conversation Piece opportunities to respond and engagement uh we found a lot of research that when students are not only engaged but having conversation strengthening their learning and overall experience across all grades and for all students at all ability levels to look at the equity for all of our students having a positive experience so we used that data as our launch point so we looked at verbal and non-verbal so the first set of rounds that we had uh was looking at having people come in do observations around who's doing the talking what's the product of that what's the format what's the development in the classroom and what are students actually engaging in focusing on their ability for responding so we got a lot of great feedback with what students are doing in the classroom that our instructional team took back um and pro provided planned instructional development for whole staff meetings um included some of that learning within our own plc's and had departments look at as well so that we can continue to focus on academic conversation uh we moved forward from that with feedback from our staff and students and did another set of rounds uh as well with the same focus our problem of practice on academic conversations so we invited uh members from West Middle School West Senior High Central High School our own staff and Career Tech as well uh to be observers within our own learning environment they visited all of our classrooms between second and third hour so we had all of our content area established in all different levels of programming which I thought was phenomenal to get a full scope and sequence of what's happening in our building um we most recently had rounds in October uh that was phenomenal and again just the planning that goes in that and inviting Professionals in to get outside feedback is great and then selfishly anybody who's a part of our rounds um we have great conversations around something they take back to their building so in terms of us being a collection of of different teachers from different sites every everybody has something they can take back to their own building their own leadership team to put within their own practice that they've seen in practice at a different building which I think is really phenomenal we constantly get emails uh back and forth from different leaders at schools and coaches about resources that we've had that we've shared um helped plan their own rounds process and collaborate with them as well so back to the cleal pieace and professionalism it's been a huge shift uh for us at our specific site but I know it's been very impactful for teaps as a district our last uh fall 24 rounds was phenomenal we got a lot of information uh around the academic Conversation Piece to Mr torth point about keeping with something for over a year our staff is incredibly committed to academic conversations and growing their own instructional practices with some intentional coaching from our instructional coach um but growing that practice so this is now our second year of having the same focus and now moving to our March 2025 rounds that's fast approaching to support academic conversations with our are prompting so continue to grow and collaborate together so to highlight where we're going next uh for this year so this will be our third year um with rounds is our problem of practice so we've moved forward with academic conversation with the idea that we want to continue to grow within classrooms and give teachers the autonomy to build their practice where they're at and support them so we're moving forward to prompting um looking at how different prompts and questioning techniques can help uh students experience deeper understanding uh focusing again on that engagement which is our initial launch in 2023 and how those prompts uh help students with their learning and critical thinking uh there are four Focus questions those Focus questions are up there is just examples of what we give our observers to come in to collect feedback around to have short-term and long-term feedback for the growth of our instructional practice um and as we go through this just in closing for our rounds at East Middle School the creation around our instructional uh staff meetings supporting with the development of plc's and our instructional leaders and then using this as a tool to measure our progress and inform our decisions has been uh extremely productive for our staff and students I apologize I have to leave for a staff meeting so this is why I asked for the earlier one for next time so thank you so much I appreciate you all and I should have said at the top of the hour that um trusty bird trusty bird is me to the curriculum committee so I wanted to welcome her and trustey pack now is a veteran of the last two years and right I'm returning from two three to four years ago so yeah thank you thank you thank you everyone okay um yeah Mr how I just had a question can you go back one slide to the responses um what do you the opportunities to respond OTR right um so this I'm guessing this is based on evidence maybe in the Harvard study um that this leads to Greater attainment of higher student achievement is that underpinning all this yeah when we looked at so opportunities to respond this was in concert with West Middle School as well right what is the instructional strategy that's going to have uh the biggest effect size right how do we get kids to have conversation and revise their thinking um from multiple different lenses so when we landed on the academic Conversation Piece it's actually part of our uh preap pillars uh that we kind of adopted with as well in terms of their thinking and understanding their research base that this is going to be the best opportunity for students right to move their thinking forward for all students at their own levels across all content areas yeah and the Harvard structure Josie doesn't tell us what instructional strategies to Target it just gives us the framework as to how to run a day and do the observations and make sense of the pattering um and so yeah we we lean on the sites and we've worked a lot as a curriculum team as to what instructional strategy are they using and what was the research behind that too so I would like to add to is we went from fall of 23 to now even being in the building and going through classrooms the physical layout has changed um students are within groups there's a lot of movement there's a lot of work on um vertical spaces and whiteboards the the delivery of the instruction and the overall experience for the student um I would say is is just more engaging from a a a Viewpoint right seeing it walking by the classroom it feels different in a very positive way um the engagement with students is increasing and and just opportunities and experiences for a student to learn um have have really changed not only with some of the feedback that we get from R but just day-to-day being in classrooms which has been really fun to see but but that's the idea right as guess what our our jobs is teaching and learning and and student achievement is always part of that so when we talk about what instructional practice are we going to look at using the the information from the preap model that's research based Elementary School looking at explicit instruction all 11 of elementary schools are using a part of that framework explicit instruction for their instructional rounds which then twofold then helps the conversations that Elementary admin can have together because we're all doing the same thing um and just on Mr House's point I mean selfishly the people that go in for the rounds I know they you know they get the feedback so the school can improve their practice but you leveraging our own professional learning in teaps right we have an incredible set of instructors uh that work daily and we often look for professional development outside um Jesse's done a great job with title $2 and how can we use those internally to improve our own instructional practice just here in Travers City so the the other information you get just going into a building that we don't have the opportunity to do if we didn't have a structure around it right what is the what are the processes in the actual building like just walking around as far as how do they transition between classes what's the pacing like in the classroom what do they have up on their walls you know just different strategy that each principal or each leader instructional coach can take out or just just kind of secondary bonuses and this is for you to say but I would just guess that it might even be more challenging to get the secondary students to respond than Elementary because I mean my experience element just kids are so enthusiastic and you know raising their hands and then you get to middle school and high school and it's like no don't call on me um but I was just curious if you had any like responses like how you differentiate for those two audiences sure I would say even so I've had the opportunity to be with my group of students um since sixth grade right and then build those relationships with the sixth seventh and eighth grade staff so I've had the chance to see some of that when we talk about our academic conversations um and some of the coaching that happens in our staff meetings there are some targeted areas for our younger students in sixth grade as they transition into seventh and eth um what you see in the classroom is a little bit different some students students are more reluctant uh to share out but I would say the commitment to having our instructional rounds and our instructional learning together providing specific resources for for teachers to try and use on that student population has been a key takeaway because sixth grade and eighth grade are different in terms of the students and their ability level and maybe where they're at socially in their development um Ali Sullivan's done a great job at developing a lot of resources in providing targeted coachings for different grade levels of students to make sure that we don't find students who are reluctant or there's not a lot of conversation in eth grade compared to sixth grade when they're really excited to share I would say it's it's fairly um similar six through eth in terms of students wanting to be able to share uh which is great and I would also say it ties back to that shift in just the physical layout and what are those experiences and what are those opportunities where it's really hard for students to maybe kind of be disengaged or hide back um they they are being encouraged to participate and then the teaching and planning around activities really promotes them wanting to share um and celebrating where they're at and providing their voice within the classroom okay great okay I'm G to turn it over to miss burwinkle and to talk a little bit about what our elementaries have done with you around morning so I'm the principal at Long Lake and I'm excited to be able to share how this kind of has been rolled out at the elementary level and I've asked um Danielle Oster to be a part of this too she's our instructional coach at Long Lake because her work is highly embedded in this process and and like what has already been shared instructional rounds isn't it's professional learning but it's not scripted on exactly what you do and that's the joy of it you you have some say as a building on what you want to hone in on and at the elementary level you know our teachers are required to be experts in so many different fields every subject area so to add one more thing can seem daunting um but the joy of instructional rounds is it's embedded you're it's what you're already doing and it's an opportunity to gather feedback on what you say is important in instruction you know um the past year at the elementary level we have talked about explicit instruction opportunities to respond and we've really dug into the strategies that help students to engage in their learning you know we know from research that a student sitting um and just listening to the teacher teach doesn't it they don't absorb it they need to be engaged in what they're learning and so through the explicit instruction focus and instructional rounds we're able to gather feedback on we've learned these other strategies to help engage students are we actually doing it and our students gaining information from that and that's what we've done at the elementary level again everything is tied together so it's it's really important that we're slowly rolling this out because it can be intimidating to have people come in and observe you um and so that's why the elementary have started with an internal rounds process because we're teaching two different things um we are sharing the instructional rounds process and the way that that is is done and also still digging into explicit instruction and opportunities to respond so in doing those together it's important to have everybody a part of that experience so at the elementary level when we did internal rounds at Long Lake every instructional staff member was a part of being observed and observing so everybody had that experience of having someone come in and and gather feedback from their teaching and the opportunity to go in and see somebody else doing the work as well and um it's just a springboard from what we did last year so um our our teaching staff really identified what we wanted to dig deeper into um so we learned about instructional explicit instruction we talked about opportunities to respond and that's that engagement those engagement strategies and it's more it's not raising hands it's actually how do you how do you ask questions to be able to see visibly how students um are understanding the content and doing that very strategically so we um surveyed our teachers at the end of last school year and we identified the area we wanted to dig in deeper and it was opportunities to respond and that was based on teacher feedback and and then that's what's great about the coach you know she then does the day-to-day work to to help our staff understand explicit instruction and be able to practice those strategies and gather feedback so um you know we have Long Lake I have two new teachers and so they didn't participate in an explicit instruction last year so Danielle's been really instrumental in helping them to catch up so that they're just as meaningfully connected to instructional rounds as um as the other staff members so I don't know Danielle if you don't mind sharing just a little bit about how we took what we did last year and rolled it into um developing a problem of practice Yeah so uh this is the third year that coaching has been around and every year it just keeps getting better and this year um I saw the need to really focus coaching in in order to support building and District initiatives so uh and then also knowing that instructional rounds was was coming up so this year I developed like a smaller menu of choices for teachers to work on and it all directly supported what needed to be supported so it was either opportunities to respond science of reading or um proactive classroom management so all teachers were kind of living in there and teachers are excited to dig into OTR so most people did choose that so I was able to just do the the day-to-day work the day-to-day supporting um classroom observations all sorts of things there to to just kind of support teachers with their Journey along otrs moving from calling on raised hands to trying out a whole variety of ways to elicit responses from students and we know that research shows that when you're delivering new content it those otrs should be like three to five per minute and that sounds like a lot but breaking that down for teachers um and planning with them in order to do that so it was coaching just worked out really well this year because um knowing that we're going to we were eventually going to be observing each other in January which we did kind of moving back from there I was able to just support teachers at they tried this stuff out giving them additional resources um uh observing them and giving them feedback they observe me and they give me feedback I set up co- observations so they could observe the teacher down the hall so it was kind of like laying the foundation in the building blocks in order for them to feel like more confident and successful when it is time to or was time to do instructional rounds so as a building the way that instructional rounds Works say you you identify a theory of action so you say if our staff does this then this is what we should expect from our students and then we identify some guiding questions to really hone in the people who are visiting so that they know what they're giving feedback on and so so at Long Lake um we said if our teachers increase the frequency and variety of otrs then students will increase their Active Learning Time and the percentage of students who are engaged will increase so obviously that ties into their ability to understand content so we wanted to see are we using a variety of different strategies what strategies do we use and are there patterns are we leaning towards certain ones and is there a reason for that and then how does that and translate to student engagement and so um again we developed this problem of practice but then we had to train our staff on like what does it mean to go in and observe we don't want teacher names in your data that you're collecting we really want a broad understanding of what that looks like at Long Lake because our hope is that we look at this data we identify patterns and we say okay this is our next level of work and that's the joy of you know the Middle School secondaries they've been doing this for a couple of years so your problem of practice evolves and it gets deeper or guides you on your next steps as a school building um what I've been so grateful for as a as a leader in our district is the opportunity to have Subs so that we can do this work and and like Dan said like internal this is really important professional learning as a staff that's so much deeper than it would be having a visitor come out and do a presentation because we're involved our teachers are highly connected and they're learning as they're growing and so that's been really helpful um I was fortunate to be principal at Long Lake the the in 2015 when this first started and went through that training which was very detailed there was several days of training and I feel like um teaps has done a really nice job of balancing that because the cost of that was really incredible where now we're still able to do this process but it's not as costly or as timec consuming as it it was when I was involved initially um so we did this internal um internal round process on January 9th and then we were able to use um early release time and a staff meeting to then look at the data and identify pattern so those are the two photos you see here of um teachers transfer the data they collect onto Post-it notes and then their table table shares out their data and they they they look at it and try to identify what patterns do I see in this data what is it telling us and then what are some questions we still have with us data and we were able to debrief as a whole staff and create some ideas and guidance and then we have a leadership meeting next Wednesday that we then take that feedback and identify the next step specifically and so Danielle has done a lot of the leg work of like collecting the data looking at the data and she has some ideas of what the conversation will look like um at our leadership meeting next week yeah so we did um after this process on of the sticky notes and the identifying patterns and everything like that we sent a survey out just to see how teachers are feeling about this whole process because it has been a lot of work we have been talking about this for months the schedule we the schedule was it was an early release day that everybody got into everybody's classroom and it was it was chaotic but it was a lot of fun so we wanted to see how teachers felt and was this worth it and so survey results said that um 100% of the teachers said that instructional rounds was a good use of their time 100% said that the expectations were clear and 100% said that they reflected on their own practice as a result and then also um thinking specifically about our learning and focus on otrs 100% of teachers said that otrs has improved the quality of their teaching and the level of student engagement and I thought that was pretty remarkable and it reminds me back to this session when we were doing the um diving into the data a couple of teachers said well what does the research say what's the best OTR what does the research say I just want to know what the research says so that I can do that thing and I think it shows that this is the research we're doing the research right now that the instructional rounds is a is a method to test your theory of action and now we have this data to support from observations and feedback that we now know that we can increase the level of student engagement in our classrooms and we have patterns and category ories and how to do that best so I thought it was a really really positive experience overall we anticipate our Focus next to be on feedback so we're we're using these strategies how is that information helping guide our practice um and are we using different strategies based on what we're trying to seek as feedback um and then our goal is to hopefully do an outside instructional rounds process moving forward at that next level of work so I have 7 question for Miss Oster um based on the staff feedback a lot of positives that you just reported on were there any areas for improvement that you identified through that staff survey um well um speaking of feedback so the last question was where do we go from here and um from my observations and I agree with the teacher feedback is that feedback is an area of con not area of concern but a next level of work and what I mean by that is after you elicit a response from a student what do you what is the next teacher move after that like how do they provide um feedback to the student because I think we were able to identify as a staff that we're doing otrs it's happening in every classroom every day in every lesson students are very actively engaged but um how are we confirming or correcting they're learning as they go I think that's a natural Next Step that I was hoping was going to come out of it and it did in our in our survey one thing that's a big part of our practice at Long Lake is just using data to drive what we do and so we use surveys a lot um and I think we've done surveys ahead of all of this and sensed hesitancy from teachers of I don't want to be obser I don't want people coming into my my room um because they're going to point out everything I'm doing wrong and we're all self-conscious on on that respect and so the the way that the feedback changed afterwards was really encouraging because I think our staff realize the value of this and that it's not so scary having somebody come in your classroom and that you gain just as much by observing other people to gather new ideas for your practice so excellent so the end goal is not just teacher and student satisfaction but growth and and I mean ideally we want to better our craft as a as teachers and Educators we want to hone in on the best strategies to teach students so that that equates to academic achievement and when we started digging into explicit instruction we recognize from research that students who struggle with executive functioning skills being able to focus being able to organize their thoughts being able to subside maybe you know just other thoughts that that can get in the way of learning and That explicit instruction strategies helps to mitigate that and so we want to make sure that we know as Educators which strategies to use at which times in your lesson that are going to give you the best um return as far as academic achievement and so also looking at uh across the board student involvement and basically hopefully a a quieter more discipline and more Cooperative classroom quiet doesn't always equate to that sometimes loud learning classroom management no nobody's going to be thrown a chair to make noise right I think as adults will you always refer back to like what's comfortable and we were taught very differently than what is required of students now and so often times as Educators we'll fall back to the raised hands and that strategy is is not best practice anymore and so you want to balance it and some of these other strategies are much more effective in being able to identify exactly what every student is thinking on the content not just the kiddo who is comfortable raising their hand and I'll have more questions as we go along on I mean not at this particular time but I mean I'm I I know what you're getting at with a student Behavior you know we've talked about that a lot as a board kids act out for different reasons I think it goes hand inand with engagement I mean that's what we talk about as far as if the students engage in learning they're not engaged in something else right because they're in theory well the I me doing amazing things that probably be frowned upon which like I said down thisly quiet right well I've seen other versions that's always the go-to interview answers what are you going to do about student behavior in a school student behavior is hand inand with engagement it starts with instruction in the class and if they're engaged they're not bored yes and because when they're bored that's where you slip into the negative behavior well thank you for all this I just want to ask one question U Mr torth you mentioned at the outset that teps has been doing this since 2015 but then there was a break right before we brought it back in 2023 so approximately what what years um I can't look at Dr Van Wagner because you weren't here it might have started a little bit because I was at West Middle when we started so if we go back you know more than 10 years ago um it was about halfway I was eight years at West Middle as an AP so we started then were you at West Senior at that point yeah I was at West sen I went to Harvard and that's why I got 2015 cuz I just looked how far back in my Google Talks I but then there was a break what 2018 and I think part of that was funding as far as trying to figure out because the process of everybody doing external um and the then the sub CA that's what I remember and obviously then we ran into Co but I it used to be a two-day experience remember it used to be if you went on rounds the first full day was spent being trained and learning about the other building and then the next full day was visiting and that just just it was too it was too much of a restriction for the system that we have um so we've worked really hard with our principal leaders who have engaged in this all of our principles have is to how can you get a visit in one day cuz like that's doable in our system but still making it meaningful and effective and do all these things we want to do and um I I think both U Mr how M Miss burwinkle have talked to our Effectiveness on that um and you know financially Dan's correct we're paying forat out of title funds which is professional development funds and we're really hitting a wide scope of you know kindergarten teachers all the way up to our 12th grade teachers we also have friends at Career Tech Center and they host visits there some of our staff members have gone on visit visits there um and some of their staff come and visit especially our secondary schools it helps with that connection too for us to see what they're doing for them to see what we're doing um that's been really a nice partnership as well okay shout out to Britney Kate too for holding holding the picture Dan and Britney were able to join us for the debrief at l l so add that in so two practical questions that won't probably be answered today which is fine just putting them out on the plate one of them is uh costs if we're going to be looking at Cost reductions not expansions um thinking about how The Spits in with that thinking how this fits in with class signs the whole nine yards and then the second question um has to do more with um coordinating it with the community we've had a question come in from some parents that we're looking to see half days show up more close the weekend not in the middle of the week because parents that are working other jobs are having Child Care issues and so given the teacher satisfaction is so high you know do you think they'd be willing to do things like this on a Monday rather than just open ended questions think about yeah I I think there's definitely some flexibility on schedule I hesitate just moving any half day to a a Monday or Friday because of attendance I first thoughts I have about it but budget Wise It's nice because it's not gen fund so if we're not taking out general fund we have flexibility with our state Grant with title two as far as how we spend that money and budgeting so it's nice that it's we can work within our professional development um as far as attending conferences but really focusing on what we can offer here and not impacting necessarily into the general fund with as far as is class count or that that Ratio or Personnel this is actually a separate budget from from our general fund budget the other thing especially especially when it gets nicer it's harder to get subs on money I he you yeah but you know having been a single parent yep um working long hours on a schedule that was important to show up I couldn't stay home with my kid yeah it becomes important to so I'm going to speak for the nurses out there okay well thanks so much that was an excellent presentation and uh really appreciate you bringing us up to speed on that and also thank you for the invitation to observe the instruction rounds at Westwoods Elementary today so I GL to seeing that in person myself um okay yeah moving on to celebrations and successes Mr chisworth Miss hotton Bring It On sure yeah we're just going to ping pong back and forth here so first one is our East Side choirs they won uh a radio competition so they will be presented today with a $1,000 check to support that program so congratulations to those students and directors there uh Cherry no got a library grant for $1,500 from our T Cap's Excellence endowment so they will work to uh improve their Library collection with that money and then just this past Monday a week ago was uh our celebration of Martin Luther King Jr day so some pictures there and then two just we found out a week ago or so that the district did receive a grant from the Grand Travers Regional Community Foundation to help us purchase the instructional materials that were used on this day um the books for those Elementary classrooms copies some of that stuff so we thank the grand drivers Community Regional foundation for that Grant do you recall off hand how much that was it was $1,000 Y and similar what Jesse just said about our um celebrations as far as uh Martin Luther King day also in our elementary school she mentioned the books that went well we provided all those materials actually went through the the lessons here at board curriculum everyone did the same lesson uh and we got some really positive feedback this is again a big shout out to our music program which we know is amazing but a few of our directors here were highlighted at the state level for their um expertise and we wanted to make sure we could publicly thank them and and just brag a little bit on on having them as part of our instructional crew for our kids and then just kicking off the robotics team I know we're getting excited here to we'll be hosting um at Central High School um in March um and we'll get you guys all that details but there's a photo of of our West team also celebrating some music uh Miss Rucker at um monor want to give a shout out to uh Miss Crest Smith and Mr Stephen Bullinger uh just are dedicated at monor for their Orchestra and music classes and then here are some of our West Middle School Titans who just really go above and beyond and we're celebra on their social media for some of these awards that we do at our secondaries to to to tell kids hey we recognize you we value you and we see you and we thank you for your contributions to making our communities better it's really just neat to see those on social media because I eye some of our previous Panthers exactly had a few that go I'm glad they're doing [Laughter] good um partnership at Blair with uh nmc Nick Nestle the president visited Blair uh to talk a little bit to our Blair Bobcats about the opportunities at nmc to become a hawk owl someday uh nmc has a nice um partnership with uh Blair with the leadership academy so he was able to come in U believe did a book and and talked about some character traits and then I know many of you guys have bought um purchase items from the central marketing class um and then they always give funds back to a local um business um that they wanted to so here they are getting receiving their check and and they were able to present a check to Northwest Michigan Supportive Housing um with some of those funds I think the check was for I can't see that was 300 something had to zoom in on it yeah and that's what the kids chose they always choose a local um nonprofit to contribute some of their funds back from their business sales so do the students they what where do the rest of the funds go so they also sell stock in their company and they're only allow they can only people have a cap as to how many shares of the stock and if the company does well then you get a dividend back on your stock it's always a really good investment they only let you buy two stocks but I highly recommend it offer the students can make money even after The Graduate uh only if you buy the stock and anyone can buy the stock they set to sell the stock that then supports their company if their company makes money then you get a div you get your money back from the stock and a dividend if you made money do they do a prospectus to the financial class I don't know but I I know that the same teacher who does this business class teaches a lot of those financial classes too so sort of that idea of hey the business is over you your stock back and a little bit they lost money you don't get your stock M but a little prospective it be fun for PR and then last year's our indigenous education at elementary we have a new assistant Lydia henan so Lydia henan instead of previous years what they would do they would have a schedule where they would go into various elementary schools for a couple of hours to service indigenous education students now we've done a different format where we have one elementary teacher assistant that goes into an element school for a full day they do the East Side schools one week the Westside schools the other week and then they continue to rotate one thing they do is that not only do they work one-onone with our indigenous ed students but they also push in the classrooms to really Infuse some of that cultural component into our social studies curriculum that always had that already has a natural connection um with some U Michigan and the shabi Wen so this is just one video here we're working with a kindergartener wait why do they all have this so that's the this is the name for the bird in English and this is the name for the bird in MO so we have Cardinal and Mesi can you say Mesi wait a minute [Laughter] yeah do that was the last one okay well thank you for that last of celebra yes yeah um sometime I'd like to hear a presentation on foreign languages um in the schools okay and have we ever looked at in language as foreign language we have as a World Language yes World Language so we actually have had the com conversation um with the grand Trevor band Tribal Council about doing a competency based program and so I know we we meet every year so I know that they're working on trying to develop that curriculum and have that and that it could be done in a competency based way to word credit so we have had that conversation with the trial Council I'm trying to make that work and preserving language I think important yeah we did that too at West Middle again going back to 2012 where we did have i'lli Wen one Andi Wen two at the middle school for high school credit so we're just kind of bringing that back to to where we were you know it's hard sometimes with so many requirements to get enough enrollment but if we could do it in a competency based way outside and award credit for it that's a way to be able to do it um so we we have had that conversation B been kind of in their Court to try and develop all those curriculum resources and stuff for it um they do have a teacher in mind but um you know they've been working on that but we we should have an update soon here on kind of where we're at in that process that'd be cool I could even see him do a like a club and after hours exactly yes you only speak the language in the club and that's what we've talked about sort imersion yeah so there' be some State funding for that I imagine what about Federal never even seen State funding for that to be honest with you yeah for indigenous education it's something that we could possibly apply for a 2% Grant um with you know um the grant Trevor band but we're kind of you know waiting a little bit we wanted to you know ensure that they had the opportunity to influence that curriculum to ensure you know the the rigor of it and all those elements and so once we have that I think we can take a step further to look at you know because it could be something even that that the Grand Travers Band runs and that if they can just provide a portfolio and assurances of certain measurements that we can then award credit for so but like I said that has to be fully developed for that to happen yeah great well thank you so many exciting developments underway I appreciate all of you attending today and giving us this level of information any other items no okay well then I think that we can call this meeting adjourned shortly but first I'll just announce our next board curriculum committee meeting will be held Tuesday February 25th in this room with the administration of Glen Lumis building and uh we will convene at 8:15 a.m. so thank you everybody we are now adjourned so --------- ##VIDEO ID:sbDr3lHPyy4## for for e w for for for for sh for need to order the committee would like to welcome the audience viewers may watch live board committee meetings online at tcaps.net boo recorded meetings may be viewed on demand at the same address the committee has set aside this time for a public comment individuals addressing the committee shall have one opportunity to speak during public comment and shall be limited to 3 minutes each individual should not make personal attacks unrelated to actions affecting the school system we strongly encourage common courtesy and constructive feedback detailed rules and procedures including a complaint process are outlined in board policy 2504 doesn't look we have any public comment Kelling all right um we are at the draft meetings portion of the agenda are there any changes to the draft no changes um the only thing that I was looking at but I think that um someone was telling me it's already in here I just can't find it was um changing the time is something to change the time of the meeting um just to bring it 15 minutes earlier yeah we do have that on the agenda today for the committee under item C committee meeting schedule for 2025 schedule includes that y that was the only thing good okay okay I think we're good on the minutes okay all right hearing no changes of minutes will remain as posted appointment of committee chair nominations are in order for the 2025 chair for the board curriculum committee are there any nominations I uh nominate Josie Ballinger for chair call second okay it is determined that trustee um bail will serve as uh actually that's already be second so will serve as committee a chair of the board curriculum committee for 2025 thank you for the opportunity to serve as the acting chair the newly appointed chair will now preside thank you for the vote of confidence um do you should I slide over you're welcome too yeah did we skip public comment we didn't have any okay I was like no we didn't go over it right okay all right great so um we are now at the committee meeting schedule for 2025 portion of the agenda um so if everybody's had a chance to look at the draft schedule so far are there any questions comments or concerns about the day of the week the the time of day or particularly dates this time so dates are fine for me um I don't know about about um trusty pack but I was just going to ask to come in 15 minutes earlier do the staff meeting I have occurs at 10 o'clock that's totally reasonable yeah if you prefer Tuesday we used to have it on Monday and then we change it to Tuesday so Tuesday I think Mondays or Tuesdays are sign for me so if anything works better I I guess it would probably be better to keep it here for most most of the people whose schedule has already been arranged Yeah Tuesday at 8:15 a.m. works for me okay sta all good okay all right um so with that we will turn our attention to the 2024 to 2025 tcaps District course catalog updates Miss hen sure see oh here we are um so in the memo this month you will see a few additions uh for the high schools it's it's pretty much standard what you guys see we're at a semester change over so we've got some nmc our dual enrollment classes that we've added new classes at nmc that our students are interested in taking we've got some Michigan virtual same thing there we've just got kids interested in taking some of those courses we haven't had that before we are officially adding that AP research we did find out it wasn't in the course catalog and we want to get that on our selection sheets that won't be running this semester but we're interested in seeing if we can run that based on student interest um enrollment for next year um and then we've gotten a cell personal that's um that ACL is the Estell personal finance course that uh Miss joak will be running over at The Compass Learning Center can we make that mandatory the personal finance is all students have to take that to graduate yes I don't remember it is a requirement now for all of our students to take and it is an awesome class on you know how to budget what a loan means what how you do taxes when do you have to file your taxes actually goes through all of those things um great course and then at the middle school level um same thing Michigan virtual courses we run there as needed when kids have interest um but you'll see some asellus courses there um we've got some interest in piloting some enrollment I say the word piloting but just sort of expanding that asels we've seen great success with that into our Middle School um it's West Middle School it's got a a student who's interested in doing some of those courses and I I think that'll give us a good trial run to see potentially um in the future years you know looking at expanding our virtual options for kids and our families can I ask what's the introductory craft skills do you know I don't know I don't have the details but I can get those for you the description of the course would be in the in that memo that's linked there um as an arts and crafts right it is it's under the um art department on that one because there's a ton of crafts out there and again it's an it's a nmc class yeah I saw that and um forgive me since I have been on the finance committee for the last two years but is ACL a neish virtual platform for two caps yep y That's the platform that we um use this year at Mo Open Compass Learning Center you know Miss choak will talk a little bit about all the work that's been done there this fall but that was some of our investigation was what's the right digital platform for our kids who are fully virtual U Michigan virtual is a great platform works really well for our kids at the high school levels who just need like a oneof and those tend to be AP or very high interest driven courses um a little bit of a different student population than what we're servicing through um compass learning and so Jen and her team did some research and and aelis is something that is widely used not only across the state but Across the Nation and um and she'll talk more to sort of what that platform looks like when she will yeah do you find kids taking things um in real life in the school and then turning around and taking it again through an online like some of the math classes not typically kids don't typically repeat a course A lot of it has to do with what's on their transcript and how the grades unless it's the exact course I can't get replaced and some credits um what we will see sometimes is kids who double up like if you're talking math in specific like a college prep in addition to Algebra 2 and sometimes they'll do one of not Algebra 2 but the college prep online to sort of shore up skills to get ready for that yeah sometimes we see that and just to be clear at TC West and TC Central High Schools the personal finance classes all in person all in person yep the majority of our kids all take it in person in seats um we've got multiple staff members who teach that course um and yep curriculum for that and such y but to understand they could take it by law you have to offer you know they could enroll this virtual option corre the majority though take it yeah person great any other changes or updates there no okay then moving on to um the board curriculum learning series under our informational item section of the agenda we have uh our director of whole child systems giving us an update so I will defer to Misty Warner so I'm excited to share a little bit about this project that we have been working on um screenagers is a series of films that discusses concerns and issues around technology um such as social media electronic devices and screen time this particular version um is geared towards elementary schools so Kell if you would just click that I have a little clip to show you and then I'll talk a little bit more about the project right um at the top in screenagers if you it's okay and then yes my only do he has iPad he has switch and then we have my phone is it your phone okay five minutes okay maybe just a few more minutes it's been five minutes and jump off the tell me what a terrible parent I am I am trustworthy enough but some people think otherwise smart all my friends have it I would be cool and be able to look busy in awkward situation we're having an issue with now is the wearable devices if I hear something buz I just don't answer it honestly I like to text my friend in the middle of class teachers can't stand the phone their life is so difficult the Apple watch or other smart watches can't get the kids attention kids they're having trouble with sleep researchers followed 9 and 10 year olds the kids who were insufficient sleepers had changes in their brain development this is concerning the game industry has designed these games to become universes where these kids enter and they don't want to come out to do math wants to do math is really common for kids to have a meltdown when they to get off their screens their video games the brain starts to think oh they didn't hear me I need to get louder imagine a child in a school hallway and he gets bumped by another kid if he's been playing lots of violent video games he's expecting other characters to be aggressive toward him becomes much more likely he'll assume the other kid meant to do it when teens move their social lives onto social media the rates of anxiety and depression go up very quickly the future it's too late I'm addicted I hear this no it's not too late the parent group of the friends that my kids have we support one another I just text hey we'll have this play dat but please don't Rite any iPad or devices I tell the parents if you're needed for communication and texting buy a real basic simple phone at school we' all shared I'm going to try and keep my kids off of social media until 16 yes I'm doing it too yes I'm doing it too A lot of the conversations are like the mom feeling so we decided this but all of the dads are on board these rules are having a profoundly beneficial effect it's addicting but so um we are working on creating a community event that where we'll show the full version of this film it will be held at uh Trevor City Central um in their Auditorium on March 3rd uh I think doors will open at 5:00 the film will start around 5:30 this will be open to all teaps families that have Elementary age kiddos um we'll be promoting at the elementary schools districtwide and I have to give credit to a couple of our amazing social workers um gret and even house and Jill wixel have really um kind of stepped up and taken the lead on this project um and they are working to involve community members parents some other teap staff um we some teachers we also have a couple of our um behavior and emotional support team members that have stepped up and joined forces um to work on this project as well so super excited about that we're hoping to have a few prizes to maybe raffle off at the event we're working on um hopefully by the end of the week we will have the posters and the Flyers done to begin promoting so I just think this is a great way to bring our community together to continue to um bring awareness um and create um and encourage dialogue around this topic so if you're free and you'd like to join us on March 3rd please mark your calendars what time it's uh doors open at 5 and the film starts at 5:30 and are you g to do something like this in time for middle school as well so there was um there was a screenagers the original version was um shown and available to Middle Schools I'm not sure they had a great turnout it was kind of new um uh but we might Circle back around and and look at something like that for sure yeah yeah because a lot of those kids I think also are basing the same thing absolutely yeah so in terms of promotion I mean I know we're all big fan of supporting this effort um can we make sure that all 11 Elementary School newsletters to parents and students and staff gets out disseminates the words along with our Facebook page because that's that's the best we can do to try to get good attendance absolutely and we have um all of our um mental health team members that are in the buildings are aware of this and we'll be pushing and promoting it as well too at each Elementary School is it on our Facebook page not yet we're yeah hopefully by the end of the week we'll have all of the Flyers and um stuff ready for social media um and the posters to push out so we'll encourage the board to share yeah absolutely for those of us who are on Facebook and other things you know the biggest demographic is middle-aged women so we got a couple um yeah and I just want to say that you know last year uh we presented M at Michigan Association of school boards on cell phone use it's really been a proud moment for our district and our board to have revised that policy a couple of years ago so um just keeping vigilant you know watching the data watching the student usage and reinforcing that message to parents um is much appreciated thank you for your efforts um I just sent the link to that introductory craft class description to you in text thank you thank you be interesting to see what that's like okay um so we are moving on to informational items regarding TR Traver City High School and with that I will defer to miss hoden yeah I'm going to quickly pass it over to miss CH over here she's just done an amazing job um this school year her and her staff and the whole team there on how can we reimagine this and really pull in and connect with some students and some families who have disengaged and and haven't finished their high school diploma and we know how important that is for all of our kids to reach that and and how do we do that in in different Pathways for them so she's just done an outstanding J job um so I will kick it over to her to kind of tell you a little bit about what's the work they've done and how things look a little different over there thanks see I think um you on the head with our staff has really really stepped up and everybody has come together to make this happen so I just can't say that enough um and so I kind of thinking about this presentation thinking about last year at this time how far we've grown and really um our goal was to say how can we reach more students and how can we remove more barriers so the first thing that we really looked at was we only had last year um in person 100% with a little bit of nmc here and there but um we look at this year now we have 100% in person which is a lot like last year for in for inperson classes um for uh each quarter so they can still get um eight credits a year which is two more than what you could get at West or Central so that credit recovery is another piece that encourages kids to come back and say I have a chance to finish my high school diploma um I'm going to come back to the Blended there but we also have 100% virtual with the compass learning center um we'll get into that a little bit more but that's where that asellus platform um is utilized and students will take right now four classes for every quarter we are finding that a lot of those kids will continue those classes on to the next quarter a portion of those which with our 18 credit diploma offering we're finding that's okay to slow them down a little bit and allow them that time and support on the flip side some of the students are taking more classes if it's kind of a switch in the mind frame of they can they're in control how fast are you going to go um and we have mentors that will guide them through that in between that we have our in-person students and we it's a really nice offering that we have actually this was the one that kind of surprised us so far is this Blended High hybrid Learners um where our kids that are 100% in person one of the things that we struggled with in the past was we have a smaller staff and so our class offerings are limited at each quarter um which limits when they can take certain classes that they need to graduate in the Blended scenarios some of the kids will be taking like three in person and then every block I do have offered um an online platform but it's in the classroom with the teachers attendance is taken and that allows students to take a class that they need and not have to wait till like the springtime to take it in order to graduate so we are offering a lot of flexibility in that scheduling and what works for these students um as far as virtual students because that's probably the newest platform and a lot of questions all of the students have a teaps teachers that are highly qualified for each one of those classes that they can access and get for help they're in the building they can come into the into the lab we will make sure that they are connected with the that teacher some of them will'll do Google meets as well if the students are offsite and they are stuck on a concept and then each uh student has a mentor and those mentors will check in at least once a week with those uh students to make sure they're making progress and to help plan what classes they're in and make goals for that week um the lab is open Monday through Thursday 7:50 to 4:30 we extended that an extra hour and a half after when our Traditional School is done because um some of the students work or they they find the afternoon is a little busier actually and then on Friday we do not have in-person classes but the lab is open normal um school hours and our inperson students are encouraged to come in if they are needing extra assistance so there's lots of flexibility based on what um the students need academically and extra support and with that extra support we do have tech support we worked really hard on getting that up and um going our social workers um we a little wor worried about our wraparound services with our inperson I'm sorry our online or Blended but um they're part of that enrollment process and so those students are accessing our social workers our guidance counselors um and we're still working on how to bridge that and make it more smooth but a lot of the students are accessing um those extra supports and then we do have um elel and of course our student support net work yeah and I'll say too like you know Jen and I have worked together like she oh we have a kid who doesn't have access to Internet cool so we get them a Hotpot right all the kids get the teac Caps Chromebooks we've also had kids who want to get in during those lab hours but don't have transportation awesome so we get them a beta bus pass and we get so we really she's really worked creatively to make sure there is really no barrier in supporting these kids and accessing their learning and there's a little bit of like hey how you doing how you doing and that reminder that is on going to keep that kid connected we care we're here we still are here and you know want you to get engaged and learned so yeah and that that has been that was one of our worries but it we've really come together and found ways and these students are accessing and we're finding ways to get them those supports that they need so on the enrollment numbers um last year I believe we were around 135 in person so right now these are a quarter one quarter two and then quarter 3 is as of Friday we're still enrolling um some students uh this week and smoothing that out um the 100 the 100% in person has been pretty steady and then the virtual is increasing over the quarters the Blended might seem a little misleading only because those are actually our inperson students but I thought it was interesting those are the number of the inperson students that are taking a oneoff class in that um in the asels program while they're in school to help fill in those gaps our students come to us with transcripts that have holes all over um they might be technically a 12th grader but missing algebra 1B so we don't offer that until quarter 3 in person so this helps to fill in that and get them back on the the path that they need um so we have again that has been very successful in helping those students and in doing that I mean our graduates are ready in first semester 10 that completed and we're projecting around 50 students um we're still looking to see with our ones that are coming into quarter three um doing some uh transcript audits to see where those might fall so that might be a little higher by the time we get done um we also have been really working on our uh dual enrollment and in general getting our students an opportunity to see what's out their past postsecondary um and that's been a really a big Focus you'll see on the next slide but um um nmc has been one that we've been working on we actually had eight students this fall dual enroll which is actually a pretty good number for us and those came from our spring dual enrollment program last year and that those students understanding that this is a great opportunity and wanting to continue um this spring we have 25 students and that's a pretty big number for us and hoping that that grows and the students are becoming really excited it's always fun to see them when they this past week when they're like I'm going to college and I'm a college student and that's really cool to see do the first semester graduates get to come to the end of year graduation we had in May June yes and some of those I think we had two of them that did walk last year and they to come back and finish up um a credit or two and then the other ones will be invited in May to participate in that graduation ceremony great it's wonderful to see this growth at TCI high thank you so some of the feedback that we've been getting with all of these new different scheduling supports um opportunities probably one of the biggest ones that we've already kind of hit on is the flex flexible scheduling um for our students that have all sorts of things going on um coming into our school with all different barriers creating that flexible scheduling is huge um we've had students that started out they were like oh yeah online sounds great I don't have to come in and then they realized okay they that didn't work out for them in quarter one so they came back into in person we've had the opposite where we've had students that were in person life has happened and so now they've gone online and we do expect them to come back in quarter four for in person um and then again that Blended uh opportunity for those students that are in person to take the one-off classes has been huge um what this has also done is created lower class size for our iners we were pushing 2530 and some last year and and the alternative uh education National organizations suggest 12 in an uh in person for alternative Ed and we're about there and the feedback from students and staff has been just incredible about that the climate the culture the feeling of being safe being able to interact have lessons where they can do group activities and discussions so it's really increased the quality of Education in in the inperson as well um and our inperson uh passing rate has actually gone up so that has been really good to see um the CLC obviously The Compass Learning Center has grown as you could see by the numbers and that has not only been in uh numbers of students but also I mean physical space I mean little things like getting blinds or a security like getting a door uh Bell so that we can make sure it's secure um has been a huge learning curve and a lot of support from down here to help that make that happen uh lots of systems that we've had to learn again going back to that staff um just rolling up their sleeves and trying to figure out how to make this work seamlessly as possible for the students so systems in place to make sure that students are being checked on weekly um everything from that to um grades making sure we have those in accurately uh the big one that we're working on is balancing experiences uh again it's kind of it it was a huge learning curve for us where we have been a lot of our staff is pretty veteran a couple decades there and we're so relationship based and then we go to this where these students aren't we don't see them or we might just see them once a week or hear them so we're working on trying to figure out how to balance that and to figure out how to create a little bit of that experience for our online students um and then of course our remote learning has been a huge growth as far as numbers go with successes we've had a ton of successes and surprises good surprises we've had um a few students that wouldn't even walk into a classroom at Central they' walk into our building last year didn't really want to do a whole lot but now I think in the first semester they finished nine classes online um it just and they're coming into the compass learning center every day to work on their classes um and I feel like that's a good balance for the these particular students where they're not having to to totally immerse themselves and go into the hallways but they still have a comfortable safe learning environment and they're in control of that pace and what they're learning um we've had uh a lot of students with that highly anxious School resistant they meet with our social worker our guidance counselor and this quarter this start last week we had about five of those students who parents um their wraparound Services have been really excited that they're able to come into the building um and our staff has just like I cannot stress that enough been amazing um just rolling with it and really um being flexible creative and working as a team to get this done great any questions yeah um we talk about nmc do we also do much with Career Tech yes we do I should have gotten those numbers I just thought of that um CTC we do have a lot of students that are going there I would say if I'm picturing about 15 to 20 right now um they do our students do okay over there they they love the programming they do and all honestly kind of struggle with some of the structures that are put over there and we work with them we're trying to get them mentors as well and with our guidance counsel working really closely with CTC and monitoring those students attendance Behavior we have seen more success this year with those students that's good and then young parents yep do you have very many young parents um they're starting we before Co we had a few and then after Co we didn't have any showing up at our school so been working with Generations ahead um and the regional Northern Michigan Association that has I can't remember the name of I'm sorry but they have um The Early Childhood there that is doing the daycare and then Early Head Start um that's there as well so we've been working with them and we have about we have two right now that areuse utilizing the daycare and then utilizing um our our school I had a question about Staffing the lab so I'm just really intrigued about how you staff that to you know Fally utilize your FTE like do you know how do you manage the flow of the students coming in and you know is there a teacher possibly sitting there with nobody coming in for most of the day or you know everybody coming at once I'm just curious if you could unpack that for us it's a good question it's been a learning jve it's been a learning for us and we're navigating it I still think it's a little bit INF flux but we're we're we're getting there um we have a full-time uh certified teacher that's in there and Mr living good and he basically runs the lab meaning technology sign outs um once the guidance counselor gives him a a transcript audit then is able to upload class classes based on what they need um he manages every student does need a mentor teacher or Mentor staff member that will check in with them once a week so he manages who's doing that and then he has his own case load of students that he's reaching out to he also looks a connecting students if they're in a math class and they would like to set up a time to meet with a math teacher at a certain I have three certified Math teachers in in person and they're running some online classes he'll make sure to coordinate that as as well um and then we have two full-time uh staff members their teachers assistants that are hearing on that um Mentor role for our students so students will roll in you know throughout the day and yes there are times when there aren't students in there but that doesn't mean because they're not physically there they're not interacting with them on a screen so it is that shift in thinking about how how education takes place because just because there's not right in front of you doesn't mean that on their screens they're full students that are um popping up that need test unlock or in the asellus program you can interact with them through the asellus like messaging um you can do a phone call like a video chat they can help with answers and texts back and forth so they're constantly doing that and it's a pretty active role it's a lot for them to manage but the the lab is drop in basis right the students don't have to make an appointment to come in and see them no the only I mean every once in a while if they want a specific subject and they really want help on that from a specific teacher than that would help you know we have a lot of students that were in person with us and then went to Virtual and so they may have a connection with a certain teacher that teaches a subject and then that might be more of but we'll accommodate them as long as they let us know they're coming in um some of the students that are still um a little anxious about coming in may make an appointment with their special ed teacher and then come in through the main office where it is a little quieter and have a room there where they can individually work and that does they don't necessarily need an appointment but we do encourage them to let us know when they're coming in to make sure that we're ready for them thank you um cell phones uh how do you manage cell phones in situations when they're in the school they don't have them um outside of school that's a little harder because sure yeah but when they come in we do still have them coming in to take their midterm and their final exams which they do need to get a 70% on our better when they enter the lab and they're working on a SAU they do need to turn over their cell phones and did they put it in a pocket kind of then Mr living good will put it in a pocket for them okay and then I remember at Central High School when I first came up here there was some kind of a a classroom and there was a teacher there and kids were coming in to do online to make up classes that they needed to get to graduation and then that CL that that whole process seemed to fall apart rather quickly and disappear is is this somewhat similar to that model well some of those hybrid students are sort of what you're referring to as as Jen alluded to some of those kids come in with just holes all over their transcript and it is like if she just has two kids who need a course she's not going to run it but then we can put the kids in this and and what she what we've kind of both figured out with the timing of the kids first quarter she thought it would be smart to try to put all of her woffs on specific hours and then all of a sudden she was like well that didn't work cuz then she had too many kids so she's done a nice job sort of spreading the day right so that there's not an influx of kids at certain times and I would say at both the high schools for credit recovery that's sort of what they've gone to too instead of trying to schedule all the kids into one specific hour you know it makes a bottleneck they sort of spread the day and with those Credit Recovery kits but we do still do that model like that at the high schools if kids need it too and I do try our best um I'm really blessed to have teachers that are double certified a lot of them are highly qualified in like math and science or science and math or I'm sorry language arts so like in our first hour block we have our teacher that is highly qualified in math and biology so any students that need credit recovery and those I have them scheduled in that hour and then another hour I have language arts and math so then I have them in there so um I have some flexibility but they're in those Blended credit recoy classes with highly qualified teachers and those seem to be very successful because they're there they're being monitored oneon-one um and that again has been one of the bigger surprises and so picture that room that there might be 10 kids in there and that teacher and maybe like two of them are taking algebra one and this one's taking geometry and this one over here is doing biology and this one over here is doing environmental science but because all the learning is through that platform the teacher is in the support role right able to coach as opposed to I'm going to stand up here and deliver content well you guys all don't need the same content right right so it was sort of like that in the other model you know the only thing is it just seemed that some of the kids were getting kind of disengaged it was there were social networks more than education in some cases not that I'm throwing stones but you know just kind of noticed that it didn't always go according to oil no it doesn't um but they've our inperson our Blended learning environment they the teachers have really worked together to create some policies in order to make sure that that that still stays a quality learning environment and um it was a it was a learning curve first quarter versus this quarter is a huge difference when I walk into those um and I have to credit our staff again for working hard and wanting to make sure and ensure that it is a quality environment it's hard it is it's very hard um and then attendance does attendance is it more to make sure that you know that maybe it's time to reconnect with that that kid more than it is you know so many hours of commitment in that subject yeah attendance um online is taken through a week what we call two-way communication where um The MENTOR teacher needs to communicate with that student and if they don't meet that then we start to put into interventions where I reach out to them and say okay we haven't heard from you we might try to Archive their classes for a little bit and then they go oh I can't and then we say come on in let's make a support plan for you and make sure that you're getting the um help that you need to remove any barriers that are in your way sometimes we found out that they need a hot spot and they just we didn't know sometimes they need a little social work and SSN support so um really trying to connect with those kids and having those you know Mr living in and the two extra staff in there has really upped our communication and quality of communication with those students weekly if not more yeah great thank you so just some future thinkings and plans as we've kind of got this off to the ground we feel really good about where our enrollment is you saw we were you know close to 150 which is kind of what we anticipated yeah as we heard feedback from the community um if you want to talk a little bit about yeah and just for enrollment I did have our run some numbers we did have 27 that came from out of district 15 were virtual and 12 were in person so just to kind of throw that number out there um on Fridays when our students are that are in person aren't required to come to classes but the compass learning center is open our staff does work with those students but we also have brought in bill o um I think he's on six sessions for restorative practices and really working at how to help our students work through problems and restore their relationships um ex this is a big one experiential and Extended Learning opportunities um we're working on next year hopefully having it set up where on Fridays um students will have options to either go out in the community and get these experience or to have Extended Learning opportunities that could be in the form of internships um Project based learning um any of those type of things we have a um a guest speaker that's coming in from um out east Carolyn Eastman and she has been wonderful helping us guide our staff on these Fridays looking to next Fridays I think our staff put it really well this year where this year it's staff those Friday are staff oriented to get us the support and next year they're going to be student oriented to provide these opportunities um and so one of our goals for this next semester our staff is really working on Pro within their classrooms G providing one of these opportunities for our students so we have one um our language arts teachers are looking at partnering with the library I have another teacher working on partnering um with Michigan State agriculture to do a plant ex you know opportunity so they're going to start to um work with those this semester and then the hope is NE or the goal is next semester or next year to provide those for in person and hopefully online if they want to take advantage of them um and again moving from our teacher Center to student centered um SOS collaboration do you guys want to tackle that or would you like me to go ahead oh sure um so we've just been working hard SOS is a Learning Center that's right up the road on Veterans Drive couple black and a half from here um they enroll about 235 students fulltime and many of those students come from the TCAP school district um so we've been in Dr van Wagner And I have started meeting with them this last fall just about like how do we bring those kids back into teaps how do we provide them the student support act cour Services the social work Services the crisis services but also like give them an opportunity to reestablish that connection to their Community right now they're being served by a school district down state so they get like none of those extra services and um and so we we have now at this point I'm would know cuz she's helping me register other students I think we're at almost 10 students there um that we've enrolled who will be fully virtual in the Asis model um and they are going to choose to receive their tutoring their services through um the SOS um we've hired a few of their staff members their certified teachers as well um Jen is overseeing them and working with them and really the idea is then these kids get to reconnect and get a reenroll with their local school district where they you know should be and um able to take advantage of our services and and there yet if they're really feeling like they there is some some of these students are older um because this is an alternative high school we have the eligibility to educate kids two more additional years than we do at the traditional high schools and some of these kids now realize gosh I want to come back and get my diploma but it's a little embarrassing to walk back into a high school building um and so this gives them the opportunity to walk into a building receive all that support receive the same exact curriculum and learning opportunities and earn their high school diploma um through us still so we're experimenting with what that looks like how big and how fast we can go with that um but we're excited about the potential um I know that staff over there is really excited for these kids to reconnect to their local school district and community and it's exciting for our staff that last year we felt like we were the like we wanted more options for our students when we felt um we couldn't reach them and so it's nice that we have our inperson our online through Compass Learning Center and then as well we were working with them but now it feels really good that they're part of us um and that we can provide those wraparound Services still and keep those relationships that we've started with these students does that count in our numbers does we're actually this is uh that per pupil uh accounting for monthly cost something that Dr van Wagner And I met with the state uh people accounting folks and um have found for the Alternative Learning there is an option for us to do a monthly Count versus the fall and the spring um so we're exploring that this second semester there is some additional paperwork um learning plans that we develop with each students uh our people account officer here for tcaps does an additional submission to the states um and then the thinking is um that we would get that on tenth of a student and we're able to educate these kids some of these kids will come in and be with us on like you know March April and May and then might potentially drift back but if we can Pro provide with the opportunity to get some credits to continue with their learning and we're able to have staff and compensate and run for that is is kind of a nice win for both sides of it and that's what this is set up the state set this up with the idea that this is designed to re-engage kids in their learning and realize that these kids who are transient sometimes school districts will say no we're not going to take you because fall counts over we don't want to do that we don't want to say to any kid we're not going to take you cuz F we want to educate every kid who wants to step in and um be decaps and so we're excited about that so we're going to give that a try do we have kids that are seasonal we do so we're looking to expand some course offerings too in the future just so you guys are aware you're going to see more of that um Jen has been really kind of pushing me with what her kids need and other opportunities that are out there through some of this virtual space um so yeah and possibly middle school so we're exploring that and piloting some of those courses offerings um Jesse had on the monthly C counts and then really it's sustainable learning opportunities for all our students and removing those barriers as much as possible and providing as many opportunities for them um to be be successful postsecondary I had a question about um how does tcaps proactively bring this program to the attention of students and parents um as young as 8th grade as they're looking you know to high school going down a traditional path versus this the Alternatives that are offered by the compass um and then even you know when they get to high if they do choose to go to Traditional High School and they get to nth or 10th grade and they're struggling um you know just so that we can be proactive and keep kids on track and not get into that credit recovery or you know jeopardize of their graduation Jen's got a great relationship with uh Joe esper and Ben burer and she goes over to both of our large high schools and we'll meet with kids and their counselors and so a lot of times if if the students are already enrolled in teaps and we're seeing like this just isn't a good fit we've tried these different interventions these support systems it's still not working they will call up Jen and they'll say hey here's the situation here's what we've got and she'll come like over and help sort of introduce the programs to give the opportunities we really want this to be a commitment that I want to get a high school diploma and I'm choosing this opportunity this environment um we never send kids over right that you know that kind of myth is out there um but it's really about how do we set this kid up to be successful um given all these opportunities um I would say for the middle school as this gets going and strengthens I'm looking down the table with my friend Mr how down there I think there'll be more connections with our Middle School administrators as to they know these kids do they've had these kids for three years um and they know that some of our kids you're exactly right need a different environment for a lot of different reasons um and so we're going to work on like what would that look like right now we don't start kids in person in 9th grade but Jen did start some nth graders virtually and they've been doing pretty well virtually and I think part of that has to do with that idea that they were looking for an alternative way to get to reive their education and it was student driven family driven and they they came to us seeking that out um are there any um nice brochures that um not yet and you know we did do you know with compass learning we did do an enrollment we did some uh social media and radio ads um we were a little cognizant that we didn't want to grow too fast like we had a lot to learn still learning you know to be honest with you I think we're larger than we thought we were going you know than we kind even a little bit hked and so um you know the a lot has been done with just very little in that aspect I think now that we kind of have our feet under us and going into next fall we're going to have to look at how much we want to do um you know and with capacity again as well facility all those things um so we've got some thinking to do there and and you know like like Middle School you know I Envision you know possibly a second semester at one of our Middle School kind of replicating The Compass Learning Center possibly um we got a lot of work to make sure we got figured out what we we have here um but we do know that there's a need of kids that are dropped out that are middle schoolers across our region um the only program that was their s Baya program but now that they are out of formula they have canceled their program um so we know that there is a need for it but again just not throwing you know something against the wall and not thinking it through and knowing where we're at with all of it you know we're not there so so a little bit the the advertising part J has been by Design because we had to figure out what we're doing yeah you know and it's still growing it like and you know so this year got some more you know I think the important thing is with you know for sure within our own ranks that our own families know what that is you know as an option but I I think we have some conversation to have if we want to go that far um you know because like we had mentioned you know even adding the two years if you have a freshman that is 15 you could have a 22y old in the same room you know that's that's a big you know difference in maturity and and like so that's what we're trying to figure out yeah with SOS you know of of you know they think they have a good specialization in catering that they also though don't do middle school so I think you know all these things we we're still trying to figure it all that and I wasn't just to be clear I wasn't trying to push a middle school program I mean I agree with you take a sound approach and figure high school out first but what I was envisioning was you know you go into a guidance counselor's office here um you get the nmc dual enrollment or the Early College brochures the Career Tech brochures you know so the kids and the parents constantly have access to this smorgas board of options you know so something like that for learning C once you you know kind of maybe we know what it is maybe the end of this school year um you know for for the fall especially it makes s yeah really nice to have I'm super thankful I had a son that went through a medical issue I don't know if it was first or second year in high school this was a while back but we didn't have this option you know so we had to use somewhere down state and it was awful honestly I mean it wasn't horrible as far as the learning was concerned but the lack of contact for was the biggest issue and so to hear that you have that regular sustained contacts set up locally is like amazing and I love that thank you so much and if your Chromebooks not working we're able to boom right away you know that's one of the beauties that we're already seeing like talking with OS SOS they're excited to have that kind of support where their support has been Metro Detroit area you know before so again food pantry you know those kind of things that many of the at kids that are there you know need as well so um that's why I think that they're excited and so uh yeah we had to go down state for to test right exact like to do any of testing and like with a medical condition that just wasn't very easy at the time you unfortunately we got through that and got back into the regular programming but it was like it was to have this you know would have been like a aming and those kids get a career Tax Center too now at SOS and they would have dual enrollment eligibility like our teaps kids so there are like these components now if we can you know get these kids back connected to their local school district they get all this other services okay great well thanks for that thorough and uh we appreciate you bringing us up to speed thank you occasionally as the program goes and develops so with that we'll turn our attention to instructional rounds and I will defer to Dan torth and Brit K awesome so instructional rounds uh a process that's not necessarily new to teaps we've been doing this for I think over 10 years um back when I was at West Middle School there was a group of um Educators and teaps that went out to Boston um did a lot of the professional learning out there as far as the research behind how instructional rounds Works um some of the benefits of instructional rounds is shared ideas um focus on tier one instruction um and be able to collaborate around tier one with a purposeful Focus I think with tier one there's so many things coming at you as an educator and as a building leader sometimes it all gets kind of mixed together and we and we struggle with focusing on one thing in education for more than sometimes six months and I think what instruction rounds helps us do is to create a focus at the beginning of the year with the intent of it lasting at least a year um I know one is at East I found it extremely powerful to have this focus and having instructional round rounds in the building as a building Focus around a tier one area to actually last more than a year which was as an educator for you know almost 30 years now when you do something for more than a year it's almost uncomfortable because everyone says we're doing this again but actually to build some momentum behind it um I found instruction rounds was was very helpful in that yeah so when Dan and I took our leadership roles it really was um a request I would say not only by the principls but also by the teachers that we bring back and really create a system in which they can engage in instructional rounds um so sort of what our system has looked like is that we've started with our four secondaries so I brought Mr how here as he's hosted a few out at East Middle School he'll tell you a little bit about what that looks like so all four of our secondaries were scheduled to host um visits about 20 to 25 Educators from teap so like think about across all of our different buildings we get it we get subs that come in um for those we spread that out so we don't hit one building a lot um they sign up beforehand they all come to that building that's hosting the site the site determines what we host what we're asking people to give us feedback on they schedule the the classrooms that they're going to come in and visit throughout the day um and then they welcome those visitors they do sort of like a here's here's what we're working on today and then those visitors go into classrooms collect data and information and then come come back um to find some patterns and and some information on that um unfortunately poor Central High School not only I think they had the first snow day was their first rounds and then the third snow day was their second round so they have not hosted but both of our middle schools and West Senior High at this point have all hosted visits all four of our our large secondaries all plan to host visits for anyone again elementary teachers admin um from any of the buildings common sign up yeah and our elementary schools have started this year with our 11 elementaries doing an internal round so as as it kind of mirrors the same process as external rounds but it's just a staff that's in the building um going around going through the process with the idea that our elementary schools next year will start to look at the external rounds process having people from middle schools other Elementary and high schools come into the building to go through um the process uh this year actually is today after uh after this meeting in Westwoods is actually the first Elementary that's doing an external rounds Toby was one of the Educators that actually went out to Harvard and did the training so we're excited to to touch base with him after this it's a great opportunity for us to build community within our district we have a large District right 16 school buildings for our teachers to see each other see each other in action and be the professional and the expert to support the teaching and learning that we want um so it's it's been great that Dan and I have been able to develop a system to allow building Stu to host and then engage in a lot of times their buildings will go and watch around somewhere else leadership team members and they'll come back and figure out okay how can this work in our building what can we benefit from um so I'm gonna turn it over to Mr how and let him talk a little bit about one more yeah one more time thank you yeah thank you yeah I just want to um you know Echo a lot of things right with instruction rounds at East Middle School very similar to West Middle School uh it's really been focused around collaboration right so we've had the ability to get people together and talk about teaching and learning which has been very powerful um want to thank the District staff and the board for creating time and allocating resources to do that part of my job uh as an AP at East Middle School is overseeing our instructional team and the work of our team to get rounds uh up and running has been um very actionable right and has been uh really impactful for not only our teachers but ultimately the experience that our students get so the history of reals at our site um there's some data that's presented on there our coach Ally Sullivan did an excellent job when we first started this in Fall 23 with student observations we want to kind of get a State of the State on what's happening with our students in our classroom she actually went through every classroom and made observations about what students were doing within our classrooms um again this was in Fall of 23 so we've had a lot of growth since then I would like to elaborate on to the box that's highlighted there is basically the key takeaway so we took this information back to our instructional team uh had conversation invited some outside um Specialists as well from Grand Valley State and had conversations around around developing our problem of practice so we know what's happening in the room we want to know what our focus is as we invite people into our building to collect observations to provide short and long-term recommendations to move everybody forward with a unified front with teaching and learning grades 6 through 8 we noticed that um many of our students were getting high quality instruction but we wanted to focus on the academic Conversation Piece opportunities to respond and engagement um we've found a lot of research that when students are not only engaged but having ation strengthening their learning and overall experience across all grades and for all students at all ability levels to look at the equity for all of our students having a a positive experience so we used that data as our launch point so we looked at verbal and non-verbal so the first set of rounds that we had uh was looking at having people come in and do observations around who's doing the talking what's the product of that what's the format what's the development in the classroom and what are students actually engaging in focusing on their ability for responding so we got a lot of great feedback with what students are doing in the classroom that our instructional team took back um and pro provided planned instructional development for whole staff meetings um included some of that learning within our own plc's and had departments look at as well so that we can continue the focus on academic conversation uh we moved forward from that with feedback from our staff and students and did another set of rounds uh as well with the same focus our problem of practice on academic conversations so we invited uh members from West Middle School West Senior High Central High School our own staff and Career Tech as well uh to be observers within our own learning environment they visited all of our classrooms between 2 and third hour so we had all of our content area established in all different levels of programming which I thought was phenomenal to get a full scope and sequence of what's happening in our building um we most recently had rounds in October uh that was phenomenal and again just the planning that goes in that and inviting Professionals in to get outside feedback is great and selfishly anybody who's a part of our rounds um we have great conversations around something they take back to their building so in terms of us being a collection of of different teachers from different sites everybody has something they can take back to their own building their own leadership team to put within their own practice that they've seen in practice at a different building which I think is really phenomenal we constantly get emails uh back and forth from different leaders at schools and coaches about resources that we've had that we've shared um helped plan their own rounds process and collaborate with them as well so back to the collegial peace and professionalism it's been a huge shift uh for us at our specific site but I know it's been very impactful for teaps as a district our last uh fall 24 rounds was phenomenal we got a lot of information uh around that academic Conversation Piece to Mr torth point about keeping with something for over a year our staff is incredibly committed to academic conversations and growing their own instructional practices with some intentional coaching from our instructional coach um but growing that practice so this is now our second year of having the same focus and now moving to our March 2025 rounds that's fast approaching to support academic conversations with our prompting so continue to grow and collaborate together so to highlight where we're going next uh for this year suppos to be our third year um with rounds is our problem of practice so we've moved forward with academic conversation with the idea that we want to continue to grow within classrooms and give teachers the autonomy to build their practice where they're at and support them so we're moving forward to prompting um looking at how different prompts and questioning techniques can help uh students experience deeper understanding uh focusing again on that engagement which is our initial launch in 2023 and how those prompts uh help students with their learning and critical thinking uh there are four Focus questions those Focus questions are up there is just examples of what we give our observers to come in to collect feedback around to have short-term and long-term feedback for the growth of our instructional practice um and as we go through this just in closing for our at East Middle School the creation around our instructional uh staff meetings supporting with the development of plc's and our instructional leaders and then using this as a tool to measure our progress and inform our decisions has been uh extremely productive for our staff and students I apologize I have to leave for a staff meeting so this is why I asked for the earlier one for next time so thank you so much I appreciate you all and I should have said at the top of the hour that um trusty bir trusty we is new to the curriculum committee so I wanted to welcome her and trusty pack now is a veteran of the last two years and right I'm returning from two three to four years ago so yeah thank you thank you thank you everyone okay um yeah Mr how I just had a question can you go back one slide to the responses um what do you the opportunities to respond OTR right um um so this I'm guessing this is based on evidence maybe in the Harvard study um that this leads to Greater attainment of and higher student achievement is that underpinning all this yeah when we looked at so opportunities to respond this was in concert with West Middle School as well right what is that instructional strategy that's going to have uh the biggest effect size right how do we get kids to have conversation and revise their thinking um from multiple different lenses so when we landed on the academic ation piece it's actually part of our uh preap pillars uh that we kind of adapted with as well in terms of their thinking and understanding their research base that this is going to be the best opportunity for students right to move their thinking forward for all students at their own levels across all content areas yeah and the Harvard structure Josie doesn't tell us what instructional strategies to Target it just gives us the framework as to how to run a day and do the observations and make sense of the pattering um and so yeah we we lean on the sites and we've worked a lot as a curriculum team as to what instructional strategy are they using and what was the research behind that too so I would like to add to as we went from Fall of 23 to now even being in the building and going through classrooms the physical layout has changed um students are within groups there's a lot of movement there's a lot of work on um vertical spaces and whiteboards the the delivery of the instruction and the overall experience for the student um I would say is is just more engaging from a a a Viewpoint right seeing it walking by the classroom it feels different in a very positive way um the engagement with students is increasing and just opportunities and experiences for student to learn um have have really changed not only with some of the feedback that we get from R but just day-to-day being in classrooms which has been really fun to see but but that's the idea right it's gu what our our jobs is teaching and learning and and student achievement is always part of that so when we talk talk about what instructional practice are we going to look at using the the information from the preap model that's research base Elementary School looking at explicit instruction all 11 of our elementary schools are using a part of that framework explicit instruction for their instructional rounds which then twofold then helps the conversations that Elementary admin can have together because we're all doing the same thing um and just on Mr House's point I mean selfishly the people that go in for the rounds I know they you know they get the feedback so the school can improve their practice but you leveraging our own professional learning in teaps right we have an incredible set of instructors uh that work daily and we often look for professional development outside um Jesse's done a great job with title $2 and how can we use those internally to improve our own instructional practice just here in Traverse City so the the other information you get just going into a building it we don't have the opportunity to do if we didn't have a structure around it right what is a what are the processes in the actual building like just walking around as far as how do they transition between classes what's the pacing like in the classroom what do they have up on their walls you know just different strategy that each principal or each leader instructional coach can take out or just just kind a secondary bonuses and this is for you to say but I would just guess that it might even be more challenging to get the secondary students to respond than Elementary because I mean my experience just kids are so enthusiastic and you know raising their hands and then you get to middle school and high school and it's like no don't call on me um but I was just curious if you had any like responses like how you differentiate for those two audiences sure I would say even so I've had the opportunity to be with my group of students um since sixth grade right and then build those relationships with the sixth seventh and eighth grade staff so I've had the chance to see some of that when we talk about our academic conversation um and some of the coaching that happens in our staff meetings there are some targeted areas for our younger students in sixth grade as they transition into seventh and eth um what you see in the classroom is a little bit different some students are more reluctant uh to share out but I would say the commitment to having our instructional rounds and our instructional learning together providing specific resources for for teachers to try and use on that student population has been a key takeaway because sixth grade and eighth grade are different in terms of the students and their ability level and maybe where they're at socially in their development um Ali Sullivan's done a great job at developing a lot of resources and providing targeted coachings for different grade levels of students to make sure that we don't find students who are reluctant or there's not a lot of conversation in eth grade compared to sixth grade when they're really excited to share I would say it's it's fairly um similar 6 through eth in terms of students wanting to be able to share uh which is great and I would also say it ties back to that shift in just the physical layout and what are those experiences and what are those opportunities where it's really hard for students to maybe kind of be disengaged or hide back um they they are being encouraged to participate and then the teaching and planning around those activities really promotes them wanting to share um and celebrating where they're at and providing their voice within the classroom great okay I'm gonna turn it over to miss burwinkle and to talk a little bit about what our elementaries have done with internal good morning so I'm the principal at Long Lake and I'm excited to be able to share how this kind of has been rolled out at the elementary level and I've asked um Danielle Oster to be a part of this too she's our instructional coach at Long Lake because her work is highly embedded in this process and and like what has already been shared instructional rounds isn't it's professional learning but it's not scripted on exactly what you do and that's the joy of it you you have some say as a building on what you want to hone in on and at the elementary level you know our teachers are required to be experts in so many different fields every subject area so to add one more thing can seem daunting um but the joy of instructional rounds is it's embedded you're it's what you're already doing and it's an opportunity to gather feedback on what you say is important in instruction you know um the past year at the elementary level we have talked about explicit instruction opportunities to respond and we've really dug into the strategies that help students to engage in their learning you know we know from research that a student sitting um and just listening to the teacher teach doesn't it they don't absorb it they need to be engaged in what they're learning and so through the explicit instruction focus and instructional rounds we're able to gather feedback on we've learned these other strategies to help engage students are we actually doing it and are students gaining information from that and that's what we've done at the elementary level again everything is tied together so it's it's really important that we're slowly rolling this out because it can be intimidating to have people come in and observe you um and so that's why the elementary have started with an internal rounds process because we're teaching two different things um we are sharing the instructional rounds process and the way that that is is done and also still digging into explicit instruction and opportunities to respond so in doing those together it's important to have everybody a part of that experience so at the elementary level when we did internal rounds at Long Lake every instructional staff member was a part of being observed and observing so everybody had that experience of having someone come in and and gather feedback from their teaching and the opportunity to go in and see somebody else doing the work as well and um it's just a springboard from what we did last year so um our our teaching staff really identified what we wanted to dig deeper into um so we learned about instructional explicit instruction we talked about opportunities to respond and that's that engagement those engagement strategies and it's more it's not raising hands it's actually how do you how do you ask questions to be able to see visibly how students um are understanding the content and doing that very strategically so we um surveyed our teachers at the end of last school year and we identified the area we wanted to dig in deeper and it was opportunities to respond and that was based on teacher feedback and then that's what's great about the coach you know she then does the day-to-day work to to help our staff understand explicit instruction and be able to practice those strategies and gather feedback so um you know we have at Long Lake I have two new teachers and so they didn't participate in it explicit instruction last year so Danielle's been really instrumental in helping them to catch up so that they're just as meaningfully connected to instructional rounds as um as the other staff members so I don't know Daniel if you don't mind sharing just a little bit about how we took what we did last year and rolled it into um developing a problem of practice Yeah so uh this is the third year that coaching has been around and every year it just keeps getting better and this year um I saw the need to really focus coaching in in order to support building and District initiatives so uh and then also knowing that instructional rounds was was coming up so this year I developed like a smaller menu of choices for teachers to work on and it all directly supported what needed to be supported so it was either opportunities to respond science of reading or um proactive classroom management so all teachers were kind of living in there and teachers are excited to dig into OTR so most people did choose that so I was able to just do the the day-to-day work the day-to-day supporting um classroom observations all sorts of things there to just kind of support teachers with their Journey along otrs moving from calling on raised hands to trying out a whole variety of ways to elicit responses from students and we know that research shows that when you're delivering new content those otrs should be like three to five per minute and that sounds like a lot but breaking that down for teachers um and planning with them in order to do that so it was coaching just worked out really well this year because um knowing that we're going to we were eventually going to be observing each other in January which we did kind of moving back from there I was able to just support teachers as they tried this stuff out giving them additional resour ources um uh observing them and giving them feedback they observe me and they give me feedback I set up co- observations so they could observe the teacher down the hall so it was kind of like laying the foundation in the building blocks in order for them to feel like more confident and successful when it is time to or was time to do instructional rounds so as a building the way that instructional rounds works as you you identify a theory of action so you say if our staff does this then this is this is what we should expect from our students and then we identify some guiding questions to really hone in the people who are visiting so that they know what they're giving feedback on and so at Long Lake um we said if our teachers increase the frequency and variety of otrs then students will increase their Active Learning Time and the percentage of students who are engaged will increase so obviously that ties into their ability to understand content so we wanted to see are we using a variety of different strategies what strategies do we use and are there patterns are we leaning towards certain ones and is there a reason for that and then how does that and translate to student engagement and so um again we developed this problem of practice but then we had to train our staff on like what does it mean to go in and observe we don't want teacher names in your data that you're collecting we really want a broad understanding of what that looks like at Long Lake because our hope is that we look at this data we identify pattern and we say okay this is our next level of work and that's the joy of you know the Middle School secondaries they've been doing this for a couple of years so your problem of practice evolves and it gets deeper or guides you on your next steps as a school building um what I've been so grateful for as a as a leader in our district is the opportunity to have Subs so that we can do this work and and like Dan said like internal this is really important professional learning as a staff that's so much deeper than it would be having a visitor come out and do a presentation because we're involved our teachers are highly connected and they're learning as they're growing and so that's been really helpful um I was fortunate to be principal at Long Lake the the in 2015 when this first started and went through that training which was very detailed there was several days of training and I feel like um teaps has done a really nice job of balancing that because the cost of of that was really incredible where now we're still able to do this process but it's not as costly or as timec consuming as it it was when I was involved initially um so we did this internal um internal round process on January 9th and then we were able to use um early release time and a staff meeting to then look at the date and identify patterns so those are the two photos you see here of um teachers transfer the data they collect onto Post-it notes and then their table table shares out their data and they they they look at it and try to identify what patterns do I see in this data what does it telling us and then what are some questions we still have with this data and we were able to debrief as a whole staff and create some ideas and guidance and then we have a leadership meeting next Wednesday that we then take that feedback and identify the next step specifically and so Danielle has done a lot of the leg work of like collecting the data looking at the data and she has some ideas of what the conversation will look like um at our leadership meeting next week yeah so we did um after this process on of the sticky notes and the identifying patterns and everything like that we sent a survey out just to see how teachers are feeling about this whole process because it has been a lot of work we have been talking about this for months the schedule we the schedule was was an early release day that everybody got into everybody's classroom and it was it was chaotic but it was a lot of fun so we wanted to see how teachers felt and was this worth it and so survey results said that um 100% of the teachers said that instructional rounds was a good use of their time 100% said that the expectations were clear and 100% said that they reflected on their own practice as a result and then also um thinking specifically about our learning and focus on otrs 100% of teachers said that OTS has improved the quality of their teaching and the level of student engagement and I thought that was pretty remarkable and it reminds me back to this session when we were doing the U diving into the data a couple of teachers said well what does the research say what's the best OTR what is the research I just want to know what the research says so that I can do that thing and I think it shows that this is the research we're doing the research right now that the instructional rounds is a is a method to test your theory of action and and now we have this data to support from observations and feedback that we now know that we can increase the level of student engagement in our classrooms and we have patterns and categories on how to do that best so I thought it was a really really positive experience overall we anticipate our Focus next to be on feedback so we're we're using these strategies how is that information helping guide our practice um and are we using different strategies based on what we're trying to seek as feedback um and then our goal is to hopefully do an outside instructional rounds process moving forward at that next level of work got so I just have a question for Miss Oster um based on the staff feedback a lot of positives that youve just reported on were there any areas for improvement that you identified through that staff survey um well um speaking of feedback so the last question was where do we go from here and um from my observations and I agree with the teacher feedback is that feedback is an area of con not an area of concern but a next level of work and what I mean by that is after you elicit a response from a student what do what does the next teacher move after that like how do they provide um feedback to the student because I think we were able to identify as a staff that we're do doing otrs it's happening in every classroom every day in every lesson students are very actively engaged but um how are we confirming or correcting their learning as they go I think that's a natural Next Step that I was hoping was going to come out of it and it did in our in our survey one thing that's a big part of our practice at Long Lake is just using data to drive what we do and so we use surveys a lot um and I think we've done surveys head of all of this and sensed hesitancy from teachers of I don't want to be obser I don't want people coming into my my room um because they're going to point out everything I'm doing wrong and we're all self-conscious on on that respect and so the the way that the feedback changed afterwards was really encouraging because I think our staff realize the value of this and that it's not so scary having somebody come in your classroom and that you gain just as much by observing other people to gather new ideas for your practice so yeah excellent so the end goal is not just teacher and student satisfaction but growth in and I mean ideally we want to better our craft as a as teachers and Educators we want to hone in on the best strategies to teach students so that that equates to academic achievement and when we started digging into explicit instruction we recognized from research that students who struggle with executive functioning skills being able to focus being able to organize their thoughts being able to subside maybe you know just other thoughts that that can get in the way of learning and That explicit instruction strategies helps to mitigate that and so we want to make sure that we know as Educators which strategies to use at which times in your lesson that are going to give you the best um return as far as academic achievement and so also so looking at uh across the board student involvement and basically hopefully a a quieter more disciplined more Cooperative classroom quiet doesn't always to well sometimes learning is good mean classroom management those nobody's going to be thrown a chair to make noise right I think as adults will you always refer back to like what's comfortable and we were taught very differently than what is required of students now and so often times as Educators we'll fall back to the raised hands and that strategy is is not best practice anymore and so you want to balance it and some of these other strategies are much more effective in being able to identify exactly what every student is thinking on the content not just the kiddo who is comfortable raising their hand and I'll have more questions sure as we go along on I mean not at this particular time but I mean I I know what you're getting at with a student Behavior you we' talked about that a lot as a board as a district kids act out for different reasons I think it goes hand inand with engagement me that's what we talk about as far as if the students engaged in learning they're not engaged in something else right because they're in theory well I've seen doing amazing things that probably be which like I said down necess quiet right well I've seen other versions that's always the go-to interview answers what are you going to do about student behavior in a school student behavior is hand inand with engagement it starts with instruction in the class and if they're engaged they're not bored yes and because when they're bored that's where you slip into the negative behavior well thank you for all this I just want to ask one question U Mr torth you mentioned at the outset that teps has been doing this since 201 15 but then there was a break right before we brought it back in 2023 so approximately what what years um I can't look at Dr Van Wagner because you weren't here I think it might have started a little bit because I was at West Middle when we started so if we go back you know more than 10 years ago um it was about halfway I was eight years at West Middle as an AP so we started then were you at West Senor at that yeah I was at West I went to Harvard and that's why I got 2015 cuz I just looked how far back in my Google talk I but then there was a break what 2018 and I think part of that was funding as far as trying to figure out because the process of everybody doing external um and the then the sub CA it's what I remember and obviously then we ran into Co but I it used to be a two-day experience remember it used to be if you went on rounds the first full day was spent being trained and learning about the other building and then the next full day was visiting and that just just it was too it was too much of restriction for the system that we have um so we've worked really hard with our principal leaders who have engaged in this all of our principales have as to how can you get a visit in one day because like that's doable in our system but still making it meaningful and effective and do all these things we want to do and um I I think both U Mr how Miss burwinkle have talked to our Effectiveness on that um and you know financially dance correct we're paying for that out of title funds with just professional development funds and we're really hitting a white scope of you know kindergarten teachers all the way up to our 12th grade teachers we also have friends at Career Tech Center and they host a visits there some of our staff members have gone on visits there um and some of their staff come and visit especially our secondary schools it helps with that connection too for us to see what they're doing for them to see what we're doing um that's been really a nice partnership as well okay shout out to Britney Kate too for holding holding picture Dan and Britney were able to join us for the debrief at long l so add that in so uh two practical questions that won't probably be answered today which is fine just putting them out on the plate one of them is uh costs if we're going to be looking at Cost reductions not expansions um thinking about how this fits in with that thinking how this fits in with cl size the whole nine yards and then the second question um has to do more with um coordinating it with the community we've had a question come in from some parents that we're looking to see half days show up more close the weekend not in the middle of the week because parents that are working other jobs are having Child Care issues and so given the teacher satisfaction is so high you know do you think they'd be willing to do things like this on a Monday rather than just open-ended questions think about yeah I I think there's definitely some flexibility on schedule I hesitate just moving any half day to a a Monday or Friday because of attendance I first thoughts I have about it but budget Wise It's nice because it's not gen fund so we're not taking out general fund we have flexibility with our state Grant with title two as far as how we spend that money and budgeting so it's nice that it's we can work within our professional development um as far as attending conferences but really focusing on what we can offer here and not impacting necessarily into the general fund with as far as class counter that that Ratio or Personnel this is actually a separate budget from from our General fun budget the other thing especially especially when it gets nicer it's harder to get subs on money and I hear you yeah but you know having been a single parent yeah um working long hours on a schedule that was important to show up I couldn't stay home with my kid yeah it becomes important to you so I'm going to speak for the nurses out there okay hey well thanks so much that was an excellent presentation and uh really appreciate you bringing us up to speed on that and also thank you for the invitation to observe the instructional rounds at Westwoods Elementary today so I would love to see that in person myself um okay yeah moving on to celebrations and successes Mr chisworth Miss hotton Bring It On sure yeah we're just gonna ping pong back and forth here so first one is our East Side choirs they won uh a radio competition so they will be presented today with a $1,000 check to support that program so congratulation to those students and directors there uh Cherry no got a library grant for $1,500 from our tcaps Excellence endowment so they will work to uh improve their Library collection with that money and then just this past Monday a week ago was uh our celebration of Mar buring Junior Day so some pictures there and then two just we found out a week ago or so that the district did receive a Grant from the Grand Travers Regional Community Foundation to help us purchase the instructional materials that were used on this day um the books for those Elementary classrooms some copies some of that stuff so we thank the Grand Travers Community Regional foundation for that Grant I do recall hand how much that was it was $1,000 Y and similar what Jesse just said about our um celebrations as far as uh Martin Luther King day also in our elementary school she mentioned the books that went well we provide Ed all those materials actually went through the the lessons here at board curriculum everyone did the same lesson uh and we got some really positive feedback this is again a big shout out to our music program which we know is amazing but a few of our directors here were highlighted at the state level for their um expertise and we wanted to make sure we could publicly thank them and and just brag a little bit on on having them as part of our instructional crew for our kids and then just kicking off the robotics team I know we're getting excited here to we'll be hosting um at Central High School um in March um we'll get you guys all that details but there's a photo of our West team also celebrating some music uh Miss Rucker at um monor want to give a shout out to uh Miss Crest Smith and Mr Stephen Binger uh just are dedicated at monor for their Orchestra and music classes and then here are some of our West Middle School Titans who just really go above and beyond and were celebra on their social media for some of these awards that we do at our secondaries to to to tell kids hey we recognize you we value you and we see you and we thank you for your contributions to making our communities better it's really just neat to see those on social media because I eye some of our previous Panther had a few that go I'm glad they're doing good right exactly um partnership at Blair with uh nmc Nick Nestle the president visited Blair uh to talk a little bit to our Blair Bobcats about the opportunities at nmc to become a hawk owl someday uh nmc has a nice um partnership with uh Blair with the leadership academy so he was able to come in uh believe did a book and and talked about some character traits and then I know many of you guys have bought um purchase items from the central marketing class um and then they always give funds back to a local U business um that they wanted to so here they are getting receiving their check and they were able to present a check to Northwest Michigan Supportive Housing um with some of those funds I think the check was for I can't see that was 300 something had to zoom in on it yeah and that's what the kids chose they always choose a local um nonprofit to contribute some of their funds back from their business sales so do the students they what where do the rest of the funds go so they also sell stock in their company and they're only allow they can only people have a cap as to how many shares of the stock and if the company does well then you get a dividend back on your stock it's always a really good investment they only let you buy two stocks but I highly recommend it they ever offer the students can make money even after The Graduate uh only if you buy the stock and anyone can buy the stock they set to sell the stock that then supports their company if their company makes money then you get a div you your money back from the stock and your dividend if you made money do they do a perspectus to the financial class I don't know but I I know the same teacher who does this business class teaches a lot of those financial classes too so sort of that idea of hey the business is over you get your stock back and a little bit or they lost money you don't get your stock money back but a little perspective should be fun for and then last year's our indigenous education at elementary we have a new new assistant Lydia henan so Lydia henan instead of previous years what they would do they would have a schedule where they would go into various elementary schools for a couple of hours to service indigenous education students now we've done a different format where we have one elementary teacher assistant that goes into an elementary school for a full day they do the East Side schools one week the Westside schools the other week and then they continue to rotate one thing they do is that not only do they work oneon-one with our indigenous ed students but they also push in the classrooms to really Infuse some of that cultural component into our social studies curriculum that always had that already has a natural connection um with some Michigan and ninab Wen so this is just one video here we're working with a kindergartener wait why do they all have different Nam so that's the this is the name for the bird in English and this is the name for the bird in so we have Cardinal and can you say Mei Mei wait a minute that was the last one okay well thank you for that last of Celebration yes yeah um time I'd like to hear a presentation on uh foreign languages um in the school okay and have we ever looked at the language as foreign language we have as a World Language yes so we actually have had the conversation um with the grand tror band Tribal Council about doing a competency based program and so I know we we meet every year so I know that they're working on trying to develop that curriculum and have that and that it could be done in a competency based way to word credit so we have had that conversation with the trial Council I'm trying to make that work and preserving languages I think important yeah we did that too at West Middle again going back to 2012 where we did have inabi Wen one and inabi W two at the middle school for high school credit so it just kind of bringing that back to to where we were you know it's hard sometimes with so many requirements to get enough enrollment but if we could do it in a competency based way outside and award credit for it that's a way to be able to do it um so we we have had that conversation B's been kind of in their Court to try and develop all those curriculum resources and stuff for it um they do have a teacher in mind but um you know they've been working on that but we we should have an update soon here on kind of where we're at in that process that'd be cool I could even see them do it like a club and after hours exact yes you only speak the language in the club and that's what we've talked about s immersion yeah so there' be some State funding for that I imagine what about about Federal never even seen State funding for that to be honest with you yeah for indigenous education it's something that we could possibly apply for a 2% Grant um with you know um the grant Trevor band but we're kind of you know waiting a little bit we wanted to you ensure that they had the opportunity to influence that curriculum to ensure you know the the rigor of it and all those elements and so once we have that I think we can take a step further to look at you know cuz it could be something even that that the Grand Travers Band runs and that if they can just provide a portfolio and assurances of certain measurements that we can then award credit for so but like I said that has to be fully developed for that to happen yeah great well thank you so many exciting developments underway appreciate all of you attending today and giving us this level of information any other items no okay well then I think that we can call this meeting adjourned shortly but first I'll just announce our next board curriculum committee meeting will be held Tuesday February 25th in this room the administration at Glenn Lumis building and uh we will convene at 8:15 a.m. so thank you everybody we are now adjourned so