Board of Education Instruction Work Group 5/6/2019


So this is a meeting of the instruction
workgroup and I am subbing in until the workgroup chairs are appointed which
will be July or August so we have a fairly light agenda this evening and
first is public appearances and we do have one public appearance and so it is
Daniel Yancey and you can sit right down at the end there you have you have three
minutes but since we’re a little light I wouldn’t you’ll hear a beep going off
and is the green light on the microphone in front of you yeah can you pull the it
down towards you a little bit okay and whenever you want to get started okay my
name is Daniel Yancey um I attended La Follette high school I graduated in 2013
the impact the abbot ops program had on me or in my high school career I would
just say it’s very it was very helpful for me I got a head and a lot of classes
I was much more ahead of any other of my peers my friends with the resources they
had given me which was you know note-taking and like parchment was a
huge thing for me that kind of stuck with me all throughout college like
getting transcripts sent or we’re gonna pull high school transcripts because you
don’t want to call your high school back and have to go through that whole thing
and never Bulls transcript so having my name in that system already really
really helped me out help me with college readiness college tours and
sometimes we were even waived for I think there was two waivers for college
applications which are like 50 to 100 bucks depending on where your apply and
in my situation that was a huge thing for me cuz I didn’t come from a lot of
money how did advertised make me feel it made me feel just college ready I wasn’t
nervous to go to college I know there’s gonna be a slight
transition due to like course load but I think I was pretty ready depending on
given my resources and when I had known and what I had learned throughout avital
but I was in high school leadership I feel I’m a natural-born leader I don’t
like to sit in the back I’m not a Wallflower so it was much easier to take
those kind of stands when I was in high school
note-taking collaboration in college I use that a lot because a lot of people
don’t a lot of people have an experience whatever tops have more has brought to
the table for me so I was able to organize notes and/or
organize the group and like hey we need this this and this and have those
critical thinking questions already thought out rather than having them
already kind or having them come up later I was able to bring those to the
front and why okay this is our these are our questions how are we gonna answer
those and that was all throughout have atop side to help me do that senior year of college or that college
senior of high school the most impactful thing for me was the college readiness
coaches they have helped me with a lot staying in contact with me throughout
college and I still talk to them as well they ask me how I’m doing or is there
anything they just had resources that I didn’t necessarily know how to reach out
to or I didn’t know of at all so they were able to were there for me on that
level as well um freshmen your college is pretty bad for me my mom my mom lost
my job I lost her job my laptop broke I got in a car accident so who says it was
all really bad but um avatar was there again and the Boys and Girls Club were
there to offer their support and I’m getting a new laptop and they were
handing me out tutors and everything to catch back up and the class couldn’t
stop because I was going through these but they did help me with that another thing ever tops has offered to
me was the early registration period that are given through when I was at
MATC and I add what actually is just registering for all these soon because
it’s a it’s a dog and cat fight for those classes you know and you want to
get it you want to get you a seat you want to get it almost classes rather
than taking on a different time so that early registration here was like a week
or two before all the other college students were able to do that so that
was huge for me because I was trying to get in and out of class you know and I
work full time too so I was trying to work around my work schedule rather than
like having to take just to class when I could take a full workload or class load
it allowed me a lot of career explore take exploitation I was pretty set on
being a business marketing major and computer science major to actually
before I started school but then I took two years off went to the Marine Corps
and when I came back I’m in the Marine Corps Reserves now and when I came back
I switched my major in nursing because I was not really interested in business
anymore because my I was going to a do it at the time and it was just they were
revising the business school so was I feel like it wasn’t for me so when I
came back I was doing nursing for a while and my TC but then I kind of just
like fell in love a business again I’m back to business like three show them
back to business I did two years at MATC or two years at Edgewood I did it like a
semester one half at MIT see I’ve taken a class in conjunction or congruently
with MATC I learned that class is a five hundred are my style and I’m now at her
easing online full full-time online doesn’t interrupt my work schedule or
anything like that I still work two jobs and I go to drill
every month on the weekends so that has been amazing for me and I’ve got those
resources through some of my college success coaches the importance of this
program I think to our high school students is you know a lot of people
gonna complain about the the binder and the notes and everything but
it honestly does help you or helped me at least going through college and high
school especially through my rally hasn’t been the straightest path but I still they may not be the you know the
line on the side of the paper anymore but I still ask myself those critical
questions and how to come back to the beginning and relate everything that I
can so I’m so it’s clear for myself and so I can understand my notes and working
in those groups I can they can understand my notes as well putting into
my own words that way it’s not you know black and not black and white on the
thrill like text but from another student coming from another student and
my word so planners I don’t really use planners too much it’s my father
but I usually I use my phone and it alerts me when I need to get stuff done
and yeah that’s ever tops has done a lot for me and being partnered with the Boys
and Girls Club has been probably the best experience too because I came up
through the Boys and Girls Club and to I’ve worked there and to come back as a
student it was just a lot of love and a lot of openness there that they offered
to not only me but my friends and peers as well great thank you
yeah no problem okay so that’s the last of our public appearances Daniel you can
yeah we don’t you’re done so next on the agenda is approval of the minutes so I
will move that the minutes from the instruction workgroup dated January 7
2009 teen are approved okay all in favor aye opposed okay that passes 7-0 next on
the agenda is a proposed action item for the May 20th 2019 regular board meeting
so this is the partnership renewal for avid and
a promise this time we’re just gonna dive right in and althrough that’s right
you’re coming up to from Boys and Girls Club thanks for joining us Alex all right good evening
wonderful to see some new faces around introduction absolutely especially given
for members so I am Cindy green I’m the executive director of our secondary
programs and pathways excited to be here to talk to you about avid/tops Langston
Evans who is our district avid coordinator Alex Kagan Gagnon who is one
of our partners over at the Boys and Girls Club that we work very closely
with for avid/tops and Glenna that works on the college success side also and so
tonight we are going to be talking to you about not just the renewal of our
MOA but also about some of the results from our three-year evaluation and we
thought it was important we don’t do this work alone we truly do this work
with our partnership with Boys and Girls Club something that was really important
to have everyone up here at the table to engage and also answer any questions
that you may have so I’m gonna turn it over to Langston in a minute but before
I do I just wanted to kind of remind us why we’re at the table and where we’ve
been so as a reminder for high intensity partnerships we have a three-year MOA
that we are just completing through that MOA process we engage in an external
evaluation at the end of three years to see how well we’ve progressed to see the
impact that the partnership has had and now we are at a place where we just
rounded out our first formalized high-intensity partnership you should
have received a copy of the evaluation that we just had for that and then we
use that evaluation as well as what we’ve learned for the last three years
to really think about the changes that we are proposing for a new MOA as we
move forward for another three years so we’ll spend time talking about that and
we’ll also talk a little bit about the results Jen anything else you want to
add before we move on okay like okay I’m on
so avid and tops avid stands for advancement via individual determination
proven almost forty year old a forty year college readiness system that
closes gaps and gives opportunity for first-generation students students whose
families come with limited economic resources and students of color teens a
promise is the Boys and Girls Club aspect and together we became a tops in
2008 and so when we think about what does avid/tops do it is an equity
strategy it has multiple facets but it’s a targeted strategy to close opportunity
and experiential gaps for our students who may be the first in their families
to attend college low-income or students of color and there’s several different
facets I’ll point out three one is the avid elective class the avid elective
class which Daniel spoke about very eloquently is a class which students for
targeted for students in the middle so we’re looking for students in the
academic middle who have College potential but need support these are the
students that currently might not be making it to college even though we know
they have the greatness and the potential within them the elective class
provides them with supports connects them with resources connects them with
the partnership which takes them outside the classroom into our community and
into opportunities that not only set them up to be successful into getting
into college but be successful in college and the elective class is that
component students can begin in the seventh grade they apply it’s a
competitive process students have to show that they are willing to work to go
to college we know that there’s opportunities for students
at the high end of our spectrum and their support for students that might be
below average but we know that the elective class fits that meets that need
for their student who’s in the middle another component or facet of the Abbott
ops partnership is professional development together we’re able to offer
all secondary staff opportunities to grow and learn in serving the students
that we serve may have an elective that served the students who are might be the
first in their families to go to college and the last facet is this school-wide
district approach to equity it gives schools the tools to think about what
are they doing and how is impacting their students we know that if there are
barriers and challenges that our students who are in the academic middle
are facing that might be first in their families to go to college how are we
addressing them as a school as a system and as a community how are we making
sure their bridges to success for those students so that just because you come
from a particular background or zip code that you get the chances that everybody
else gets to be successful and so what are the tools that we’re looking at to
be to make sure that our instruction our systems our leadership and our culture
as a school in a community is supportive of these students so that is what we
consider to be our the avid top strategy how is our partnership work this Venn
diagram which at first glance might seem wordy but it does lay out a general
scope of how we work together so I’ll put you to the left side of it and it
really shows that the district owns this elective course and how do we create an
environment in our schools and our system to meet our graduate vision keep
equity at the center and make our students ready for the next steps but we
know that’s not necessarily enough if for closing gaps and increase
for our targeted students so that’s what a partnership is beautiful on the on the
in the middle what you’ll see is we work together with with Boys and Girls Club
in this partnership these students have college-age tutors we have almost a
hundred tutors currently in the district working with our students they go on
college visits and field trips we have guest speakers we have extended academic
planning opportunities and career and college readiness opportunities that go
beyond the school that go into work places that involve experiencial
learning that ties back to the learning but extends far beyond it that includes
families and caring adults and then we’re the Boys and Girls Club comes into
place and this is where our collective impact happens we build off of each
other’s strengths an organization that is has roots in our community and does
great work we’re able to do mentoring for our students who need it to have a
caring professional be a network mentor for these students summer job
internships that are paid we’re able to also provide leadership and service
learning opportunities through our partnership and it’s bolded but it’s
hard to even capture how impactful our college coaching is our college coaching
for our students in the avid tops elective class starts really when they
start they’re going to enter high school but it picks up their junior year and
these college coaches under Alex and Glynnis work work with them all the way
through college so we know the students that fit this demographic typically
going to have possibilities to slip up to have changes in course and we need
information and coaching and so all of our students have that opportunity
through this partnership so I just wanted to make sure that that
was mentioned um right here again a slide that just shows the timeline we
thought it was important even though we’re talking about the future I’m a way
to make sure that everyone was grounded and kind of like where did we begin and
who are we serving right now and so on the right-hand side and the green you’ll
see that avid/tops started in 2008 and it only started with three sections over
at East High School and now across our high schools were at 46 sections and
serving 868 students at the high school so in a little over 10 years the
expansion has been huge it’s been really powerful right now we are at full
capacity at Easton LaFollette High School and for us full capacity means 12
sections three sections at each grade level even though we’re at 40 sections
816 students we still have opportunity to expand because Memorial and West High
School are not at full capacity yet so opportunities to still grow you’ll note
that we formalized our partnership for the first time through our mo a process
in 2013 and then in 2016 we went into our first high intensity MOA and we are
just rounding that up rounding it out on the on the left-hand side in terms of
middle school through our partnership Boys and Girls Club and MMSD together
support two of our middle schools Cherokee Heights and right middle school
as a district avid does live in 11 of our 12 11 of our 12 middle schools but
through our partnership those two middle schools receive extra support through
our partnership with Boys and Girls Club I won’t go through everything else but
you will see that there is an investment on both ends from the Boys and Girls
Club and from MMSD to fully support the implementation of avid/tops some of some
of the changes to the upcoming memorandum of agreement that I just
wanted to highlight is that we ensure that it was aligned to
our new strategic framework so on to specific areas this area of goal 3 where
we have an intentional focus on our african-american students and
improvement of goals for our african-american students this is where
over the last three years we’ve been really trying to do a better job as a
system to ensure that more african-american students are accessing
avid and and persisting through avid and that is still something that we are
continuing with because we know an avid we have a 99 to 100 percent graduation
rate and so we want to ensure that we are able to work closely with the goal
we have in our framework I think this other idea of black excellence and what
does that mean Langston talked about that many times to ensure that students
are able to showcase and reach their full potential and avid is a great space
for that to happen we did some refinement to our goals and metrics and
we used our evaluation as well as what we learned over the last three years to
make some refinements and what you’ll notice in the in the MOA is that we
intentionally decided to raise our metrics every year over the next three
years through our conversations and through what we have been monitoring
over the last three years we’ve done a really good job of meeting most of our
goals and metrics we wanted to kind of just take that and say we’re just gonna
raise that bar really high and then we said well let’s be really thoughtful
about each year making an increase that we thought was significant and also
going to be impactful so you’ll see that as a change to the former MOA we’ve also
really thought about the integration of our budgets and how we are complementing
each other and how we’re working together to ensure that we’re being as
thoughtful and is efficient about our resources as possible and our
organizational structures I think we’ve learned a lot over these last few years
how to work together and where those organizational structures need to meet
so those are a few of our changes that I just wanted to highlight in our MOA
we’re gonna spend a few minutes just going through some highlights of the
evaluation and then we will stop for questions and anything else that needs
to yeah we just have a few slides on the
evaluation as a high intensity partnership provide an evaluation of how
well our our program is working is critical for us to understand how to
continue to do the work we’re doing and get better so this particular evaluation
which you have access to really focused on the impact of avid/tops and on
post-secondary enrollment and high school outcomes and so we’ll go through
that just to point out a little bit of the methodology we wanted to isolate the
impact of what being in the avid elective class does for a student and so
working with the UW they can they constructed a comparison group and this
comparison group looks very similar to our avid top students at the time they
entered high school except that they didn’t have the class so in every way
that we could measure them they were the same and then we compared what they look
like after being in the class and so one of the first things we looked at was did
they enroll in college or post-secondary opportunities and just to point out that
the yellow bars are the students that have the avid elective class and the
blue bars are the comparison group who look just like them except they didn’t
have avid and these these results quite frankly are extraordinary the
researchers at UW tell us that they’ve never seen results like this that you
see this much difference from students who look the same except that they had
one class and so our goal was to have students enroll in college who had
aspirations for college and we can see that this makes a difference across a
variety of demographics the second metric we looked at was cumulative GPA
by participation and you can see that there are impacts at the district level
also in key demographic categories such as low-income students of color and male
students of color just for clarification the the avid guy person
non non gender but with a with a cap that is fully fully filled in I just
said a higher level than not but we see we seek impacts across a variety of
different demographics and then when we look at AP honors and course credits one
of the things that we ask cajole push and support our students in the avid
elective to do is to take AP courses they take honors courses to take dual
credit courses because we know those experiences will prepare them for
success at the next level and so we measure ourselves as to how successful
we are at that as you can see that there there are significant impacts i’m
compared to their peers on this count as well and so last just to highlight some of
our goals that we have as a partnership is to continue to have 100% graduation
on time for all of our students in avid 100% of our students in enroll in one or
more AP classes 95% of them to enroll in college and for this next MOA I just
want to clarify this 75% graduate from college in six years is our aspirational
goal but over the next three years we actually are trying to hit it at 50% so
I apologize we and made a change and it just didn’t get changed here so for the
MOA it is actually a 50% for our students not only to enter into college
to persist through and to leave with an associate’s or a bachelor’s degree at
least fifty percent of our students so at this time we both we have both US as
well as our wonderful friends from Boys and Girls Club at the table so I open it
up for any questions thank you sure if unless if people have them on the same
topic we might group them stay on a certain topic but the the elective class
is just one class that the students are taking within the day we have actually
quite a few English language learners and we’ve had a steady amount of
students with disabilities in the avid elective class we work with our students
one of the things that the elective class allows us to do is work with
students and staff to develop plans that are successful for them it allows them
to reflect on their goals and the supports that they need and allows them
to allows the elective teacher and the site team which is monitoring the
success of all of our students to think about what are the supports and plans in
place for these students so it’s actually an extra layer of support
that most students would that were not in the elective class have the specific
supports for their students would vary according to their need but one of the
things that we do have is that we have for example for English language
learners for those that are that that that need external supports we are able
to provide opportunities to engage with learning opportunities outside the
school through our partnership but but most importantly our students are able
to really work with the staff that are in the building if they need support
you know after school we have at two of our high schools we have additional
tutoring opportunities so we really pride ourselves and looking at the
student and whatever their situation is and providing the support that’s
necessary for success absolutely so we we’ve we’ve have students with IEP s and
avid and and we we’ve been successful with those students those students have
in the middle with aspirations for college and that’s the place for them to
be so yeah so that’s a really good question so not every student East is in
the avid elective but when we talk about avid school-wide there are instructional
strategies that are best practices that everybody has access to it East but not
just East actually all four of our high schools have avid strategies East just
does it but whites-only sure cute right included
and that the other no well I can start that and then I can let the club answer
I know that it was proximity so the students at right and Cherokee a lot of
them were attending the club we were sharing students and because we were
sharing the students it was an opportunity to expand the partnership
there yeah I would just add then it’s really we’re test driving the middle
school model I think it’s an opport to see what works in the middle schools we
know right now our model as a system across the high school level is
extremely effective as Langston and Cindy just articulated right now we’re
looking to see how we can deepen those supports in the middle school level and
so we have a thing to some additional refinements to make before any scale
would would be able to happen at the middle school across the other schools Niki were you done anything to in the future to help
support students because some of those reports were over
the years we have we have doubled the number of e ll students in the last five
years that are veteran avid they have an elective class and so
we have about 40% of our students that are English language learners in our
have an elective class and we can’t to continue to to encourage and support
students to join the class that are English language learners yeah I would
just add to that I think it’s similar to our students with disabilities that as
we continue to go through recruitment efforts application processes it’s
something we’re paying attention to I think over these last few years
african-americans we’re also depending on which school you were at is is
something that we were focused on so yes and a reminder that avid is is limit to
a certain number of seats and to the academic middle so as much as we’re also
ensuring that we want to increase for certain areas knowing it won’t serve
every student which is why we also talked about avid school-wide as an
approach where all students would have access to some of those strategies and
some of the same practices that we use in the elective so first I just wanted to follow up on
the ELN disability students so on my team side we do sort of passing over the
baton through our tops coordinators who are supporting our seniors transitioning
into college and one of those pieces that we’ve sort of been refining is
working with our college coaches so if students do have IEP s or are labeled as
ei L in high school a lot of them the same way unsure of how to navigate that
in the k-12 setting the same goes for higher education and so really making
sure we’re supporting our students to be able to identify and be matched with
those departments on campus so that they’re receiving that continued support
even while at college and I think that’s something new that we’re really looking
at in making sure students have access to just based on even my experience with
working in higher education knowing that that’s really an obstacle that students
face once they get to college and really are alone and feeling unsupported really
making sure we’re helping them navigate and really making the best choice based
on what their academic and social needs are as it relates to their success and
then as far as you know college completion we’re definitely tracking all
of that again nearly 400 and I think 96 students currently enrolled out of over
800 students who have been a part of the program since 2010 from that first
graduating class and even with these metrics we know 45% is our goal for
6-year one hundred and fifty percent completion which this will be our first
semester where we can actually track that and set that benchmark and I can
tell you we’re already at forty five and we’re expected to be above fifty percent
this first year with our 2013 class for students with an associate’s and/or
bachelor’s degree so we know we’re making strides in that area which is
well above national metrics specifically for the population that we’re serving so
we’re really excited about that so yeah no problem the only
piece I might add to is a staff capacity so we have a team of six full-time
college success coaches dedicated staff members year-round ensuring students
persistence and completion rates so there’s a substantial investment in
human capital and resource towards the college persistence of our students
isn’t one to have that I appreciate the history piece because I was reminded
that I was actually in a group of guests in 2008 that got the first presentation
and Brianna was a second grader and I said this is where Brianna needs and I’m
really happy that she is an avid Ella followed I the other piece that I wanted
to comment on which I appreciate my fellow board colleagues I already
brought some really good questions that I was also thinking is that usually
folks use equality and equity as interchangeable terms and evidence clear
equitable strategy and what I was thinking was that within that strategy
within the the elective class that is already really embedded in an equity
equitable practices what are some of the refinement of the lens like right how to
calibrate the lens to even deeper in particular around students with IPS when
we’re looking at post-secondary plans you know what a you know what are some
of the enhancements for average students when we’re doing post-secondary plans
for for students with IPs what are some of the and I’m looking at Nikki because
she brought up that question I look at Gloria yeah because she brought up the
question around yellow students and what are some of the additional equitable
strategies that we haven’t you know scaled up yet or that could be used in a
control container that’s already really heavily around not only yellows but
undocumented students you know I know you have metrics around
FAFSA and that’s a huge area for a lot of our students so what are some of the
things that that can be used which leads to a couple of my questions first
questions one is what are some of the opportunities beyond the growth that you
already shared and also what is the waiting list because I know where you
were sweet it’s you know I was almost like a college application because we
didn’t get into middle school and then she you know I was like this is a let’s
you know cross our fingers here then we cried when we got the Abbott letter so so I’ll just speak to a couple of the
opportunities I think as you pointed out the the avid elective class provides a
litmus for how our schools are doing in terms of who’s getting into elective
class speaks to your waitlist right where are the opportunities in the
school and who’s getting into the elective class do we have the right
students in there it always is an opportunity for us to look at the
supports that we have school-wide so that’s one way of approaching that the
second one of within the elective class within the opportunity to innovate and
do things better a couple of the things that we’re that we’ve been pushing in on
with the support is helping students plan better for beyond high school
we’ve been we’ve been able to do things with our extra resources that have
helped inform decisions that schools are making as a whole for example when we’re
talking about not just English language learners or undocumented students or
students with disabilities where are they getting the support and resources
to make the make really complicated difficult decisions about the next four
to six years of their life and so we’ve been working with the club and resources
about what do students need to see here and do in order to make effective
decision making and not just the students but their families as well
because these are family decisions and what is what is the importance of peer
groups in those decision making practices and so we’ve been rethinking
how we do our college visits we’ve been reading
how we bring in people to engage with our students our speakers our mentors
what does financial planning look like how many people do students need to
really think around and think with about their plans and we’ve been looking at
the plans not just with an avid but we’ve been able to use the avid elective
class and those students who have that desire to really rethink about and
pressure-test the ideas of what is an effective
planning environment for students who don’t have a history of college and so
those are the areas that we’re doubling down and and and you know clearly with
our undocumented students what are the conversations that we’re having with not
just our partners but our universities and what what needs to change in our
system we’ve out of this we’re actually coming out of some our students are
become advocates about what they need right and our teachers have become
advocates about what they need and our families have become advocates I just
want to add a little to what Langston said that he didn’t mention I’m just in
terms of the curricular pieces in terms of the evidence of multilingual and
global education along with links and have tried to do a crosswalk around Q
tell which is quality teaching for English learners which is something that
a few of our schools have been looking into and how do we see where those two
things complement each other and where there are gaps to think about what
additional supports of our English learners are needed in to the avid
elective one thing Langston didn’t mention also which is a sweet space
where students are getting individualized supports and a lot of
targeted supports that meet the needs of a student with disability or an English
language learner is the tutor ology so a couple times a week we have these tutors
that were mentioned that come in and students are able to identify their
problem of confusion or something that’s coming up in their class and that is a
time when kids are in very small groups and working with a tutor to to dig into
that and that really has been a great benefit for our students both at middle
school and at high school and it starts to look different as students
up in the grades but it’s a place where individual students are really getting
their needs met I just want to answer your question about the waitlist thing
because I think it wasn’t fully mentioned and the LaFollette feeder for
example almost one in five of our students is an avid at lafalot and a
school like Whitehorse at a middle school that isn’t part of our
partnership but has has a large waitlist so the LaFollette feeder seems to have a
waitlist East seems to have a waitlist at West where we just started an
expansion one of the reasons for the expansion was the need for them to serve
more students and more students of color so I think each feeder pattern is in a
different place in terms of I would say fidelity of implementation and as
schools start to really improve those practices you start to see where there
is a waitlist because of only a certain number of seats in terms of ensuring
that we are being super thoughtful to this targeted strategy for the students
in the academic middle but it does vary by middle school and high school feeder
but there are places where we start to see larger wait lists than other areas I
like waiting for like and sorry I know it’s mostly you know the avatars high
school side but to your point I would also add a piece that Alex and I are
working on right with our formalized partnership with Madison College which
is our top feeder institution for our program participants we know that
specifically that population you’re asking about so students with IEP
students with disabilities our ll students are taking dev ed courses at
higher rates which we know those don’t count towards your degree completion
which is prolonging their time costing them more money which we know tuition is
a challenge and a barrier for all students no matter what your background
is and so really working with Madison College to try to figure out what our
strategies that we can use to better prepare students for those placement
tests so that there placing out of those classes but more
importantly more prepared academically so that they’re not having to take them
or what are some sort of bootcamp strategies over the summer that we can
support in partnership with our partner institutions to make sure they’re
starting freshman year as freshmen and completing that year and entering their
second year as sophomores because we know that then increases the likelihood
that they’ll graduate on time and so that’s that is a challenge at least on
my teams in that we’re seeing a lot of students are still having to need to
take those dev ed courses which just prolongs their time from being on track
to completion Cindy mentioned kyouto work that I either walk he is doing with
some of our secondary schools the emphasis there is an academic language
development and this is really important it’s not just essential for English
learners but really for all students to learn to be college ready and I just
love the idea that you guys are taking that work and integrating it into the
avid work and MOA I think it’s incredibly important I mean even think
of tutor ology right as an amazing opportunity to develop and practice
academic language together that’s just incredibly important just wanted to
pause and recognize and appreciate that emphasis it’s really good one small
suggestion there are some conferences in the disability community and
self-direction a transition that you guys might want to advertise that
normally they’re in the Dow’s things sometimes there are up a little further
north and that there’s a large gathering of individuals with disabilities often
in the transition age that you might find helpful early can you show me a
breakdown of the current demographics who’s currently
in avid I can’t write the second but absolutely we can share it with you we
have that detail yeah can you tell me what percentage of avid students are
black I don’t have the number in front of me
we generally been about 25% is about where we’ve been with our
african-american students yeah it’s it’s six percent is it possible and you’re
aiming for 50% of students going to college and succeeding in college within
six years that you could achieve that percentage while not including any of
your african-american students the question is that possible
yes well because all right we are tracking how our african-american
students are doing in our evaluation we know that our african-american students
are graduating and so high school or college are both from high school and
college we’re tracking both of those those metrics so there were they would
they would have to be some significant reversals for that to be the case which
we don’t expect we our trend has been upwards in terms of our evaluation and
our numbers on how well our african-american students are doing we
think we’re working on increasing the number of african-american students that
get in and we’re also increasing the retention and success what we found over
the last three years that we’ve increased the retention of our
african-american students and our success in the program from the high
school and then we’re still as we as we just mentioned as Glenna just mentioned
we’re waiting for that first district-wide cohort to hit that
six-year period for college thank you can I ask one more question what is the
one middle school doesn’t participate in avid sure
currently badger rock does not have avid we have just to clarify we have done
some of the professional learning for them as a school so teachers are
learning the avid strategies they do not have the elective class in addition to
the information I asked for about demographics it would be really helpful
to have the demographics like the racialized information around the
students with disabilities right so are your students with disabilities more
likely to be one group of students when you’re talking about race or ethnicity
and I feel like I had one yeah that’s for 2017-18 but we have we have this
year’s data which wasn’t it last year yeah so it seems like the project is
allowing young people to access kind of accelerated experiences within their
education right including taking AP courses and so I was curious about
whether or not that conflicts with the goal of having students enter a college
as freshmen right if students are taking a really rigorous you know set of
classes and achieving all of their credits when the goal be to save
students money by having them take college-level courses while they’re
still in high school having students enter college as sophomores that would be we’re moving in that
direction right I mean the goal is to have two the first goal is to have
students be successful in college and so having them take the rigor of AP courses
and when available dual credit courses or courses on college campuses helps
prepare them for the environment of what it’s like to be successful in college
but we also know that financial piece is important too so if students can get
ahead of the game by getting credits that’s important if our students are
able to matriculate into the early college stem academy and get
opportunities to get dual credits that’s great
our ultimate goal and this is part of the National avid framework is to have
students enter college with the with the intention and foundation to graduate so
if I enter as a sophomore that gives me more momentum so as we build our systems
we are definitely looking forward to moving in that direction is avid itself
dual credit avid is not the secondary office another major goal for the school
district to expand access generally to dual credits and we can always give you
guys more information on that related efforts the more we expand dual credit
opportunities as a district the more not just happen students but but every
student can can gain college credit while in high school so related but
thank you so much I really appreciate it okay I
I guess I have kind of three pieces of questions and the first couple are kind
of all in the spirit of trying to understand what what you guys think this
like secret sauce is here because there’s a lot in avid and it’s kind of
hard to understand and have it is expensive and it’s kind of hard to
understand if any of those pieces are more or less impactful so if some piece
were say less impactful could we reallocate some funding and actually
expand out access to more kids using the same of nine dollars so that’s the
spirit of the questions to kind of so can you guys just talk a little bit
about the budget I was I’m struggling with like the number of kids that the
board Doc’s has 1,500 the annual report says 500 how what’s what’s just like the
cost per kid and talk a little bit about how that funding breaks out across Boys
and Girls Club I couldn’t access the funding the budget doc for the Boys &
Girls Club it’s a link you need so can you talk a little bit about I guess
first cost per kid and then second what do you think is the like is there any
insight into which pieces are more or less impactful so I don’t know the cost
per student I can talk about the budgetary expenses and I know how many
kids total so through the partnership we have 868 high school students and 132
middle school school students currently okay through the partnership and so
about a thousand students okay is there any reason that the report says 500 or
the the 1718 report is this 17-2 report is just on high school correct so the
report only included it was a subset of the total number students that they were
able to be in in the evaluation both at the beginning in the end so students who
were added in the middle were included in the event there were 1,500 kids that
enrolled and 580 of them went through the whole program that’s what this
report is saying it was saying that they were involved in that part of the
evaluation because the students are different points of the pipeline right
the evaluation set parameters about who they could actually set up for their
comparison group which weren’t necessarily that were excuse me all the
students that were accessing avid that year okay
there was 1500 included the students that outside of the partnership at the
other nine middle schools got it okay that’s super helpful so a thousand ish
kids and 1.8 million dollars on the district side and some other funds from
other sources private sources okay do I’m gonna talk about that down the
break down a little so I will start and then LinkedIn can chime in so in terms
of funding the funding goes to pay for teachers that teach the evide so at
middle school in high school the number of sections varies based on schools but
teachers for the effort elective class so FTE in addition to that at middle
school in high school there is an avid coordinator that is a percentage of a
full-time position and that average coordinator does professional
development has to do some of the paperwork and documentation that happens
because we’re part of the national systems others reporting that needs to
happen field trips and some other supplies and resources for the students
as well are covered under that one other thing and then I’ll turn it over to
links and dad professional development so within that budget we have people
that attended the Summer Institute which is part of our expectation of avid and
then also have started to rethink kind of the best way to do professional
development so we’ve brought in some of the Abbott trainers here locally which
is a more cost-effective model so professional development for avid not
just avid teachers but also to create this school-wide as a piece of that
budget as well on the district side of the budget you just talked to the Boys and Girls
Club piece of it yes we can give some texture run the Boys and Girls Club
investments so annually it’s around a 1.4 million dollar investment that we
make both into the high school and college success portions of the budget
approximately eight hundred plus thousand dollars I would say is invested
in your MSD graduates so in the college portion for six full time coaches for a
VP of persistence and we support collaboratively an investment in the
high schools the chart that we will make sure that you get in terms of the Google
length and it’s an annual investment that we’ve outlined over two hundred
thousand dollars annually for tutor contributions the tutor wages the high
school student supplies the high school field trips and again I I feel we feel
confident this is while there it is resource rich it’s it’s making the kind
of impacts so what we’re seeing statistically significant impacts in GPA
gains in on-time graduation rates in on timer matriculation rates removing the
needle on persistence I do know as well we did have the University of Wisconsin
do a cost study which we could also surface sounds like it’s about three
grand a kid but one point for it was one point eight kids and do you guys have a sense of which
pieces so you just rattle off a lot of different things right which pieces are
more like what are the real levers here that are driving I mean the big impact
that’s very clear is college matriculation right the many of the
academic ones are not so statistically significant so like that the clear
impact is college matriculation so what’s what’s the thing or is it really
I’ll start so I think that’s a really a and I would appreciate your question I
think it’s hard to answer because it is a package deal it is a full set of
wraparound supports for students and based on the years and years of research
from this national model so I don’t know like it’s kind of the Jenga game to me
like I would be really concerned if I pulled out this piece that that might
kind of have everything flop I mean it’s intentional about this avid elective
class that is for the group of students and the extra supports they get in the
access to college the the preparing for and supporting around college
preparedness maybe in ten years when we do a much better job as a system around
thinking about post-secondary preparedness and success there may be a
conversation where that’s already happening school-wide and it’s not
necessarily needed but at this point we haven’t actually gotten great momentum
as a entire school system across the board and thinking about how we’re
ensuring every kid is well prepared through FAFSA through college visits
through all of that so I I think it’s a great question and I think it’s actually
a question that I don’t have an answer to because I do believe that it is a
package and all of the things together are what is helping us get the success
and partnered with I have to say partnered with we’re Boys and Girls Club
has really started to do that college end of it and where were actually with
our students in college and going through and person
doing through college where we’re starting to see some of that success so
yeah I mean I don’t know I know there’s no answer to a question and I appreciate
it like clearly and and I think there’s a there’s some judgment involved in do
we want a waitlist right or do we like could we could we make
that X dollars per kid reach more kids if we said you know what we think that
the tutoring X times a week is could be like I don’t know right now I’m asking
you guys as any there’s we have 200 kids across our whole district that are 12th
graders an avid right like we could we have 250 with the same amount of money
if we were willing to look at the pieces like a Jenga game right but I had one
back on top right so so that’s that’s how the game is played record so I just
I appreciate that there’s no perfect answer to that but I would just add I
would just add this and I think one of the things that we we focus on is that
we’re we’re trying to change a system and so that’s why we’re taking a
holistic approach we do know that when we evaluate and are our programs every
year our schools go through an evaluation we know that the schools who
have greater fidelity to the entire system of avid have bigger gains for
their kids so that’s why we have a little bit of hesitancy to try to pull
pieces out because we know schools that are tighter to the full system at
looking at all the pieces that go around the kid all the things that create the
system and the culture that those students exist in are the things that we
need to pay attention to it’s not just one thing that has a kid be successful
or not it’s the full culture system the leadership in the building and the
instruction not just in the avid elective class but what are we doing to
provide systems of support for connecting with our other resources in
the building and so that approach has gotten us increasing gains in our
outcomes to look at it at a holistic way to look at it
in a way that we are very intentional with the number of students that are
involved so that we have processes and programs of support for them when
they’re in middle school when they’re in high school and when they’re beyond so
that we even learn from that and so that as Cindy mentioned hopefully as we begin
to change the system we can then learn from that about how what pieces play but
right now we know that we need to change the system langston what percentage of
students that are on the waitlist as freshmen are offered spaces in sophomore
year because of because of attrition so the waitlist that in high school the
waitlist for the students who are maintained being students in the middle
we are usually able to get those students who are so interested an
opportunity to get into the avid elective class the waitlist conversation
about people staying on a late waitlist is currently more significant at the
middle school level and high school our attrition has we we don’t lose very many
students anymore so there if you read the math right half of the students that
start and that’s I just multiplied the attrition attention but it doesn’t take
into account those who are added in and so that there’s there’s as Langston said
then 500 is because it doesn’t include those who add in after freshman year so there’s a couple things about
students who leave the the biggest number of students who leave the program
it’s because they leave the school so the biggest attrition is because
students move on to another school move out of district or something like that
but we’ve we’ve improved our year-to-year retention rate for students
which is above 90 percent for our high school students now and so but we are
able to in many cases for students who were wait listed in the original
selection process we are able to offer many of them a spot in the elective
class in high school so yeah so just the way that that particular reads was the
number of students that showed up in ninth grade from the year before and
that reflects the fact that there are fewer seats in ninth grade then there
are eighth grade because we’re going from 11 middle schools to four high
schools so there’s fewer sections so and students also reapply so in ninth grade
even if you were in the avid elective class in eighth grade you reapply so we
ought we often get students that weren’t in the avid elective class in eighth
grade who apply who fit our criteria maybe they weren’t in the district maybe
they weren’t in the class and so the when we look at the number of students
who are in eighth grade that show up again in ninth grade which is where you
get that 66 percent that’s why that’s low from from eight to nine so it’s
about when you show up in ninth is what okay well that I mean so it sounds like
for prior to the board meeting we need some clarification on retention yep so
let’s do that in Kate if you have additional questions that didn’t get
answered please two other questions one is so along the lines to Kate’s earlier
questions around the secret sauce but more around staff and teachers you know
what are some of the things some lessons learned because and also what is the
percentage of staff of color with numbers you know just overall what what
that looks like and then what are some you know there are differences with
trainees because I know that they meet as a cohort as well are there particular
trainings around cultural humility which equity you know like just deeper
training cuz their class me their class composition may look different than
their their peers and then my second question that it may be or may not be
related is the impact on pathways for pathways impact on avid or avid and
passing impacts pathways I too confused with like all of that so what what are
insights or lessons learned or as you’re moving things so I’ll start around the
first question around professional development I don’t know the exact
numbers of our teachers of color across the board but again the data we can get
you in terms of professional development around culturally responsive teaching
and things like that Abbott has a set of professional
development strands that teachers have to go to one is culturally relevant
teaching and so that is a space where they have it lessons learned I think in
terms of good lessons learned is our teachers that follow their students
throughout their four years has been super impactful for the students so that
our model is that a teacher stays with that evidence and
grade through 12th grade that does not unfortunately
always pan out in the way that we have planned when we have seen that play out
we have seen really great success so so the professional development teachers
have standard MMSD professional development and then all of the
additional avid professional development some which I mentioned they go to the
Abbott Institute for some that we have brought here avid teachers also have an
opportunity to have planning time where they’re doing their own professional
learning together and then our schools on like link stand said schools that are
doing a much better job with fidelity Abbott is infused within the
professional development that happens across the school so a lot of academic
strategies the Wicker strategies those are part of professional development as
well a weaker strategy it’s one of the academic strategies that happen through
avid anything else you want to add about that before we answer the second
question so to answer your second question which I appreciate that
question so a reminder that pathways as we conceptualize and pathways as we
thought about it was an instructional design or a school-wide transformation
kind of the way you do school and there’s the five tenets to that which is
the program of study which is where avid would fall into a student supports
experiential learning academic and career planning so so pieces that would
complement Abbott but we see pathways as the way you do school as implemented
right now it is only within to the health services pathway current state so
it’s not actually getting us the full school wide transformation yet so so so
that’s to answer that piece of it in terms of with avid we have many of our
pathways students that take an avid elective class a lot of it comes down to
choice in terms of a seven period day or even in current state a four-block in
terms of what students one two choose to take within their program of
study or within their courses so avid is something that absolutely can fit under
the pathways design where students want to take that I think students also we
know want to take a world language so the conversations we’ve had most
recently is if a student is in avid and if they take a world language they don’t
have options for a third elective and we always say this is where the voice and
choice of students and families come in where students are choosing to be within
this pathway system and they may also want to stay with avid so there’s a
limited number of sections or courses that kids can take throughout a day and
that’s where students and Families make that decision can they be part of the
pathway system and in being avid absolutely who does it come down to
making decisions around that yes it does yeah I think I think scheduling is a
very complex I said this a few months ago it’s a very complex process that I
don’t think people until you’re in it understand trying to fit every bit in
piece together I don’t know if it’s scheduling I think it’s the number of
options a kid has you have seven periods in a day we have graduation requirements
so students have to take a set number of courses to make sure they graduate and
then you have this many slots left on your schedule and that’s where students
and families make decisions about what those slots are filled with I would just
add that maybe one of the lessons learned both in its collaboration with
pathways and overall is that academic and career planning is into one or two
time of year thing it is infused into the everyday conversation of what it is
to be a student and what do I want to be when I when I go to my next stop and I
think that’s one of the conversations it doesn’t just live with a counselor or in
a class or in a period and whether it’s about what courses do I take and what
are the impacts or what do I need to do to prepare know you know having people
versed in those conversations and willing to engage in those conversations
in a culturally relevant Way is important okay it would be good
to break it I also would like to see better
retention between actually actually be really good I’d like to get not just
year to year retention but actually get some kind of a sense of like of the
number of kids to enroll and we know from this report that staying in
pathways for common for four years has significant benefits so I would just
kind of like to know more about the cumulative it also would be if it’s but
there were three reasons given in the report for kids leaving high school they
voluntarily dropped the course or they are absolutely the 438 and I don’t know
if you can give a breakdown actually in terms of percentage and how many kids
made for each of those reasons provide that we track that information I just came up with these metrics these
were the metrics that we agreed on as a partnership three years ago for the MOA
so that’s why we continue with this evaluation you’re looking at these
metrics and so there’s definitely opportunities for us to look at other
ones such as academic outcome metrics as well it’s certainly not a perfect
measure but it is data we have so it seems like the research about around the
correlation between GPA and college preparedness and success which is a much
more powerful metric than the a CT exam there are Bo actually looked into this
in some depth for us when we agreed to the strategic framework metrics we had
quite a big debate powerful metric at all and there’s only like a particular
sub test that shows some sort of correlation so we can get that data for
you to Chris so we have studied it really closely GPA however is a very
powerful proven metric if the goal is about college readiness which is what
happened is all about and then my third question was trying to get more specific
on black excellence has the black excellence coalition actually like
picked up and looked at it as a strategy I have not been attending the black
excellence coalition meetings they are about four or five meetings and at this
point and it’s it’s still kind of forming I think we talked about this
Chris I just went recently but that group will be providing their set of
recommendations in June so you’ll hear from them at that point
this this seems like a place where we could do a better job of articulating
how avid supports black excellence and so bringing the back of black kettle’s
Coalition into helping us you know both articulate what we’re doing and also
figure out if there things we could do better
I don’t personally see that as being the role of the coalition that’s certainly
not how it’s forming I think our job was the board and the staff to be analyzing
the programs that are already in existence that we invest in heavily
which is why we’re having the conversation there today I think that’s
where all these questions we’re trying to push us to think very specifically
about right how are we ensuring that only our that our programmatic
investments are the right ones and they’re paying off but are the matrix
ones that I that we can’t game rights and that are producing real outcomes for
the students that we care most about that’s what I’m here that’s what that’s
the vibe in the room for me tonight and I think that’s the push for our team I
DuPont ask some clarifying questions before we close this up at all
I’ll let you guys keep well yeah I would like we are going to wrap it up so Nikki
and then and uh Ali were you I don’t know which
one was first year he was Niki Ali on Chris’s point which I found interesting
as well as Ali’s point I would like I know the black education educator
Network frankly of that coalition and lack excellence has a lot of knowledge
and I just want to make sure which methods work best on their opinions and
because I don’t know the community the same way as other people do so I can’t
ask them if I’ve never really met you’re gonna try and attend the meeting on
Thursday they have one to try and because I mean I’m not trying to put my
views that anyone else I’m just trying to see where everyone’s act you all have
used the term students in the middle a couple times and I am assuming that that
refers to students who have kind of an average GPA among black students we see
disparities based in gender right so who is in the who is in the middle who is in
the bottom I’m wondering if you can provide information in terms of the
gender of students are we seeing more folks who identify as masculine in the
core in the horses I’m seeing more folks who identify as
and can you talk a little bit about that label so avid defines students in the
middle as students with a cumulative GPA of 2.0 to 3.5 and we can provide you
that’s the specific data around the gender breakdown by ethnic racial groups
interestingly there’s their trends that are different by feeder patterns and by
schools and so their trends about whether students identify as masculine
or not they’re their trends that differ by different schools different feeder
patterns different trajectories about who’s interested in the class we do
track that and we we actually work with our schools to look at this election
process for the avid elective class so we want that to match the school
demographic but we want to over represent those students that we know
will benefit from the class because of their circumstances and so it’s
something that we think about we when we notice that there’s a trend going on we
have conversations with schools about that and it’s volatile so it might
change from year to year but we do look at those I want to echo the sentiment
around you know what are some of the things that have worked very successful
and also to say that you there is at least language in the document that you
provided around aligning with the strategic framework around
excellent so I am I’m expecting from this point forward is gonna continue to
be more and more salient and under representation of black boys and the
family engagement piece I think that that was to me was that that was really
clear so I think just moving forward is just continue to make that salient for
us and how that gets translated into like the practice of the everyday and
then what are some of the things that can leak out of avid into other things
so we can also as we’re thinking about non average students you know what would
that look like I think that was it for me I really appreciate the innovation
and a partnership and I I hope that we continue to be good partners my last question actually Genesis and is
correlated with something you just said which is kind of the correlation between
GPA and and college preparedness and it strikes me like the the result in here
that’s so incredible is matriculation to college right like going to college is
kind of shocking the impact that that avid has on kids yeah and the academic
piece is a lot weaker right I mean the the the results in high school are sort
of mixed at best right and with little kind of statistically significant impact
on GPA in particular and the results in college kind of it seems like things
kind of revert back to the mean or something I don’t know what the right
word is but but no impact that’s statistically significant on
College persistence or attendance within six semesters and those two things seem
correlated to me of you know is is the as our weaker results on academics also
producing weaker results on the kind of college persistence
notwithstanding I mean the resources you guys are investing in that is
spectacular to be honest and and very thoughtful and there’s still a long ways
to go and so maybe just to go first question it seems to me we kind of have
a choice on do we want to try to push harder on on the before and after
outside of the singular choice of like I’m gonna go to college right which is
it again like kind of shocking the impact that we’re having or that you
guys are having or do you we just say great we’re gonna go all-in on that
choice we’re gonna pull some of the cost out of that and get more kids to that
choice right could we pull some of the cost out of tutoring and get more kids
do not going to the college choice and I don’t know it seems like a strategic
choice and what does happen what do we really want from avid do we want to get
kids to college or is it the full system and that has a direct impact on how many
kids make adoption and those two things are kind counterbalance so it’s I don’t
have the answer for it I wanted to pose the question for you guys you’re a lot
closer it’s just there’s there is a really impressive impact on one moment
here you know can we do more do more with
that so I have a lot of thoughts on that but pass it over to you
yep okay um well I just want to make sure that we’re set for the board vote
this this month so we have heard with regards to retention rates are there any
other pieces of information or questions that people have that they need prior to
the board meeting just reminder to new board members is the board we try to get
all the the issues identified ahead of time it’s not a great place the night of
the board meeting to be asking for data that hasn’t been done ahead of time so
that would be Ahmad your hand was raised what defines like an Arab students that had less than four years
in the elective class in high school so they may be entered in after their
freshman year or they left any difference in academic performance
based on this so I guess where do you see that going or just blankly and I’m
the academic differences are modest but the way that the avid conceptualizes the
work and the theory behind what avid is doing is that they’re changing the
interactions those students are having with their high school experience so
their date those students even though they’re not jumping up in GPA they’re
taking harder classes they’re taking a course of classes that they generally
would not be taking without that support and then we’re changing their trajectory
and their belief about what they can do and at that same time we’re trying to
equip them with the skills confidence and support to be able to take those
next steps and so we would expect that students behaviors in terms of course
taking and in terms of their next step after high school their attainment goals
would jump their achievement goals that is a that’s a much more complicated mix
of factors but we know that the students we’re addressing those as well and we
see modest gains with the support of the tutoring and a variety of other supports
that students are also increasing though not to the same degree as their
attainment goals they’re increasing their achievement as well most of them
left before their senior year we did a number on that I think it was it was
about two-thirds but then there’s about a third that come in and stay until
seeing you couple of things and just I want to get
clearer on next steps for the team thanks everybody
this really is a model partnership I’ve got to say and I want to thank the Boys
and Girls Club I just general statement avid/tops will never have the kind of
maybe amplified or exponential impact that it could have if the core
instructional design of our high schools doesn’t dramatically change right it
doesn’t in and of itself it’s not positioned to change the quality of core
instruction right it’s a system built around it
so I think this essential question about pathways as an example of an
instructional model that is a potential to make sure that every student has
access to rigorous and challenging instruction right that’s that that’s
another big conversation for another day but it seems to have been swirling
around in today’s discussion I want to remind the board that with these mo ways
the partnerships director astra who have you’ve met before many of you have met
works with MMSD and our key partner in this case of Boys and Girls Club to look
at the evaluation rewrite the MOA which takes a lot of time and commitment and
detail orientation they have produced for you that revived MOA in between now
and May 20th their job together is to make any additional adjustments to the
MOA so that you guys feel comfortable and ready to vote on it will produce the
answers to all those questions but the most important work this team has to do
is to decide on what else they need to change about the MOA itself to satisfy
some of the concerns that came up tonight if for some reason there are too
many like the board can’t or shouldn’t change in em away without
the agreement of our partner right which in this case is the Boys and Girls Club
so just know like if we come to May 20th and not everyone is feeling comfortable
with the MOA that you can’t just make an amendment to it you shouldn’t and vote
on it we need to hand it back to the partner so that the team can work on it
together I just wanted a kind of a process check for everybody
anything you guys would add process-wise are we good to go yeah no I think most
of what we heard is additional data to produce more so than changes sorry and
we have that so we’ll make sure everyone gets that but that’s kind of where I
heard the biggest things was yeah yeah you bring up a really good point so I
think no one did bring that up but it’s it’s worth just asking right now because
we would like to surface as prior to the board meaning are there specifics around
the MOA yeah thanks for me we were talking about okay section two I mean I
don’t know I mean I think I’d like something on recruitment of those groups
would be helpful okay I would love to see the budget and
funding stuff for you guys but she could get it and I can all right
pewters are evil okay and yeah if there are other things that are specific to
the MOA itself please let us know but right now we think we’re mostly giving
you more information so you understand how avid works and remember I mean the
MOA we’re constantly working with our partners to learn and apply what we’ve
learned over time right and this is what the partnership is about they meet very
regularly always making the program stronger together so thank you
appreciate you all right thank you first up with the new board and they survived
I think we should give them a round of applause okay so that was really our
only agenda item for this evening so I will move to adjourn second all in favor
I’m not on a mantra or vibes to vote on favor aye opposed okay we are adjourned
and so we’ll just take a very short break five minutes before

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