And now this is the one that I don't change anything and this is a three year trend. So you can see the three year trend. Again our target was moving that keeping that ownership and input up and hitting fours and fives. So our goal is fours and fives and not losing track on what what we've gained and you can see this year scores. We hit fours for every single category minus one. So it's re-shifting our focus possibly for next year to recognition and value because we stayed at neutral for the past three years. And there's about in each of the questions there's about three questions per category. So there's six categories about three questions. But I wanted to highlight ownership and input because that was our target. So the next slide will show you one of the questions and how we try like how it looked all three years.
You want it to be askoriented, which means that it's open-ended. You don't want to uh tell them or you don't want to accuse them or be confrontational, which you're not. You're amazing at that. You want it to be askoriented, a professional manner. And then you want it to be results focused, which means that you're really genuinely looking to learn, not that you think you know the answer already. And then you want it to be time bound which you want to focus is it on current performance which means past actions or is it future performance like what's the strategy and so you have on that document you see that there's an effective example and then there's ineffective example encourage you to look at the in the I want to encourage you to look at the effective example which reads third grade literacy growth on page four appears to be flat for group A but not group B.
So this one is I have ownership and control of my professional practice in my work environment. And again, made major strides, 72% agreeing or strongly agreeing in this question. The next one is that your opinions are heard and valued by district leaders. And again, you can see where it was it's still growing. We're we're making the right moves. And then valued by their school leaders. And again, this one look at the jump with the green for this year. I mean you're talking 47.3% saying they agree or strongly agree with that statement. So that was the target of ownership and input. So I just wanted to highlight where we targeted. And then I asked some open-ended questions. So again, this is less than 25 questions. It's a pulse. I want to make sure that we're meeting the needs of all of our staff. And so this is their free responses and it just consolidated into one.
Which if any of our budgeted strategies most accounted for that difference? That is a smart measure focused askoriented results focused timebound smart question. And again we're looking on the first page of effective question asking and it says smart questions. Y'all have that one? >> Oh, there it is. >> Yeah. That's your criteria for making it smart. And to your point, Miss Heather, it's I I wouldn't focus on it being so so thoughtprovoking that it's going to like create this seismic shift in the way administration reviews. Just looking at that screen of interim 3.1, what is a smart question that follows that example that you could ask the leadership team at a board meeting? And what I want to do is I want to encourage you to to partner up. So Trist and Sophia, I'd like you to partner up. And just looking at this one, what is a smart strategic question you might ask the leadership team?
And just like Ryan has shared already and Jill as well. So they loved having that singular focus. Now they want us to drill it down. They're like, all right, now you did great. We had that macro focus. I call it that cuz I'm an economics major. But like, all right, now you had the macro, now we're going micro. What can you do to align some more consistency accountability for my classroom? Like they want us to continue, keep the consistency going, but now help me in PD for my my space. Keep this and look at the bold student engagement. They're here, now how do they activate into their learning? When they're here, how can I support them in bridging that gap?
Heather, you get a bonus that you get to work with Jay. >> I don't know. >> Bonus. >> Sorry. >> I don't know if that's a bonus. >> It's a bonus. >> Oh, I get the bonus. All right. >> See if you can come up with one together and then we'll I'll write them out up here and we'll review them together. We didn't seven points the first year. >> And I mean then just comparing the ears themselves it was 10 points. Yeah, you're right. >> Oh, no. >> 10ardless. >> But even if you did a 10, if we did a 10 job from 12, Oh, I think >> or is it >> I don't think that's would be time bound or measure focused. But like the same thing just kind of restructured might be something like given that last year's for the literacy date on page four given that last year's measurements >> of emerging studies >> did not accurately reflect our output.
Any questions? This This one's the shorter one. It's kind of the one that just comes together for morale, for just And this is only our staff. >> As I previewed before, um the first group we ask questions of is board and DLT. So, that's administrators, department chairs, and obviously the board here. Uh and the question was uh same one that was very similar, I think maybe the same that Ryan asked the whole staff, which was I believe we should continue with the same attendance accountability focus for next year on a 1 to 5 scale. So, five would mean keep it exactly the same. 1 through 4 would be make a change in some way. So, you can see how this kind of played out across those three groups. Uh department chairs/teacher leaders includes the DGA president, that's part of that. So, you can see it's all favorable to, you know, keep going someone in the same direction, but maybe make a little bit of changes in what we're doing.
>> What's confusing for me is why that And this here's measurements >> of 2026. >> Just putting it out there that I put a qu my question in the chat just so that people know >> whereas we have short of the target. >> I mean >> is this more than double of what this year is? >> What what changed this year? I'm not sure that fixes it, but I think it fix or something to that effect. >> And you know what I was trying to say, but I I accidentally said IBM2 to >> Well, yeah, there's three different >> and then then there's two different school years. >> I I guess what what was the difference in 24 25 versus 256 >> in that two tests? What happened? >> Yeah, but there's also cheese in the mix because of that adjustment. >> I think it's also Maybe you could even assume >> we using the same strategy.
So, this is from the written responses, some themes that come out of it. Uh really the first one, continuing build, is what you heard from uh the other three survey responses, right? Uh also deepen into student engagement, which you also heard in the other three survey responses, and the idea of culture and belonging, which you also heard in the other three survey responses. What this is important for the board to see is that your part pulse on the district and the leadership pulse on the district was exactly what we heard after we gave the surveys, which means it's a good gut check for us that what we are seeing from the leadership lens is matching what uh boots on the ground want to see happen. So, those are all the surveys.
Were we using a different >> what they >> what do you account for this >> difference in the IBM one and two tests >> school year 242 school year test. >> That's right. Is that harder than others? >> I think it's less accurately reflective, >> which in our case means it's harder. >> Yeah, of course. >> It's interesting. And they talk about them district or they're overseen here. They're overseen by biased to promote. Why is that through some >> audience? >> I don't think so. I think you kind of already sh I haven't heard that. >> It wouldn't surprise me. I feel like I'm in a performing simulator right now. >> Why? >> Because all I can hear is everybody whispering and having four or five different conversations. >> That's hilarious. >> But I can't see anybody either. So, it's just like me making lunches for tomorrow and we're seeing the people talking whispering in the back >> randomly just throwing your name in like quietly.
Any questions survey related at this point? Cuz that's the why, and then I'm going to tell you the what next. Uh thank you to Jill and Kelly and Ryan. It's a lot of data. I think 46,000 something data points, something crazy like that. Like it this is a ton of data that we sift through and try to make sense out of to find out what we should be doing uh to best serve our students and our families and our staff. Um so the what plan we're going to bring you is is shaped uh based on all of that. Remember continuing the goal of the singular focus. So [snorts] thank you to the three of you. >> Well, I just want to say um I I think all of the work that you're doing is making our district a better district. And I think we're seeing that in these results in your survey.
>> We like she saying about me. >> Did y'all come up with a smart strategic question? >> Yes, we did. >> All right. Read me read yours out to me and I'll go. >> Mr. Jones will do that for us. >> The honorary Mr. Jones. the uh I didn't write it down but uh given the percent of emerging multilingual increasing from 5 to 9% in school year 2425 between preIBM1 and preIBM 2. >> Oh, you lost me. Oh, >> given a percent of multilingual >> uh emerging my multilingual increasing one or more proficiency levels in preIBBM1 and preIBM2 of school year 24 25 by 4% I don't know if that even makes sense >> by 4%. Yes. And given that >> And given that >> Mhm. Uh >> in 2526 it was only 1% increase between preIBM1 and preIBM2 were the same strategies being used in between those two tests Or did something different happen?
So all of the time and energy and investment is having a true positive impact on our kids and our staff. So thank you for all the work that you're pouring into this. >> All right. So that's the why. Let's get into the what. Um so this is just as I came to you last year at this time with a singular focus and a draft statement of work, we have revised that for this year. And this is it it's wordy, but I bolded the the key parts of it, right? So you can see here build on the attendance and accountability foundation by focusing more intentionally on student ownership and engagement. Two themes you heard very clearly in that survey responses. So then it explains what that means being president and present, investing in their learning, feelings of connected to the school both during the school day and after the school day.
>> Yeah. So, we we went a little bit of a different route. I think we were caught up in the prior conversation a little bit. um help help make sure I'm representing this correctly. Um so ours was given that in uh four um slide four given that the percent of emerging multilingual increasing one or more proficiency levels from preIBM in in 2425 from preIBBM1 sorry >> given that slide for >> given uh that the p the percent of emerging Multilingual increasing one or more proficiency levels from the pre-EST to the post test indicated that indicated that we would not reach our annual target for that year, but we did exceed the target for that year and that the data from preIBBM1 to PreIBM2 in 2526 also indicates that we are short of the May 25 interim measure target. It's very compound. >> Yes. Good stuff.
And then you can hear the the clear call that came from teachers that they want to be supported through differentiated professional learning in this work focused on instructional design, student motivation and participation, uh and belonging. And then success, you can see once again, just like we did this year, attendance attendance data, grades, climate survey results, uh and then obviously tracking our tiered interventions and supports. You saw all of those things as metrics this year, and you saw through that singular focus of attendance and accountability last year, all of those numbers moved up. Right? And we believe that if we focus next year on ownership and engagement engagement, all of those numbers will go up as well. You If you go back to last year, it was attendance and accountability, it was grades and intervention were the next two focus. You're seeing a trust that if we continue the work, grades are going to continue to go up.
>> All right. So, let's check them as a team. Have your smart document in front of you. I'm going to ask you with the first one, which was the one that Katie submitted to us via the chat. We want to make sure there's strategic that it is not technical or tactical. Do you remember what technical and tactical actually mean? It's at the bottom of that document. So, just we're all on the same page. Technical means that there are questions to understand how something is measured. Tactical is questions to understand how or by whom something is done. Strategic, they're questions to understand how something aligns to the goals and guard rails. So, that's the first part. Second one is going to be as a measure focus does reference specific data. Let's start with strategic with Katie's which reads given that only 16% of emerging bilingual students in grades three through eight advance one or more proficiency levels on the DNA ELA assessment at IBM2.
So it kind of falls, you know, I keep saying like uh attendance is at the front of the stage, right? Last year the backup singers were interventions and grades, and everybody else was in the choir. Next year you're still seeing attendance needs to be at the front of the stage. We kind of change the gown next year from accountability to engagement. Back behind it, interventions is still a backup singer, but now professional learning comes out of the choir, moves up on the stage, has a a louder voice, right? And grades, we trust they can kind of go back into the choir now. Doesn't have to be as as in the forefront cuz we're seeing those things move the way we expect them to do. So that's the what. That's the proposed what. You saw it happen in uh the feedback you saw here really from showing up to leaning in is kind of the idea, right?
What specific school level instructional interventions will be implemented between now and May 2026 to close that gap? And how will we measure whether those interventions are working before the final post test window closes? Is that technical? Is that tactical? Is that strategic? Is that a little tactical? It's a little tactical. >> And I was going to say there's a little bit technical in there, too. >> There's a little technical. >> Instructional interventionist would be technical. >> Yeah. What I'm looking for is where's it strategic? The strategic part comes in. So she's saying that the 16% of emergence multilingual students in grade three and then yeah what interventions by May 26 will be working on before the final po before the final post test window closes. >> Yep. This is this is a uh this has technical tactical and strategic completely okay. You want to work your way to making it more and more strategic as time goes on.
Last year, get them here and force compliance. Dean attendance focus, structure and predictability. You heard Kelly talk about those. Whereas next year, it's about investment, right? It's designing opportunities. Um it's more about belonging. It's more about caring and those kinds of things, right? Um So, you just what I talked about, attendance, professional development, connected and belonging are the ways to get there. So, our interventions need to lean into how do our interventions make students feel like they are cared about? How do they feel make them feel more like they belong here to emphasize those things. The other ones we've talked a lot about, but one of the things that in attendance patterns, >> [clears throat] >> what we have learned from all of this data we've looked at all year is that once we get a student here to start the day, they tend to be here on time and they tend to go to class.
You'll understand why as you do monitoring because this is this is a really good question. I want to look at the leadership team. How are you? >> I thought this was like uh my strategic part was pretty melee for this, but sorry. >> That's why we're practicing >> and it's on the spot. We didn't have time to think. So, this is great. >> Correct. >> The fact that we were able to come up with a question like this in this short of time tell us that >> our coaching and we're working. We're doing good. >> Yes. So, I'm curious to see how the leadership team responds to a question like this. What are you seeing? Um I I think I mean actually do you want to take a shot first? >> The first question to read it. >> Okay. >> Well, Dr. Pombo's reading it my opinion.