The students who were in class are in class like before. So they have no change their consequences and students that maybe did not have as strong a consequences now understand and feel those consequences a little bit better. >> Cuz I love that you you hate for the consequence to be where you know because of the couple we're treating everyone sort of more whatever the word is harshly or strictly. But that doesn't seem to be the same. >> say that if we you know student responses, some of them did say that. Like hey, I'm a good student. I should like uh they may have said like I do not have an attendance problem. Um I do pay attention to class. I would love to have my phone when the work is done. Um but then families on the other side will say, "Hey, we appreciate that you're waiting till the period is near over to have these kids get their phones back.
>> And do you understand what the strategies are moving forward? >> And if the answers are yes, >> my question still is, do you know if you're going to meet the annual target? And do you know if you're on track to meet the overall five-year goal or not? >> I don't I don't think so. >> Yeah. >> Yes, we are on target to meet the goal >> for goal three. The issue is is if we don't make considerable improvement, are we going to continue to be on target to meet the five-year goal? I'm not sure. >> Leadership team, you can help out. >> I remember if Let me >> I didn't understand the question. So the the question is from the last progress monitoring report for goal three, are we on target or offtarget to hit the annual target and are we on target or offt target to hit the 5-year goal?
However, I think my kids rushing through their work. Please hold on to their phones until the bell." Um because I don't want just work coming in. I want good work coming in. And I I say the staff echoes that. That in that accountability part of engagement of like I don't just want them here, I want them here. And so that is you know kind of feeds into that larger goal. >> I can interject. If you look at expectations and how much it jumped and then you see the staff in staff and then you notice it in the consequence. I think clear is kind and the meaning of why we valued them being here was intentional this year and I think that is where we we're seeing our staff respond to that. Like we are one message coming across. We want you here. This is why we want you here.
And so if I remember correctly, we had so we have three interim measures. >> If I remember correctly, one interim measure showed us as being on target and two interim measures showed us as not being on target. And so in the aggregate typically you're looking for I always my pneummonic devices two out of three ain't bad. So, um, the fact that we're that we're showing off target on two of the three would be an indicator that we are likely not on track to meet the annual target, in which case we would not >> track to meet the >> I would I would add a correction to that because if you're looking at the overall what's been happening each year, we haven't necessarily met the interim goals, but we and this particular goal, we have exceeded the actual annual goal each here. >> And so what that's why I said what I said, which is, >> you know, if we stay with what we're doing, it's likely we'll still meet our goal for the year, but are we going to meet the five-year goal if we don't make any considerable progress?
That sense of belonging. So I don't think the kids felt it in the same way that our staff might have felt it. Thanks. >> All right, relationship mapping. So last year when I came I talked to you about how I was mad at my question, right? Relationship mapping made me more aware, right? For the staff the word more aware is like I was really aware. So that was like strongly disagree. Whereas someone else with a very positive feeling, yes I am more aware. They all they were strongly agree. So I didn't get a great response to that question. So this year we changed it to I have made efforts on student belonging in my classroom as a result of relationship mapping activities because that's really what we were kind of going for. We're doing this relationship mapping. Is it having an impact in the classroom?
Maybe not. >> Well, what I now I can hear your question. Um, sorry because I can't read your lips. So, thank you. Um so the one that is on basically for the goal three is a tough one to answer because we know that all three of our interim measures does not measure um language acquisition. So they're not interim measures that have the um correlation that we know it's going to um likelihood how we're going to do. But those are the best measures that we have um right now and we'll have the Azela mimic next year. >> Um it's hard to answer this question because I already know what the data is because I already took the Aela. >> I was pretending really well that have insight or information. >> We don't pretend. So go ahead. >> So based on I can't it's not it's preliminary data I can't share.
So while there is a big jump, I can't say whether or not it's a real big jump. It's could just be the same 55% >> [laughter] >> responded last year if I had asked a better question. So for our students that we do see a slight tick up about having an adult that you trust and talk to. A slight decrease 2% from families Um, then students holding strong about um feeling like they belong 2/3. That's sort of across the board. And whether or not it's the additional consequences that have affected the family input going from 74 to 72, I don't know the answer to that. I think I would have to wait a third year to really see that tracking. Um, so the attendance having the year of deliberate focus, that has been a major part of it. I wish that I had given the survey a little bit later for like two reasons in the slides that are coming up.
>> Okay. Yeah. No, don't do that. But I will say that the interim measures that we have are not good predictors. But the one that we are on target with is getting better every year. So it's improving. Their reading is improving. Um but it's not measuring the four parts of language acquisition. >> And that's what I would say no because in order for us to say yes, we would know what those indicators are to get us to the goal. And that's why I'm going to push back on a little bit on what Katie said that I >> I'm just answering Sinto's question. which rules. Are we on target? Are we on track? That's the question, not are you meeting all the interim goals, >> right? >> I'm answering the question he asked for parts and he >> I think it proves his point is that would not be able to go back out into our community and sufficiently explain what's going on right now.
One, talking about the calls home and the sort of um, I don't know what to say I the clerical part. Um, that came across loud and clear from the staff feeling like there was maybe a clerical burden on them. And just after that Phil had implemented like something that took some of the clerical part off of them about automatically putting their interventions in into Infinite Campus. So, I wish I had like asked the question like two weeks later. Also, you're going to see that about PD here in a little bit, but I'll I'll address that when we get to it. Um, so the school provides adequate support for addressing attendance and I feel empowered for attendance. Again, last year it was really low. That was why it was a main focus for us last year, right? It was like 16, 15%. And this year again going up to 55%.
>> Correct. >> That's the point >> because the progress monitoring report doesn't >> Can you repeat what did you say? She said that it goes back to Sinto's point where we would not be prepared to go back to our community to speak to that goal because that our inner measures are not predictors of what's going on and yes we're moving along every year but we're kind of like >> how much >> working yeah >> what's working there's something that that the team just said that jumped out at me which I've heard in your progress monitor reports she said some of the interimms are not good predictors >> those interimms are your outputs This is not a moment to say staff, you're not doing well. This is a moment to highlight that your leadership team is being honest with you that because you as a board are prioritizing this work.
So, that's a huge jump and that was the reason for that. That's also a reason I think that 74% of the staff is saying, can we stick with that and broaden that definition of what accountability means? Meaning we also want them to be accountable for doing the work while they're here. Students feeling that support or families being aware of those resources, it's great that with some of our outreach that families feel more aware about that support. Students are basically holding strong. And then the the second set of bars there because it's about this year's adjustments, we didn't have that last year, so I can't have something to compare it to. But that they've had a positive impact on attendance in their classes. About 2/3 of the staff respondents. And then families at 39 and 44, when I go through those results, it's a lot of them saying I do not have an attendance problem.
You're you're playing it's like you're backing your team up against the wall and saying, "We'll get better at it. Figure it out." You're not beating up on your leadership team. You're giving them the grace and the room to get better at it. I heard them say that one of them they're getting better at it every year. Understand that most school systems that do not have boards that do the work that you're doing, they don't have to worry about it. They just go about their dayto-day. And remember, for every benefit that I get to experience, someone has to pay a cost. Mhm. >> And in these conversations when adults benefit from not having to go dig into these conversations, children are paying the cost, community paying the cost. So let me just say that very very loudly that this cander and this honesty from this team group that's important.
And so with the 321 from my families, many of those families, their students are compliant. They probably filled out the survey, too. And I asked the families, "So they're compliant?" I was like, "Yes, I'm going to fill it out." But their students don't have an attendance issue. And so, you know, I do think that that sort of accounts for the students and the families why the result is at 1/3, whereas the the staff is at 2/3. >> Real quick, I'm sorry with attendance. Because I know I get emails from my junior, "Great job, you made it to school." Um can you remind me with the attendance if a if a student misses one class versus missing the whole day, how that data's collected? Because I know that there's different times where I've heard parents in the community say, "Oh, I I didn't get something because my child was there or not there.
Second part, we got to keep it simple though. As you're saying, Heather, at the end of the day, my community wants to know. Are we moving or not moving? And then the next question is going to be why not or why are we? >> And why are we? We need to celebrate that. >> Why we're not, we're going to be honest with you community. We got some work to do and we're on it because we're disciplined and we're focused. We're spending more and more time asking these questions. So again, if you're leaving a progress monitoring session and you are not, let me make a recommendation that I haven't made before. If you don't have your beginning of the year progress monitoring report, you don't have your middle of the year progress monitoring report, and you don't have your third quarter monitor progress monitoring report, you're you don't have all the puzzle pieces in front of you.
And then how does it work with doctor's notes? Like do we as a district ask for those doctor's notes for the excuse? Because I know that I have a lot of students that will be excused, but there's no documentation other than the parent saying, "I've called them in." >> I would love to say I'm an expert in this area. I am not. Kelly though used to work in that office, so I'm going to defer that question to >> Yeah, cuz I know I've I've had a lot of parents asking questions. >> Absolutely. Um if it's excused, that doesn't mean it's documented. But if you bring in a dentist or doctor's note, that becomes documented excuse. So it's a different level. So they don't count the same way. So if depending upon when you brought in the note, might you may or may not then get the communication.
>> Your leadership team is doing everything they can to paint the picture. This is how we're starting the school year. This is we're at midway and this is how we're predicting it's going to come out. I would highly recommend you have all all two or three reports in front of you. When goal three comes back around, I would highly encourage you to have all of these in front of you and then see if they make sense. And then leadership team, that's an opportunity for you that if if you as a leadership team can't put puzzle piece one, beginning of the year puzzle, there's got to be at least three puzzle pieces. beginning, middle, and then right before the tests are taken. And then which one is the fourth one? >> It's the end of the year. It's the final results. That's your role as board members.
So if you had a pre-planned visit, that would be pre like we'd enter that in or the parent has entered that in or the family has entered that in, and you wouldn't get the call back or you wouldn't get the email sent to you. Um but if it's like the day of and you call your student out because you were able to get a doctor's appointment, you probably are going to get a notification cuz it's just not in the system yet. But you would see that reflected in Infinite Campus. >> Okay, so we do ask for doctor's notes. >> Yes, we do. For it to be documented. >> But they can be undocumented and excused. >> Correct. If if they want to have one of their excused absences. >> And then is there a number where what's that number where you go from oh >> eight >> It's eight, right?
That's the opportunity you have in front of you. So, I I I love that you're lifting that perspective. I love that you as a board are being honest. And I also love that you're saying, you know, I don't know that I have the the energy for it. Yeah, you're being honest. A lot of adults would rather talk about turf or or the color of the school walls or or the naming of a school. They'd much rather lean into those conversations, but to talk about student achievement that that takes a muscle to be built up. What's coming up for you before we jump into the questions because I want to make sure that you're not leaving your board meetings without understanding these pieces. >> And I I like that. I like that. I think that we all feel safe like with each other like >> like I feel safe saying these things and I like I don't blame like I never think about I don't think about like the blame game when we see like places where maybe we still need to work like I feel I feel like people are especially from the district like on their team are like harder on themselves than of course we are because that's that's you know as an educator like that's how I am as well like I'm harder for myself than you know my kids might be harder they you know or my leaders >> you know I'm going to be harder on myself than they are.
So after >> per semester >> eight per semester >> semester. Okay. >> So if it's documented, it doesn't count on the eight because it's a doctor you're visiting. >> So you can go higher. >> be a above that, but if it's not documented, you have eight before they flip to unexcused even with the call in. >> Even with the call in from parents. Okay. >> So, we encourage right off right off from the beginning, like if you're going to the dentist or you're going to the doctor or you're seeing a medical professional, please bring in a note ahead of it so that it doesn't >> So, then it doesn't count against you. >> Yes. >> Okay. And then mental health days, is that still a thing in the state? >> a thing. >> And how many are those? >> Five. >> Okay. >> But they're >> They count towards the >> chronic absenteeism.
>> So I like that like there is that safety and I like that we are working towards you know our common goals like we can we can see that right we can see that everybody's working really hard. I just I don't know for me there's just something more that that needs to happen I guess. Um, >> what do you what do you think that might look like? >> I think it's the community piece and it probably was just a lot of that like article like like just thinking about that community piece because yeah, like we can't just sit up here and and do this without going and explaining it to the community >> because they don't they probably don't understand, you know. Uh, and at first to be honest when I read that I was like kind of taking offense to like they kept saying educators on boards and I yeah well I understand stuff but then you know I you know after like finishing you know the whole thing then it kind of like hit me like yeah like we aren't going out and explaining things to to people like the way that it should.