10-22-2024 Appoquinimink School Board Workshop

001e e e uh good evening everybody and welcome to the appin school district uh school board's workshop for Tuesday October 22nd um we're just going to talk about two things the Strategic plan and the superintendent eval valuation tool this is not a formal board meeting we're not going to be voting on anything tonight it's a little uh little bit more informal and perhaps a little bit more give and take um but before we get started we will uh start with the Pledge of Allegiance as we always do United States of America and to the Republic for which stands one nation andice all right so the main uh topic uh and the reason I suspect many folks are here is our strategic plan and I will turn it over to Dr burough to get us started

002all right good evening everyone thank you for coming out so this is our second uh time that we've come in front of the public to discuss our strategic plan the progress that we're making uh we do have with us tonight we have our goal leads with us tonight and the format is that Mr Hoover who kind of coordinates and oversees the whole strategic plan is going to kick us off and then each of the goal leads uh with the board member um who is partnering on that particular goal will get up and we have people in the audience that are also our strategy leads so Mr Hooter the floor is yours that was half of what I was going to say so thank you good um yes so we are here to present an update

003for the Strategic plan as Dr burough said um I oversee and kind of coordinate the scheduling throughout the year and just oversee the process so I'm just going to take a couple of minutes to share a little bit about the process uh first before we hand it over to our our goals thank you I know I was I I was holding back holding back um okay so first just an over a bit of an a overall timeline here so we have a fiveyear strategic plan since I've been in the district anytime we've had a strategic plan it's been for five years the current plan we're in right now is uh R has been running from 2021 and that will wrap up in 2026 six so the structure is we have five goals and each goal

004has both uh an overall like an overarching goal as well as metrics that um follow that goal in order to for us to create a plan of how to achieve that goal we also have strategies so every goal has a strategy and or multiple strategies and those strategies come along with metrics as well and then finally each goal has a goal lead and a strategy lead why I think this is important for all of us to know um pretty much yep everybody in the audience is part of the team here this is not just a two three four person um ordeal this is a team every goal has a team and people are working on this at multiple levels district office elementary schools secondary schools uh K centers we're working on on these things um

005you know everywhere so I think that's important share a little bit about our yearly timeline um every goal has uh two opportunities per year to do a share out which we call a stock take okay so that's twice a year at that stock take the purpose is for us to share an update with the superintendent as well as to do any sort of problem solving which I'll talk about here in in a second so that's twice a year we do those stock takes in order to prepare for the stock take all of our goal teams meet at least twice so one you know one meeting prior to the um stock take again at least twice throughout the year to um check in to review data to review their metrics update anything they have to and

006again in preparation for that stock take meeting they're also determining okay here's what our plan has been here's what our metrics are let's update those metrics what are the things that we're still kind of struggling with right and then we bring that to the stock take meeting in order to to share out out and hopefully do some problem solving there and the last piece I wanted to share that I think is really important is that we do a yearly refresh meeting um that's somewhere around June or July during that meeting we get all of these folks in a room we have everybody kind of break off into their goals we do some reflection right what did the year look like you know what were some of our our bright spots throughout the year what are

007some areas that we're still struggling with um and it's also a time for us to reflect on the metrics and the goals that we've actually already set right and make some minor changes these are not major you know changes to the uh strategic plan but I think it's important to know that it is a living document we're we're not just setting a goal or setting metrics and saying forget it we'll never talk about this again sometimes there are some things that we see along the way that we might have set a a metric or a strategy in 2021 that now that it's 2024 maybe that doesn't make sense anymore so we make some minor changes along the way um we do that once a year so what you're going to see uh the rest of

008the the night here as Dr burrow said you're going to see our our uh goal leads and some of our teams sharing out some updates they're going to go through the goals they're going to go through the metrics they'll talk about some bright spots and some areas that we're working on there and then I'll come back at the end to see if we have any questions with that I'm going to pass it over to Mr pulman all right good evening I'm lucky enough to be goal one so before uh we get into go one and um and I invite everyone up and maybe this is stating the obvious a little bit but I'm going to do it anyway tonight is sort of an extension of what we did last month uh with the principles coming

009up presenting their uh data uh and talking about bright spots and things that um they're working on um so please look at it as an extension and then the other part is um you know I'm one but all of these goals should be viewed as tied together and I just jotted a couple notes like we have many slides we're going to go through but you're going to see the learning our kids learning when when I present in a minute but then it moves into mtss multi-tiered systems of supports School climate and culture that's what we're going to get into there then we go into professional development are we providing supports to our teachers uh in order to get the data up then are we involving the community and um last but not least uh are

010we keeping equity in mind so that sort of frames out the night while they're separate people that are going to come up this is all tied together and it's also tied to what we talked about with our um our areas that we're really focusing on this year which is literacy Reading Writing listening speaking uh LC's are we meeting together looking at data planning for every individual student are we lesson planning and are we concerned about the climate and culture of our building so again it's a lot of the same terminology and it's an extension of what we talked about uh a month ago so um if I could invite my team up we'll kick it off here with Goal one and I would like to thank Mr Abrams for being part of this goal uh

011Mr Abs if you would like to read goal one then I can take it from [Music] there we had discussed about which you kind of alluded to last month was test scores so sometime down the road I like to Circle back with you the concerns I brought to him in the sub chapters of those test scores if we could do that after you get situated in what you're doing just to take care of that sure all right so basically my goal is ensure the learning environment is rigorous relevant and engaging the strategies are increase frequency and quality of student discourse in the classroom offer courses that provide rigorous instruction and access for all Learners and provide certification and work based learning experience before graduation all right next slide please so um I want to get

012in the uh read the metrics and the goal and where we are but again acknowledge we know we need to make improvements and do better we acknowledged that last month and I want to acknowledge that uh right up front so metric one is increasing the percentage of third graders at or above uh Proficiency in English language arts based on smarter balanced assessments um we set as a goal 77% and currently as a district uh we're at 43% next slide metric 2 increase the percentage of eighth graders at or above Proficiency in math on smarter to balanced assessments we set the goal at 64% and we're currently at 33% can we go back a couple slides and let me um provide some context to that so those are the scores what were specifically doing as priority

013strategies are we're increasing the frequency of quality student discourse in the classroom that means we're trying to get kids to talk more um what that specifically means again I jotted down a few words we want kids to analyze we want them to reason through material we want them to create and we want them to think critically and not just recall at a lower kind of level so you know we one way to do that in a classro is to get kids to talk so it might be a little bit less of the teacher talking and kids talking back to the teacher and with each other and we have a tool when we go into classrooms where we assess whether we're making progress on that the second point there offer courses that provide rigor in instruction

014and access for all Learners well that's rigor when kids are creating and when kids are engaged in the lesson um when kids are reading and writing um that is the rigor we're looking for and we want all of our courses to be accessible to all of our students whether that's honors or AP uh classes as well and the third point is provide certification and work-based learning experiences before graduation um we're going to see in a couple more slides here that I think we're doing a great job in providing the experiences uh but the team agrees that we need to continue on the certification piece of that strategy so we're very aware of where we are currently and what we need to do going forward so if you can bounce that third graph so the third

015graph has increased the percentage of students meeting the SAT College and Career Readiness Benchmark our goal is 56% currently we're at 27% on that uh graph uh we did look up some data now keep in mind all kids take the SAT in the state of Delaware so we dug in to see where we compare with that number that doesn't look you know as high as we would like to see it we compared it with the state of Delaware which is at 177% um with just traditional public schools at 20% with all schools in the state of Delaware and at 25% nationally so in that context again uh still not happy because we set it as a goal 56% but that provides some context for that number next slide please so bright spots as I referred

016to yes you know I asked this question a lot I guess and I still struggle with the way the test results are presented um you know I I say I've always asked the question what does it mean to read at the third grade level if third graders are distributed on a bell curve and you know I always decide or think that the answer is right in the middle of the bell curve so that on any one day half your kids would be reading at third grade level or above and half your kids for better or worse are reading at third at below third grade level up to third grade level and it's a bell curve and in theory as it marches along as the kids get older and go through the scho the the grades

017they're all advancing but they're all advancing along that bell curve in in proportion to each other and if I'm right about that and no one has told me I'm wrong about it although no one has said yeah look here and you're absolutely right but if I'm right about that how realistic is it to expect that um we're going to have some of these really high percentages 77% for third graders on the ELA assessment I mean if it's the case that our third graders you know they're not from Lake wi beon so they're not all above average and if we have a bell curve of third graders should we really I mean it'd be really extraordinary if 77% of them then or at third grade level or above right am I am I missing something with

018that I don't disagree with some of the numbers I mean we've talked about it internally as we move into the next strategic plan looking at I think go numbers and goals that are going to stretch us but something that maybe isn't aable well and my point too is I mean we had a town hall for parents that was what last Monday Matt and yeah Michelle you were there and I mean didn't get a huge turnout but it was our first one and we're going to do another one next quarter and you know me it's a chance for for folks to come and ask us questions and the test scores question always comes up because my goodness you look at it and you know even some of our best schools are at like 49% or only

01952% 58% and you know anything below 65 was always an F right in when you were taking tests so how is it that any of our schools are doing well I think the answer is because the way the scores are reported they they're just reported in a very misleading way because everybody thinks well we should be getting 100% but we're never going to get 100% And so again I just get back to the issue of if I'm right about that and someday if somebody had has a paper or something they can show me that says you're absolutely right I feel better but um then should we be setting 64% as the goal for e8th graders in math I mean it's nice to have goals and to push and I always think you don't make progress

020if you don't challenge yourself and so we should be challenging ourselves but when our goal is 64% and in 2024 we're only 33% I mean well I I don't know I mean that's my point we're presenting it I mean we look like we're failing to reach our goal but my point is is was our goal ever really that obtainable anyway I mean you can shoot for the stars I buy Powerball tickets all the time not all the time but when the jackpot gets high enough and uh I never win but should I stop buying Powerball tickets then we see again oh i' make huge donation to The District of course but um but uh now we get that parking lot we didn't get out out of e Waters and we' get the leak stopped in

021Matt's office and other things but um I'm just asking the question I mean because I think people look at these scores now and they're appalled and and obviously at a minimum you want to be at 50% but but do we want to be above 50% so yeah so I just want to give a little bit of context into this because all right um [Music] look into the camera yeah Stu here come on down we don't said that as precent data systems assessment accountability uh just to take a second to give a little bit of context uh you're right about your bell curve analogy the difference here is that we the state okay so ESC sets Norm reference numbers that say so let's say third grade that say that students are able to they're proficient in

022third thir grade material so the percentage means that that percentage of students are proficient in third grade material so in essence you would want 100% proficient um it's not technically the same as a bell curve which is like a distribution uh curve so you're right in that you'd have a 50 you'd be right in the middle right you'd half on one side and half on the other but this is a little bit different it's specifically talking about students who met a proficiency bench Benchmark and the SAT T1 is a little bit different it's a little bit complicated so sat College Board sets numbers for the 11th grade sat so for the evidence-based reading and writing it's a 480 is The Benchmark and for math it's 530 so the College of career Readiness Benchmark is basically

023saying that th that's the percentage of students who met both of those benchmarks and they set those benchmarks to represent students being able to get a C+ in an entry-level College course so that's why they call it College improve Readiness so your your bell curve is right like you're on the right track but it's a little bit different when we're talking about proficiency because in essence essence like if we stood 10 students up here we'd want them all to be proficient uh in that context so that's I just wanted to give a little bit of context there but so that's why we set goals and that's why there was a time back you know 2016 when we were you know 70 80 does it so so we we set high goals because we have high

024expectations and we want our students to be proficient and we're constantly the whole point of this strategic plan is for us to be evaluating what we're doing and reflecting and revising so you're going to hear more about that but I just want to give a little bit of context I'm not sure if you have any follow-up questions but well but if so if the College Board sets 1110 no I'm sorry 1,0 as the uh as the standard it wants kids to meet I think what I heard uh Tom pulman say is that nationally the number is 25% appoquin it's 27% so we beat we beat the national average but I mean you know so the sa the folks who put the sat together say this is what people should should be meeting only 25% of

025the people taking the test apparently meet that I mean yeah again does that mean there's something wrong with the standard that they're setting or does it mean that a lot of kids who take the test just aren't going to be C+ kids in an entry-level college class which it could mean these are great questions I mean College Board recently if they were in the audience they'd stand up and say that they recently adjusted all of this so it used to be a B+ and they had a different Norm reference system and they recently said that they adjusted everything to better align with what students should know and they tested I don't know 20 500 students and Norm reference everything so they would say it's pretty spot-on I would say it's a difficult metric to utilize

026and that's why we put it up there but we really focus in on things that let us hone in on things that we can improve in our schools that metric doesn't necessarily do with for us well I'm right and my larger point in all of this discussion obviously is it's not the end of the world that we're not getting 90% or 85% it would be an extraordinary result and people might think we're cooking the books if we got a 90% result on one of these metrices just because of the way student abilities are distributed along that belt curve I don't think there but and I still don't haven't heard a direct answer if are if the proficiency is being set at a level where those setting the proficiency standards whatever they are fully expect every

027third grader to meet that proficiency standard are they being two sky in the P Pie in the Sky in setting the proficiencies or do they recognize that there is a bell curve and that on any one given day only so many students are I mean those are good questions well those are the best kind yeah yeah I agree we're in agreement well okay but if someone can find the answers to those questions that's that would be helpful yes but does the Department of Education set any of these standards Delaware Department of Education do they set any of these stands I'm not a conspiracy theory but geez since they came into office our scores were now on the toilet I mean some of them are in 20s and 30% and I I agree with Richard you

028walk into a high school into a class of students and you cannot tell me 20 of 100 kids can read confidently there's got to be more than 20 I'm not I'm not an idiot but I just wonder where all this comes from how did we go from here all the way down to here all of a sudden yeah and we seem to be scrambling to say to the public well we don't know what we're doing but yet do they know what they're doing to come back and say I agree there are some students that struggle I get that but you can't tell me that it's that low because if it is that all we all should be fired if it is truly what some of these numbers come out and say then we're not we

029we're doing something really wrong if it's really 20% no I agree I mean I'm the numbers guy but I know that my colleagues would stand up here and say would agree with everything you just said I mean there's great things happening in our schools every day and our students can read and our students can write and do maths and we feel that they are really strong in our district and we're learning a lot so we're looking at it from both sides as well just like you are trying to make sure I mean it's it's about Improvement that's what this is all about everything you're going to hear about today is about us H hyper focusing on improving the the experience for our students so I agree with you again I agree with everyone very agreeable

030sure who's next next slide Ste thanks all right so just to highlight some bright spots and then some areas that we're Contin continuing to work on uh as I alluded to 99% of our seniors have earned a work-based learning credit um this past year I referred to this also the discourse Quality Tool has been implemented in District walkthroughs that's to assess are we getting kids in that literacy strand are we getting them to talk to one another and if so is is at it at a high level uh also the third one high schools were recognized uh and I think all three of our high schools in their presentation mentioned this by the Department of Education for our inclusive practices related to AP enrollment for all students next slide yesol seems like it was only

031yesterday but I guess it was a couple weeks ago my recollection is that the three ainc high schools were in the top five high schools for math amongst all the public high schools in the state so there's what 30 some public high schools I think and we have three of the top five including number one and then for English we had three of the top seven including the number one high school for so we're I mean if you're comparing us to other districts in the state when You' got three of the top five in in math and three of the top five three of the top seven in English that's pretty good agreed all right so action steps so what we have placed in um in um our pacing guids are uh practice smarter balanced

032assessments uh those are just the initials for those interim assessments but they're essentially practice questions so kids can get familiar with what they will be asked uh on the smarter balance test so they've been placed strategically and intentionally um in the pacing guides for grades three to eight second building out preap one and two an AP seminar English to in high school to build an equitable pathway to AP success for all Learners and the third professional development and coaching grounded in the principles of instruction the principles of instruction um every teacher has access to this booklet and essentially what it is they are high uh effect strategies that have been proven over time um if used on a regular basis in in the classroom by teachers and if they're planning and if they're pcing um

033intentionally using those uh strategies uh and meeting the the needs of all Learners then our test scor should go up so you know in our walkthroughs we constantly talk about this document and the strategies contained uh in the document so that's certainly an action step and something uh in the first couple months of the school year we've been very active with next slide all right goal two any questions for me and goal one thank you good evening I'm here tonight to talk about goal two my partner is Miss dwit and she's going to introduce the goal for everyone good evening everyone so goal two is foster a supportive environment for our staff students priority strategies include strengthening strengthen multi-tier systems of support which is mtss strengthen mtss systems and processes strengthen mtss skills and knowledge

034and ensure sad mental and emotional Wellness thank you so this gooal is all it's an umbrella so it's looking to serve the whole child so academics attendance Behavior social emotional growth um for our goal though we really focus on the social emotional and behavioral side um because you heard Mr pulman speak about goal one really covers the academic so we're really focused on social emotional and behavioral um well-being of our students and also our staff is a big part of this as well my team wants to come up and join you've got to the next slide thank you so our metrics metric one is about increasing on trck attendance and we're pulling out looking specifically at the low social economic group um we targeted this group because we know if we can improve our intendance

035for our students from um poverty that's going to help overall well-being of our students and help them um do better on our goal one if they're in school more so we started um our Baseline at 74 and then that was during covid and we've seen it us go down a little bit since then and we've been at 67% um our goal is 8 5% and you're going to hear when we talk about our action items we have a big focus on chronic absenteeism so we're going to address this a little bit more as we go through tonight metric two is about increasing the percent of agreeability on the social emotional competencies seal competencies for students this is using um the appin mix survey that goes out every year to stakeholders and this is looking at

036sense of belonging for our students so some of the questions it asks is I feel like I'm a part of my school I have friends who care about me the adults treat students with kindness and respect adults at the school care about me and school is important to me we know if students feel like they belong at school their attendance is going to be better and so is their academics so this is a major metric for us and we're really proud that we have seen a nice increase um we've actually surpassed the goal so this last year we are at 83% our goal was 80 I'd love to see this at 100% where all of our students feel like they belong um and our welcome at our schools and then metric three this is about

037our staff so we're looking to increase the percentage agreeability around communication for our teachers staff and administrators using that same survey so some of the questions are communication at my school is open and honest I feel informed school is interested in my opinions and Views and teams work together again we know if we have teachers that feel like they belong then we're going to retain them the better we are for academic the longer we can hold on to a teacher we pour into them with professional development we help grow them as a teacher the better outcomes um will be for our students it's a lot harder when we have turnover and we're trying to start over with new staff members um so again we've gone from 60% up to 71% and our goal is 83

038so we're happy with increases we've seen here right cont track attendance absolutely so what what does sces stand for low socioeconomic so students in poverty and so what is what does it mean to say on track attendance so they're here 10% of the yeah at least 90% 90% which also aligns with chronic absenteeism right so if I'm reading this correctly then basically onethird of our students who are low socioeconomics status are chronically absent which is absent more than 10% right in comparison all students that are present every day last year was 93% so we have a 93% rate for all students in apple School District but then when we pull out the low social economic group we see a drop which is why we're targeting that particular subgroup sure I mean and at the risk

039of sounding incredibly naive or stupid I mean why do we think it is that there I mean that's a big percentage onethird of our kids who are in that category are chronically absent I mean is it because they because you know their parents are struggling so much they can't get their kids to school or I think there's a lot there's a lot of factors and this is what deals with every day that is part of it some parents are working multiple jobs or you know when when you're living in poverty you may have a number of priorities and school is one of those but it may not always be possible to get your child to school transportation can also be an issue and um what I mean by that is in looking at our data

040um one of the platforms we use shows you when you look at attendance you can actually look at um it's sort of like colorcoded and you you can look at hot spots of where off trck attendances and they tend to be in areas where a lot of students walk um so if if you're a walker and maybe your parent isn't there in the morning to help you encourage you to either drive you or tell you make sure you walk and get to school um that's also a factor but we what we do find is um those places actually close to our um school buildings that are higher needs or higher poverty uh those students that are Walkers tend to have high rates of off trck attendance [Applause] and so part of what we do with

041the mtss team attendance is something that they look at and so at the school level they're looking to put in interventions to help with that attendance and we use our social workers for that too they're a big part of our attendance teams with our schools and figuring out strategies to help get those students here to school okay if you want to go to the bright spots I'm going to turn it over to Dr Peters thank you I'll highlight three different right spots associated with the goal so the first one is our continued rollout of different training supports for our teams at the district um and the school level and that's through different technical assistance offered by the state as well as trainings through our digital platforms and tools that we used and then also District

042Level Training and support so that all is continuing and progressing um the second bright spot to highlight is what Dr Robinson just covered with the upward Trend in several of our metrics and then lastly a place that we've continued to grow is really amplifying student voice and agency as in terms of not just relying on our data to figure out what our students need but actually asking them so at the middle school level across all middle schools this year we rolled out um a a social emotional and behavioral Universal screener where they're answering a series of different questions twice a year to figure out what they need early and get them the supports and action steps um we'd like to continue working with schools to ensure appropriate interventions are place for students based on needs

043as Dr Robinson stated um our social workers are involved in those school-based teams uh new this year we also have a couple of student service uh Team Representatives that are attending those multi-tiered system of support meetings um just to provide additional support guidance at those um reduce number of chronically absent students in our schools some things that we're doing there um are restorative Community Schools went out this summer knocked on doors talked with parents talked with students uh gauged the needs within those uh communities um many of which are higher needs communities that we serve um we also are are working on uh communication both at a district level and through our schools and school newsletters about attendance and the importance of that um and we're also just continuing to build on our school culture

044our Positive Behavior Support Systems our um connection our social emotional toolkits all the things that uh draw students to school when they feel connected to that school Community um and then you know lastly we also have our our school social workers which um when students are chronically absent um the school social worker gets involved uh we do home visits we work with families we connect families with resour sources uh and we do our best to try to encourage and support those families in getting their students to school uh and then lastly uh building level training is needed we rolled out a new platform just last year called unified insights and it's a very robust data system and almost anything you could think of that we collect data on students is available within that platform but

045there's a lot to learn there so last year we focused on What's called the essential component uh which is a lot of uh like broader data and general data um but then um this year we're focusing on there's an intervention component to that that we haven't really done a lot of training in yet and that's our Focus for this year is then making sure students that have additional needs or need additional support that we're documenting that tracking that following that and um you know adjusting the interventions accordingly I actually have a question if I may sure hi Dr Gro so uh one question I had um related to the ASD survey so do we push that I know like we receive it obviously our email addresses are attached to the district do we push that

046out to the students like at the high school level to them directly to be able to respond or is it just through the general communication that we get from the district um in our in our inboxes like I'm just wondering like since they all have devices like are we pushing it out to them directly to gauge their feedback similar to the twice a year um social assessment that I forget who that was that was speaking right before you noted Dr Peters yes we do with with third grade and up um we do push out that survey to all students third grade and up oh directly um it it did replace so we used to have um What's called the Delaware School climate survey um and that's sort of waned over the years um and a

047lot of districts have stopped using that so we have our own stakeholder survey which we've developed internally it does encompass many of the questions um but there's a staff one a parent one and a student uh version of that yeah okay all right thank you um and then lastly not a question but more of a comment I can very much appreciate the commentary around using social determinats to kind of wrap our arms around these students I think is kind of the root of this um and so I I think that makes sense it's a it's a good metric obviously to use and when we're trying to gauge success so I did just want to highlight um the importance of those metrics around just social determinance in general um and I think your comment around Walkers

048the ones that are within walking vicinity um of the school that's a that almost seems counter intuitive but I hear you I I mean I listened to your explanation um I was just a bit taken aback to learn that that the students that are closest to us sometimes have the more are most challenged in getting to us so thanks thanks for that context as well I was just going to add one piece that the biggest difference between that stakeholder survey and what we layered on top for the middle schools is that um for the midd midle School assessment the social emotional screener it's identifiable so then we can address the needs of those particular students versus the stakeholder Stu survey gives us information in total for the population oh so a greater level of specificity

049so or individualism okay that that's helpful thank you any other questions I Circle back around to the the first goal you talked about 67% what is the are you basing that off of 42% poverty what is what's the number you're basing that off of are we talking looking at Brandon I count on him for his data no it's it's do you know the percentage of our students that are considered lows. we get the percentage for you but 24% 24% correct which a quick Google says it's 4 and a half% I'm trying to put my head around are we talking 200 kids 600 kids a th000 kids a day what's the number do you have the number so be 24% of our students so out of 13,000 we're looking at yeah close to yeah it's about

0503,100 and it depends when you look those numbers up some of it depends on what metric they're using so some some will look at like tanif or people receiving benefits um through you know State services and then sometimes like our number is typically associated with students that qualify for free and reduced lunch um so there are different numbers and figures when you Google that you might find different numbers depending on where they base that off of and what their definition is but you just said 3,100 students are missing 10 or more days no no it would be onethird of that about so a th kids which is a big number all right so in your next presentation you break it down by days that are out 20 and 30 days out just not by 10

051out of C just out of curiosity do we do we have to continue do we have to make a tackle to that problem then is it possible to see it also by grade level like are we talking that this is mainly an elementary school problem is this a middle school problem is it Equitable I mean a thousand kids if we have 13,000 kids in our school district that's a th kids per grade level so we're talking a whole grade level of kids could be out early is always the highest so like prek is pretty high or or higher and then it sort of goes down a little bit in the elementary years and then you start to ramp back up like in the middle of middle school through high school and seniors again are the

052highest on the other end so it's sort of like a dip like this um but there's not a massive I wouldn't say you know it's not like there's 10 times as many kids in 12th grade as there are in third grade but it does ramp back up as the grades go up so the other factor and I like I I think um we don't want to go into this too much but um some of these some of the reasons um you know of course are students you know experiencing being home not in school um societal Trends and patterns and some also have to do with um some of our local laws and some changes that have occurred within the truancy court process as well um so everything from more the preventative piece through the back

053end when we do have students that have have have high number of absences that treny process has changed quite a bit um that has not necessarily worked to our advantage so there there are a number of reasons but I mean there are things that we can control such as the connection piece going out to homes talking frequently with families emphasizing the importance of of attendance because we know if our kids are here then our scores go up everything goes up at they're learning um so again there are things within our control that certainly we can improve um and then there are some things also a little bit outside of our control one of the things that you're seeing on the national state level is chronic appenism like ever since we've come through the pandemic there

054something that's a struggle at this point chronic absenteeism a lot of Articles and research being done on it currently so we're we are currently looking at Chronic absenteeism and how to prevent it it's kind of back to Norman you'll remember this one you know the Dropout prevention task force and things like that that we had to look at it it's a lot of those practices were beneficial um and there's more research out there and more practices now that are out there that we're looking at um to try to address this and some of it is to also we have used to have really strict treny laws and things like that and that has been it said it nicely has been uh definitely lessened um on that end yeah well State and nationally like they've lessened

055like that's as much they're going to lessen they've lessened any kind of punishment or anything consequences are greatly reduced um and there was a time where students actually even were sent to Ferris or Stevenson for not attending so they could force them to attend which you know maybe was too far the other way um but then we also had constables that when a student was Trent if that student didn't come to school a constable would actually not our constables a constable from the state the court would go to the house physically pick the student up and bring them um so a lot of those types of things have changed and a lot of the ownership has gone back to um the districts and and even the the great the gravity or weight of it's different

056those treny meetings are now just on zoom and um you know there's not really a lot of teeth to it I would say IID like to just give some context I know I was one of the um parents in the 1000 uh count um we got a letter from the Department of Education my daughter was senior um June 2024 and I'm like asaiah why why are we this letter like yeah we're about to get in trob with I'm a board I'm a board member I don't know like I'm just going crazy U just about the letter not at her but it was just as simple with the uh the late lead in early out for the seniors I mean she was taking total advantage of that and so was the absente absenteeism was it because

057she missed two of the three classes that she had and if she's not there for the first two or the majority of the classes then she's marked absent even though she went to that third class correct yes the way it works is over 50% so the way echool is set up is you have to be there for over half of the periods of the day so in the case of high school when you really have four blocks you have to be there for the third three of the four blocks um or at least part of that third or else you're going to be marked absent right so she was at school but the third period I'm like so I mean like why did you go um but so just to give everyone context so you

058can get that and I I mean I didn't feel like we were in know the L social economic status but um it it can happen so all right we're going to turn it over to Dr feathers for goal three thank you good evening everyone uh and our partner for goal three is Mr forston so he's going to kick us off so goal three is to provide high quality supports and opportunities to build staff capacity um and when we used the word capacity I really think we were talking about two things both I'll say subject knowledge expertise and then also um uh teaching strategies so the idea being that we always want to make our teachers and our staff uh better we we all want to get better and learn something new every day so goal

059three is to provide those supports and opportunities to our staff because obviously our District's only going to go as far as our staff uh takes us so that's our goal I'll let you uh go from there great thank you so we have three priority strategies and our first one is to create a coordinated and differentiated professional learning plan for all staff and that is actually something that we start in the springtime uh before the next upcoming school year and that's something that we work with our departments we work with our directors we work with the other goal leads here um to determine what types of professional learning are needed how to differentiate it times places dates those types of things um for the upcoming year so it's it's an ongoing uh piece of this work

060um like I said it starts in the spring and then it kind of continues throughout uh the entire school year our second strategy is to gather and Ed data on all professional learning opportunities and I'm not going to steal the Thunder from our bright spot so you're going to hear about how we gather that uh when we hit our bright spots and our third priority strategy is to build and sustain a framework for successful instructional coaching and we're excited that we have instructional coaches at all of our schools and that we do have a framework for them to operate on or under and we will share um some information about our coaches more with our bright spots as well so we have two metrics that we look at for goal three and the first one

061is to increase the percent of our staff who indicate they are receiving useful feedback on their work and we do this through the stakeholder survey that uh my colleagues have discussed already and we actually use one of the questions and it is how useful do you find the feedback you receive on your teaching and we're looking for answers of very useful and extremely useful um and that is our rating that we look at to get our percentage so in uh the spring of 2022 we were able to get a baseline because that is the first time that we implemented this survey so you can see 38% of the staff were indicating that theyve received useful feedback on their work and uh we increased in the spring of 2023 to 46% and then this past spring

0622024 up to 55% as you can see we set a goal uh of 50% we set that goal with the Baseline of 38% in mind so we've exceeded our goal um and this is something that I know uh Mr Hoover talked about our stock takes and our goal three stock take is coming up in the month of November so that is something that we will discuss since we have exceeded our goal where do we go from there and our second metric is to increase the percent of District L professional learning opportunities that are highly rated and so we have a district um professional learning feedback form that we use and we began uh using that in the 2223 school year and that's where we got our Baseline data so 84% of our district L professional

063opportunities were highly rated um that year and then this past year it was 91% once again we set a goal with the Baseline in mind so the goal was set at 87% once again we'll discuss that our our upcoming stock take um since we have exceeded uh that goal all right we have three bright spots to share with you today and we have our strategy leads who are going to help us with that uh Aaron lion is going to kick us off hi uh so our first bright spot um is our districtwide conference style professional learning days that we've started implementing um last year we implemented two across grades prek through 12 and then most recently on October 11th we also held another one um again across all grade bands and including our PR pair

064of professionals um this format of the conference style allows teachers to kind of pick sessions that are going to best meet their needs to support and instruct their students um there was a wide range of topics again across all grade bands including um sessions around things like mtss supports science of reading and literacy instruction um digging into and planning with their high quality instructional materials there were also sessions uh based on student and staff well-being uh special education and many others um focused around our district goals uh that were previously mentioned within goals one and two so that's our first bright spot and Todd Dunn will speak to our next one so second is our district professional learning feedback form um so several years ago we developed a very short 30 second five question survey

065um that we used to gain feedback from our staff on every professional learning session or Workshop that they intended including the ones that Aaron had mentioned um after each professional learning session we provide our staff with a QR code and a Google survey link um they complete the survey and that helps us evaluate the survey um as well as inform future professional learning opportunities in terms of what they need and as well as what they want uh since the survey has been initiated we've captured a little over 6,700 responses and to date um just for this year we have a little over 2200 responses now I'm going to pass it to Annie to share about coaching hello I'm here to share the bright spot around our instructional coaches uh one of the first things Dr

066feathers did mention is that we are very lucky to have an instructional coach in every one of our schools prek to High School uh for the past few years we have been building the capacity of our instructional coaches um one of our big focuses this year is around literacy so our pre of five coaches um engaged in a science of reading um professional learning all last year and so this September they kicked off our school year with um all of our teachers in Pre 5 around the science of reading but this is an ongoing monthly professional learning that teachers will engage in at staff meetings at their schools um our secondary coaches are also um their focus is around literacy as well and they've spent a lot of time on reading strategies and text complexity

067in all content areas and they're currently working with their teachers in plc's so I'm going to turn this over to Dr feathers to talk about our action steps thanks Annie all right so our first action step is to continue to seek opportunities for job embedded professional learning and Aon shared our bright spot of our conference style PL days but we know that professional learning needs to happen all of the time so we're constantly seeking ways that we can learn on the job while teachers are teaching and children are learning we know it's a great way for us to learn so we seek those opportunities working with our leadership working with our coaches our department chairs any Consultants that we might have and just the great teaching staff that we already have the second action step

068is to review the professional learning feedback form that Todd spoke about um and the responses to support our next steps so we had professional development uh through the district on September 10th and October 11th so like Todd said we have over 2,000 responses so we have a team of folks who get together um and the teaching and learning Department who will look at the responses um and see what are our action steps what do we need what do folks want and where do we go from here uh so that that action step is just ongoing and our last action step is to continue to build the capacity of our instructional coaches our lead teachers and our department chairs we want our experts to be in our schools working in our schools with our teachers with

069our children we want them to be experts in the content area and the instructional practices and we know all of that will lead to Student Success so that is goal three if there are any questions I'm just curious when we say we had 2,00 or 2200 responses are those unique responses from Unique Individuals or they responses half the first day and half the other day that was in total total for um the September PD that we offered and October how many teachers do we have so not everybody filled it out right we did resend um so there could be actually more today I don't know how many my question stands how many teachers do we have that would we would expect to be filling out the survey just a little over 1,000 oh we got

0702200 responses well and I think the the piece we missed is that they at least at the elementary they were offered four sessions on October 11th and they could have had the opportunity to fill it out multiple times as well no no no that's okay I just want to make sure I understood because I I thought we had far fewer teachers than 2200 and it just surpr and so that's why I asked the question so the answer is we' got 2200 responses but it's responses from this day where everybody was there it's responses from this day where everybody was there so You' obviously got more than one response in fact probably at least two responses from teachers because they were there at least two different days correct I just want to make sure I understood

071the number that's all thank you thank you all right we're gonna hand it off to Danielle for go four good evening we are the go four team our partner is board member Michelle wall so I'll ask you to read our board or our goal four slide goal four is to establish meaningful engagement and collaboration with the community the priority strategies are to implement school-based engagement teams and activities articulate engagement process for district decisions and feedback grow and expand relationships with industry partners and administer the ASC annual stakeholder survey thank you you're welcome we have four metrics for our goal our first metric do you mind sorry Kevin thank you Kevin um metric number one is to increase the percent of stakeholders who indicate that they have meaningful opportunities for engagement so this comes directly from

072our annual stakeholder survey that we administer each year and as Dr gero said there's many groups that take the survey so there is a separate survey for um parents there 's a separate one for community members in addition to our staff and students metric number two um we are looking to increase the percent of stakeholders who indicate that the school provides information about opportunities to get involved so this is a new question that we're adding to the stakeholder survey so we'll be collecting the Baseline data on that this year metric number three is focused on the number of schools that have an active School Community engagement team now this is nomenclature so this may be called something different at each school but we are very proud that all of our schools have team members who

073are dedicated to event planning and recordkeeping about the things the events that they're hosting for Community engagement and then our final metric is to increase the percent of schools that promote and participate in Appo families connect activities so these are activities that include perhaps more than than one school more than one grade band and um we are very fortunate that all of our schools utilize this branding structure through various events throughout the year um a group that's very instrumental in that is our restorative Community Schools that we heard about in some of our other goals as well as we heard about them in our meeting a few weeks ago with our principles as well so looking at our bright spots um number one is the administration of the annual stakeholder survey that's something that is

074conducted um through the Communications office but um Dr Moss is instrumental to that happening each year um we're very fortunate that our schools are very diligent in ensuring that all of our students take it and we're also very fortunate that each year we've increased participation numbers for all of those various surveys our second bright spot is um thank you is work-based learning so you heard about this as a bright spot in goal one and that was looking through the lens of students participating in workb learning the goal four focus is on the Community Partners who um offer internships through our immersive learning and so we are very proud that we have more than 500 business partners that um work with us and have students in work-based learning experiences and then our final bright spot is

075our districtwide focus on engagement in all buildings so I'm sure you'll remember from our data dive a little earlier this month that almost all of our schools had to focus on engagement and and getting families in the building so we're very fortunate for that looking ahead to our action steps for go four um so we are as a team a go four team still building the tools that we use for data collection looking at Family engagement activities and in addition we're also working on best practice for that data collection so what information are we Gathering who's responsible for that as well because it's very important us to be able to look back and see all that we've offered to our families and then the final piece um is creating a structure around our annual stakeholder

076survey specifically for a question review cycle as you've heard through many of our goals throughout this evening a lot of our goals our schools other metrics that we look at throughout the year rely on the answers from these surveys so Dr Moss and I are committed to creating some sort of review structure so we can make sure we're asking the right questions each year and that everyone who uses that data is um not impacted or it works well for what they're looking for do we have any goal four questions Mr for do you have any questions all right then we'll turn over to Dr small for goal five thank you Miss Pro Hudson Dr Graham are you with us I am I am you want me to kick it off yes ma'am okay uh we

077have goal five which is live our commitment to equality and accelerate achievement for all stakeholders our our priority strategies include provide rigorous tier one instruction for all students with a Continuum of services focused on inclusive practices improve current Rec recruiting hiring and retention practices to more closely resemble the diverse student population of Apple quinic provide Equity training to staff members and increase transparency of Education efforts to the ASD community at large nice job Dr Graham thank you so much for sharing that information as I start into my slides I'm going to ask my team from goal five to join me up front so as you heard from Dr Graham We essentially have goal five being the equality and the equity goal it's the goal that is interspersed within all of the first four goals probably

078more interspersed into those goals than those goals are interspersed into goal five because Equity is something that can't be a standalone it has to be something that is within the the work that we're doing so we have a quality in instruction priority strategy we have a quality staff priority strategy and then we have a well-informed staff priority strategy next slide so our first first metric for goal number five is reducing the gap between the percentage of Administrators and teachers identifying as minority and the percentage of students identifying as minority our goal for spring of 2026 is 19% and you can see the work that we've or the percentages that we've had over the course of time um it's important to note that the number of students or the percentage of students that and identify as

079minority has been growing at a faster rate than our staff that are are identifying as um staff members of minority descent um some of the work that we're doing to address these this item or this metric are we have an equity centered principle Pipeline and the work that we're doing there is to try to ensure that our teacher leaders are moving in the direction of becoming quality um individuals that are that have the propensity to be uh quality leaders in our schools assistant principles coaches um principles and uh positions of such we also have an an apprenticeship program and a teacher Residency program that is working to utilize some of our par Educators to move into teacher positions so as you can see that's sort of a a a Continuum Paris move into teachers and

080then teachers moving into leadership positions and we also have an educators of color Network that um is spearheaded by our diversity equity and inclusion lead um Mrs Alon next slide metric two is to reduce the risk ratio of exclusionary discipline for black students versus white students our goal is 1.8 times more likely and um as you can see we've been um right around that goal over the course of the time um just so that everybody's aware 2021 was our Baseline year but that was the year that we were returning from covid so you may wonder why would we set a goal that's higher than the Baseline year that's the reason um considering the schedule uh differences that existed in that first year back from covid um some of the work that we're doing here is

081our restorative practices I'm ensuring that we are trying to make sure that we are uh spending time with our students uh more time than usual with our students in order to make sure that our students have an opportunity to um be a part of the experience that works to ensure that they understand their um particular situations understand the harm that has been caused and um trying to ify that harm through the process of restorative practices um we're also doing data digs ensuring that during the times that our principal supervisors are meeting with their principles that they are looking at the data um by student by um uh Race by gender by ethnicity um in order to ensure that we have a clear understanding of what the particular statistics are each of our buildings so that

082our leaders can then TurnKey that to our staff and make sure that our staff is acutely aware of the particulars of their building and then we also have school Equity plans making sure that our schools are working to um recognize Equity um equality and act on it so that we can start moving in the right direction and increasing that uh goal or improving on that goal so that 1.8 eventually becomes 1 0 our third metric is reducing the gap between the percentage of low-income third grade and non- low-income third grade students scoring at or above proficiency on the smarter balance Ela um this in the next um slide you'll see are our academic goals that are related to equity and equality and you heard much of the explanation and information in our uh presentations by

083our principles a few weeks ago so our goal is 12% and um we're moving towards that goal I'm moving from 26 up to 29 but then back down to 25 and our fourth metric is reducing the gap between lowincome eighth grade students and non-low-income eighth grade students scoring at or above proficiency on Smarter Balance math goal is 14 moving in the right direction here again you heard from our principles as far as the work that they're doing in their schools to make sure that they're great places to learn next slide so our bright spots um we are making sure that there are inclusionary practices um improving student outcomes as per the information you heard from our principles on our night where principles presented the information our Justice Equity divers University and in inclusion or in

084other words Jedi leads are represented on leadership teams interview panels and a lot of the inner workings of our schools to ensure that um there is a lens that is seen that is that Jedi lens or that Dei lens as we work through the work that we're doing in our schools and Equity measures as I mentioned can be found in um the work of every go team's work um and and Essence Equity does not work if it's a standalone thing it's got to be something that's interspersed within the work that's going on and all of our goals and all of our schools action steps so we want to continue the efforts to recruit and retain minority Educators that works by way of our human resource or our HR 101 series making sure that as we're

085doing things trainings like hiring 101 um that we're speaking to unconscious bias and we're speaking to steps that we can take to make sure that we are U moving in the direction of ensuring that everyone that is an applicant for an individual position gets an equal opportunity to show what what it is that they can offer our schools and our school district second action step is developing and interweaving principles of Equitable instruction into every Educator's practice um as you heard earlier in some of the goals um you've heard about principle of instruction um making sure that there's Equitable instruction with things like culturally relevant content fostering a safe space for dialogue among students um ensures that equity and equality lives and breathes in the work that we do with our students and last but not

086least leveraging data digs as I mentioned a moment ago making sure that our principal supervisors have an opportunity to work with our principles around the data for their particular schools so that those principles can then turn to their assistant principles their coaches their teachers their par Educators their interventionists everyone in their schools to ensure that everybody has a lens of the data for their school as they're interacting with students in their buildings questions for goal five so when I look at the action steps for goal five and two of the metrics talk about reducing the gap between lowincome students and non-low income students in third and eighth grade what action steps are we taking to address I'm going to say those two metrics because I don't see how the three action items at least the

087ones that are listed relate to those two metrics so I would say that Center or the second action step relates to that metric in this s that if the instruction is high quality and it speaks to the hearts and minds of all of our students including our students that are of minority descent we may be able to affect change in the non- low-income students versus the um the the the the uh complement to that so the uh low-income students versus the non- low-income students if we're working to address the deficiencies that we see with our non low-income or I'm sorry our low-income students it's by way of the the work that we're doing sometimes with culturally relevant aspects of our teaching and learning but it's also with the work that we're doing from the perspective

088of ensuring that we're speaking to the hearts and minds of those particular students and the the content is half of that battle but the other half of that battle is trying to make sure that our students are engaged in the work that's happening and in order to do that you have to make sure that you're presenting them with a a safe space for dialogue um Mr Pullman spoke to the idea of making sure that there's conversations that are going on that students are are speaking and talking to one another and that's helping them helping them to make sure that they understand helping to make sure that our teachers understand that they're understanding that happens through um a safe space for dialogue um the principles of Equitable instruction speak to the idea of trying to make

089sure that everybody has an opportunity to learn well look I get that we've got to make sure that um we're not necessarily discriminating or engaging in practices that might be perceived as discriminating on the basis of ethnicity religion Etc I mean I'm going to say that goes without saying but here we're talking about low income versus regular income or more affluent kids and I'm not persuaded that the things that you just talked about really go to why lowincome families May struggle as compared to I'll say middle class families I mean a lot of times it's lack of support at home right because they've got you've got two parents who are working we talked about that and a lot of it a lot of those families may live closer to the school so their kids are

090walking but if their family is is you I'm going to say broken some of them and so their parents are so busy just trying to earn a living for the family that they can't help their kids with the educational process I mean I think those are the factors that really explain the difference between low income and I'll say non-low income and I didn't hear you address those factors so if I were to dig into the idea of the um principles of Equitable instruction one of the principles there is providing students with an opportunity to do the work that they're going to do in their classroom as opposed to at home speaking to the point that you've mentioned in the sense that two parent or maybe a parent working to um places of employment and they

091don't have time to support their child while their child may bring home homework at an exorbitant bre so if the work is happening in the classroom with that particular teacher that gives that teacher an opportunity to provide the instruction there as opposed to at home so I I only mentioned two of those principles here but they there are many principles that um provide for an opportunity for the student to learn in a way that um presents for them measures that allow them to learn in school effectively and um May mitigate some of the things that occur for low-income families and I mean and again you prob you may already be doing this and you just haven't mentioned it because you've got so many choices to mention but to the we don't think that I'll say

092lowincome students have the opportunities at home with respect to homework and can we create you know after school programs for those kids to give them the support that they're not getting at home that other more fluent families may be getting sure um we definitely already do that to some extent creating after school programs and um involving and engaging our students in that um sometimes they're academic sometimes they're social sometimes they're ath um because sometimes it's just the involvement and the engagement in school that presents for students something that's needed in order for them to excel in that particular situation other questions all right back to Mr Hoover thank you everyone for your work on the thank go team five something uh I think Dr small um mentioned but I wanted to reiterate that's uh unique

093to go five is that they are filtered so they they are their own goal but just as he mentioned you know Equity can't stand alone right so it it's filtered into all of our our goals so um that's why I think some of that work that you were talking about Mr foreston is happening in goal five but it's also happening in goal one with tier one instruction it's happening in goal two through mtss you know so I I think it's happening in in multiple um areas for sure um I'm just coming back up here to see if you have I uh you had a lot of questions for all the goals um I presented a little bit in the beginning so um about kind of overarching what the Strategic plan looks like and I'm just

094seeing if you guys have any other questions for tonight is anybody else anybody have anything questions excuse me questions or comments before we move on just wanted to thank everyone for coming to um address this information with us it was very um helpful um with the details that you provided so thank you and and then I'll just conclude by saying two things first off obviously well three things thank you all for coming but we're having this meeting because we do think the work of the Strategic plan is important it's often the case in a lot of organizations they spend a lot of time and effort putting together strategic plan it gets put in a notebook that notebook gets put on the Shelf somewhere and it gets read 5 years later when they're ready to start

095their next strategic plan and then they say oh we never did these things so I mean it is I think very encouraging and it's no accident that the board is sitting here listening because we want to we want to succeed and uh these five goals I think will help us succeed and and the final observation I'll make you know we always talk about our overriding principle is doing what's in the best interest of our students and when you look at these five goals they all are in the best interest of the students in the long run and they all work together to improve educational outcomes I mean goal one obviously a rigorous learning environment I mean that's kind of everybody says oh yeah that'll do it but the others are just as important um fostering

096a supportive environment if you don't have a supportive environment it doesn't I don't care how good you're educational how good the instruction materials are if students aren't supported they're not going to necessarily learn um we talked in goal three about developing you know a more talented you know uh staff and and supporting our staff in their efforts again if the staff is supported and they're doing better then our students are going to do better community outreach is the same thing a community that's engaged makes the school district better and uh provides more support for the district and in theory that means our students do better and then go five is is the same thing um you know equit Equity inclusion equality however you want to phrase it um you know if we can make things

097better there then we'll get better educational outcomes and earlier when uh Tom was up talking about uh goal one I mean we're seeing that I think in our payoffs we're seeing our high schools highly rated we still have a long ways to go to get better and a lot of these percentages in our strategic plan aren't where we want them to be but hopefully next year when we have this same workshop and we go over these same goals we'll have made more progress and in 2026 we'll have made even more progress I mean that's why we have the Strategic plan obviously um so I just wanted to conclude with that I mean I think it's evident to me that everybody's working work hard on their goals and um and that's a good thing so again

098thank you thank you all right uh next on the agenda we have the superintendent evaluation tool and I will turn that over to M wall they're they're not leaving because of you Michelle I remember that when I attend their presentations next time How I Feel [Laughter] yeah um as Mr forson said on the agenda is the super uh intendent evaluation update um the board has been doing our best to be transparent with the public about the um creating of the evaluation tool for the superintendent um at a prior Workshop we went through and talked about the standards for the evaluation um we've established in talking to the public that the standards can be discussed as um I guess I should back up a little bit the creation of the tool is a little bit tricky

099one because there's never been one before we're trying to balance the um input and opinions of all five board members to make sure they're equitably represented in the evaluation it's always a challenge when you have multiple people's input to get to one thing um the other thing is is that it deals not only with the success of our district measuring it involves measuring performance of an individual which is also a Personnel matter so we are walking the line between what is a public discussion and what is handled in an executive session so in the public we're definitely talking about what the standards are and how they align with our strategic plan which goes hand inand with what we had tonight so we and as Mr to Mr for's Point all of those parts of the

100Strategic plan are important and the same with this evaluation tool there's components that make up the whole thing we don't want to just measure a superintendent in just one way um so that's been thoughtful and intentional so tonight um I don't want to go through every single slide I mean we can go through and what the standards were they have not changed from when we presented last time so we can kind of I guess Circle through those we have standard one um each standard does have two goals so the standard one is vision and goals there it has two goals the first one is um offer courses that provide rigorous instruction and access for all Learners the second goal is to administer the ab um ASD which is appic School District I know um everyone

101in education likes acronyms but I want to make sure if anyone in the public didn't know that one annual stakeholder survey and use data to strategically improve standard two is on around teaching and learning and um that has two goals to ensure the learning environment is rigorous relevant and engaging the second goal is to create a coordinated and differentiated learning plan for all staff standard three is people systems and operations the first goal of that is to foster a supportive learning environment for our staff and students and the goal two is to improve current recruiting hire retention excuse me hiring and retention practices to more closely resemble the diverse student population of the appic school district standard four again two goals um goal one create a system at the school and District level that allows

102for and encourages meaningful engagement um and school two grow and strengthen Community relationships um and then standard five is the superintendent school um goal number one is to Begin work on the next 10-year Master facilities plan and then to hold a state of the district meetings that engage stakeholders and community members so those are the five standards they haven't changed from the last time we presented and as you if you are tuning in for the beginning of this Workshop you can see they all very closely align with the Strategic plan have different components um there and even under the superintendent schools I can say me personally I sit on the um building utilization committee that's meeting tomorrow night so I think that's part of the discussion for the first goal under standard five and then

103I know just last week we held a state of the district meeting for that goal number two so everything sort of aligns with what we're doing um the two slides I'd like to highlight tonight as part of this Workshop is the development of the superintendence evaluation I just want to review with folks what we've done so far so we've sought input on the evaluation tool we've created objectives and goals we've aligned those objectives and goals with the Strategic plan we've created metrics and measurements for each goal thank you to Dr Moss we've investigated for um the format of the evaluation by looking at you know there's no State model different districts do it different differently um some districts don't do it at all some states don't do it at all um we've had several discussions

104and Next Step conversations including this workshop and it kind of brings us to what's next so if we want to go to that last slide we're at this point where we need to finalize the evaluation tool um we do have some questions around a couple of the metrics the board's going to discuss in the next executive session um we do need to establish an implementation timeline we need to determine who will admin Minister this evaluation um we need to establish an annual review timeline and the board's going to eventually need to vote on the evaluation tool so that's kind of some of the things that we need to talk about tonight Mr foron I don't know if you'd like to lead the discussion on those components or if other board members have feedback and input

105um or things I didn't address but it's kind of just tonight to bring anyone who's tuning in or all of those engaged folks in the room um where we are in the process and kind of what's next Toba I think you're still with us right I am okay just wanted to make sure we hadn't forgotten you uh thank you for coming in Via Zoom sorry you can't be here in person um nor Michelle do you have any comments on the on the tool that you want to talk about now they're shaking their heads no to Sheba is there anything that you want to comment on or or talk about on the tool no I think um Michelle highlighted uh kind of where we are as a board the work that has gone into it and

106the part that we can discuss in the public versus what's a Personnel matter I think is utmost important so nothing thank you all right I do want to add in my discussion and meeting with both Dr burough and Dr Moss and Danielle these next steps are really imperative to the tool being successful so right now the tool lives right here in my hand like in our and and what we presented to the public it doesn't live anywhere else it's not a board policy a board policy takes multiple readings um we really do need to decide going forward as we these the in my opinion the establishment of the timeline is really important and the who's going to annually be responsible for it I know under some of our board policies like role of the president

107the role of the vice president Etc that should be established and because that's not a Personnel matter I don't don't know if that's something that we want to discuss tonight um or if it's something that I know I'm just throwing out there for the first time because the challenge is for those of you in the public we don't meet as a group except when we're here so I'm saying this to my fellow board members kind of for the first time so we can either talk about it tonight or we can put it as an agenda item to talk about again but that's what some of the delay is in order to make sure that we're on the up and up as a board we don't have an opportunity to talk about these things together so

108that's what we kind of need to to think about and when you're creating something new I don't think there should be any race to get it done I think the intention needs to be the get it right so sorry to cut anyone off I can also offer that I can go and see how other boards do it like who's responsible for doing the evaluation um piece of it and just kind of what their timeline is so you guys have some samples to look at so you're not just creating from scratch if that helps so my reaction for what it's worth is I think when I first joined the board we had a I'm going to say a rule or an Unwritten rule maybe it wasn't in writing that the vice president was responsible for getting

109an evaluation done of the superintendent um that rule was honored in the breach because we have never been we've never historically really done uh comprehensive written evaluations of of our superintendent although as I say I've always I'm evaluating every day and everything I see him do um so my but my thinking as to how you would implement it going forward is that at some point October November December time frame you know each of the board members would fill out the evaluation form in terms of how they perceive uh the superintendent performing and then the vice president if we make it that person or could be somebody else on the board but then we'd coate that data and come together and have an executive session meeting for personnel review which you know we do for other

110personnel as well not to make anybody nervous and um and then somebody would be delegated to uh to share those results with the superintendent I mean I and then you know we come up with maybe some new goals for next year or things we want them to do for next year kind of the way a regular performance evaluation Works in that regard but first things first we need to have the tool that we all agree on put in place and that's what we've been I would agree with Michelle that we do need um to to create some type of policy so can you look into that as well um Dr bars to see if a policy is associated with the to the tool so yeah we started to look at other districts to see what

111they have for policies and things like that and part of the policy yeah like who does the evaluation how it's done and to see if they have a timeline naturally a lot of their policies are very vague and so maybe the next step is we ask what are procedures they have in place to kind of look at that and I think a key point to this in the timeline is when the data is available because a lot of these measurements that are there we're basing on like smarter balance and things and the annual um survey which is given at the springtime data is kind of compiled so we're current more or less looking at a June July August time frame when all that information compiled where you guys could do an evaluation piece but the

112first part is agreeing on agreeing on evaluation I think voting on an evaluation this is the tool we're going to use this is the piece we're going to use and then getting to a timeline and within that time like it could be the policy piece of that as well so my my suggestion would be um that at the next board meeting we would vote on the tool if we can become in agreement in the metrics during the executive session and then V vote on the evaluation tool and then it would be to defer to Dr Moss and Dr burough both on their research for the data and you know how other boards kind of procedures work on the timeline um and that would fall under a presentation probably then at the December or January meeting

113for the timeline going into the next Square does that sound reasonable it does um another question is do most of these um evaluations align with the same time frame as the contract for um superintendent like are they on in July we do your contract so in July we're going to start your evaluation is that how it's a question if you [Music] can like when you're asking out for information just curious um yes so I think that's a several part question so my my contract does start in July but according to code like if my contract's not going to be renewed it's dece like I need to know by December the December time frame like all the other administrators so um that's a Personnel matter then we can talk about that in executive yeah so the

114time like well I just wanted to know if they were like talked about at the same time or if it's two separate things but okay just wanted to throw it out there since we're talking about it so we can add it to the [Music] agenda well my only question is the question that we discuss in executive session will that be resolved before meeting I think it would be a topic to continue in executive s so to wrap up it's just to continue to be transparent with the public about where we are in the process um I guess Dr Moss do you have anything to add because I know you've talked a lot about data and um I know that you have worked with metrics just to the board is considering considering we're still in the

115mix of Designing and evaluating green excellent um my suggestion would be considering we're still in that space that it doesn't get implemented until the following year in a perfect world The implementation of all of the things that you heard about today would be aligned with the timeline of the evaluation and considering those things already started and they're already in place the evaluation might not come in might not be finalized until spring so my suggestion would be that it wasn't implemented until the following year that's the only thing I wanted to throw into the MX I don't know if you any comments does anyone have any questions or comments for the process or other than the outlying um just so I'm adequately prepared for executive session other than the one question is there anything else other

116concerns with any other parts hearing none I'm [Laughter] done all right well thank you Michelle for we're continuing to uh spearhead this um so next on the agenda we have establishment of meeting dates there's a financial advisory committee meeting at 6 pm on Monday November 4th which is uh the day before I think there's an election on November 5th or something um in the finance coner conference room of the Tony martio building and our next regular board meeting will take place here on Tuesday November 12 at 700 p.m. so with that we are adjourned and thank thank everybody who came and uh thank everybody who T tuned in and to she I'm sorry you couldn't be here but I'm glad you were able to participate via Zoom thank you thanks thanks everybody