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Um our goal um is to participate one of our members participate for Regulin there so that we're able to support and learn what is on that campus might be sight specific. Um and we have continued to collaborate not only with um one of our AD specialists looking at our um our federal school improvements our comprehensive school improvements through our learning walk data but also with our um early childhood specialists for our preschool and ad. So those are some of the areas in which we've very much been welcomed in and part of the conversation to support our students. And as I mentioned also, we're recognizing that we need to go deeper and that is the work that we have moving forward. So um we would love the opportunity to come back and share some of that work um if that's a further future agenda item. Um but when we're looking at that area of action, it's a beautiful goal.
⚗ AI-reconstructed · cite from original above
What does that look like for our regional programs being that those students do have such unique needs? Some of the conversations we're starting to have is to develop those smart goals with those interim measures. So we have some outcomes to be looking at and our initial conversation in looking and brainstorming is really looking at those inputs of that teacher instruction. And some of those conversations we're really talking about based on not only our um McGra Hill data but through our classroom observations and teacher input. We're looking at how are we really structuring our day to maximize instructional time in our regional program. And that looks at how are we differentiating even in that smaller group for our students of 13. How are we differentiating well? How are we maximizing transition time so that we have enough instructional time throughout the day? How are we using similar to our first and best instruction and general education?
⚗ AI-reconstructed · cite from original above
Some of the conversations we're having is how are we utilizing that centers based instruction. So we're building not only that direct instruction, that independent time. So those are the some of the things that we're talking about now to build for smart goals for this upcoming year. Um, so we're very much looking forward to the opportunity to come back and share our call to action in that area. Yeah, I love that because I think that's one of the biggest feedbacks that I was going to have is I would love to see some smart goals being set in our special education department because if we don't have a starting point, a midpoint or an ending point, then we're just going to continue in the same scenario regardless of what beautiful things we say or put on reports. So yes, I do look forward to looking for that and that's exactly the answer I was hoping I would get.
⚗ AI-reconstructed · cite from original above
Yeah, we were actually talking about that quite a bit last week when we were doing some just brainstorming and kind of looking at our year and where are we and where are we going and that's why I was analyzing all that data was we need some baselines right this is the first year that we've implemented SRRA okay so now we know how many lessons and and what that looks like but also how does that correlate to the skills that we know students need to have in order to show progress on the state and the district level benchmarks right so this is kind of internal program but the kids should be able to generalize those skills and it should show make a difference and show up in the other measurements as well. So we have to look at okay so what is that tool? Is it an oral reading fluency assessment that's done more often than three times a year?
⚗ AI-reconstructed · cite from original above
Is it you know some other measure of basic reading skills that we can show this student moved from a first grade reading level to a third grade reading level? Not just within the program mastery assessments but also outside with a you know a text that they are unfamiliar with. So that's what we're looking for next time or this next year when we're setting our goals is h great and let's do that better and how do we make sure that's having an impact here also. Yeah. And one of the things I always like to double down on too is the coaching that I receive that it's okay if we don't have a starting point. I I always like to reiterate as questions get harder or these conversations get harder, it does not mean it's appointing a a blame on any department or anything because look, we have one goal that has a 0%, you know, outcome that we've had since 2015.
⚗ AI-reconstructed · cite from original above
So, it's okay if we don't have any starting points, but the point is is that we start somewhere and we have something that's letting us know if X, Y, and Z is working and moving the needle. So I always just like to say that because it's okay if we start from zero. This is what this framework is for. This is what this continuous improvement framework is. This we have to start from zero and we have to explicitly say you know 0% of our students in XYZ will go from that. That's that's perfectly fine. And the governing board will have to go out to the community and explain to that why that's happening not necessarily you guys. So at least that's the two-way collaboration that we can have is that when those hard questions come that falls at least in Maya's on the governing board and the new direction of why we're being so smart goal oriented and doing these conversations and having this.
⚗ AI-reconstructed · cite from original above
So I just wanted to say that from my perspective we appreciate so much. I mean just this year you helped us move from having three coach positions to having four coach positions. Unfortunately, as you noticed when I was introduced, I was was the only coach. So, we have now doubled our coaching team and we have two for next school year, but we really do need the four. There's a reason why um the department came to you to ask for four coaches in order to do this kind of deep work. We need a larger group because the capacity is just I can't do all the schools. I can't help all the teachers become experts at SRRA by myself. So, we do need to find ways and we've been doing our best to interview and try to hire and we we have a second one. So, that's good.
⚗ AI-reconstructed · cite from original above
We doubled. We do need We're still only half staff, so we need to keep working on that. Yeah, I appreciate that. Thank you. And if I could add, um Dorothy's not Wonder Woman. No, Dorothy. Dorothy is Wonder Woman, but um I I recall being over at the um Kraton Academy. I think it was circa 2021 and it was when we were setting up the new um room for the curricular materials to try to get our hands around things so we could make sure things were getting out to schools and I spotted a and if I mess up this story you're going to have to correct me but I spotted a pile of reading intervention materials and I asked you the question so why is this pile here and the answer was um well Jay we haven't had any PD to be able to even utilize these older materials for years and years.
⚗ AI-reconstructed · cite from original above
So, I just my hats off to you and the team. Um, and my appreciation goes to the board for your support when you allowed us to add that input of these materials. Now, you know, yes, 38% was a slow start. That was a 38% increase from the zero that we used to have. And obviously the team has a plan to increase that. But just the fact that we're even with only one Wonder Woman. Um the fact that that we're beginning to move the needle on this, you know, the journey of a thousand steps begins with that first one. So I just I'm very appreciative because, you know, clearly we're not where we want to be, but the only way we're going to get there is by starting. And so this is a a much bigger start than me going, "Why is this pile of books over here?" We need like a game for people watching along at home for all your sayings.
⚗ AI-reconstructed · cite from original above
Jisms. Well, and I will say some of the most exciting work that I did this year was uh working with teachers who had anecdotal excitement over um progress that students made. students who had never been able to read that had these aha moments and I mean there were there were sweet fourth graders who literally were like I've never gotten 100% on anything in my life and they were getting 100% because the program is structured so that we directly teach and then we're going to test what we taught and they were just in awe that they had gotten 100% on anything and just the confidence boost for these students and students that the teachers have struggled to work with for years went from non-readers to being able to read at a second grade level and surprisingly or actually not surprisingly their behaviors also improved right there is a correlation very tight correlation there when I feel good about myself and I feel successful I'm not interested in acting out I'm interested in doing more of that because that feels good and that feeds my intrinsic motivation as a student.
⚗ AI-reconstructed · cite from original above
And I will tell you as teachers, it feeds their intrinsic motivation. The level of excitement that several of our teachers had, you know, cuz at first you're like, "Oh, it's scripted and it's this and it's robot." I had that same attitude. Dr. Dupin was my principal and he will tell you. I was like, "I'm already a good teacher. I don't need that. No thank you. I'm not going to be robotically reading something." And then I was like, "Okay, Dorothy, you got to try something before you put it down." Okay. And I'm an all-in kind of person. So, I allin and I taught it to fidelity. I learned it and I taught it to mastery. And lo and behold, my students did better than they did before I used those materials. So, I became I flipped my entire attitude and I became all about it because it worked for my students.
⚗ AI-reconstructed · cite from original above
It wasn't about did I love the stories about the con man. It was about I loved that my kids could read and I knew I was sending students on to high school who could be competitive and could pass high school and do well instead of fail and that mattered to me. Not did I like the stories. So it it that there's a lot of power in being successful with it. They're they're controlled vocabulary stories. So as you can imagine they're not maybe rich literature. they cannot and should not be the only literature that students are having access to, but they're very valuable and that it is a tried and trueue program. It has been around for many, many years and it works and you know there's no denying that. I love you sharing that story because in that story I found a perfect gem of how you change your own adult behavior to accommodate you know and that's what we mean and what we talk about adult behaviors.
⚗ AI-reconstructed · cite from original above
It's not this big old out of the box thing like I want you to be more tired and who cares about the individual. No, it's literally the smallest things of when AJ always starts her mindset. Sophia, what have you done in the last two weeks to make it harder for your students to learn? And that ties back into your story of I, you know, I did it whatever, but then you went back and look at the outcome that we have. And that's what we mean by adult convenience. It's yes, we all have the experience of the world and also there's also times to learn new things to get different outcomes. So, thank you so much for sharing that story. I appreciate it. And I will add this is the work that we're super excited about. Like this gets us excited. So, we're looking forward to sharing the stories as the years go on.
⚗ AI-reconstructed · cite from original above
The final question um board member Q&A, what systems are in place to ensure these students access both grade level content and quiet quality differentiated instruction beyond compliance-based supports? And with that, how are we making sure these students are part of our instructional innovations and not as an afterthought but as a central responsibility? We love this question. So, thank you um governing board members for for the inquiry. There are several things and this is an area of action as noted at the bottom. So, many of these things we've participated in on some level, but this is a slide that we're also very excited to tell you a little bit about and come back and share as we go. Um next year, communities of practice um led under the leadership of Dr. for Pombo is a way of gathering a group of stakeholders to come together to work through identify areas of need and work through solutions.
⚗ AI-reconstructed · cite from original above
the area um of our ESS for our communities of practice is looking at our inclusionary work and part of what that work is going to be looking at is bringing a good as I mentioned a group of stakeholders together and we'll be doing a professional development study on the way to inclusion which is a book that um that talks about systematic approaches to not only identifying what the inclusionary practices are but it's very much linked to the equity work which is very much part of our data wise um and it is a it is a book um and a structure that provides resources, action plans, reflection tools. So, I'm very excited to be teaming up in our communities of practice to really start that common language and common understanding of what do we think inclusion is, what does that look like, and how are we critically looking at our systems.
⚗ AI-reconstructed · cite from original above
So, we're very excited to start that in the new year. Another thing that we're very excited about, I know you've heard us mention Ed Climber a lot. I wish I worked for Edge Climber because the way we're promoting it, but we're very excited because what Dorothy and I and and Dr. you sis and what we keep thinking is oh we now have a tool where we can pull that data quickly and well and and that's no excuse for not having the data I want to be very clear on that and educ will allow us to pull that data on a quick level basis to where we're able to be more responsive and hopefully free up some of our colleagues from having to pull some of that data for us as well. So when we think about that, one area that we recognize is that we need to have a system, a a department system of looking at our students not only in those subgroups and disagregating that lower um but also looking at what does that mean in correlation or causation to DNA to fastbridge as well because we do very much recognize our students can and will achieve and some of our students might not might not be showing that at the rate of their typical peers.
⚗ AI-reconstructed · cite from original above
So what other ways are we showing whether it be curriculum based measures whether it be mastery test growth how are we telling the story for our students who might not be able to show up in some of those standardized assessments. Um, additionally, as we mentioned before, one area we recognize based on the data we that that Dorothy talked about with our McGra Hill, we very much recognize that we need to support and coach and encourage our teachers for that fidelity and implementation and to really tighten up that I management and systems because we need our kids need to read. Our kids need to read um we need to support that. So in also leveling up our own data checks not only through the tracking system as Dorothy had mentioned but also um a fidelity check walkthroughs um as a coaching tool and as a way to understand what when I'm walking in the room what should I be s seeing during that time in collaboration with our principles when you're popping through in the rooms and your teachers teaching corrective reading what are some things you for as well um so those are some of the highlights that we very much recognize our call to action is that we need to systematize that better um and we're very much looking forward to building that using Educ Climber as a tool and coming back and hopefully showing some really great process and and and student outcomes achievements with some of these call to action for us as the years go on.
⚗ AI-reconstructed · cite from original above
Board members, any questions or comments? Thank you so much. I appreciate all the thorough explanations of all the questions and um just for a clarification point before I make the motion of this progress min report. I understand that we did not meet our goal but at times um when we adopt goals and we adopt this reports it's not about meeting them. It's about the strategies that are lay in there and if we're convinced enough to know that it's going to push the system to on Thursday or for the next coming year to really make changes. From my personal perspective, after all the conversations back and forth, I do feel that we asked the right questions and the team is going to go into looking at what different inputs or things that they need to change in the system to make sure that we're not in the same scenario next year.
⚗ AI-reconstructed · cite from original above
So, with that being said, and just as a clarificating point with whoever is still hanging on with us or would like to come back and watch the the board meeting, I move the governing board approve SOFG goal 4 progress monitoring report 4. I have a second. Second. All those in favor? I I any nays?
⚗ AI-reconstructed · cite from original above
Hearing none. Motion passes. Thank you so much for that. And that brings us to our item 4B, approval of the standard evaluation system, teacher observer observation rubric. So, Madame President, members of the board, this is fundamentally one of the inputs that we're looking to make a shift in. And so, um, that's why we're presenting it to you this evening. Um, and before we start in this library tab, I know that we had this on the board update and I loved all the changes, especially um, I don't know if board members noticed, but I want to point it out that there was a added on framework in the Danielson's group. I think it was the fourth or the fifth one, I can't remember, that we specifically did not adopt or they told us that they weren't because it didn't really align with our um, student conduct.
⚗ AI-reconstructed · cite from original above