we just didn't want to like go through that process and then incur like have it end up being a more expensive thing because we didn't have that piece and then we've got to append it, you know, at the end. Um, and so we we definitely want it to be something that lives here in the boardroom that lives in our leadership council work that we do as a district to continue to develop and and move forward. Um, and also to have it out there for our community and the public to be aware of. But but to some extent it is a technical document about how we operate and its biggest impact um and President Curio and I were talking about this previously um and actually Dr. Pombo and I were talking about it earlier today as well. Its biggest impact is really on the inputs that we're designing and making certain that we're aligning those in a way that it fits within these boundaries.
But it also is part of assuring what we've been talking about, you know, since the beginning, which is creating a deeper vertical articulation of how we work with data, how we how we look at at student data, how we focus on student improvement in the system. And this does that by creating a shared ownership and not just having it be the board or the administration, but it being the board and the administration in partnership with with the school site leaders, which then empowers it to to also be um part of the conversations that are happening at every school. So not only our teachers and our staff are aware of it and working in that regard, but also ultimately so our students understand it and they're working in that regard. If if you look at um there's a uh they've changed the name of it recently, so I'm probably going to butcher it, but there's like an international certification you can get um for your district, you know, that says, you know, on the international um stage you're one of the top districts, right, in the world.
And one of the things they look for is can they go to the students and can the students articulate what what the district is doing? And I' I've been through that process a couple like twice actually in my career and it's a pretty rigorous process. But one of the things I learned from it was how important it is that the students are are also deeply invested in this. So we've started down that pathway by engaging our kids, Congress kids. Um but ultimately um where we really need to get to over the next 18 24 months is to make sure that everyone within the system has a better understanding of what it is what we're doing why we're doing it and how we're going to get to achieving the goals that we've set for ourselves. Okay. Um just real quick piggybacking kind of on that last bit that you said um for because yeah I would love to hear like you know for all the students and the teachers and everybody to to understand this and and be in alignment with it.
So my my my initial thought on that is just like this it's it's really wordy and um somewhat technical. also be cool to see like maybe not necessarily paired down but maybe a more simplified version or or something in order to to share this information with like students and families and teachers in a way so that the the kids know like or even the teachers might know like hey I you know I'm making up a story here like oh my principal is having me teach my do this this and this but that's not in alignment with what is supposed to be our theory of action. And but um yeah, I don't think I'm going a little too deep, but I'm just Yeah, I don't I don't think the theory of action really functions at the student level. What functions at the student level are the goals and guard rails.
And what the theory of action is telling us is that this isn't just living with the board or at the district office. It's it's living it. And that that I think is why the board and and the leadership team were so dead dead set on that sort of shared um ownership because there are districts where everything just comes down from the top and that's how it is and there are districts where barely anything comes down from the top, right? And so I think the challenge with both of those situations is and and I think you articulated this very well earlier when when you were talking about um you know the the school sites having some autonomy to have identity to have differentiated programming right like like our dual language programs. Um, so we we want to make sure that we're maintaining that component of it, but at the same time, we want to make certain that we're providing resources that are equitable and um and sufficient for across the system, right?
That's in in one of our guard rails. So, so this basically is the tool for the board and the administration to measure those inputs against, but the the tool that would be used at the student teacher level would really be the goals and the guard rails. Um so probably at you know the principles might interact with this as they're having discussions with us about you know the different resources and things that they need but beyond that I don't think this theory of action really in and of itself lives deeper. It just captures the fact that those other components need to live deeper within the system. Yeah thank you for those questions miss Marquez. And yes um I guess I should have explained that um a little bit better and that's my fault. The theory of action is more of an operational internal, but obviously we want our community to know what steps we're taking to make sure that we're holding the institution accountable to when it comes to our board and guardrails.
And part of that is with the theory of action. So at least administrators and teachers eventually, you know, but mostly the superintendent, board, and admitter administrators to know that these are the non-negotiables on how they need to support the district to achieve our goals and our guard rails. And like Mr. Man said, most the majority of this stuff is going to be dealt with the inputs and inputs as we know is something that the superintendent brings forth to us as a board member. So I think it's more of a process for the institution in itself to know how this stuff is going to be achieved and it's all tied in. However, I do believe that you are right. We should have a simplified version of it. And I I got a text message from Dr. Rome right before we got into the meeting, but there is something that I'll have them share with you guys and I think handover can copy something similar, but it kind of explains what the theory of action it is and how it's attached.
then it's a nice little cute infographic that's a little bit more um readable if we want to share that to the community because obviously we always want to be in transparency on what we're doing as all these big shifts are happening in the district and also this is more for internal operational purposes. Um so yes and yes and I'll send that out to Hilda and then she can email it to you guys so you guys can just kind of see what that would look like. Thanks. Any other questions or comments regarding the theory of action? None from Mr. Mr. Jones. From an editorial standpoint, it is there a disagreement. the the it just seems awkwardly phrased the third one and maybe I'm having a slight conion in which part where it jumps from uh we have the if statement and school leadership teams and commitment to is evident.
I think it's that is evident part just sounds awkward if the district office allows. Oh, the board goals is evident in every school. Commitment to achieving the board goals is evident in every school and informed by their use of data wise. Is that what you're talking about? Commitment is okay. No, I think I'm just Okay. Yeah, because goals is plural. So, it's like what is should that be are? But it's the commitment. It's a really long sentence, but I think which makes it hard. But what I think it is is that the um the it's it's the um there's exhibiting the strong instructional leadership and the commitment to achieving board goals. So it's the commitment to achieving board goals is is what's applied to is evident, not the exhibiting the strong instructional. Does that make sense? Well, yeah. Yeah. It's just kind of to follow on what Nicole said, like some of the language is clunky.
Yeah. Yeah. I mean, we certainly could modify that. Um I think I think one of the reasons it's structured the way it is and it's kind of like that is because we were following the models that we were given of, you know, from some of the districts that were highly successful. And so I think we chose, you know, some of those districts models. Um and I I apologize Mr. Man. Um and just as a beginning um starting point, I think it's good for us to stay in this route and as stuff starts getting more understood and alignment. There's always revisions as we go. But unfortunately at the moment because really this is a new process, we have to be very explicit on what we're trying to say. So there is nothing getting lost in translation. Um because that that can also easily happen. Um, but yeah, it's a little difficult, but I think the more we read it and we understand it and as we go through the process more, it'll get a little bit more easier to understand.
Yeah. Um, any other questions or comments? Hearing none, I think that we're all pretty aligned on the theory of action. So, I'm going to go ahead and make a motion. Um, I move the governing board approve the theory of action as presented in item 5A for our student outcomes focus governance. Second. All those in favor? I I any nays hearing? None. Our theory of action passes. Thank you guys so much. All right, that brings us to 6A public comments. Miss Huarees, do we have any public comments? Thank you. That brings us to 7A, approval of consent. I move the governing board um approve consent agenda items A through H. Second. All those in favor? I I Any hearing? None. Motion passes. And that brings us to 8A, which is the approval of renaming the Papagle school. I would like to invite the Papagle team up of whoever is going to be presenting.
I appreciate you guys for everything you've been doing. This has been a long process and I just got to let you know that now every time I go hiking I say I'm going to Iron Mountain. So there's that. Feels a little bit like a spoiler, but she just ruined it for everybody. I didn't say anything. I just said I love I learned something new. So, I'm taking full advantage of what I learned. Iron Man. So while the team's setting up um our board policy FF indicates that following presentations at no less than two board meetings, the governing's decision is final. So the team was here earlier this year for presentation one and this will be presentation two. But to give credit to the team, this is not the only year we've seen them. They have been working hard on this for several years. And what and one of the things I want to share is my genuine appreciation for the intentionality and the depth of learning and developing understanding that went into this process because it's not something you want to get wrong.
So I appreciate all the effort that's gone into getting it right. Thank you. Good evening, Madam President, members of the board and executive team. On behalf of the Papago community, our equity team, a few members are here tonight, including myself and Mr. Isaiah Washington and Miss Santosuka. So, the only uh agenda item, two agenda items tonight are to um get some additional share the additional community input that we received and our team's recommendation. Okay. Um, so we were able to give out a poll for many of our members. Uh, I mean, we posted them everywhere. We put them all over the school. Uh, we had a wonderful opportunity at our family learning night to have parents come in and give their their voice and have some of um their perspective. Many of our teachers were able to share our uh survey and have students give their input.
Um and as you'll again I think we're on the theme of spoilers here but um you'll see that most of our votes uh were from our students and giving a student voice. Uh we also had the opportunity to share this at one of our last community council meetings and we're able to share some of those results. So, as you can see, um, as of May 1st, uh, we did have 598 responses, and of those, 67.1% were for Iron Mountain. It pretty much ran away with it. Uh, as well as 34 5% uh were for Agave. Um, of that percentage, 60, as we said, the majority were of students. Many of them were able to lend their voice. Um, some some uh were either short to the point and just said what they appreciated and men gave many gave a a long siloquy of what they liked.
So, we appreciated it. Um, we did have a a good amount of our district staff members. That wasn't only including the ones from our school, but this was shared in our Kraton connection. So there were many other staff members that were able to share their perspectives and what they thought best served our district community. Um we also had an opportunity of parents. So at those family learning nights, folks giving their opportunity to speak and then uh we were hoping to get some more community members, but we were able to get some folks that that gave theirs. Um, and so some of the comments that we received in terms of agave, um, many many people said they either liked it because it was shorter. Uh, many kids said that and parents said that it was a good representation for our Latino community. Um, many parents even said, "I like it because, you know, I can say the word." Um, but one of the things that came up a lot was that that tie to our city and having that be that desert uh native plant.
Um, something that someone really said that was it thrives in harsh conditions symbolizing resilience. So, our students, you know, have being resilient. Um, adaptability and growth just like our students at Pabico um who demonstrate these qualities every day. When it came to Iron Mountain, uh, we got a lot of kids that either they really liked that Iron Mountain was already in the logo. Um, they were really big about, "Oh, the Panthers right there and it's the mountain. Okay, that works." Um, a lot of folks said they felt it sounded very strong. Um, some I think there was one that even said that they liked that it was the mountain peak and that we can climb up it. Some said Panthers go up the mountain so we should be Iron Mountain. Um, but a big part that really stuck out was that that Iron Mountain represents and honors the autumn people.
Uh, and even though that Papago, as we've said, is an outdated term, we wanted to make sure that we were giving that u that recognition to the autumn people. Um, and making sure that we're not erasing any connections with any of our names. Uh, as well with Iron Mountain, it's the thing that we see from our community. a lot of kids and parents and staff members really appreciated that it's it's part of our community. It we can see it from there. Um so those were some of the the big comments that we received. Any other comments from our group? No. Okay. So with that being said, uh our equity team recommends that theraton governing board uh rename Papago School to Iron Mountain Academy. Many folks said they enjoyed having IMA be part of our chant be like I am a panther or IMA reader or things like that.
So yeah. So I'm sold. I love Yeah. So that was something that uh I'm a board member. Yay. Even I'm going to use it. Yeah. There was definitely an eighth grader who uh when I had and you would you would know this eighth grader.
Um yeah, he was uh in our when we were doing testing and after we were done testing I had them take the survey and one of the first things I said was like oh Iron Mountain like yeah IMA and he's like IMA IMA Panther yeah that's it that's the so we started taking it so that's why we recommend that I love that thank you so much for the presentation and like I said like for all the hard work members do we have any questions or comments at all Mr. just thank you for all your research and hard work. Yeah. And the only thing that I have to say is this is why I think it's important for us to have resolutions or like a land acknowledgement. It really goes back to being intentional and not just using words just to look cutesy. Um this is intentional work.
It took um I know that years. I remember when this first was brought up. And it goes back to our inclusive policies and it goes directly back to um our land acknowledgement which in our land acknowgement they say that we are going to try to strive in this district that was built in the 1800s and we all know what time of year that was. Um if you don't I would suggest you read some books. Um so we really really want to strive on Kraton school district to keep that connection and stay true to the indigenous culture that was um you know taken away. So, I really appreciate all this work. And having no other questions or comments, I will make the beautiful motion um to go ahead and approve the name change of Papago to Iron Mountain Academy. I second. All those in favor? I I Any hearing?