um practices that we're shifting over. So, the fact that that administration's already looking at those kind of things and making sure that they are aligned where the governing board is is is amazing. So, I just wanted to point that out to our board members in case you missed that in the board update. And with that, I'll turn it over to Dr. Pombo. Thank you. And I have um Martha Hernandez is here. She was on the committee. Um Dr. Joel Lauren was on the committee. So, there's more committee members, but the three of us are here tonight. And we're not going to present the entire slideshow. We're just going to present the part that's aligned to SOFG. Um so the committee started meeting in the beginning of the school year and we were looking at the current Danielson um framework that we've been using from the 2013 and we wanted to compare it to the updated version, the 2022 version um because we thought it was more aligned to our SOG goals.
And so um that's where we started our work and I think we're going to start on slide 12. But I'll just read what's on that slide while we while we get started. So um the highlights from the 222 um Danielson framework is that the revised version has seemed more detailed and concrete. So this is the people that were on our committee. We had um teachers from different schools, but we also got feedback from our principles and assistant principles, our coaches, and we also got feedback from teachers um that came in that were not on the committee to get their feedback on the student outcome focus governance uh alignment to the new Danielson. So, these are some of the things that they said. There was a stronger emphasis on equity and student ownership. Um there was include clarity and focus on inclusion were highlighted by some of the uh people that were looking comparing contrasting.
It supports trust building reflection and next steps in practice. Supports coaching and reflection align professional development allows observers to better highlight student voice engagement and ownership and more growth focus and align to individual practice. I feel like just yesterday we were having this conversation about if the new Danielson thing or I I remember googling in a meeting. I feel like we just talked about this last year because when we were looking at you had asked a question if we're looking at um the inclusionary practices student agency in the classroom and we said we're using the the 2013 Danielson framework and we want to create a committee to look at the 2022 framework. So that's what we started this year and that was based off our conversation from last year. And then um Martha Hernandez is an expert in Danielson, so she's been wanting to look at this for a while.
So she's been a big part of the committee of I'm just happy that was like what people were noticing. Yeah. Yay. So we pulled out like we looked at the rubrics and we just pulled out some key parts that were aligned to um student outcomes. So the first section is the uh the goals. So it's focus on student learning and growth. So, Danielson 2022 shifts emphasis from the teacher behavior to student outcomes and experiences directly aligning to our board goals focus on proficiency of ELA, math, and multilingual progress. So, it's had a lot from the student perspective rather than from the teacher perspective. It supports the goal-based instructional practices. So the framework components, especially domains two and three, guide teachers to implement high impact evidence-based strategies that help meet smart goals such as increasing third grade literacy and eighth grade math proficiency. Also accelerates equity for target populations.
There's explicit equity language in the 2022 framework supports progress monitoring for black students, multilingual learners, and students with special needs, mirroring the board's focus on these subgroups. And then when we looked at it from the guardrail perspective, it equity and inclusion is embedded in this new framework. Um includes indicators that are tied to culturally responsive instruction. Um social emotional learning and linguistic ac access supporting superintendent guard related to equity, wellness, and multilingual inclusion. It also prioritize student needs over adult convenience. The framework emphasizes student agency, choice, rigorous task aligning with the guard rail, preventing adult pri priorities from uh student progress. Inspires broad community engagement, emphasizes a student identity, inclusion, learning condition, support board uh guardrails around community voice and multilingual family involvement. And then ongoing professional development. So the 2022 framework serves as a tool for differentiated coaching and reflective teaching. It also has an indicator in there the teacher seeking professional development.
Um so those are the things that we looked to see if it was u more aligned to student outcome focused governance. The next slide just quickly you could just wanted you to see the rubric. So what the different groups did is they looked at the 2013 version and 2022 version and they based it off the guardrails and gave scores. And so you can see that the 2022 version got higher scores. So this was um feedback from the evaluation committee. the um and those are just some comments from the evaluation committee that I know you probably had a chance to read already. Um and then the feedback from leadership council. So this included our principles and assistant principles and you could see the scoring 12 to 18. You can start seeing that the scoring was aligned even though we were doing at different times with different groups.
And then the last one was a focus group of teachers. We asked some teachers to come on their own time after school to look at this and compare and contrast. We wanted to make sure we had uh representation from all different schools and also different um content areas. And so the same thing you kind of see the points are similar to when they were looking at that uh looking at the two different frameworks. So ultimately the very last slide is that all the groups asked that we adopt the 2022 framework um for teaching this for this upcoming school year. And then um do you want to add anything Martha or Dr. I just want to add that the the common theme across was the the actual um terminology how it was very explicit and specific to to strategies or instructional practices. So when we talk about cultural um relevancy practices and how to create inclusive um classrooms, our teachers are like, "Well, what does that mean?
What does that look like?" I think now looking at the rubric and the re and the revised version of it uh the the theme across was like it's more positive. So h coming from a administrator or a coach perspective when you're having those conversations with our teachers, you can really have a rich conversation and discussion without like belittling the work or like making, you know, making it a a negative conversation, but it's more about professional growth, right? And so that was the common theme and that was music to my heart was amazing. And then the second piece was um I forgot my train of thought. It's been a long day. I can't remember what I was gonna say. I apologize. Um the It's okay. Oh, the inclusive practices were like when you talk about it, you don't know what it looks like, but it was a specific strategies of what what is being expected.
So teachers was like, I can pick this rubric up or these indicators and make sense of it on my own. That's what I was gonna say. Yeah, Lauren, I don't know. Go ahead. I don't know that I have anything more to add other than it's been a couple of years of a process. um because we did start talking about revisions to the evaluation system last year. Uh looking at how we're looking at data and the Danielson revision was a was an important part of that conversation, but I think we started too late in the process last year to make a change that would be enacted for this year. So looking at it this year, really doing the deep dive and having having it kind of pulled apart by different groups, uh, and looking at it through the lens of the student outcomes focused governance, especially the guardrails, I think was a critical piece of the conversation.
And, uh, so we're excited to make that recommendation. Yeah, I just love this and I don't have any questions. The only, um, statement I guess I have to say to this is this new rubric came out in 2022. We're barely adopting it now, but our goals were created in 2023 and they're so aligned to the Danielson framework that has nothing to do with SOFG. So, this comes and also tells me the synergy of how another realm of professionals said, hey, school districts should be moving in this direction and here we are leading the way and did it before the Danielson framework got adopted. So that's just another shout out to the board and to also the superintendent and the beautiful cabinet team that we have that we've been on this journey and now that we are on this vertical alignment of where we're at, all these new implementations of things that we're doing, they're just kind of sliding in and working perfectly to move the needle.
So again, that was just like a a a moment that I had that, okay, stuff still keeps coming back and saying, you guys are in the right direction. we're doing what needs to be done and I know for a fact we will see different outcomes next year than this because now everything's starting to kind of play itself out with all the other internal systems that we have. So that was just my aha moment right now and moving forward I will always be referring to them as the be cabinet. So I appreciate that little turn of phrase because we're all just beautiful you know it help it works for me because I refer to my wife as the beautiful Wendy all a I love that. I think that um it just kind of you know we there's a framework here that's obviously the basis for it has been in existence for nearly 30 years and it's like one of you know it's like an industry standard best practice um tool to use and so knowing that they've continued to evolve their tool for um for people across the country to use and that that tool um values things like equity and inclusion just helps me um continue to be clear in in our um in our stance as a board to continue to affirm the importance of that in everything that we do and um uh you know continue to say that we have everybody's back in this district and making sure that we are um doing what's best for our kids.
And so this continues to come through as as one of those things and and um just want to reiterate that again that we have everybody's back and making sure that if this is a part of what's best for our kids then we're going to be behind it. Thank you. Awesome. Any other questions or comments? So um I talked to Mr. man yesterday and our one-on-one and um the one thing that I have been thinking about since last year was how many how many teachers we have that are highly performing and performing um and how many are developing and what's the last one ineffective ineffective and I'm hoping that maybe with this like we're going to see because it aligns with our goals that we're going to see some differentiation um with those because I was kind of alarmed at the numbers last year of how many people were highly effective and effective.
Um and our scores aren't showing that. Yeah. Um and that is a that's a big concern for me. Um, and I'm not I I feel um as an educator myself um that I look at where my kids are coming in and where my kids are going out and if I have brought them a year or more along the route that I consider myself effective. So I'm not saying that we have to have you know um like everybody has to achieve like this high level. I mean of course we want to get there. I mean, that would be like our ultimate like goal, our wish. Um, but I really think that we need to start thinking about like how we're going to align the goals that we have with what the teachers are doing because I I I'm not seeing it yet. Um, and I don't want to say, oh, you can only like give this many highly effectives.
We have that in our district and I don't agree with that either. Um, but I think we need to see um the backup from our data to go with this. So, I just want that to be on your radar because I still would like to discuss like how many we had this year. Um, because it does just disturb me that there was like so many. Um, especially when we have new teachers, we know that they're going to be developing and it's not that's not anything horrible. It's just No. and it's not fair to them to to do that, right? Um, so that that was just something that I had talked to Mr. Man about yesterday and asked if that would be the appropriate place to bring this up during this time because like I still am thinking about that from last year um and things don't bother me that much um most of the time, but like that still is just like kind of like eating at me.
So I had to I have to say something about that. Um so that's my two cents. Thank you, Miss Ays. Any other comments or questions? All right, it looks like we're ready to make the motion. I move the governing board approve replacing Danielson's 2013 framework for teaching with the revised 2022 framework for teaching to be used for certified teacher evaluations as part of the standard evaluation system. May I have a second? Second. All those in favor? I I any nays hearing? None. Motion passes. Thank you so much for that. That brings us to 5A, public comments. Miss Huades, do we have any public comments? Thank you. Number six, approval of consent. I move the governing board approve consent agenda items A through P in accordance with policy BB-E. Second. All those in favor? I. I. Any nays hearing? None. Motion passes. That brings us to 10A, business and planned approval of the 202526 proposed budget.
And I'll turn it over to Miss Shapiro. Did you want to play a song for us before? No. Like trying to wake everybody up. Thank you. Um, look at that. I didn't even have to look desperate for too long. Only one quick for getting better. It's only been two years and uh I got this down. Um, madame president, governing board members, and superintendent man, I'm happy to present the proposed budget. I did want to um make a statement about uh the process that we're using here tonight. Uh this item is usually on consent agenda. So this is our proposed that then leads us into our budget hearing that then we would you know have some more discussion about the budget. Last year we pulled proposed budget out of consent so that we could make the uh connections um as we were starting um just to more fully put the process into an SOFG lens and we've done more and more and more.
So, I think it was just appropriate for us to bring it out again um since we do have our two new board members that wouldn't have heard it last year and this kind just the beginning of that process. So, next year we'll go back to consent. Um but I did want to um any opportunity I have to talk about account codes and this uh particular uh presentation has a little bit of that. I am going to go very fast. Uh a lot of these items we did uh cover over the in the budget 101. Um what's been happening with the budget is in the back end is where a lot of the SOFG framework is happening for us especially on the operational side we're uh putting that into the the process of bu building the budget the budget conversations the budget request as we go through that budget calendar that was shared in the last meeting.
Um so that budget development is where alignment sits but I also um you know want to point out this is a managerial document. We have no control over these budget forms. They come to us from the state. Um at at this point in time, we have budget forms, but we do not have our final numbers um as to uh what those percentage increases will be. And so we will have to revise to those. Um and we will go ahead and and uh put out our best budget possible without all of the information just as we do every single year. um this is a legal obligation and um and we have to hit these deadlines and so that's the purpose of this process. So we have to hit these deadlines but the people providing the budget to us don't sorry I just Yes. Right. Exactly. We hit the deadline but there's no deadline for them to provide information to us.
So we do the best we can. Um, and one of the things that I just want to uh add before you continue is that Miss Shapiro is also part of the SOFG implementation cohort that we were doing. So, it is so so imperative that our CFO is also involved in what that looks like. So, when she's running her budget and she's having those conversations with our team, she's already exposed to what the expectation is on resources. There's a whole other section in SOFG framework that talks about cascading alignment of resources to tie into goals. So I am just so appreciative of you Mr. Shapiro as a CFO. It's kind of unheard of for CFOs or um cabinet other cabinet members to be Dr. Pombo is also part of that cohort. So I just share my gratitude because it brings a whole another insight when you're bringing budget to us and we can at least have somewhat of a reassurance that because you are in the cohort, you already are thinking in that in that mindset.
So I appreciate it. Thank you. And uh it's definitely uh been insightful and it makes sense. It makes sense with what we're trying to accomplish and aligning the budget. it it's just logical and makes sense to com to um have student outcomes be directly connected to the dollars that we spend and we talk about that in our in our progress reports and all of those choices that we're making have happened through a budget process. So um uh let me before I jump into that real quick I'm just going to um I want to show you the budget. I'm not sure how much um we've had an opportunity to take a look at it. Um it's a very tiny screen. I apologize. This is the maintenance and operation budget. So this is it gets its own page because it is uh uh the budget that we talk about the most.