participating in the pd right now. so the preliminary difficult data is in regards to the initial reversals >> a clarifying question do you have the numbers for the total number of african-american population at those schools? >> i don't have it but i can get it to you. >> okay. >> and in the packet there's just more data. the green he sheet right here with the data we had drawn a few weeks ago i just provided you with the updates. there's also a couple of things we're using to evaluate

implementation we did one run at the school sites and they completed that would the support of our pd i coach at weaningburg and the result of that is on this would i do sheet right here. it's first run we had and there's a wide variety in how it was being implemented but the initial run shows a small correlation between the school. so if they're able to implement it then there's more of a deposit to referrals to special education. and finally, we asked for feedback from our schools participating in the cohort this year. we had some feedback last year

that needs to change and thomas and his team have worked on implementing those changes and this year, the results were positive again they've enjoyed participating going forward. one of the things was if you look at 3 activities we are incorporating more times to showcase their work. it's interesting they say they bend from their presentations but not their own and we give them feedback. we're going to continue to do this through the year to see

what, if any regulation it has going forward. we do have staff from lake shore a teacher right here and the principle to share with you how their implementing some of the strategies we landlord at the classroom level. >> good evening board and commissioners and our superintendent. i have to give a quick shout out to mr. logan he was a student many years ago in my classroom. we have two fantastic teachers.

we have one example of many city hall's we're making an amazing impact when kids come to school their told their bad and their day goes like that but you're going to see we're pushing the kid in a different way. i want to introduce jordan she's a special educator and a first grade teacher >> i'm a first grade teacher and as a member of the r ti team i was so exfoliated with so many ideas i was able to bring back it 0 my school site. i met with my third grade level

and we came up with a classroom behavior plan that would be positive for the students. so here's an example i brought. it's simply a star chart we call it the rising star chart there's only one way to go up. hold it oh, perfect. so basically, the students are all lake stars. they begin at the bottom it's a lake shore star followed by a rock star and a super star royal star and eventually a super

stars. i tell them they can strife to do better each day and it's all based on the 3 b which are be safe, be reporter full and be responsible. along the lines there are go things like be a good listeners and being helpful. so of the students have been moved up along the star chart. this is one example that's been successful in my classroom. all the first grade teachers are currently urging that. one example we have a chart that teachers previously used that have not been as effective this year federal and state this is a color coded chart with the

students move their colors they can also move down. this is one of the examples of the teachers that used to use this. he's trying outs a star chart which is proved to be more positive. on his star chart there are warnings and students move their color card so it becomes very visual and it's punitive it's a punitive discipline so we don't want to use those. as students move their cards down other students see as well which students are moving down so we want all our students to move up. >> you'll be surprised how many

teachers have not adapted this by are now doing so. when kids are seeing their peers making poor choices now their seeing their peers move up and a kids wyoming want to model that behavior >> i have one question. so are we learning or teaching the behaviors. if one child is constantly coming up against a behavior that is not conducive to their school are we teaching them is another way to handle it that type of thing and how? >> definitely by using the star chart it's magical because it's to positive in the classroom

students that are doing well, are being acknowledged. other students wyoming want to strife important that behave. that's helped in a lot of ways. there are so many issues that it's amazing. the classroom has been a lot more peaceful and teachers say this is one of the best things is that i have tried to simply change a star chart and incentive in the classroom it's positive >> an important change is to praise good behave in public and a correct bad behave in private. we save the public spotlight for when they're doing positive things

>> thank you very much for the democrats it's helpful to see how it's crafted. >> this is a pier one intejs. if kids are not responding we need to provide foyer intejs for them >> along the lines of really encouraging positive behavior in the classroom we have things for the teachers as well. as teachers we want to model this good behave so we've came up with a little box it's called teacher stars and created teacher super teacher ticket for teachers who are doing what we expect the kid to be doing. we want to acknowledge each other's work and encourage each other. we have a couple of stars for

teachers in the box for teachers who are wanting to start this new chart in their classrooms so we acknowledge that as well. >> a number of schools that are implementing that as high levels. it's been fantastic. it's where the rubber meets the road. this is envy second school you've worked and it's made a huge tropics. i think about the kids and the interactions and i'm excited to tell you more often than not i have kitsdz being sent to the office for positive things.

that's a fantastic change in a few months. thank you for your good support and we look forward to more good work (clapping.) >> thank you to the staff and they've reminded me its way past their bedtime. they need to move up to superstar. again as the behavior chart continues to implement. you have the cohort they're currently in and as we begin this is going to be a process as schools develop what look likes i can tell you to get it to go

school wide and to think consistent and to get even though pier one supports in place is really a major undertaking. i want to emphasize sometimes the simplest things can require a lot of coordinating. i commend them for trying the new system. i want to thank thomas when you at the end of the day when you leave this district people want to be able to follow leaders. i think that thomas and the other person have set a positive tune. i'm pleased of what i'm hearing

around the enthusiasm to moving this work deeper with more consistency. thank you for the opportunity. are there any questions you may have >> dr. >> i just really want to thank staff in particular the teachers. as i recall when we had a presentation on r ti there was a lot of confusion it was very abstract it was hard to get our hands around this. but having a specific example of things working in the classroom has helped me to understand this effort. thank the teachers for being open to those changes. i think that presentation didn't go very well so i'm glad to see

the process how it's implemented. so thank you >> anyone else? it was a really great presentation. it's great to see the updated and isn't it wonderful how small things can take a big effect. thanks for staying up past our bedtime >> i want to thank our wonderful principle and teachers and liz for all the work. commissioners it's no wonder we've won a golden bell award if you think about how the behavorial support we've captured within our school quality improvement system.

those are tangible specific tools that our teachers can use to create a climate that's positive and a rewarding. we've got all the conversation this is going to make a big difference. we're so broadway brought out to have you no our district. so thank you. >> i only want to add myopia in violation as well. you have the calendar of dates when our school teams come together to engage and i certainly notify our commissioners it's powerful when the teams come together and share their implementation at the school levels. there are many more that are shared through that's when the teachers find the time useful.

>> thank you. yes mr. truth it >> i want to mention that matthew hasn't seen cooper since fifth grade. in the a reunion right here >> all right. thank you for that presentation. our second presentation the update on our vision 2025 process and i see the chief of staff >> good evening we'll keep this short. i wanted to showcase our high school. this is a rough-cut. i wanted to say that it's been so great to have youth in this 2025 process. many of you are going to see

yourself on this video. they were interviewing folks as they came in but their our students who are documenting this whole process. i want to give a update. we had a vision orientation with our teachers who have been notified to talk about their hopes in the process. wore dpoiftd about the meeting nooeks next week we're going to be doing some design work and we're going to be doing f this concurrently. so that's my quick update i'll show you some of the video.

those are high school kids in the digital academy and we'll close unless there's questions >> he looks familiar. >> yeah. you don't have to go to a school and library and look it up in the book. you got information from a trusted source and we'll starting on an envisioning process that will help us for the school in the future what our community would like them to be like and the students so it's a envisioning process that is

kind of a long-term envisioning process. what would you like to change and be like in the future. 2025 is a envision concept on what our city hall's will look like in 2025. mr. they be teachers or administrators but the industry partners too to be like the city hall system to be like. the education in 20 that 25 is technology. the problem is with technology you have to have customer

service so 2025 is learning how to deal with both. the new technology that will be out in that year and using the people skills >> the slain people should be bilingual or trilingual and as the technology changes because the people change. we have to ask ourselves what do we not know. we have to think about and ask older people would should change >> it should be students learning the way you're learning with real, real instruments of the industry that you might be

interested in. a smaller community i'd like to see all of our schools have the same access to all technology and taught resources. >> i think the craziest thing is constitutes shouldn't even have to be going to a building wherever they are. >> the institutions at universities they maybe based in one city and the students can learn from all over the world. >> that's it. thank you. thank you to our students and wonderful teacher. >> thank you. any other comments or questions

from the board. that's it. you're done. short and sweet. we will move on to item n calendar resolution there are none this evening and o vote on the consent calendar. roll call, please. >> thank you (calling names). >> i'm going to be a b abstaini from k-49, k 5, k-7 thank you.

(calling names) >> okay item public works consent calendar resolution severed for board resolution i believe one t is severed it's been so long ago k 33. >> thank you. >> so colleagues agency you know this is the extension for the rest of this fiscal year of the contract with the friends of the school the arts to be the fiscal arts for the focus artists. i have questioned this contract every year and had concerns. now, it's been shared by many of

you, we need to do this work ourselves. not only do we need to do but we do it for the elementary artists and lots of other people and so we have - i did bring this up again specifically not prior to the beginning of the school year we would have granted this contract annual so last spring i brought this up and said you know we've been working on this but not done anything about it don't bring it back or at least we can look into it and have the apparent reality we have to pay people who work for us. so we've worked on that. i appreciate the staff diligence

and work and know it's complicated so for that reason we split the contract and we did half of this is the second half but i want to ask sprrptd lee to talk about the process and to be clear we're not intending to do this in subject years but because of this comments and anxiety of the school of the arts we have it. i appreciate president norway to be and others this is no way recommendati recommendation. so mr. lee could you tell us the status >> so commissioner winn said

this issue has been brought up as an important question for the board and for the district staff to examine. and we've taken a close look at the curre the curre the current range time. it was back in 2010 that the arrangement with respect to the artist and residents that are fund from district resources were contracted. a long story short we've reached a recommendation and shared it with the superintendant we should with the appropriate transition time transition the responsibilities for at least with respect to the district resources that are funding of

the artists and resident contracts that those contracts should be anything congratulated balk back to the district beau not because of the business stylists that you know shouldn't be taking place but as a general matter of carrying out our fiduciary responsibility. we think it's consistent with the other duties we execute as commissioner winn just said. we've let the school community know and leadership know we would like to do that and having said that. there are a number of transition activities that that would involve. including entering into new arraignments directly with the artists themselves and giving

them goinoinz and get the background checks and we need to provide the time to make sure this doesn't disrupt the services to the students or plaza hardship on the artists. we recommend we take the rest of the year we think it is necessary to take the rest of the year to clarify how that should be done and work with the artist and the school community to make sure we do that in a careful way. we intended to get started in a few weeks. part of that involves trying to be clear with the school

community about the motivation to transition those responsibility back to the district. this is not based on anything they've done wrong but more a of a general issue to take the responsibilities back into our own office. i'm working with doctor to understand why it's happening and to provide the assurance. >> i'd like to make a request that we provide for the community some kind of communication a memo some letter that puts in writing our