But for this year, our goal was 34%. So, we're at 45. So, we're excited because we met our goal uh for interim measure 4.1. And again, just as we talked about with the other with with the dual language curriculum use in our measure, this is this growth is due to a significant amount of hard work by teachers, uh our our coaches, our principles, our assistant principles who've been supporting this process along along the way. And this uh intram measure 4.2 the percent of observed lessons that reflect a score of three or higher or three or greater on the learning walk rubric for success criteria success criteria will increase from 12% in March 2024 to 20% March 2025. So overall the percent of lessons that reached a level three or higher on success criteria increased um 10%. From quarter 1 to quarter two and by the end of quarter 36% of the observed lessons reached a three or higher exceeding interim measure.
So our goal was 20% and and we had 36%. Do you want me to take this one or you want me to What do you want to take this one or do you want me to share?
Um, any questions? Okay, I'm going to go any questions or comments so far? I'm going to go to what what is working? So um in quarter for quarter three all the schools created action plans and so the action plan implementation um during quarter three all nine schools implemented plans based on quarter 2 learning walk results and a lot of it had to do with learning targets and success criteria. Um they had collaborative support leaders and coaches provided planning sessions focused on standards and the development of aligned learning targets and success criteria. So what happened is when teachers had their prep times, the coaches were available to help them with their learning targets and success criteria. Um and then we added more professional development, coaching and content support for next school year. What needs more attention? Um the challenges in many cases application is currently teacherdirected and compliance driven.
As our teachers are still learning how to align success criteria with the standards performance, a deeper understanding is needed to effectively communicate success criteria throughout the lesson, ensuring students are engaging and monitoring their own center understanding of the learning target. So right now what we're seeing classroom, they have the success criteria, but in order for it to be effective, the students need to be engaging in the success criteria and learning target throughout the lesson and take ownership of what their success criteria is to reach that learning target. And right now um because our teachers are learning, we're doing professional development on it. They're having coaching on it. They're doing they're doing um what they know is which is compliance. But right now we want to get it to where the students are interacting and using it. Um so the focus is beyond compliance understanding of how it will improve student outcomes.
Um more practice and coaching support, student engagement, ownership. Students need more opportunities to interact and engage with learning targets and success criteria. Um, thank you. Any comments or questions? Okay, I have a question. Um, maybe you guys can help me understand. I just have a concern on some of the data that dipped down versus going up. What do we have any reason for that or any explanations? Yeah, so I'm looking specifically at page five. the learning target one or success criteria. Success criteria. Okay. That one I see throughout that we have you know going up from 8 to 33rd for 56 but then we have certain areas where there's just 7% or they go from 39 to lower. what what is attributed to to that those three schools in particular those schools um that's something that we probably need to work with the leadership team and look at their action plans to see why that the area is not improving there are several different factors that contribute sometimes there are changes in personnel you know we've had folks leave and then new folks come in and then it takes a while to get them caught up Um, in some cases there are there are challenges with buyin and and engagement in the work.
Um, sometimes it's just about in all of the things that a leadership team is trying to accomplish in a school, they sometimes prioritize certain activities over others. So trying to build a school culture, create systems, procedures for student support. Um and as their professional development evolves over the course of the year, then you see oftentimes then an instructional focus would become more forefront. Um so those are all factors that can contribute broadly to these kinds of data. But I I 100% agree with Dr. Pombo. There are um it's an opportunity with specific school leaders and with our coaches as we think to think about how to impact these data when the trend is is um of decrease. Okay. Um what strategies do we have in place to ensure that they're not priorit or other things are not being prioritized? Right. This is the whole point of this guard rail is the adult convenience part of it.
Right. And what it sounds like is there's a lot of that going on. Um, so what are the strategies to make sure that we're having individuals in this institution go on the path of aligning themselves to the way that Kraton is going. If I could jump in, I think um the first one is the fact that we're measuring now. Okay. So, um, we really would have no way to even know that this is an issue if it wasn't something that we were digging into, right? So, um, so now now that we're aware that that issue persists and and if you look at, you know, what happened in each of those cases, we we had a concern at the beginning of the year because we saw low numbers. We also saw low numbers at some of the other school sites. And so we, you know, we provided support and we saw an increase.
One of the challenges here is that if you look for all three of those sites, we saw positive trend mid year. And so now that we see that dip off after the, you know, following the positive trend that causes us to drill in and ask questions that we, you know, if we had seen that trend continue, we wouldn't be asking those questions. But I I do think it's really and I'm just going to be very blunt about this. It is imperative on um district leadership to make sure that these are the conversations we're having with the leadership teams from the school sites as we're wrapping up this year and planning for next year to make sure that resolving those issues and concerns is a priority for next year. And so it is it is very likely um that at least for guard rail 4 we may actually come back with the same set of interim measures but just with a different percentage number ratcheting that percentage number up and and there's two reasons for that.
One is where we see some inconsistency and concern in the data but the other one is the comment that Dr. Dupin made earlier about how critical it is that we achieve and maintain above 80% in these areas in order to have that improvement ultimately have an impact on outcomes for students. So, so that's and feel free to just because I said that doesn't mean you can't contradict me. So, feel free to jump. I would just add to by saying that a couple of the other concrete strategies that we began to use with greater um intensity over the year are with the learning walks at at every session there's a a debrief and then a goal setting for the next time. Okay. So that actually gets written down. We've we've gotten more disciplined about creating structure. Okay. Around. So on one of these slides I think it's it's teenytiny.
So in the the middle there, you may not be able to see it, but there's an agenda to the learning walk. So we we district personnel arrive, they meet with the school leader. Um we review several aspects to make sure everybody's grounded in what we're looking for before we go out into the classrooms. That has really helped to level the playing field and sharpen everybody's perspective. Um then we go out in teams of two, we come back, we reflect on general observations and then we look at the data highlighting positives and opportunities for growth. So we and we look at this trend um and then create a goal for the next one and that really helps to create an ongoing set of accountability. It also provides guidance to the coaches like you know now we know where we're trying to get, we know where we were.
Um and I believe that that strategy of having that tight structure and the engagement with the coaches, the district leadership and the site leadership all will help to create the momentum necessary to to build these um these results. Um they all the we also produce at the end of the learning walk in addition to the debrief and the goal set then the the teaching and learning team produces a report for the site leader. Okay. So they get their data we also give them a um like a snapshot of the data by teacher. Oh, so not to the public but to the leader so that they can have personal conversations and personalize the professional development. So I think making the data available having a strong tight collaborative structure around the agenda and then staying tight to that cycle of observe goal set and coach come back observe review goal set.
That would be my recommendation for for the coming year. Dr. Pombo has been a is really a a driver of that process and so I expect that that will those strategies will will continue to have impact. But that that is a really good question to go back to what superintendent man said like seeing this like okay so how can we investigate this more what do we need to do to support the schools and and drive that improvement and how how else can we um address it? And I'm going to just say this because it's obvious that student outcomes don't change until adult behaviors change and we have data to reflect that. So, um, but I do appreciate you the strategies and how you guys are doing. I just like to know and that's amazing and I appreciate that you guys are on top of it already and creating different targets on how they can get themselves to the next level on moving up versus going backwards.
So, I appreciate that. And I would I want to share though that um this is based off of 800 learning walks. So it's like really good data of how many how many times we've been in classrooms and the team has been there. Um and that's amazing because out of the five years that at least I've been on the board, I've never heard anybody's talk about learning walks or letting us know what's going on or how many have been done or what's going on. So I appreciate that. And the one thing we've discussed that that we would I I would encourage the team to consider for next year is getting to the degree possible maybe getting some teachers involved in this process. So the the de the team that comes out is usually Dr. Pombo, myself, the coordinator that's assigned to the school, the coaches that are assigned to the school, and then the principal and assistant principal.
the the the opportunity and the challenge that exists with this is the opportunity is because this is very professionally reinforcing. If you look at good data and you're a teacher and you're you know you're working hard to make this happen and you're seeing results that compels more results. If you're struggling to make it happen but you want to grow and learn that also can compel results. So there's we don't want this to be a shame and blame thing. So bringing teachers into it may also help because you know we all listen to we take information from various sources but typically some of the most impactful resources are your colleagues who are doing the same work as you. So if we can get our folks maybe involved in this process a little bit to help share the story bring the questions from the teachers point of view that may also help to create an even greater level of momentum than the current approach.
So I was going to say it and would have additional side effect which is those teachers that are going out and participating would also get a window into what's happening in other classrooms and that's something that we've had a desire to do um for quite some time and I I need to give kudos to Monav Vista because when I did my tour during my interview process one of the things I observed was Monav Vista teachers doing that where they had teachers actually visiting they had someone covering their classroom so they could visit another classroom and observe it. So, if we could tie that back into the learning walk process, I think we would get multiple um orders of magnitude of heal. Why not students too? Just a thought. That's a I think it's a great thought to involve at least maybe the student congress, you know, as long as it's not too disruptive.
you know, we had a great experience. Uh it and I I know this has happened at many of the buildings. I'll highlight an example from Linda. Um Dr. Lauren and I I feel like somebody else was with us. Were you with us when we met with the advisory? Anyway, a group of us met with the student advisory team at Lom Linda. And so they actually have like I'm sorry the days are blended. It's okay. Um but you know we had a dozen kids who are it's basically like kids congress for linda and they advised on all the attributes that they want to see in the selection of their next leader and so we know that there are student groups on campuses student leadership groups that are growing I love that and could could with some support I think really enrich that process. Absolutely miss Marcus.
So this is just um some wondering some thoughts because when I looking at it through my lens when I think about like adult convenience and preference taking priority over academic success um just putting myself in like an employee standpoint or as like a teacher. um you know what what are we doing or or just keep in mind that um w within the schools like you know what what dynamics are there that might be hindering a teacher's ability to to um to do the best teach their kids and I guess so I'm trying to to get the point out there properly Um so like for instance you mentioned that the the feedback or the results from the learning walks go to the principal and then that gets fed down. So are we making sure that that information is getting properly to those teachers um in a timely manner because you know it's like yeah you're getting observed that's great and but then if it if it's taking time for those that feedback to get to you or if you're not getting it then that's not going to help you.
Um and then also if there's an environment within a school that's not healthy for teachers coming down from the top as far as you know um whether it's um how am I going to put this like I I guess what I'm trying to say is what I would like to see when I'm thinking about the adult convenience and preference like let's make sure like it so so looking at like the learning walks It's very um I guess kind of like technical as far as what's being observed by the teachers with the students, but I think we need to look what's like observe what's going on with the admin to the teachers as well because I know like as an employee if you're in an unhealthy environment and you got a boss who might be treating you unfairly like then that's going to impact the job you're doing and so um yeah so I guess you know that would be a whole way I guess that would fall in HR just to make sure like are we getting the feedback from our teachers to make sure that you know within their their schools or whatever that you know that some other adults preference isn't impacting how they're able to improve their students learning.
So we do have other systems for that and we triangulate that. So um and those are typically uh by survey teacher survey data. So that is something that we look at pretty regularly. I don't know if you want to expound on that, Dr. Lauren. Sure. We have a survey data from Panorama survey and also another survey that's coming or a second round of that coming up. We also do uh stay interview surveys um and that's something that was implemented uh re reinvigorated this year uh based on some recommendations from meet and confer last year. And so we also look to have input from the teachers about why they stay and what is it about the work that they do that's important to them and keeps them coming back to Kraton. Is there so on that note is there also like a exit interview survey. So okay there are yeah there are exit interviews that happen it typically it's electronic in nature although there is an option for them to request uh exit interviews through the human resources department.
Okay. Thank you. I do want to share one more one more thing. The purpose of the learning walk is a learning experience for the people that are observing learning from each other. Um and it also the purpose is to guide or how we can support the school better and support the leader and the teachers. So that's some that's how some of the cohort stuff came out is that teachers wanted more support on how to teach explicit language instruction. Um so PD's um based off of that, coaching based off of that and how we can support the school um with their action plan and what they're trying to achieve based on what we have set as goals and and to go towards leadership adult convenience. Like one thing I really want to point out is we we ran into some problems coming into the tail end of the year because we're we're losing our wonderful Dr.