>> We don't have it. So if someone does >> exist. There's not a credible tool out there yet that can detect AI. What the tools more demonstrate is how a document was constructed. So, you can see how was that document built? Did stuff get copied and pasted from one location? Like the how did it move around and those kinds of things, but AI detection tools are are actually very poor. >> So, like the chat GPTs that we see our students using >> Uh-huh. >> where the whole document has been brought from the search into their paper. You're saying that the teachers don't have anything that's going to put like we can't put it into anything right now and say, "Oh, yeah, this is that student wording?" >> Yeah. Yet. There are tools coming. But, there is not a reliable tool right now that will do that.
>> Yeah. So I want you to use >> I wonder why we didn't know >> I'd like to I'd like to ask you to look at the effective question asking document. >> Um >> not in Go ahead. >> Dr. Ramos I am so sorry. Do you mind if we take like a quick five minute recess? >> Sure. Let's do that. >> Um some of us need to go do something and then we can take that real fast. >> You got it. In the meantime just make sure you got the effective question asking document in front of you when you come back. >> Okay. 518 523. Thank you. >> Thank you. >> Assuming this is other >> This is executive time. This is executive time. >> I appreciate it. >> When I'm coding, I count as executive. I'm doing all my superintendence reports in executive meeting.
>> We did we piloted two different tools this year and decided on >> [clears throat] >> neither of those. But, we we have had there's free tools out there. Brisk is one that that our staff our staff have tools. >> Okay. That's what you mean. >> And and we've talked about some different our our coaches in our buildings have talked about here are some tools. We don't have a tool. Right? That we say, "This is the district tool." >> tool. >> Nor like we're we're paying this amount to this one company. But, there are tools that are out there that will watch the construction. Brisk is one of those. There's obviously we don't have a paid version of that. >> Mhm. >> But, there are tools you can utilize that and see the whole construction and be able to see did they copy and paste?
>> We could put the little timer. >> You know, that timer needs to come back. Detecting It's off now. All right, we are back. Dr. Ramos. >> Yep. So, welcome back everyone. Hopefully, you've got the effective question asking document in front of you. Uh I want to if I do my job we would have connected the dots as to why this is super important moving forward. It shouldn't be new to you. What we have though is an opportunity to practice in real time. I did ask the leadership team to put the April 21st progress monitoring report up on the screen. Um actually Hilda if you don't mind going to the overall goal first. Let's start there. I want to I want to see what your a little bit more. Go back to page three. >> Oh page three. Right there. >> Right there. Board, what do you see?
There there are tools out that we that our teachers have available. >> All right. That's yet. >> Um so, I just have one slide left. Um so, um basically uh the from the staff and uh talking about the attendance focus, but specifically saying like we don't want it to be just like we did it this year. If it's not going to build into something more where it's talking about engaging students in the classroom and making them accountable for doing the work, then we should shift focus. But that's so you'll you'll hear about the broadening of that focus of attendance and accountability. Um the student experience that there are a little bit of drops in some areas. Um and so making sure that we're going through the scanner frustration was a big one. Um that um some students like as as we continue to ask about the belonging, um they're thinking about it more.
>> Is there any way this screen can be put on my thing? >> Um, I don't know. Can it? Yeah, it should be able to >> Katie, I'm sending it to emailing it to you. >> Well, I know you guys were just looking at the progress monitoring report, right? It's just nicer if it's all on one screen so I don't have to keep going back and forth between things. >> I think >> Thank you. Got it. So the question is on page three, what are you looking at? What do you think you're looking at? >> We're looking at the overall progress of goal three from 2024 until now. And then that's the blue line. The gold are the actual goals and then the blue line is our actual progress. >> Are you on track? Yes. Yes. >> Above track. >> We're exceeding our >> exceeding.
And so um you know, we have increased sports, we have increased activities. Um and in doing that like, you know, are we getting too big? I don't know. Um so I have to dig into that more. Um that uh you know, whether or not it's class size or schedule concerns that, you know, if I have my resource period on the day that I have my study hall, like I'm not loving that. Um and that you know, can't come out. Uh building on the cell phone policy and making sure that we're all doing it consistently and that we're holding those phones all the way to the end of the period. Uh families really feel strongly about that. Um that you know, I I think that as we get further, I would hope to see that students' perception about the impact on their education by not having those phones will grow.
>> Let's go to the next one. Missilda, >> remember your interims are supposed to be predictors for your overall. What are you seeing here? Your staff has done a heck of a job of putting some things in red for you to let you know right off the bat. you and the community >> that we're really far from our goal, >> which in my head doesn't make sense because if we're exceeding every year but we're not meeting our interring the wrong thing or we have the wrong interim or because I don't know I I would assume that if we're moving up at our every year and our annual targets and our end goals Then our interims would be slightly moving up little by little, too. >> Interesting. >> I think this one's the most weird for me because this one's the weirdest for me because tech Oh, sorry.
Um but for the first year um that we're at 1/3. Um and then Overhung PD um just spoke about. Um that that is something that's uh that's front of mind and also making sure [clears throat] that like as I talked about C-CSS earlier, making sure that we're doing specific PD for our deans and for our counselors. Um that is something that they really reach out for just like our co-teaching staff did um last year. >> Our policy is to have the cell phone away the entire period. Are you saying that some staff are allowing kids to bring them out after if they've completed the course work during in the classroom? >> Anecdotally, that is what students and families have said. >> Our policy does allow for the teachers to determine how it's used in the >> Sure. That's right. >> That's right. Um I I just as you've seen all of this and you've seen the numbers, I just want you know, as you're looking at this final slide, right?
Am I thinking of because DNA >> I feel like DNA is supposed to be our technically maybe I'm crazy. It's supposed to be our most accurate indicator on these. And so it feels like this should be less off than any of the others, unless I'm forgetting or misremembering. >> I would agree with you, but I don't know. Um, Dr. Pomble, does that sound right? >> It's the most accurate for the standards. So for the state assessment, but for AELA, it's just it's just showing that our kids are getting better in reading. But Azela measures three things or four things, reading, writing, listening, and speaking. So this is just showing one part of the AELA that is getting better. >> So, and there's there's really three ways to look at this chart. The first one is because what it's intended what that measure is intended to give an indication of as Dr.
We've we follow a very high bar here in how we represent our data, right? So, when you see 33% of students, that's 33% of students have selected a four or a five, right? We're not counting threes that are neutral statements in there, right? These are definitely positive numbers. So, when you see a 33%, it could be a large number that are like, "Eh, it's fine." right? We're looking for positive, right? In all of the data survey instruments that we give you, we're going for fours and fives. We're going for nines and 10s, right? We're we're going for that level. So, I I just want to caution you when you see 33 uh percent agree, that doesn't mean that 66% necessarily disagree. There's a chunk in there that are neutral, right? Right? But, we're always trying to move those numbers all into fours and fives. >> Guys, I >> I would also just add to your point earlier that it the matter is that it's statistically significant.
Pombo said is language arts skills. You're seeing over a 2-year period consistent growth and development. And so when we talk about student outcomes focused governance, we're rocking it if we're hitting our targets, but we're only failing if we're not getting significant growth. And I would call 5 to 16 a pretty significant amount of growth in relation to the interim measure. Question becomes how does it translate to the end ofear outcome? Right? And in this case we're using a measure intended for something else because we didn't have a functionally aligned measure. So we stood up three interim measures that were the closest tool sets we had while we were in the process of integrating a new tool set in order to be able to have something that should be more of a onetoone alignment as a as a hate to use predictor because I've always been told we don't predict anything we have a correlated result.
You're never going to get and that 95% of the students, like I can imagine how much work that was. We did the same thing at my company, an engagement survey, and every as low as they could go to see they participate, I mean, every leader was like reaching out all the time. We're at 60, we're at 60 and so, you know, we hit the number we had to hit, but not without and that's in the workplace. So, I just I know we want to hear from but I do agree that there is a level where you start to get consistent feedback as you've sort of addressed. So, I think we do have to keep that in mind as we talk about all the other stuff, the clerical work on teachers and other stuff like all this takes. So, just as someone who works in that arena as well, it's very consistent in the corporate environment.
So, um, something that's much more highly correlated for it's an indication of whether we're on track or not. >> And I think this go this graph obviously goes back to what Heather was saying, right? Because if we're just looking at the title of the graph, it would lead you to believe proficiency is all-encompassing in my mind. And so, in my mind, I would think this has got to be the most on track with the overarching goal. And so I think I think the like just like if you were randomly looking at these things, you would be confused and think there's a disconnect here. >> I would agree. Yeah. >> And so just to to push the board back to it and I know that's not captured here. And so in particular for the public, this is awkward. >> But when we set these interim measures, this was probably one of the longest conversations we had was about how we needed to have three interim measures and and the team wasn't happy with anything that was available.
So, I do appreciate you trying to call that out. >> All right. Um next one up, Staff Morale. >> With Kelly. >> So, this one is the the shorter one. Um and this is trying to get a pulse and this is just coming from our staff. Um so, our total responses were 383. That's about accurate, a little higher than it was even in the fall um when our the rates were like through the roof. And that's just a breakdown of how the the respondents were. But I wanted to break it down further from our last conversation about how many like actually participated in and what what does that look like? >> So, this is the percentage by all responses by >> Yeah. >> Per group and then the next slide gives you what's the percentage of that group responding. >> [clears throat] >> So, for teachers, like certified staff, you have 74% responded to the morale survey.
And so then we would be standing that up. And I will also share that in a one-on-one um our board president challenged and said, "Well, I understand you need a baseline year for the indicator that you think is more accurate, but I kind of feel like perhaps we should have tried to find a way to stand that up." >> Now, at that point, obviously, we were I a quarter of third the way into the year. So, it was a really good insight based on what was being seen in these progress monitoring reports. um and may have an impact on, you know, as we move forward and we look at future interim measures. Um trying to have some more intentionality around like rather than preferring for three perhaps we we prefer for something that's more greatly correlated even if it isn't ready for prime time and look at different aspects of >> That's what I was about to say.
36% admin, 25% of the support staff, 13% of CMG, and 24% of our exempt employees. Just to show who responded to the survey. And again, when you're looking when I was doing my dissertation, if you're looking outside, just going back to what you're saying, if you're looking at an outside response, 10 is like that's amazing, right? And so, internally, you're hoping for something between 30 and 50. Of course, we want it as high as possible. Um but the morale survey is a shorter survey. Um it all hits around the same time. I think the most important thing is not one survey by itself, but how much these are talking to each other and how much the thread is the same for all of the surveys that we issued. All right, so just again just to remind you that we were looking at our target. We picked ownership and input for our target for this year to move ownership and input into those four and five range.
I was about to say like I know we hate stirring the pot and we just adopted some of these tools prior to adopting student outcomes focused governance but if we just keep getting to this end of the year and saying yeah these just aren't measuring things that are going to be like accurate indicators for us then I think it's time to make a change. >> Well thank you for priming the pump for some cheese moving we may be having conversations about fairly soon. So, >> and I just want to reflect for that Miss Mark Marquez has joined us online. >> Yes. Hi. I'm I'm still in in transit, so I won't be chiming in too much, but I hope to catch as much as I can by ear and once I arrive, I'll be able to participate better. >> Thank you. I appreciate you um logging in and being with us.
So I don't change the survey questions. I only at the very beginning ask just a pulse. Like tell me the pulse of how how you're feeling. I asked it at the start of the year and then again I this was right before spring break. I just wanted to know how were they feeling within the year if they feel positive still and again the next slide will kind of break it down by percentage for you. And the first question was I feel positive about the school year. This is right before spring break. 65% strongly agreed or agreed. That's a pretty significant number. >> If you're going to pick the worst time of the year to ask a survey. >> be that would be it. >> [laughter] >> Um [clears throat] but their voicing voice being reflected in the year, how they feel connected to the district goals still and how they feel a sense of collaboration amongst their colleagues all were again extremely high.
I was going to share that the Azel mimic that we've been piloting this year um the company um Renaissance or DNA had to use that data not just our district but other districts that were piloting it to be able to see if it was correlated to the Aella so we could use it for next year. So we couldn't really even know if it was correlated or not. And so they're still still doing that study. Um, but we have we're planning on putting it in our assessment schedule for next year. >> So, looking at just even at 3.1 and I know that you asked questions at the board meeting. What I want to do is I want to ask you to try to formulate one smart strategic question. Meaning that you're going to obviously want it to be strategic over technical tactical. You're going to want it to be measure focused, which you're going to be wanting to reference specific data points so you have data in front of you.