October 7, 2026

Machine-generated transcript — may contain errors.

Can we get started? That's a question. Yes. We're good.

Stacey used to make sure we were good, so I guess I'll make sure we're good. All right. All right. Adequate notice has been given.

We're going to do the roll call before the pledge? No. Yeah, let's stand and say the pledge. I pledge allegiance to the flag of the United States of America and to the republic for All right, so for those that are regular attendees, we're going to start doing a roll call at the beginning of our meeting because that is what we should be doing.

So Pam, would you please do a roll call for us? Yes, sir, President. Meade? Yes.

Aaron? Yes. Ben? Yes.

Leo? Yes. Pam? Yes.

Chris? Jason? Here. Can I get a motion to approve the agenda?

I move to approve the agenda as posted. All right, all those in favor? Any opposed? All right, any public comments?

Not tonight. Okay. Uh, then before we get started, I do want to give, uh, before we get started with Dr. Patel, I do want give a quick update for the public on a couple of things.

One is, uh, the superintendent search process. So, you know, as we talked about last time, the board is committed to a really thoughtful thorough process as we look for our next, uh, leader for the district. Uh, and we have started to make good progress on our plan. Uh, step one as I talked about last time I think was to find the right executive search partner for us to partner with us on this search.

We issued an RFP at the beginning at the end of September there was a two-week response window that closed this weekend and we have received responses and we're starting to winnow that down. We do have couple finalist candidates that we will be meeting with soon and we'll make a selection at that time and we will vote on that selection in public and have that the group that we end up partnering with come and present to the board and therefore the community on how we're gonna work together on this search so a lot of work being done there the other thing I did want to mention is Community Coffee and Conversation. So this is an extension of something that the board has been doing for the past couple of years, you know, having maybe once or so a year having a coffee to meet with the community and answer questions, et cetera. We're going to pour a little gas on the fire on that and do it a few times this year.

Thank you to Director Greenberg for leading that effort for us. Our first one is Saturday, November 7th at Calde's on DeMunn. So it's an opportunity to come in more of an informal setting, meet with a few board members, ask questions, learn more about the board, what we do, et cetera. And so should be a good time.

So join us then. With that, I'll turn it over to Dr. Patel. Thank you.

Good evening, everyone. Thank you for being here as always. So I would like to start off by saying that October is National Principals Month. And so I want to take a moment to recognize the incredible leaders we have in each of our schools.

We're really fortunate in Clayton to have principals who really know their students, care for their students and their staff. and truly build community. So very, very fortunate to have them. And when you think about it together, the six building leaders that you see there have nearly five decades serving in administrative roles in Clayton.

So that is very impressive and we're grateful for their leadership, their care and their consistency that they bring. So I just want to take this moment to thank them and just celebrate and recognize them. So they get a whole month of celebrations. So why not out of the year, right?

So thank you for everything that you do. Next we have sixth grade camp and that came and went really fast. Our sixth grader students, they returned from being at Sherwood Forest Camp for four full days. They were filled with energy.

I saw them as they were leaving the building and there was excitement, there was nervousness but mostly they were just excited, I would have to say. They did learn a quick lesson really quickly which was to pack wisely because they have to carry their luggage themselves. That was pretty quick that they figured that out. But I really wanted to thank also the eighth grade counselors in training who help with all of this and our CHS student leaders, which is so incredible.

I was actually talking to Dr. Jordan, and she said we have students at the high school who have come every single year, like seniors who go to sixth grade camp. And I also want to thank the high school teachers because I know that the students leaving, you know, they're accommodating for that as well because they learn a lot. So sixth grade camp was a success and the weather was perfect for them.

And now I want to actually recognize two of our leaders, Dr. Cameron Poole and Dr. Dorita Murdoch, principal at Glen Ridge Elementary for a well-deserved honor. IOTA Phi Lambda Sorority Inc.

is a national business and professional women's organization with a longstanding commitment to education, leadership, and service. Through its Apple for the Teacher Award, the organization recognizes educators who demonstrate those same qualities through their dedication, professionalism, leadership, and commitment to students. This year they selected two Clayton administrators for this special recognition. They will be recognized formally in November, but I just wanted to take this moment to officially recognize you, Dr.

Poole, and Dr. Murdock, who most of the time actually all the time watches board meetings so congratulations Dr. Murdock wherever you are and then I've mentioned this before I personally am so excited for this inaugural event that we are putting together our learning together conference that goes with the theme of we are all Clayton learners that will be on November 5th at Clayton High School it's a free event that we invite our community members and parents and families to come They'll get helpful information, practical ideas and resources that can use to support their kids, help them learn and grow. We have several staff members and community partners who will be leading these sessions.

And we have two pathways. All the information will be on the website. We've also sent an email recently outlining all of it. We have 15 RSVPs so far.

I'm hoping to get a lot more. So if you don't want me to email you every other day, please do sign up for this. We have different sessions that we've basically written up on there on the slide that you can see, and each one has a little description if you go on the website for all of them. The neat thing about this is that we took these and we aligned them to the competencies of the profile of the Clayton Learner.

So I hope that you can join us. You can pick one of the two pathways. We also have the Screen Nature's Generation AI screening that we will be doing, followed by a debrief. And we'll have a panel discussion for parents for that.

If you sign up for that, you do get dinner, just so you know, because it will be tight for you otherwise. And then if you decide not to come to that, the second pathway starts at 6 o'clock. So I do hope that we have good attendance for that and we have student volunteers as well that will be there to help guide anyone who needs to go in the right direction. So we're excited for that.

Tonight we have one presentation. Actually, we have two. One is from Matt Norrid, who will be here first. And then the second one is from Dr.

Cameron Poole. And our equity coordinator, Brittany Willis, is here today as well. And they will give us an update on goal one. So looking forward to that.

Now I will hand it off to Manu, who has been extremely busy visiting our students. Yeah, so over the past two weeks, I had the privilege of meeting with fifth graders from Glenridge Student Council and focus groups from Merrimack and Captain, so I kind of have a lot to talk about now. I asked similar questions to all three, focusing more on the Bridge Campus for Glenridge, and I also noticed some key trends in what they were telling me. So I asked Captain, Merrimack, and Glenridge about the iPads, and there were mixed responses, and I...

And starting off on a positive note, I talked to the captain students before the update of the apps. Like many other Clayton students, they were having some trouble with Google Slides, Google Docs, and Google Sheets. And judging from my personal experiences and what I've been seeing around the school, the update largely fixed those problems. And across all three schools, students did not like the fact that they could not take the iPads home, as they were allowed to last year with the Chromebooks, which was probably their largest concern with the iPads.

And Merrimack students in particular were also having problems with the keyboards, similar to students at CHS with the Principal's Advisory Council. But overall, the consensus was that the iPads are better than the Chromebooks. So... And moving away from the iPads, when I asked what their biggest issue with the school was or what their respective schools were, students from all three schools mentioned lunch and how short it is.

In addition to feeling like they're over-monitored, especially as fifth graders, as older students at the elementary schools. And each school also had its own specific issues. Captain students wanted the ability to create clubs, as well as the expansion of an accelerated math program, which is in place right now. But they just wanted more, I guess, accessibility.

And with Merrimack students, they were worried about the quality of their lunch food and the maintenance of their bathrooms. And with Glenridge students, they had concerns about the bridge campus and the renovations that would begin next summer. And I'll elaborate on that. So they said that the basement smelled bad and that the gym is small, recognizing that the renovations are necessary.

But they were also anxious that students may not feel comfortable on the Bridge campus and that people may take Glen Ridge less seriously. And their reasoning for this was that a college campus is a new environment, and yes, students will not be used to it. They also mentioned that a playground on the campus would be a great addition as students need somewhere to get their energy out there, especially the younger students. I guess they're more energetic.

And another idea the students had was to combine with Merrimack in place of the Bridge Campus, as that's what Captain did after the tornado in May of 2025. They insisted on not combining with Captain because the students, and as a Captain kid, I was kind of offended. But, yeah. Yeah.

A problem that they faced with the combination after the tornado in May 2025 was a lack of materials for both student populations. So I don't know how that would work. Yeah, and I will continue to meet with all three schools in addition to Y down starting next quarter. And I'll keep giving updates about what Glen Ridge students are thinking about the renovation process of the bridge campus.

Aside from the focus groups, I met with Mr. Heidert, the chief technology officer about iPads and AI. And for the iPads, we talked about what students said in the last Principal's Advisory Council meeting, specifically the keyboards and the battery life. I will be continuing to ask people about the keyboards to see if a change is needed.

He proposed that the battery life could be preserved in the settings through this battery saving feature. He also liked the ideas that some students brought up of power banks or longer cords for charging. And he also brought the idea of MacBook Neos to my attention, which the department is currently in the process of testing. And then for AI, I informed him of student concerns about the double standard AI usage between students and teachers, and how students are just disliking when teachers are using AI to grade their work.

And as you all know, the tech department is in the process of creating an AI policy for teachers. And Mr. Heider told me that he will be meeting with teachers to establish stage one of those guidelines this month. And teacher AI usage is one of my greatest concerns, so I will make it a priority to involve students in that policy creation process.

And Mr. Heide will also join a principal's advisory council meeting tomorrow to talk about the iPads and AI, and students will be able to voice their concerns directly to him. And so meeting with the focus groups from all elementary schools, as well as Mr. Hyder gave me some great insight into student opinions and administrative processes.

And I'm excited to meet with the principal's advisory council tomorrow. So yeah. That's great, thank you. Comprehensive update.

Okay, Matt, we're now gonna move to the issuance of the 2026 GO bonds. Thank you all for the opportunity to discuss Proposition O and the bond sale of our first tranche. We just wanted to give a quick update on where we are with the process. Did turn the clicker on.

See if it works. So the key topics we're going to talk about briefly is the team that's been working on this project. Key milestones basically where we are and where we're headed. And also we have a very exciting thing that we want to announce publicly as part of this meeting.

So just to meet the team, Todd Coffey is next to me. He's our underwriter with Piper Sandler. We also have our bond counsel with Gilmore and Bell. Eric was unavailable this evening, but Jason Terry and Aubrey McCoolidge are with us this evening.

Last time you said that we need to announce the people that we invite to the group, so they're in the front row on the left side. I'm trying to be, I'm listening. So just a brief overview. There's a lot more steps to this process than what you're seeing, but this is a brief, very high-level approach of where we are, what we've accomplished, and where we're headed.

So voter approval, obviously, we had in April during our last meeting. September 23rd, we had the go-to-market resolution. Todd's team was working on that process of marketing our bonds to a market to make sure that we hit our sales volumes that we're looking for. So where we are today, we are at the bond resolution point.

So this evening, we're going to bring a resolution to the board that we're going to ask for the authorization to sell the bonds. This will be the last bond action that will actually be brought to the Board of Education. After that, we will get results of the bond sale that is scheduled for the 20th and then the documents that will be ready for signature will be on December 3rd. The exciting news is we are one of four school districts in the state of Missouri.

that has received a AAA bond rating by S&P Global. We received our formal notice this morning. We received informal notice yesterday evening. This is a significant accomplishment by the business office, Brent Bell's team, the underwriters team.

We're in a great position to sell our bonds to an open market and get the best of what the market has available. Our next steps are actually the bond sale and then closing. The most significant is closing because that's when we get our money and we're able to pay for the projects that we have in progress right now as part of our first tranche. We anticipate our second tranche to be in the next two years.

Are there any questions? I actually have a question. I move to approve the resolution authorizing the issuance, sale and delivery of general obligation refunding and improvement bonds series 2026 providing for the levy and collection of an annual tax for the purpose of paying the principal of and interest on the bonds as they become due and authorizing certain other documents and actions in connection therewith. Second.

Yes is a fine answer to this but is it is it too late for a dedicated retail order period. We can consider that the market's kind of moved away from doing retail order periods on a regular basis particularly during the volatility that we've been having over the last 30 45 days. OK. Yeah.

So for just it would be yeah it would be a window of time where we could sell it directly to rest really residents of the school district so they could buy the community bonds which is probably part of the reasons we have a triple A bond rating. You know this is a community that that might have an interest in that because there's some tax. favorability to muni bonds. But if it's too I mean I don't want to disrupt anything if it's too late it's too late that's totally fine but I thought I'd ask the question anyway.

So as we have our next as we have our extra tranche we could make that a recommendation we could set aside a certain percentage of our issuance to accommodate that if that's of interest. I think if we could I think there would be you know I think it's a nice thing to do for the community. We can absolutely take that approach in the next tranche. Any other questions.

All right. All those in favor? Any opposed? All right.

Thank you both. Good luck. All right, next we have Cameron for our Goal 1 update. Before you get started Cameron on behalf of the board congratulations on the award you receive that's cool.

All right good evening. So tonight we'll be giving an update on CSIP goal one, a place for everyone. Pretty much which focuses on ensuring all learners regardless of their identity feel supported and respected. Joining me is our new equity and inclusion coordinator Brittany Willis and I will let her say a few words in just a second or she'll introduce herself and kind of get us started with the presentation.

The main thing we're going to look at with the presentation is, you know, to look a little bit different, especially from a data standpoint this year, just in terms of us really trying to focus our work to be connected to the profile of a learner. So a lot of the data we're collecting is kind of in a new format, especially as it pertains to our panorama data, as well as other pieces of data that we'll be sharing. So we'll kind of give a very high-level presentation and then answer any specific questions that you all all may have I'll pass it on to Brittany Hi, I'm Brittany Willis. I'm the new equity inclusion coordinator.

I also teach physical education at Captain Elementary School and I'm happy to be here to discuss and talk about goal one in our objectives. So we came up with some new objectives basically to give us a clear direction for the equity work moving forward. We chose them because they really focus on creating a safe and inclusive environment for all students which is very important. increasing staff diversity and representation, and making sure that our commitment to equity is reflected in our everyday work and actions here in Clayton.

So as the equity coordinator, I see these objectives as a starting point for the work to come and just ready to put it into action. So here's the breakdown of our three objectives. Again, we move forward to these three because it address areas of equity, belonging and inclusion within our district. And we want our objectives to focus not only on student experiences but also for us as a staff in the overall actions here in the district.

So starting with the first one, school is a safe space for all learners to thrive no matter their identity or ability. This is important because students need to feel safe, valued and supported as well as included before they can fully engage in their own learning. And then the second one, The diversity of Clayton's teaching staff reflects the racial diversity of its students and the broader community. This one, I feel like it definitely represents representation of me because I remember my first year at Captain Elementary and we had our first It was meet the teacher night and I remember standing on the playground and a student came up to me and her face lit up and then she got more kids like, she's our PE teacher.

So representation does matter because students benefit from seeing a reflection of themselves because they're able to kind of share some backgrounds and experience and And then the third one, the district's commitment to becoming an equitable anti-bias and anti-racist learning community is reflected in the actions of our students, teachers, administrators, and the board. Equity needs to be more than a statement. It should be reflected in the everyday actions and decisions of our students, staff, administrator, and board. Moving on to the profile of the Clayton learner.

What I do appreciate moving forward, our leaders did a really great job with this not only focusing for the students but also as educators ourselves just being more intentional. I know like in our building we had an opportunity to kind of focus on a goal pertain to like our space. But with the work that we're doing with equity, there's three that really stands out. The first one is culturally curious.

So connects to understand and valuing different identities and perspectives. Moving to empathetic. connects to creating a school environment where students feel understood, safe, and valued. And then collaboration connects to bringing students, staff, family, and communities together to move forward with this work.

These connections helps us think about our next steps. We can use the Pamerana data to identify areas of strengths and areas of growth having conversations with different groups to have a better understanding of their experiences and use that information to guide us. And then, again, the profile of the Clayton Learner is more than just a document that you see here, but how it can really help guide the equity work and our new objectives moving forward. So one major shift that we have that touches on goal one, but also all of our goals within our CSIP is kind of our, you know...

change within our panorama survey we've been given it you know for quite a few years now but we really want to be intentional with everything that we do that it really links back to our CSIP and the profile of a learner So we've switched up a lot of our categories. Some are the same from which we've traditionally done for years, but we also wanted our categories to reflect our competencies. So we worked with Panorama last year to really look at our questions and really look at how we can be more intentional with our Panorama survey and how it can be linked in almost service like a universal screener for how we're doing on each of the competencies. So the five on the left-hand side are the ones that we kept from our former survey that ended up, you know, kind of being big focuses within each of our buildings.

The ones that are in bold are the ones that will touch on within this presentation that are pertinent to Goal 1. So then if you look at the ones on the right, those are the six competencies right there. So we gave questions for the first time that are linked specifically to each of our competencies, giving us some baseline data on where we are within those competencies and kind of giving us a blueprint on where we want to go moving forward. So Panorama looks a little bit different this year than it has in the past.

So the next part of the presentation is going to be going through each of the objectives and then looking at the measurements connected to each objective and kind of what we want to get out of each measurement in terms of telling us how we need to create action steps to reach the objective that we're looking at. I think the tough part you know with quantifying how anti-bias and how anti-racist our district is or how culturally conscious we are is extremely difficult so it's a matter of not only looking at a culmination of measurements, but then also being very creative in the terms of which how we analyze it in terms of looking at intersectionality and looking at connections with multiple identities. And understanding that multiple identities present in a space and different parts of those identities are impacted differently. So really trying to get granular within the way we look at our data Aaron on the board has been meeting with our team and trying to help us in terms of how can we really look to quantify something that is very subjective so that we can be more measured and actionable when our steps moving forward.

So thanks to Aaron for working with us and given us some literature to look through and just helping us be more intentional about what we're doing. But the goal is to continue to give us opportunities to really quantify the work that we're doing so that we can really look at how successful we're being. So our first objective, school is a safe space for all learners to thrive no matter their identity or ability. The measurements that we currently have tied to that objective from Panorama, our sense of belonging, empathetic.

We're also using our behavioral and discipline data as well as our attendance data. And we feel like all of those measurements kind of wrapped up in one and kind of give us a good picture in terms of do I feel like I belong? Am I empathetic, but not only do I feel like folks are empathetic to my culture and identity? And then our behavior and discipline data is communication.

If behavior or discipline data is very heavy with one identity group or one student, that's the way of communicating that I don't feel like I belong. So how are we addressing that and taking that on head-on and in attendance? If our students are not attending school, then obviously school is not a place where they may feel safe, so really diving into that as well. So here's some baseline panorama data.

The data is very high level at this point. Our panorama window actually just closed at the end of last week. So a lot of the data still has to be kind of dove into and be dissected in a lot of different levels in terms of where we want to go with it. I've got it very high level as well, just because we haven't been able to break down all the pieces of data with each individual building.

And these eyes are kind of the first eyes on the data as a whole, as a district. And that data is and will be available as we continue to break it down throughout the semester. So in terms of sense of belonging, We're at about 73% of our elementary students answered favorably within those categories. So we kinda have like a five point Likert scale, and two answers are favorable, two answers are unfavorable, and then one is neutral.

So when we say students answered favorably, they usually answer to one of those top two categories with that. In terms of sense of belonging at the elementary level, we're at a 90th percentile. And within a five-year range of where our data is, we've been teetering between 73 and 80% within the last five years. With secondary, we're at 67%, and that's around the 80th percentile nationally.

And this is an area where we've seen a lot of growth from the secondary level. Within the five-year range, we was going from 50% as high as 70%. So I looked at that as a really good game there. In terms of moving forward, having conversations with the folks at Panorama, a plus five percentage point increase is something that's favorable within the next five years.

I think from conversation with them, from... creating action steps that really give us an opportunity for us to have multiple cycles of our professional learning and letting that professional learning take shape based on whether it's through walkthrough data or other avenues of collecting data. It really gives us a good sample size to see how big of a jump we're getting, you know, in terms of the improvements we want to make. So five years is like a good range for our professional development and other actions to take shape.

For empathetic, all the data is baseline because it's the first time we've collected it. And creating the questions around the competencies, the great thing is Panorama had a lot of questions in their different banks that linked up and encompassed how we define empathy. as well as our other profile competencies and also we had an opportunity to create some questions that they might not have asked that we wanted to touch on. So we've had a combination of those.

So where the categories are not normed because they're kind of self-created, some of the questions are normed because they were questions that they already had. So we can kind of break down into some of the questions and norming those but in terms of the competencies that'll be all local data. So for empathetic, our baseline data is 73% for elementary and it is 83% for secondary. And then in terms of our discipline data and attendance takeaways, we can dive in a lot of different ways with our discipline and attendance data, but some high level things that we were able to glean from the data that really are giving us direction in terms of moving forward.

We continue to see levels of disproportionality with discipline entries as it pertains to our black student population. Currently, black students make up about 13% of our population, K through 12, but make up 27% of our discipline entries. So continuing to really look at that. And one thing we'll talk about later in the presentation is really switching up our focus in terms of professional development, in terms of how it pertains to equity and identity.

A lot of it has been very... pedagogically, instructional and teaching-based versus trauma-informed and SEL. So really trying to kind of make that switch because we feel like we've made a lot of good gains with a lot of our professional development under that focus. I think with our SEL curriculum that we've adopted that's also tied to the competencies and really pushing SEL to be more of a systematic thing that we value as a district, really looking at our professional development as it pertains to equity.

in that light as well. Another piece we saw from an attendance standpoint is that our attendance rate for our multilingual students was at 80% compared to the district average of 92%. So I've already been having conversations with Sarah Gottemiller, our multilingual coordinator, to really dive into the data. Don't really have many baseline reasons as to why that is.

We speculated on some things, but we're going to look at the data building for building and really look at what we want to do from a learning and growth standpoint with that as well. So action steps around that to come in the future. Then objective two, diversity of Clayton's teaching staff reflects the racial diversity of its students in the broader community. Our measurements for that are our staff and student demographics and our hiring and retention data.

So currently if you look at our student demographics from a racial standpoint, You'll see the numbers. I think one thing to note is that our population is changing a lot from a student demographic standpoint. I would say that K through 5 and 6 through 12 were probably two different districts demographically. If we're thinking about 7 through 12, our African-American population is closer to 16 or 17%.

with our Asian population around 13, and our multiracial population around eight. If we're looking at it from a K through five lens, Our highest non-white racial demographic is actually multiracial, which is continuing to grow. And that's at 13%. Our Asian population is at 13%, and our black population is around 8%, with our Hispanic population at about 4% or 5%.

So we see a slight jump with our Hispanic population by about one or two percentage points between K through 5%. K through six and seven through 12, but our black population goes down about one or two percentage, about one percentage point a year just with the VIC program being a huge driver in terms of our black population is just no longer there. So we're graduating kids at a high end and not bringing them in at the same rate. So then the question is how does that relate to the district percentage of certified teachers of color?

So this is the percentage represents teachers who are non-white. And you can kind of see the growth that we had over since about 2020 and kind of where we are today. We were making a lot of significant growth around 2020, 2021. A lot of that was intentional through a lot of our programs.

diversity hiring fairs, even talking to folks as they come into the district. A lot of our equity work being front and center attracted a lot of teachers as well. And we were at a really good point in 24-25, but just with different things, folks getting maybe going into administration and going to a different district or folks moving on or folks retiring, a culmination of things. Wanted to make sure that our retention and our recruitment kind of stay at a steady number so that we can continue to make incremental gains like we were before.

I think one comparison piece that's important too is I think when you think about certified teachers of color within the state of Missouri, it's at about 9% in terms of the number of teachers of color within this state. And as you can see, we're at about 11.8% as a district, so a little bit better than average. But I think we wanna aspire to at least get to the point where we're making one to two percentage point gains a year, similar like we saw between 2020 and 2025. So continue just adding on to what Cameron was saying.

One of the things that we talked about, just kind of looking more into the employee wellness and retention, one of the things that Cameron did last year was speaking with, working with HR to support employee wellness and to create affinity spaces where staff can build community as well as share experiences and feel a greater sense of belonging. um which i think that was a really big stepping stone um considering like you know it's especially for like my experience right now um i'm the only teacher of color in my building at captain so creating that space and being able to talk to others in the district share experiences and also just be able to have those conversations um is like it's also important to me right like having a rep representation of you know women of color men of color that i can see and have conversations so when cameron created that space that was very helpful for me um but again one of the things that we're talking about is being able to create a goal where the culture is um where employees feel connected supported which can contribute to staff retention so we're still in the process of doing that work diving into it it's something that you know we're not going to let die of course but um I think last year making that stepping stone was huge, bringing us all together. And it was a powerful moment and we're looking forward and we're gonna continue on with that this year and making sure we're intentional about the work that we do here in the district. I think one important thing to note as well is that continuing to expand spaces.

So one new space that we're creating this year and I have a good group of teachers who are going to help lead the work is an affinity space for our board grant parents. So employees who bring their children in the district who don't live within the district. I think kind of like I said earlier a lot of the experiences intertwine, whether it's I'm a teacher of color and I have a child in the district and I'm interested in this activity or that activity, trying to create as many ways as possible for connection, even if it doesn't speak specifically to an identity, but it may speak to an attribute that pertains to that teacher. So continuing to look at different and unique ways to create spaces, whether it's intentional for a specific group or just creating more opportunities for folks to connect and belong.

So objective three, district's commitment to becoming an equitable and anti-bias and anti-racist learning community is reflected in the actions of our students, teachers, administrators, and the board. We've got quite a bit of panorama data linked to this objective. Our equity walkthrough data is linked here and our professional learning feedback when we are doing professional learning around goal one. What's our staff telling us that they need?

And what are they saying they need more of? So when we look at our diversity and inclusion and social awareness numbers, this is how they look. And kind of the same, on the same breath as the last measurements, looking for that plus five percentage point increase in terms of really giving us a chance for our action steps to take work. About 88% of students answered favorably, and that's the highest they've answered since we've been given the diversity and inclusion questions.

Again, and I think a lot of it speaks to a lot of what we're doing within the classroom from a pedagogical and instructional standpoint with helping students see other perspectives and continuing to build respect for other cultures and other identities. And then in terms of social awareness, 77% of students answered favorably as well. And we only give these questions at the secondary level specifically right here. So that's why you only see 6 through 12.

And then culturally conscious, elementary was at an 85% and secondary was at an 88%. And that kind of serves as our baseline data. One great thing is that culturally conscious was actually our most favorable rating with our panorama questions this round. So out of all of the competencies, culturally conscious we scored the best on.

And again, I think that speaks to a lot of the work that we have been intentional about around the district. So I think those are great baseline numbers for us to have. And then with collaborative, 73% for the elementary level and 83% for the secondary level as well. And again, with it being the first time we're collecting this data, we'll look for trends as we continue to go along with it and really look at how we can be intentional from a district and building standpoint with those.

With our equity blast walkthrough data, the last time we gave our blast equity walkthroughs as a district was 24-25. So we're looking at really revamping those and kind of like I talked about before, Especially meeting with the teaching and learning department and with Mike CB as well within student services is how do we get our walkthroughs to really connect to the CSIP and the profile of a learner as well. So everything that we do, whether it's panorama, whether it's a walkthrough. it being a tool that continuously ties back to our CSIP.

So we're in the process of revamping those for this year and really looking at how each of those kind of dovetail one another from goal one, goal two, and goal three. But for the sake of a data standpoint, when we last did these solely from an equity standpoint, we had three different categories and there were five different observations that we were looking for within each category. And those categories are classroom culture and environment, student relationship building, and instructional strategies. And you could score one through three, either not evident, partially evident, or fully evident.

So you can see our average scores within each of those categories. 2.6 for classroom culture and environment. 2.7 for student relationship building, and 2.45 for instructional strategies. And we did these for two years straight, hitting each building.

But then again, kind of taking that break to really recalibrate, link all of our walkthrough tools together, and make sure that they're linked to our CSIP and profile of a learner. Then our professional learning feedback. This is taken from last year, so a couple questions that we ask any time we have a professional learning session. One, we always ask the question what goal did, what goal of the CSIP did the professional learning experience tie to?

Goal one, goal two, or goal three? So the data we're looking at all pertains to goal one. So 96% of folks agreed learning was aligned to clear objectives and strategic plan goals, and that they had opportunities to reflect on applying learning to practice. That's always something we want to make sure that happens.

What I learn, I can take and I can use it immediately within my learning environment. So we had really good numbers there. Probably the numbers that I really like the most are kind of the bottom two, where going into it, about 49% reported strong or advanced knowledge before the professional learning experience. So A, that means that we're hitting on something that might possibly be a blind spot for our staff, being that a little over half had no working knowledge over what they were going to learn about.

But once they left, 80% reported a strong or advanced knowledge after the experience. So that showed that the learning was meaningful and they were able to make some growth within that. So we were able to jump from 49 to 80%, kind of before and after number right there. All right, so here are our areas of focus.

This is something that we're, talking about and discussing moving forward. So the disproportionate behavioral discipline data, so just really examine discipline data to identify patterns, determine what steps we need to take forward and make necessary changes that's gonna be helpful. Kind of what Cameron said moving forward, and I do agree with this. We've done a phenomenal job with the SCL piece.

I know in our building and in my space as well as an educator, we've done a great job leaning onto the SCL component. Now it's just adding that trauma-informed professional learning, which I think that's also going to help us grow in that area and only make our SCL that much stronger. And then multilingual and black students' emphasis, just being able to take a closer look at the experiences and the outcomes. and identify actions to address disproportionately.

And then the retention and recruitment of diverse staff, just continue to work with HR to recruit diverse staff while focusing on retention, wellness, belonging, and affinity spaces so employees feel supported and want to stay. So we just wanna take what we know by using data or just having those conversations, being able to collaborate across the district departments, and then turn the equity objective into action. All right. Any questions?

Great. Thank you. Who's got questions? Who wants to go first?

Oh, Erin. I can stop. You're up. Thank you so much for the presentation.

And I know, thank you for indulging my questions around some of the nitty gritty of the data. And I know we've talked about this and I'm definitely looking forward to being able to see a little bit more of that student group data once you have a chance to break it down just to make sure since Goal one does say for all students, we want to make sure that the generally good numbers that we're seeing on the panorama survey are reflective of all of our students and we're not missing individuals in there or groups that could benefit from it. some more interventions or more attention. And I know this also came up, we were lucky to get the preview of this in the equity committee meeting earlier today and I know Dr.

Daniels also brought this up but thinking about not just as a whole or over the past few years but looking at perhaps cohorts particularly on some of our measures that we have had for the last few years, which maybe sense of belonging I think is one of them. So we can just get a sense of maybe there's a grade level or if there's a particular cohort of students, again, where we can maybe direct some more energy towards, if necessary, to help improve performance their experience. And I can jump in on that. Yeah, yeah.

I think the interesting thing, and I know that question came up in the committee and from others as well, we actually had that conversation with Panorama because traditionally we have not kept cohort data. So that is something that we are moving towards in terms of having that consistently so we can say, okay, first year of doing Panorama is like third grade. It's a class of 2036. I know that because my son's in third grade.

so by the time so once about time we get to 2036 if we're tracking third grade through 12th grade what does their progression look like and that's something that we have not historically done but the interesting thing when we were talking with panorama is like can we get longitudinal data so they they were able to filter it out starting this year this time around to where we're tracking it by graduating class um and we'll be able to break that down um I think that would be super helpful. And then the, let's see, what? Oh, the other thing I do appreciate and thank you for providing us with some context around our teachers of color and sort of where we as a district kind of what is perhaps the pool that we're working with across the states. So I appreciate having that sort of sense again, you know, not to say just because we're a little bit above the state average doesn't mean.

It can't be better, right? And there aren't benefits from having a more diverse teaching staff too. And I think also what came up in the equity committee too is thinking about diversity across our entire district staff, not just certified teachers, but who else in the building or who else is around and engaging with our students and having some of those opportunities too. I think I will stop and let other people ask questions.

But thank you for all of this work, and I really appreciate again the willingness to have this big overview with the fresh data and then continuing to work towards understanding and improving continuously as a CSIP does. Who else? Matt Mead. Thank you guys so much.

So nice to see you here at the table. Hi. I really appreciate all this work and getting a good overview of kind of the panorama. I'm fairly new, so understanding kind of the ways that we're now merging panorama with the competencies of a learner, I think that's so cool.

I had a question, and I asked a little bit about the discipline disproportionality statistic ahead of time just like what are some of the how how can we frame that to kind of understand that and one of my other questions that I hadn't thought of at the time but can we track that kind of by building and thinking about the representation at various buildings and whether that is linked at all is that something that you're able to do with Yeah, so at the end of each year, each building gets a breakdown of their discipline and it's broken down by demographics as well. So we are able to break it down building to building. Most of our buildings, one doesn't look that much different than the other. So if I look at our three elementaries, it's pretty similar in terms of what their numbers look like.

And then same goes when you're comparing middle to high school and vice versa. A little bit different just because high school kids get into different stuff than middle school kids get into. But just in terms of the proportionality or disproportionality for that matter, it's fairly similar. I can't help but notice we have Dr.

Murdoch at Glen Ridge and she's a person of color versus two other white elementary principals. And I'm not saying that's necessarily that you would see anything there, but it's just an interesting question I think to look at. So thank you for that. And I had another question and now I can't remember it.

I'll stop. Thank you so much. Who's next? Hi.

I want to first start by saying, Ms. Willis, I'm so glad that you're here and it's nice to meet you. And I really appreciate how you, like as you were introducing what you were introducing, you were also telling us why it mattered to you and why you're so invested in it. And so I just really thank you for letting us into you a little bit.

So thank you. Also to set the stage now that I've been, I was on the equity committee in the past and seeing how it's changing. So those, the CSIP, Goal one, objectives. Those three objectives are new objectives since last year.

Am I recalling that correctly? So I want to just point that out. That's a big deal. There had been more than three in the past.

And last year you led the equity committee through reviewing that and realizing, wait, these don't all work anymore. We need new objectives. So these three ones are new, and I think that that matters. So thank you.

and also that you did a lot of work in finding panorama questions that actually tied to our Profile of the learner and that's a big deal because that is also new this year So I just wanted to highlight the new things and say thank you um okay to touch on aaron what you said about and then what you guys remember that following longitudinal longitudinally i would also love to see the repeated cross-sectional data so sixth graders like class of 2022 23 24 etc all the way through the 12th grade. I think that's in another. I do like, right? I think those are two important ways for us to look at it.

And I also want to either ask slash suggest that we divide the secondary data into middle and high school. I mean, not only are they developmentally very different groups, but they're also in different buildings. And so if we're going to say, is there something at the building level that is impacting this, we need to be able to look at that. And we do do that.

I kept it very high level just to keep each school somewhat anonymous in terms of just the presentation, because we haven't got a chance to go through the data with the individual buildings, so I purposefully, just for the sake of this presentation, kept it elementary and secondary. But I'm such a data nerd, I need to see that. Oh, I can get it to you. Yeah, we can sit down and go through it, but just for the sake presentation.

Okay, okay, I appreciate that. The discipline and attendance data, I had asked questions, but I think that you answered them. I just want to caution that the data is not – the findings of the data are – associations or correlations not necessarily causation. And so I just encourage us that as we're looking at that data that these are two things that are associated but we don't know that one causes another.

So. Oh and thank you so much for moving towards trauma informed work and teaching that to our teachers because. That's necessary. You know moving on to trauma.

So this is my fifth year in the district. And like I've seen like I remember at the end of the school year, I started a social worker and I was like, is it me? Or like I'm seeing like so many different like social emotional behaviors coming up. And I've seen that increase since I've been in my building.

So just like I said, I'm very intentional when I'm doing my work. as well as all the changes that we've also been going through, just trying to find different ways to build those connections and really get down to the root of it. When I see a student who is having a moment, I tend to think, I'm like, maybe it's deeper than that. I tell my kids all the time...

choose kindness because you don't know that child may woke up in the morning and decide and just was having a bad start to their day so i i too try to be very intentional as well as just really um making sure that my work aligns what we're doing here with this work um and then you know talking with camera like with the trauma you know there's i feel like getting into the root of it and having strategies for teachers will only help with you know what you know, students who are experiencing trauma, um, going back to our goal and making sure that this place is, you know, for everyone in the learners. And I think that also will help with that, getting those trainings and having those strategies. Because again, if I know I feel like, I know if I didn't feel like I belong, then I know I'm not going to do my best work. You know, like that's, that'll be very challenging for me.

So, um, I think the work that we're doing and wanting to be more intentional and, I like the three objectives because I feel like we also had a sense of ownership as well as educators. It was a collaborative effort putting those objectives together because we are doing the work. So just being able to have a voice and a say, and just because we're in the classroom. So I think our leaders did a great job with being intentional with the work that we're moving forward.

And just to say for people who might not know what trauma-informed work is, what we call it in my field is I refer to it as big T trauma and little t trauma. and we can all just imagine those differences in those, and that the trauma-informed work really takes both of those into account in an important way that, as you said, equips our teachers and our staff to support our students in just a more effective, empathetic way. That's another strength that I'm so excited. Thank you.

Thank you for this presentation. Thank you for your work. Nice to meet you, Ms. Willis.

I'm really just following up on what Pam said. I was going to say it before you did. You had more specifics about how this had gotten more kind of concrete and specific about what we were looking at, but it's really noticeable in this presentation. You'd gotten a lot more, I think, refined and kind of actionable in what we were looking you know, call that out and compliment you for the good work.

Chris? Okay. Thank you so much for the presentation. Thank you for being here, both of you.

Nice to meet you as well. I've seen you over there, but I haven't specifically met you, so glad to have you. Yeah. A couple of questions.

I'm first I'll just say make a comment which is that I'm extremely excited for you all and for the Equity Committee and for the for all of us to see how these SEL enduring understandings that we now have you know are going to end up impacting this goal in particular. You know I think that's extremely exciting so I'm really happy that that work has happened Cameron and that we can start to see how that trickles down into you know all kinds of changes in terms of, you know, people feeling safe and belonging and potentially into changing, you know, behavior, et cetera, et cetera. So I'm really excited about that work, and I'm really happy that – I wonder how much the Equity Committee had to do with that work. I don't know how much, but I think the Equity Committee really understanding how in integrated it now is is probably important thing um just like you said it's also important that my next question is how do our teachers what is your concept for how the teachers are going to understand trauma informed how is that going to trickle down like where does it start what do you what are you envisioning in terms of how that works it's a good question so i think and trying to put it as plain as possible i think it's one when we're looking at student behaviors it's a communication that something is not right internally whether it has to do with their individual experience how they're feeling what they're going through and usually those behaviors manifest themselves within the classroom environment so when i think of trauma informed and those behaviors come out if i'm a teacher It's all about really not escalating any further and de-escalation.

Kind of those two things. Don't make it worse. and try to have strategies, not only as a teacher, but to give to the student to kind of deescalate and bring them down from an emotional regulation standpoint. I think one thing we continue to see, and Erin and Pam, you've been a part of some of these conversations as well when we talk with an equity committee and we talk about, okay, especially last year and coming into this year, what are our needs?

What do our teachers need? Where are we struggling? And a lot of it has to do with interpersonal connection cultural communication you know de-escalation how are we failing to communicate in a way I can hold a student accountable but also doing in a very you know warm and trauma-informed matter so rather than reprimanding for behavior how do I ask about the cause of the behavior and kind of move to a situation where it doesn't result in a referral to the office it ends up being a kid showed a behavior. I gave them a couple of strategies to deal with that behavior.

They were able to self-regulate and then return to the learning environment. oftentimes we see a lot of just you know clashes between students and teachers because teachers trying to run a classroom and teach at the highest level there's something throwing them off of that so the first response is to get back to the teaching rather than how do I give a student the tools to be able to self-regulate so I think it really starts there because I think when you look at the bulk of especially at our referrals a lot of them have to do with you know, insubordination or some level of disruption to the setting or disrespect or something to that degree. So seeing that's kind of the bulk of that communication, how are we really focused on that? Because the majority of kids' behaviors have nothing to do with what the teacher is doing.

It's something that they've already encountered and it just happens to bubble to the surface. So kind of really starting from that foundation and really building the work around that. So how do the teachers, how are they going to learn all those skills? Good question.

So what we're doing... That's not really asking. No, I actually... I love the concept extremely, but I also know we have a lot of staff.

We've been in... We talked about an equity committee today. Me and Mike have kind of been in the lab in terms of what is the next step with that. So our next goal is to get a small cohort of teachers, you know, multidisciplinary.

And we've been looking at a lot of... starting to kind of research some different trauma-informed systems so we've got about three that we kind of have on our radar right now and i actually a couple hours ago just pitched the equity committee we want to get folks from the equity committee the sel committee uh a professional development committee really having again encompassing all three of the goals and making sure that the folks who are in committees within each goal are part of the work exactly So that we can hit it from an instructional standpoint, purely SEL and then also an equity lens. So kind of looking at different programs kind of as a starting point, as a foundation to really jump into the work. So almost similar to how we kind of use Character Strong as a jumping point into our wider SEL committee and that then became a resource.

Yeah. So kind of working for something like that with the committee. So we'll kind of audit a few different programs and companies and see what we like and then kind of Go from there. And then looking at our professional learning.

that our tenured teachers are on cycle every other year to get professional learning. So that's always a good gateway into professional learning, assured professional learning for all of them. Looking at our year one through year three teacher professional development that they also get. And then as we continue to get the data, it kind of trickles down to the building to be in the part of their building improvement plans too.

So again, kind of starting that process right now and kind of just... Taking that to kind of reach those points is kind of the formula. That sounds really good. I would love for, you know, this time next year when you come and give us your update, for you to have sort of have a timeline of how that's going specifically.

You know, where you're at in terms of picking what you're going to use for what, you know, that you've looked, you said you're auditing a bunch, which one you're going to choose and how it's going to, what the timeline looks like for how teachers are going to You know, I would love to hear that. That would be great. Yeah, that's the plan. You know, we're up to switch our cycle of professional learning, especially for our tenured teachers.

So the goal is to have learning centered around that going into next school year. Yeah, that was great. Okay. Let me make sure.

Can you tell me a little bit more about how it is that each building, when you say you give each building at the end of the year the data, How is it that each building, what do they each do with it? Is it different? Is it the same? Is there guidance from who about what they should or shouldn't do with it?

Can you just tell me more about that? Because I think thinking each individual building does matter and the people in that building matter. I just wonder how much they get to, what all goes into them deciding what to do with that data? Good question.

So I think the good thing with each build and improvement plan is that, you know, it's also representative of the CSIP as well in them having three goals that they're working on. So, again, this past year we just did a student – Support Report 2 that really matches with Goal 3. We've got Goal 1, and then they get their assessment data from Goal 2. So really with it, they have the comprehensive report of all the data breakdowns within their building and how it's broken down by demographic and grade.

And then just kind of some key areas of growth are kind of circled in each part. Like, hey, we notice your sensible logging for your multi-angle students is low. That can be an area. We noticed that your discipline data for students with IEPs is pretty high.

That might be an emphasis to focus on. So kind of have some key areas of emphasis and they kind of choose where they want to go, how it fits in with the other goals that they're looking at with goal two and goal three. And then I know they work to track those goals within their building committees and checking in with Dr. Patel as well.

So it's kind of, I almost look at it as you're buying a home and you get that inspection report. You don't fix everything right off the bat. You may say, hey, here are the key things we need to fix now. We can monitor this.

We can maybe patch this up. And they kind of pick and choose from there. So it's very principle-driven? And I would say the principals work with their leadership team.

So once Cameron goes there and says, here's your report, here are the areas that we see under goal one that you might want to pay attention to, then they work with their leadership teams to say, okay, out of this, what do we want to lift up for our goal one? So an example was last year for Jamie Jordan, right? For goal one, after Cameron shared the report, she and her leadership team decided to look at male students and the discipline that they were Great. Because she noticed that even though male students are 50% of our population, they were receiving 75% of the referrals.

Yep. So she looked at that and said, that's our building goal. Okay. Everybody works towards that.

So that's what they'd be doing now this year. That was last year, so this year it's different. She shifted it based on the tree. Got it, but that's what she did.

So did she see progress in that year? Was there data saying that yes, they improved the numbers? She looked at it. I have not pulled it up, but yes, she met her goal.

Great. Whatever she had put on there. Beautiful. Another thing they did...

David Jordan's watching this. We're not going to go into the building goal. No worries. Another thing that they did also, kind of how I alluded with the discipline data, just in terms of those interpersonal conversations leading and escalating into discipline.

They had building professional learning just around having courageous and hard conversations with students and each other. Awesome. To really work on that interpersonal dialogue with students that, you know, where it ends up in being discipline driven, they're able to kind of, you know, really assess the situation and have the right words in those situations. I think both of those are examples just at the middle school of kind of where they go.

And each building has examples that they focus on as it pertains to that. It's really just, you know, they choose and then they kind of, you know, go in and work within their building committees and, you know, work toward it. And it sounds like if they have a lot of choice in that and you're seeing that the end result of them having that choice is that there's a lot of improvement, then that's a system that's working and that's wonderful. So, yeah, that's great.

I'm really happy to hear that. And that's all. Thank you. Part of the problem going last is that when you say thank you for the presentation, it seems sort of commonplace and not serious.

But I do thank you for the representation. I will say, I mean, Leo said it. I mean, a lot of people said it. This presentation every year has gotten better and better because there's more, I mean, just as you wade through all the non-quantitative data that you have to wade through to figure out how to make it quantitative and how to do stuff with it, it's just gotten crisper and crisper.

And so I really appreciate all the work that's gone into this and the progress that's gone on. So thank you for that. My only comment is really it's not a short-term thing. It's like an intermediate to long-term thing.

But ultimately, we do this in large part because we want to see academic outcomes go in a certain way. And it would be interesting and I think probably feasible long term. We're not there yet to start to say, you know, we put more resources and time and energy into these three things. And, you know, it moved the needle on our academic outcomes a little bit here, we think, you know, there's some causality or some, you know, I could get I could get wonky, but you know, some association, correlation, regression, whatever, you know, and so that's my only comment in terms of how you think about the long term work here.

Over time, it would be great to connect this to academic outcomes. And I think that's the key. I think, I mean, if we were looking at a culmination of student data, that's why, especially a lot of the work we've done around our MTSS, really having everything encompassed in EduClimber so that we can see the whole student. If a student is struggling academically, there likely might be some behavioral challenges involved.

there likely might be some SEO challenges as well. They never really live within a silo. And I think the main thing which I really appreciate is just the level of collaboration across departments that we've had within the last year or so, just in terms of, I feel like we really did the work really, really, really well, but it was kind of siloed. But now that we're kind of seeing that everything is linked.

Mental health, sense of belonging, academic achievement is all kind of linked together. So making sure that we have a comprehensive approach in what we're doing. Yeah, absolutely. Great.

All right. Thanks, guys. Appreciate it. Can I just appreciate how Brittany's computer matches her sweater?

Yes. Nobody else said it, so. Do you say it? Erin has more.

Oh, no, no, not for you all. I was just going to point out for us that Objective 3 does include administrators and the board as, you know, we are also to be our actions reflecting the, you know, becoming equitable and anti-bias too. So maybe that's something for next year. Maybe we'll have Panorama for us.

I don't know. But just not to let us off the hook. All right, back to Matt. All right, well, if you want to come up, you can.

If you want to stay there, you can too. Pam, can I get a motion here? You may. I move that the Board of Education approves to authorize the superintendent to execute an agreement with Washington University's property management company, Quadrangle Management Company, to extend the existing site access agreement for a portion of the former Fontbonne University campus.

Second. Any questions or comments. Leo. I just wanted to say how great it is to be working with WashU to get this accomplished.

It's a really good opportunity for us to be good neighbors for one another. Very well said Leo. Thank you for that. Although all those in favor.

Aye. Any opposed. Great. That passes.

Next one. Pam. I move to authorize the superintendent and chief financial officer to execute an agreement with the lowest and responsible bidder for the abatement of the Fine Arts Building and St. Joseph's Hall at the former Fontbonne University campus, subject to resolution of outstanding scope of work items and review and approval by legal counsel.

Second. Any questions or comments? All those in favor? Any opposed?

Can I say one thing that's not on? That's why I said any question. Well, I know, but you went so fast. Go for it.

This is just something, Manu, that you said, that it seemed like the Glenridge kids were worried about being on a college campus, and maybe it's important that we make it clear to them that there's not actually college happening on this campus. This just made me think of that. Yeah, I tried to explain to them that it is going to be like – I guess, prepared and that people are going to have some idea of what's going on because they were worried that no one's going to know anything. So, yeah.

I think it would be good to let them know or give them an update or something of that sort. Yeah. All right, last one. I think last one.

Yeah, for Captain Elementary. A move to approve the superintendent or designee to enter into a contract with Byrne and Jones Construction in the amount of $147,800 for the installation of an outdoor play surface at Captain Elementary School. Second. I'll just say that I appreciate the administration's willingness and ability to accelerate the timing on this which we discussed at a prior board meeting.

So thank you for that. Yeah. I wanted to second that. That was what I was going to say.

I'm very excited about this. I'm hoping Captain hears about this right away and is also very excited. This is great news. So thank you.

All those in favor? Aye. Any opposed? Great.

Thanks Matt. Next, we have the consent agenda. I move to approve consent agenda items 7.2 through 7.5. Second.

All those in favor? Aye. Any opposed? Great.

That passes. Board communications. Erin, it sounds like you had an equity committee meeting earlier today. Yes, just a few hours ago.

So I think we managed to sprinkle in most of the updates through the Goal 1 update presentation as well. But just in brief, and I think Dr. Poole also mentioned this, that there was a good response to the – board grant parent affinity group that we reported about at our last meeting in terms of folks stepping up to help organize and get those events and that affinity space going. So that was great to hear.

As was discussed, we got a preview of the CSIP Goal 1 presentation, and there was some really good conversation amongst the equity committee members. Again, Ari kind of touched upon that particularly around the diversity of certified staff, other district employees, as well as thinking about other ways in which teachers' identities, which may be more or less visible to students, can help connect with students in a variety of different ways. So that was all good to hear as well. Then I had to take an emergency, not really emergency, a kid home from a practice.

Then I came back. And then we talked about... Was that in the Equity Committee agenda? That was not in the agenda.

Oh, that's separate. That was separate. That was just a... Yes.

That was... Yes. Correct. It was...

Yeah, we'll have to make some amendments to that. But then there was also good talk about revisiting the walkthrough tool. So kind of as was discussed here, too, thinking about it in alignment with all three of the CSIP goals. And I think there was a healthy conversation there, too, around some committee members pointing out that the equity walkthrough is kind of maybe the main space or the primary avenue in which equity gets brought up.

in amongst some of the other things around SEL objectives or MTSS or, you know, other things that are kind of, you know, like get more attention. So I think there was some thoughtful discussion about how, you know, if these walkthroughs are going to incorporate more of our objectives that we make sure that we don't lose some of those goal one objective assessments as well in that. And I think that is it. And then I had to leave early for my next meeting.

Sorry, I was a very bad committee member today. Ben, Parks and Rec? Yeah, there was Parks and Rec this week. Not a lot to share.

There was some good discussion around the new – The new parent advisory group for the rec leagues, as you know, kind of trying to forge a better connection between parents, our schools in many cases, and the rec sports leagues and making sure everybody has the ability to express their displeasure or celebrate or just kind of be more connected in general, which is kind of nice. And then also, I think I shared the presentation with a few folks. There was a survey done, and I actually followed up with Tony to ask if this had been done with some of the Mayor Youth Council folks, kids. But there was a survey of all the public art in city of Clayton and it's pretty cool it just kind of has all of the works many of you we've all seen but that many works we've never seen or you may not have seen for example there's a number of pieces that are privately privately owned but can be publicly viewed I did not know this you know so I think they're on private property but with arrangements you can go so and of course quite a few prominent examples of the school district owned public art as well And so, yeah, it's kind of a neat thing.

That's my story. Any word on when we get man on horseback? Man – well, I think man on horseback is not – it's on loan, I believe. So we're not getting it back?

No, I don't think so. Oh. Wait, it was on loan here? Oh, wait, wait, hold on.

Sorry. There are the two horseback – sculptures yeah one is called man on horse okay gotcha i didn't know which one you were referring to yeah it's still there yeah but i think it's on i think that was loaned to us no not yeah that's what i remember seeing in there yeah so anyways if anyone would like a copy i can make it available yes Anyone else? Going once, going twice. All right, then we are adjourned.

Thanks, everyone.