Strategic Plan Workshop from the April 18, 2023 Board Meeting

001and then we're on to the uh uh strategic plan work that both superintendent Kingsley and I have referenced already this evening so Brian if you'd like to go ahead with that yeah thank you uh really looking forward I'm really looking forward to this conversation uh as a governance team and we have several members of our cabinet that are here to join me as I shared earlier and everybody in the community we've been talking about a strategic plan for several months there's been a lot of really good work that is going to continue to go on post this evening but as I shared with you my opening remarks I think this is an opportunity for us to not just reevaluate our strategy but think about the pace our capacity to do whatever we're setting forth to

002do well I've heard from many members of the board that you know when we launched this plan we should expect that it needs to be met with enthusiasm joy and excitement and there's a lot of pressures and stressors in the system in the community that compete with that every single day but I really feel as the team has listened uh to many Community stakeholders there's been so many system faculty members School leaders District leaders who have been apart but real really hundreds of hours into development of this and have continued to go back and forth around what's the right tone what's the right pace and so that's the spirit of the conversation we're having this evening can you go to the next slide please so we're as we're committed to ensuring that we're focused on

003our approach to this to the Strategic plan we want to make sure that we're engaging in our highest leverage opportunities to support our students and Achieve our district goals I can't just challenge us to say and feel and think about and push the work to be simple but deep rather than shallow and complex so we're therefore going to suggest tonight that we're going to narrow our Focus for the Strategic plan to three priority areas literacy mental health and belonging and graduation with options now you remember that's where we started right in previous versions of our district strategic plan Safety and Security appeared as one of those four Focus areas that's one of those things that we've gone back and forth but I think you know Safety and Security can't be an initiative as we've continued

004to Grapple with our team it's not that we are de-prioritizing Safety and Security but it's something that needs to happen every day and everything that we do similar to our approach to long-range planning and thinking about how we provide the right mindsets values and beliefs and push up our mindsets values and beliefs don't value and honor diversity equity and inclusion so we're not just reshuffling words we're trying to level set around where we're prioritizing our resources where we're prioritizing our time and can we explicitly name what this means for students and stakeholders in the year ahead this is going to be a part of our ongoing work and if you can go to the next Lab please there's a visual that is streamlining our work for year one and the team is going to talk

005to you about these Box by box and take you a little bit deeper but here you'll see that there are three desired outcomes for each of the three priority areas in literacy mental health and belonging and graduation with options I'm not going to read that to you but we'll have an opportunity to go through that a little bit more deeply it's really important as we're setting out a course for this plan we don't believe we're positioned for a formal launch between now and the end of this year right there's not space and capacity in our opinions and we want to have a conversation about that for this plan in this moment in time to be reached with joy and enthusiasm we don't want this to be one more thing this is initiative overload we want

006to simplify in each of those three priority areas not just what we expect the outcomes to be in the next year for students but explicitly what are those strategies that have implications on our faculty on our school and District leaders and how do we partner with our parents and our families to make those particular things happen and as you see on the book ends on the top and the bottom of this particular Visual and again this is just a visual but it sets the tone that Safety and Security is ongoing work that we need to be intentional about every single day regardless of the existence of this strategic plan ten years from now if the system hopefully has different priorities based upon new data in our monitoring report Safety and Security is still going to

007be a day-to-day operation and function of this district and we wanted to make sure that our new representation outlines that similar to our ability to be very fiscally responsible and using our stewardship around our facilities and our long-term planning long-range planning in a similar mindset and again everything that we do in this system we have to provide not just a lens that honors diversity Equity inclusion but we got to identify and understand where it exists and where it doesn't we can't go disrupting things that we don't identify first as being an area for disruption so I'm really excited about the team walking us through each of these particular areas but we're expecting there to be some push and pull tonight so I really want to invite you as a board not just to accept what

008we're sharing as this is what we're doing moving forward but to invite you into a conversation around where we have agreements where you'd like for us to think a little bit differently and for us to have on the back end of tonight's presentation a robust conversation that you feel comfortable with the direction of the system and not just staff so we you know this conversation should be a partnership and I really want to invite you to push our thinking in the way that you feel best Teresa I'm going to turn over to you to outline kind of our way of work and what we're thinking is our best thinking right now around the role of lot literacy being a priority thanks Tracy so good evening president Patterson superintendent King Kingsley members of the board it's

009my pleasure to talk to you about the strategy under literacy so in working with the team leads in literacy we have elevated this particular strategy as a year one priority and this will be a very familiar strategy you recently heard about the literacy adoption from director of curriculum John pasentino this strategy is more all-encompassing than just the K5 literacy adoption this is a strategy that ensures that we Implement really high quality instruction materials across our system and that we have a process that can be replicated so that we do that with assurances every time that we have a standards aligned curriculum that really meets the needs of our students our staff and is very inclusive of our students so that they see themselves in the curriculum that has a Universal Design at its base so

010in thinking about this strategy um the objective is that you would see the result of this strategy that in all of our classrooms we would have high quality standards aligned materials including complex texts that represent multiple cultures identities and abilities leading to all students being College and Career ready feeling seen heard validated and connected to others while learning about multiple perspectives of the world and when we talk about all classes this is a particular strategy that applies to all subject areas language arts Math Science and the Arts and so through that process of having rigorous evaluation tools we will ensure that students have an equity of experience in their classes across all of our buildings that we have a strong robust implementation plan so that students experience a similar level of rigorous education and access

011also inherent in this strategy is that equity and access for all students and all Learners that Universal Design component it really forces us to look at our curriculum through the lens of learner diversity and looking at curriculum that starts at that level rather than looking at it through something that's an add-on or an accommodation later on so part of this process is really being very thorough and vetting the curriculum that we're using in our classrooms so what you can expect next year that we will do the actions that will occur is we will go through the simultaneous process of both adopting and implementing so you're aware that we will be implementing a K5 literacy curriculum we will also be in the process of adopting materials at 9th and 10th grade in English and language arts

012that uses a standardized process that's built into this strategy where we use the imet rubric as well as culturally responsiveness evaluation tools to vet those materials through that implementation process next year for particularly the K-5 Elementary literacy materials we're really going to support our system to make the shift to a Fidelity of use of implementation that we've looked at our resources as being available and useful to teachers but we've never really given them the tools and steps to monitor Fidelity of implementation so we're defining and being more explicit about what we mean by implementation and what that looks like so alongside of the implementation of the materials there's also some explicit steps around D implementing different core materials and practices that are no longer aligned to how we've evaluated what is needed in our classrooms

013what our data is telling us our students need as well as what we know the science of reading is telling us about the best practices the other part of that implementation plan is the ongoing support for teachers that we can't just do a 1 time professional development where we help them learn to use the materials there has to be an ongoing ongoing and sustained approach to the professional development and implementation practices for our teaching staff so that's part of the implementation plan that's embedded within this strategy is to do a very robust approach to that and then additionally we want to add something that we really haven't had as part of a curriculum approach which is to monitor how students see themselves in the curriculum that this is particularly important as we adopt high quality

014materials that students need to feel seen heard and represented in the materials that they are exposed to in their classrooms and so seeking their feedback seeking engagement from our families about how their students are experiencing the curriculum as a part of this ongoing strategy for implementation as well within literacy and additionally I want to speak to a little bit of the Fidelity monitoring that will go into the implementation so the Fidelity of monitoring it's a it's a really important part of the process of not just adopting and selecting the materials but also naming the behaviors that will go along with the implementation and explicitly be able to describe here are the practices and approaches that will lead to the best results for our students if we do them in this way and so that Fidelity

015of use the first bullet talks about the implementation and de-implementation of different practices and curriculum so part of that strategy is to pay attention and name explicitly like here are the practices that we're going to develop that will be consistently across our classrooms and then here are the practices that we will start to de-implement that if you don't do both simultaneously what tends to happen is that it feels like it's more and more and we just layer on more and more if we haven't explicitly identified here's the things that we're going to stop doing and not engage in any further that second bullet is the Fidelity of use and that's the support for staff and so the other aspect of this is we want to ensure that all instructional staff participate in comprehensive curriculum-based professional

016development and so it's learning to use the curriculum from job embedded experts to have those experiences in collaboration with their colleagues but to really make sure that our support is there is explicit as planned and that it's provided for staff so that they feel successful with the curriculum and then additionally that Fidelity of use and Fidelity for implementation and support will be monitored regularly throughout the year and updates provided to the board as well as information and stakeholder feedback collected so that we can reflect on and continue to refine those implementation processes so that it's not a one-year implementation it's an ongoing cycle of revisiting what data are we getting what feedback are we getting from staff how can we further improve and refine our processes when we do these things successfully the results that

017we're going after with this particular strategy is in literacy we want to be able to reach that monitoring report Target of 85 percent or greater of our k-3 students are at grade level Benchmark and that if we do have high quality materials that if we have provided staff with the support that they need to implement those materials and those best practices that we would be able to achieve that Target we also have monitoring report targets for achievement and growth for all students K through 12. we also have targets for additional support students so students scoring below the 35th percentile that we have growth metrics that we want students to achieve there we believe that if we implement this strategy with the Fidelity that it's intended to be implemented with that we would reach those targets

018the other part that we will monitor is within the student connection survey data and so our student connections composite score Target is that ninety percent or greater composite score specifically we're looking at the student connections survey because of that belief that if we have materials that have representative identities and that students have experiences where they are looking at text Through The Eyes of a character that shares their identity that they're learning about experiences that their feelings of connectedness and engagement to their curriculum to their teacher to their classmates into their education will be a component that will support our student connections data as well and now I'd like to pass it to Liz Davis who will talk us through mental health and belonging thank you can you hear me okay so thank you superintendent Kingsley

019representative Peterson and the board for being here so when we talk about mental health and belonging and our work next year together mental health and belonging the mental health and belonging strategy really emerges with a focus of increasing student access to Mental Health Providers both inside and outside of the school district and you know we're really grateful for the time and effort and energy from our staff that all the time they put in two considering all these options so we're excited to talk about that um so what does this mean for us next year at PSD so our strategy has two parts looking at our work next year one is around refining and continuing to implement a comprehensive partnership strategy around Mental Health part of that is hiring and training additional mental health staff and

020trainees to support our students so when we execute this strategy for mental health we know that our Community Partners and our PSD Community will understand and use processes on how to become a partner with the school district around mental health and by hiring and training additional mental health professionals and trainees our students will see and be able to access an increased number of mental health professionals in schools so in in 2023 24 PSD will refine and continue implementing Community Partnership a Community Partnership process specific to mental health this process will be transparent and include procedures implementation guidelines and agreements for partnership and will hire and train will recruit and train additional mental health professionals in partnership with the PSD Human Resources Talent team and truly with a focus on diversifying our mental health Workforce so

021PSD will will have a structured opportunity to increase student access to mental health supports alongside Community Partners and within our hiring and training of new mental health employees and trainees so it's important to note here that we are engaging we hope to engage in this hiring and training process with multiple sources of funding next year yet some of that funding is often not sustainable and will need to continuously continuously monitor some of that funding that's not sustainable so as we talk about Fidelity monitoring we think about our touch points with students and monitoring we wonder and we think about things like how many referrals inside and outside our system students might be engaging in and have they been able to effectively access Services outside PSD and inside our schools that's something we can monitor and

022track and even have systems already doing some of that we can also monitor our diverse hiring practices along with HR and help support training and retaining new and future mental health employees so we look at that we look at our healthy kids Colorado survey data every two years and will continue to review our connection survey data annually and finally as we review results we can come back to our monitoring report targets of attendance and we hope to see that increase in attendance and with discipline we would hope to see that decrease in those discipline rates we continuously look at our social emotional learning composite scores our connection scores and our healthy kids Colorado subscale scores and monitor those results and you saw that presentation recently from Dwayne um we know that our mental health and

023wellness and feeling we know that our mental health and wellness and feelings of belonging needs have increased in our schools we know that we know that from students staff and families we have multiple measures and surveys to continue to review and monitor those results over time skipping ahead there we go um so when we execute the strategy for mental health we know that our Community Partners and our well there we go Okay so let me see where I'm at here yes I'm done [Laughter] one more thing one more thing um so we know that from our data that academic Excellence is connected with our mental health and belonging and this this too will be an area to monitor closely and we're grateful that we're committed to this strategic priority area okay there we go thanks

024Liz um thanks president Pederson uh board members superintendent Kingsley for giving us an opportunity to talk about this tonight as we think about graduation with options the strategy we believe is the right one to focus on for 23-24 is the updating of high school graduation requirements and we believe that because it lays the foundations for some of the other work that's going to follow in the graduation with options as we think about this strategy and honoring students individual path building a pathway that fits inside of our 240 credit container but that builds in flexibility to center student needs to Center students individual Pathways or individual desires to Center Learners with diverse needs in general is critical if we want to continue to build on some of the successes we saw this year with closing some

025of our gaps when we execute on this strategy our graduation rates will increase um and we believe that will happen among our historically marginalized students in addition to the whole group um we will see increased access to certifications apprenticeships internships other work-based learning experiences we believe that we will see students reporting self-reporting that they're leaving PSD with options which is ultimately what we're after as we look forward to 2023-24 what you can expect to see this is what we'll do currently as we think about this as a strategy that makes sense to look forward to next year we have a team a cross-functional team representing integrated Services English language Learners the rest of our student services team individuals from buildings working on a proposal for the board and cabinet to take a look at for

026us to get feedback on in the fall we'll gather stakeholder feedback that team that's putting that together as we speak the rest of spring um will bring forward that proposal to Cabinet early in the fall that will include the proposal for graduation requirements but it will also include the pathway or the process to crosswalk uh credits both for high school and college level courses but also the crosswalk that we'd like to do in a more robust fashion for CTE slash core credits but so that we can do it not just at Futures lab so but it's available the process is available for teachers across the district to look at how they crosswalk standards to make sure that as we go after that flexibility and credit it still meets the the standards that we're asking for

027in both courses that it's looking for As We Gather feedback the team leaders will come forward to Cabinet to share that in Fall they will also share with the board members right now targeting your retreat in September would be the opportunity to gather feedback from board members around that initial proposal that team would then take the feedback from cabinet and the board members update the proposal and go out to a mini Community engagement go out and find feedback from a broader set of stakeholders all of that would happen early fall of as we have gathered the feedback board cabinet and then ultimately from the larger stakeholders the proposals or the proposal would be revised utilizing the layers of feedback with a goal of having that done by the end of October so that the initial

028proposal could come in front of the board for that first meeting in November for reading number one and followed up shortly a month or so later for reading number two the desire would be from that team to have the proposal taken care of board approving it at your December meeting which then gives that team and the district the second semester December through early potentially late April to communicate with the community the stakeholders but also to talk with and train staff members that it's going to impact how they talk to students as we think about the proposal there are some questions yet to be determined which grade level are we thinking about this impacting that team right now is leaning toward the the requirements staying consistent enough so that you could be approving graduation requirements in

029December that would impact the class of 24 20 25 so not the group that's sitting seniors next year but the next year seniors could be impacted by this depending on the proposal and the feedback from this group and the broader stakeholders maybe the proposal is a little bit more drastic than that and the conversation might need to be we're not starting that until a later class so that we have time for that transition to happen but right now that team that's been working through the entire process is leaning toward um utilizing the container we have now but reorganizing it which allows us to have a more flexible rollout time period so that's the that will be part of the feedback that you receive from that group as you see it both in early fall but

030also when we come in front of you in November and December as we think about the monitoring of the graduation or the updating of the graduation requirements there are some things that we have begun to monitor that will help us to understand how this is rolling out one of the things that's critical when we think about a student's individual interests and Passions helping to drive the courses they take the career and academic plan continues to be important that gives us that information so we'll continue to monitor the completion of the Korean academic plan we'll monitor participation and completion in things like courses that that offer certifications and completers of certifications the number of apprenticeships we have in the district the number of internships in the district all of those we monitor today will continue to

031Monitor and we would expect that we would see as we continue to pay more attention that those numbers would increase we will also monitor the number of courses that count in multiple areas you heard me reference High School College we're monitoring that today but we also want to monitor the growth of those courses that you have asked us for a number of years to think about just at the high school level that count for potentially CTE and English credit or CTE in science all of that we'll Monitor and as we talk about on this slide we will continue to monitor that as we walk through the year so our schools can modify pay attention to that as we go not it's not just an autopsy at the end of the year as we think about

032graduation uh rates the results we're looking for obviously when we talk about graduating with options the overall graduation rates are the end goal that's the end goal for all that we do here in PSD um we believe we'll see increased of students on track as they move through our 912 system again systems we monitor today but we can continue to Monitor and see uh growth of that as we move through the graduation rates above 85 percent not just for our whole group but as we look at subgroups that we will see an increase in the percentage of students reporting graduation with options on their senior exit surveys I think it's important for the board to know that we are receiving our first Baseline for that information this spring because we're asking seniors that question this

033spring so we'll have our first Baseline set of data this spring that we'll be able to measure against going forward what percentage this year is going will be good for us to see and then we also believe as we do this that we'll see an increase in the percentage of students that are identifying or indicating connections to their interests and passions have increased over what we see today as we continue to to pay attention and utilize their interests and passions to help Drive their pathway through their time in PSD thank you Scott so I'm going to talk us oh we already clicked it good job I'm going to talk through a little bit of the timeline and next steps before I go though I want to say so my three colleagues just gave some pretty

034specific information around three strategies aligned to three priority areas and so you know what's our timeline and before we jump into this I want to say thanks to any PSD staff that might be listening we have had I want to say hundreds it feels like hundreds it's a lot of people that have been involved for months and months getting us to this point and so I just want to publicly say thank you to them for that their work so we're going to talk about now how we're going to move forward these three district with these three District priorities and what we're really focused on is alignment and sustain sustaining efforts right so that we actually improve system outcomes over time measurably we're going to talk about three stages we have a planning stage that's kind

035of encapsulated over the next seven months so we have three stages over the next seven months we're still in the planning stage through April and May and into June which includes tonight we have an action team meeting on the 25th of April we have a cabinet to retreat on June 6th and then we have a we're back with the board of education for more input on June 12th and we consider all of those points those touch points you know planning that we're still refining and planning then we move into the next stage which is launching the Strategic plan which is going to happen over a period of a couple months really and it maybe feels more like a few weeks but there's steps to that right so we have an admin Retreat that we usually

036do like a welcome back at the end of the summer toward the end of the summer and we're going to launch with our admin group the Strategic plan at that point then we have an opportunity on August 10th and 11th with some PD days some professional development days with all of our staff and so our staff are going to get we can consider that a launch with our staff and then with the Board of Education we'll be back together on August 22nd which is kind of launching it for the public as well as the board so that would be the launching component of this and then we move into implementation so now we're in the fall semester and all the great detail that my colleagues just provided you know we're going to put that into

037action our teams are going to be putting those things into place you should be able to as board members while you're out in schools physically and Visually see what is happening in each of these different areas and that works going to continue through the school year while that works going on the Strategic plan itself has more components to it as you know because it's really A Five-Year Plan and there's other components to the work that our teams put together what we're talking about tonight is what we're you know phasing in year one so some of those there's going to be work going on behind the scenes next year where we're kind of getting on Deck the next set of things and so we're not going into depth on that tonight just to mention that that

038works going on as well and then when we see the monitoring report in around January February we'll be reporting out in that process on some of these Fidelity measurements and any outcome measurements we have have but what I want to say is obviously we're not expecting the needles to Peg to 100 miles an hour you know three months into implementation so the first mining report but what we will see is we'll have some Fidelity measures and then having that monitoring report cycle over time we'll see the impact of all this effort surely on some of those big metrics that we've tied in and my colleagues did a great job of specifically naming as they went through their sections okay so the next steps you know this is all about alignment system alignment is we believe

039how you get things done going narrow and deep instead of broad is another strategy that we we're believing in a theory of action and we're we're believing in sustained Focus so and I'm so happy that the board is driving in this direction that we're going to get sustained on a few things we're going to do it deep and we're going to do it well that's how we're going to see Improvement so the next steps really involve communicating to the action teams like I said we have a lot of staff that have put a lot of time and energy in getting us to where we are those teams still exist obviously as we go through this process they are not disbanded or anything we're really just getting going so there'll be this continuous cycle of meeting

040with those teams getting feedback getting input refining things and so on so like I had mentioned a moment ago April 25th is our next meeting for one of those touch points then we move into like we're re-envisioning our approach to this work and where we're strategically focusing on these high leverage opportunities what does that kind of mean these strategies are all aligned to priorities that we've identified them and talking about for a while right so there's like Improvement Cycles to this kind of work where we're doing work we're gathering information it's formative in nature because we're going to adjust our work based on what we're learning and we're going to keep on getting smarter and better as an organization but staying focused on these particular things and that's kind of a different cycle than I

041feel like PSD has honestly lived through in the past and so I'm excited about that and then we'll hit those cycles of the monitoring report and other metrics along the way in all of our dashboard systems so we can kind of track in that way too how we're doing I just mentioned a moment ago that that ongoing planning is going to be happening so it's not tonight we're really focused on the year one implementation because that's right in front of us but just to rest assured there's other work going on and that continues in the background getting the next pieces on deck and all of that's kind of fluid as we see how things are going so in the last the last stage is really what we can call the launch so we are launching

042in Fall of 2023. if you had to pick a specific date I would pick the August 22nd with the Board of Education meeting okay so Brian Kingsley said earlier tonight that people in process lead to Performance and so you can see throughout this plan that's what our whole focus is on it's our people and it's our processes and how we're going to utilize those in in a kind of focused manner in a sustained manner to impact outcomes and that's what we're attempting to do so we're going to close with two questions for the board the first question is have we addressed the board's top priorities for the imprint for in implementation next year okay have we addressed your top priorities the second question are there any changes the board would like to see made and

043with that we'll turn it over to the Board of Education go ahead Nate well before I became a school bus driver I was arguing for a living so I don't plan to answer the questions you posed but I I do appreciate that in this current iteration is straightforward and seems like it's more achievable than the dense uh presentations that we had leading up to this so that does address my priorities for implementation next year and I think it's good to start with one of them so that we can phase into this and I don't know if there are any changes that I would like to see made but I'll let you know at the retreat go ahead DJ um first I'll start off I agree that I think we were we were too broad before

044and so I do really appreciate us focusing in and going deeper um I'm gonna start actually back to what Brian started with with the little uh graphic too is um you had mentioned that you know you'd expect to see safety in Long Range all the way through well I really think we'd expect all that stuff that was in there especially literacy our safety of our kids and so I really think this is more of a uh uh change culture you know a system of change is what we're doing here and we're trying to change different those three different Avenues and um I'm very excited about about that especially the literacy I really am excited to see what kind of changes we can do throughout our system but also uh with the PD and the and

045the uh the new books and stuff on there I will say though that my expectation for the Strategic plan and it kind of goes back to a a gripe I have a lot of times with the uip is um that we we used language like continue to implement hire and train okay you're high you want to hire what how many and when you know those are the kind of things that I would like to see in a plan I appreciate the graduation with options that it kind of laid out different ones that when when that happens in November if it didn't happen like hey what happened and you can tell me that um but it started off with developing a graduation proposal well yeah no you're going to make a proposal to us is really

046what it was wasn't I mean that's part of it down there I just really want us to set expectations for us and for the community for teachers and everyone else that's out there so that we aren't so it doesn't get misinterpreted and that we can really drive it home um I am I really like the three things that we're focusing on I would the mental health and safety one a little bit the one that I would really like us to get behind is finding a better way to address bullying and teasing in our schools and how it's how it's handled by different schools and different teachers and really have that as a focus because I we had our conversation with the principals a few meetings back and and they talked about how you know we've

047got to get kids off the phones and man that has stayed with in my head going around because that's not realistic and so we got to come up with mechanisms that we can help these children and deal with the craziness that unfortunately is in that social media but we've got to find a better system that we are helping our teachers and administrators know how to deal with it fairly equitably all the way through uh it's so frustrating at how many times we will hear about a kid that had been bullied and finally lost it and he's the one being punished and we got to have systems in place that that kid feels safe to come and talk to us and we can make changes um and I I think that's the same thing with with

048teachers too is that you know that if they're not feeling safe in their environment we've got to have systems to make it safer and so I would throw that aspect in there on Mental Health that I really would love to see as a major Focus the other two I think make great sense and I think we can we can break it down to where we know where we're going with it and the whole group everybody knows um yeah so I think those covers mine thanks Kristen yeah thank you guys I think this really does um it brings it to you what I had always termed the kiss term keep it simple silly um so you just want to you know and that's what it does oh yeah silly you know other things um but it

049really does it narrows it down it makes us Focus I really like this um I do have a few questions um so on the graduation with options piece of it I would love to see if we could engage the students that we had today and the rest of this the student um uh the rest of the stack and see what they would love to do for the buckets and how we talk about that because they were chomping at the bit to get to buckets and if we do this we were talking about doing that next year with stack I feel like if we sat down and had one two hour session with them y'all would probably have 90 of your answers right there the work would be done for you so if we could get

050that before the end of the school year to help it help um you all with that proposal and then bring it to us I think that would that would really be informative for everybody um and then maybe looking for specific student um interest to of those who are who are behind the the stat group does not have a lot of the kids they have a lot of the kids who are very engaged and want to make changes and want to see how that can can be put forth and maybe there's some kids that we can access that are in that 9-12 who are not at where they need to be I mean we can engage them as well um and I don't know if there's a way to do that maybe for credit um but

051you know like if there's you know if there's a way for it to count towards a you know a government class or something to that effect anyway that's that was one thought that I had um question I had was on the completion of the career and academics plan what year do they complete that they we monitor it every year because they have actual uh lessons annually that they have to do so we pay attention to it sixth grade seventh grade eighth grade ninth grade all the way through 12th grade um it's completed when they take their exit survey as a 12th grader so which is part of what we talked about tonight but uh but we pay attention to it each year perfect I just want to make sure that it was not one of

052those that they filled it out in their 12th grade year and went whatever perfect so starting Sixth and all the way through 12th um is there a couple is it okay if I I think we're just rolling for each person so go ahead and then Carolyn's next okay so um for the for the mental health um I I love the idea of it I hope it works I know that everybody's struggling to hire and keep mental health professionals so that's that's going to be a struggle for us and I think we have to acknowledge that but we need to also try as hard as we can to make it happen um what I am curious about is the Healthy Kids Club survey comes out every other year and I don't want to wait every every

053other year to see if we're making progress on that so what's what can we do um when we have the connection survey so we can use that um but Dwayne you look like you're Trump at the bay you get an answer for me I'd like to speak to it if that's okay Liz just for a minute so we have a few sources it's true like it's they're kind of spread out so we have things that give the student voice teach your voice and parent voice on these things around mental health wellness and belonging and so in there and some of the surveys are offset so not all every year but the connections is at once every year as you know in the fall so that's great the family engagements every other year the tell survey

054is every other year and the family engagement I already say that one or healthy kids Colorado is every so those three of them are every other one of them's every year so collectively though we get a pretty consistent once a year kind of input from a couple different levels if you will you know students themselves families and then teachers I'm kind of where we're at and what levels we can monitor those okay within the connection survey there's a really interesting graph that Liz and her colleagues and I have been talking about that we'll be utilizing that really shows you where which students are kind of showing up low on both the connections and on the social emotional learning competencies and it's a real small subset of our overall set of students which makes that a

055real interesting group to specifically Monitor and we we know exactly which kids those kids are and we're not limited to waiting once a year for the connection survey because we have staff in our schools and our family Liaisons and all kinds of people so we can build some things which we're talking about doing to monitor that in a more formative kind of real-time aspect something we haven't had we haven't done in the past which is a possibility because as this is a priority and it's in the Strategic plan it'll show up in the uip and we're putting quite a bit of funding towards mental health and wellness obviously you know we can do this and then the budget design team the cabinet and the board have supported this type of like research evaluation capability and

056so this is one of the areas we'll point that capability and utilize it great thank you I think that will help and I know that the their grant that we'll be getting is going to help a lot in this area as well so I'm very excited about that um and then I had one other thing let me see if I can find it now um and that was on the um yes on the on the literacy um question was that I had on that was when you said instructional staff um is that are those certified teachers or is that the parents that are helping the certified teachers as well it would be the instructional paraprofessionals as well so we've been working to build in professional development days into our classified staffs calendar particularly the instructional

057staff so that they can participate in literacy professional development awesome that's fantastic and I love the idea too of monitoring how the students see themselves that's one of those like again in in library world if we refer to that as the mirrors windows and sliding glass doors and so I just love the ability to monitor that and see if the kids are seeing more of themselves and how they can go ahead and go through that so thank you Carolyn so I wanted to just follow up a little bit on what Kristen was talking about about the career and academic plan so kids generally start that in eighth grade is that correct or is that about sixth grade sixth grade okay and then upside visited School I've realized that not all schools are um implementing the

058current academic plan the same like some schools have a more robust plan for the kids to do their career and academic plan I know that at Wellington Middle School that the kids spend some time every day on that and if I look at Lopez Elementary the leader in me really those kids are starting that even earlier right they they're they have a little planner right and they're they're working on that really early so are we thinking about um any kind of basic um ceiling or expectation we have about that career academic for the career and academic plan across all the schools so that it'll be fairly similar so right now Carolyn there is what we what I would say is a floor right what's the what's the expectation for all that's what we're monitoring to

059for completeness and it's a set of um lessons if you will that are by grade level that have been determined by counselors in conjunction with our career um and Innovation team so and they've done that in as part of the summer work the last several years and that's in place right now so when I ask and pull the data that Tanya helps me get that's what it's assessing have they taken a look and are they done with those lessons there are others that go broader that go beyond and you're right right now at Wellington that height those the middle school there is doing much of what our middle schools and other places are doing their their schedule at the high school level is the same as their middle school schedule so they have um that

060extra skinny period that our big high schools right now don't have so that is something I think the district will have to monitor and pay attention to going forward but that is definitely a master schedule conversation right is to take a look at what's the impact of that because master schedule we're more consistent across our our district right now than we've ever been with master schedule but our two new high schools have that skinny that the four bigs have never had so um it's it I think it's that's worth further look at to see how's that impacting things it'll be interesting to see yeah if that works out really well for them or if we get better outcomes because of that yeah so I'm interested to see how that'll turn out and then I heard

061you say you were talking about historically marginalized students we'll have more access to graduation with options so that made me want to ask you what were those barriers and how will those barriers be improved well I I think just in general trying to talk about I mean our belief is that when we look at passion driven learning and when we build in flexibility into our um into our options if you are Pathways it may change the the opportunities right we've seen some barriers for students where they've had a support class that hasn't counted for English credit so I'm thinking actually of our ESL students being negatively impacted so so just describe for people a little bit of what that barrier was like and how that might be addressed so for our parents I think that

062might be listening with kids in the ESL program I think they'd like to know that yeah I I think taking a look at what is what what can count for say English credit which I think is what you're referring to I would also refer to conversation it was had in community comment in here about uh taking um what's I can't find it in my head right now ASL yeah so ASL is something we've already had conversations as a district and how can we count that as credit that historically we might not have so I think taking a look at what are those barriers that work is in process right now but I also think um an area like mathematics that this board helped us a few years ago take a look at computer science which

063has helped some students that might have struggled when they got to Algebra 2 that they were allowed to take a computer science course that might actually help them be more employable than the algebra 2 and that helps with math bucket so those kind of opportunities exist also for individuals that might not find their passion area in a traditional core class but might find it in geometry and construction for instance so I think those are opportunities in front of this District I love dad every Everything Scott said was great and I would add to like as we expand which we are working on Career Tech ad options dual enrollment options you know concurrent enrollment all these options but on top of that we're working on the systems the families the students awareness of those options and

064in I think the board's aware of some of the work obviously going on down near the mall and stuff in a new center that's going to be opening up and stuff which a big part of that idea is that people become more aware of what is available well who's who's currently maybe less aware and who was and has been aware if you think about that and how that intersects with historically marginalized students I think we're talking about expanding those opportunities in that way and then you think about integrated services and IEPs and IEP driven diplomas that's on the table as part of this work as well and that hits a whole nother group that needs some support in that space and that the board is going to get to do some thinking about that so

065there's a lot to this that's going to address exactly I think what you're asking about go ahead Brian and then if you have more Carolyn after that thank you so I just I really appreciate the conversation I think for those members of the public that are listening into this that you know maybe curious around like the Integrity of our diploma may be wondering are we looking to kind of change the rules in order to just improve graduation rates I want to say in with emphatically know that is not what we are after here I want us to just reclaim that this district has its highest graduation rate in 16 years with their current standards we have not changed one thing I would also say as a point that's outlined in our monitoring report that there's

066tremendous Integrity of our data in terms of College and Career Readiness when you think about our students who graduate and go on to a two-year or four-year program their average GPA is above a 3.0 and it's been much higher than many of our comparable districts so this is about fine-tuning I like what Scott Nielsen shared about passion driven learning this is also about opening access to courses that students are locked out of so that's what this is about I really want to make sure I just want to reiterate that not just to the people here I know you get it but as we continue to engage the public in this particular conversation this is not a shell game and I just wanted to really make make sure that we're clear about that Carolyn did you

067have anything else you wanted to ask follow up on the icap go ahead um hey I I at last meeting on one of our consent agenda things there was something in in it it talks about uh about the icap completion and I thought it was great that you you defined it I thought really well this time that you know it's each grade has their own to complete and I really wonder if that is something you know it's almost on track you know to be able to again with graduation it's an on track thing I really wonder if that is something that we could monitor you know and is it's something that we talk about and and as us tries to help drive it too because I think it is something that is missed out on

068many missed out with opportunities for these kids and I think if if we also uh shine a light on a little bit more so I just wanted to bring that up because I had this thought last meeting and then when we talk about it again I just think it's something that we we are missing out on so just want to share that Jim or Jess do you have anything go ahead Jess so I have a few first starter that I met are we also planning to use the culturally responsive rubric again as well yes great um we talked a lot about us how students see themselves in monitoring do you have any anticipation on like how they might how we're going to monitor that how we'll get that feedback from them you know probably our

069best Avenue is for starters possibly through the connection survey so we have different questions about how students are connected to their interest I can see a pathway of a couple of questions within the connection survey that show um you know how students are experiencing their curriculum you know noticing about the materials that they have whether it reflects their identities what what might be their level of awareness about the curriculum that's in front of them I think there's also a level of family engagement and family survey that we do have a family engagement survey that it could potentially be a couple of items in that family engagement survey that also that we can gauge whether people are seeing a difference in the materials that their students are are experiencing in the classroom so just sort of

070a kind of trigger a thought so we heard tonight about a classroom with a student who saw themselves in a book and then the class really supported them now I know that's not quantitative data right but if there's any way to get more of like even those stories to be part of that data I know I would like to hear it because it's really feel good um all right so I'm gonna move on uh we're talking a lot about getting teachers professional development and we really want them to do have Fidelity do we have any ideas on how teachers will get support or be able to ask questions between their professional development days so I don't want to get too far out in front but you know we are as we talk to the board

071at our last meeting we are Contracting or working with rivet education to identify a professional development provider who can assist with that great that and my understanding is part of that provider's work is to provide that job embedded coaching that happens in between those district-led professional development sessions or provider-led professional development sessions there's also some on-demand components of the curriculum that are available and in support of one of the other aspects of the plan that the team is developing are different collaborative days for teens so grade level like teams to come together so creating that network of both the indistrict support of your teammates and colleagues across the district as well as to have a professional provider who can provide expertise and On Demand who knows the program more deeply than we do since we're

072new to it that can give us that instant sort of professional expertise it's great and I know we talked to some about that with the literacy adoption but I I appreciate it um and then I think I just have a couple more questions uh for mental health and belonging I think it kind of piggybacks on what Kristen said earlier um do we have any idea how many people we will likely be able to hire for those mental health positions go ahead Brian so we have scenarios uh and we but we want and DJ thank you for your question about this too in terms of wanting to get to that level of explicit detail to who the what the where we have scenarios that we've worked on both that so let me slow down this is

073such an important conversation but I also want to be respectful of the processes that we have in our system whether it's our budget development process whether it's our big circle negotiations process and not put something here that we didn't bring other people along and have shared dialogue so that's the reason why you didn't see that level of detail here tonight what I will tell you is the team is taking a very aggressive approach to trying to figure out how do we leverage any new dollars that may be available through the school Finance Act but also recognize that that is not going to come close to meeting the total need so they're aggressively pursuing as many grant opportunities as Liz articulated earlier but we need to acknowledge they're not sustainable over time I mean we're going

074to continue to go after them aggressively and we believe there's incredible news on the near Horizon about that but it's a both and not an either or because even with the grant funded positions if we were to get them and or any dollars that we put together from our general fund it's still not meeting the total need that's outlined in the healthy kids Colorado survey and so I just I know that's sobering but we promise to bring that level of detail back to you as well as through the budget development process in the big circle so we're doing that in partnership with people and not two people so but I appreciate the level of questions and the push it's the right push we just want to make sure we're respectful of those other areas and

075vehicles okay for sure and I don't think it's just a question of dollars but even just are the people there to be able to hire is more of my question like do we do we feel confident that we will be able to fulfill the positions that we have them on need to afford and I don't necessarily know that you have an answer but a curiosity for whenever we do um go ahead Liz I think more to come on that you know having spent the last eight years at the University and working with students who are eager to get into jobs and systems that are um functional and supportive of employees I think PSD would be a competitive place to be and and I've had conversations with students over the years on that so I don't

076have concerns and I want to be collaborative in our community with our partners on how we strategize that okay I appreciate that thank you what she said I want to build something I want to build off of something that you've actually been incredibly educative to our system that you know nine months ago investment in this area I would have brought a level of professional ignorance that was said we just need to add more Mental Health Specialists and yes that's true but this is also about adding more psychologists this is also about more school counselors this is all also about nurses this is also more about other wraparound supports that are identity based so there's a lot of different ways of looking at this and so when we think about the spread and the hybrid approach

077that the system is thinking about and I promise the big reveal will be coming around how we're thinking it's a it's a lot of those positions where I think we're more able to attain some of them in each of those areas rather than putting all of our resources into one particular type of role Carolyn looked like you wanted to add something to this conversation yeah I was going to say that I I toured Longview today and it was a beautiful big building finally we're going to have a mental health facility here in Fort Collins to serve our citizens but they do plan to open a 2024 that's a really big facility they're already hiring right now and so they plan to open in 2024 so about the time they are hiring we will be competing

078for the same applicants so that's probably something we need to think about but I think you're right Liz a lot of our um applicants are looking for a place to work where they can be happy and feel and be fulfilled and so I think that's um like the cachet maybe that we have to offer and so yeah but I think it is going to be a heavy lift hiring iron staff is going to be a heavy lift Jess back to you I just have one more overarching question I promise it's not a doozy um and it may not be one you answered tonight but maybe at our Retreat or something in the future but you guys mentioned that we should be able to see the Strategic plan next year when we're going and visiting schools

079so I would like to know what we should be looking for to see it because I am not the expert so I'd love for you to tell me whenever you kind of figure that out can we just take a small crack at it and just go with each of the areas real quickly you want to kick us out Tracy yeah so with that Fidelity of implementation we will be identifying some really explicit look for so I think it would be beneficial for board members to be able to see that tool of what we as a group of admin will be looking for and coaching and engaging staff were those are the things and practices that we want to be able to see you know the the behaviors of the students how they're engaging with text

080how they're engaging with one another the level of collaborative conversation that they're having the engagement and written response and tasks that they're doing so those look fors is part of the the development there's some that are embedded in the curriculum but we have some that we've developed and have been working on and iterating on for the last year and a half that we would forecast as being part of that what you would see if there is Fidelity of implementation in a classroom oh sure then um I'm thinking about maybe you would see some mental health trainees in our buildings maybe you would see more of the collaboration we're talking about between thinking about mental health and belonging between counselors and nurses and school psychologists and Mental Health Specialists and integrated Services social workers really you

081know all working together um alongside the rest of our staff and so in really all holding that piece it doesn't mental health and belonging doesn't fall in one area it falls with all of our work in all that we do every single day so I think you'll see lots more of that collaboration especially with Community Partnerships and we're excited about next steps with that you know Kristen talked about the resources Fair last night and it was exciting we had so many partners in the space supporting kids and I think we'll see more and more of that with some structures on how to partner together so we're excited about that yeah and I would say if you think back to the the things I talked about as some of the Fidelity monitors for graduated options right

082it's along the way but I think all the way six through 12 I think you could talk to kids about um what are their interests what are some of their passions do they feel connected to those in the schools that they're in there's learning to do just by talking to kids at any point about those now or next year I also think you're probably not gonna well you might see them working on their current academic plan but do they know about it are they aware of it and I would encourage us as we go forward and I won't be here to monitor this but as you go forward I would encourage you to talk about that career and academic plan do they know where they're headed do they know some of their interests I think

083sometimes we get connected to Zillow as a tool and I would encourage us to have conversations about do they have an idea of their career and academic plan and use that language with them and see if they can go with you on that and and have some idea of what it's telling them the other I think is asking about interests and and do they feel like we're connected to their interests they have opportunities to go after that in in our buildings anything else Jess Jim uh first I love the idea of moving safety to the Baseline I think that's something we just need to continue to do an excellent job on and that's that's where that needs to be looking at literacy mental health and graduation requirements another way I was trying to think about

084this is if I had to throw something off the boat what would it be I think that's a good exercise for us to go through and for me that would probably be number three the the multiple Pathways because I feel like literacy is so critical and we've got it well underway we need to do an excellent job on that with our teachers and mental health we're dealing with life and death situations so it's hard for me to split one and two but for me if I had to pitch one it would be three that's it Kristen you had something else and then I have some things yeah it just it just struck me as you were talking um the when do we let our students sorry when we let our students know in their families

085as well the multitude of options that they have because I think that's part of it too is is you know ever do we do that on the freshman year do we do it in sixth grade do we do it in eighth grade when they're thinking about transitioning because I feel like that needs to be a huge part of this as well yeah we we do it right now eighth to ninth grade I think what we've heard through the Strategic plan process is we can get better at that um I think when we talk to the team about updating the graduation requirements they felt like that was critical as we continue to think about what are we doing to tell people about the options to make sure we're telling them about the most current options instead

086of putting a ton of energy into to telling them about what may go away in a year so that was part of the staging with that being important was that that was that felt like groundwork to allow us to do the other work that that we feel like is important I think the other thing and maybe Jim this may help you as well when we as a team were talking about the three that were most important right one of the things we felt like was made the graduation requirements more doable was the group that is actually doing the work tends to be the leaders this one doesn't lean as much on the teachers initially the teachers focus on literacy across K-12 yes we're we're bringing on a new curriculum k-6 rk5 that's a blast from

087the past k6 K5 but we're talking literacy all the way through the system and that's it's not going to stop next year just as we think about continue energy there but the graduation requirements we felt like the cross-functional team is is creating the proposal right now that that we will present or the district will present to the these two groups in the fall and we felt like that didn't get down to the classroom level and influence that as much as some of the other things we've talked about in graduating with options I did wonder about that and I appreciate you covering it thanks yeah go ahead so I would thank you for the question about how we Market the various options that we have I think whether and as many of you were a part

088of the community engagement session on that topic you know our data suggests that a lot of people who are moving to our community have older students and they're not just moving when they're in the transition year and so this is really pushing our thinking we're getting a lot of feedback around how do we make sure that the options are attainable and accessible from a language standpoint for middle school student to see themselves in and aspire to attain how do we message and over communicate but keep it simple and I think many of you as you responded to a presentation on the various options like we're learning and we're we speak as you speak we're in the system so that's an area that we're targeting around reimagining how we communicate around that in the year ahead

089a question for that too because can we can we make sure that we're doing that within our various schools as well so um when students are going back and forth between um comprehensive yeah and and um and specialized schools so they understand what their options are as well that'd be great thank you yeah go ahead Nate yeah this is kind of a pretty specific thing but at the risk of being deterred in the punch bowl I wanted to bring it up um we talk about Safety and Security and mental health um I was reminded with I went to the safety Community engagement last Thursday and two Sundays ago Denver Post had a front page article about expulsions in Denver and surrounding Metro districts and I at least for me I think it would be good

090for us at some point to evaluate our process for expulsions and see whether they're consistent as as consistent as they can be and that are at are at an appropriate level and that we're doing what we should be doing to make sure that our schools stay safe so I don't remember if we have a the presentation on discipline is that twice a year do we have that in the fall as well we the last several years our presentation has really been focused on what we're doing with our SRO partnership yeah that has been a couple times a year in dinner session is when that's been I guess that dinner session's been this year last year was when we did it four times in here so yeah I just didn't know what the appropriate time was

091and I'm not saying that we should do it uh quickly but it seems to me that we should evaluate whether we're doing what we need to do in that space so thanks all right so just quickly following up on what you said there is also a bill currently in the legislature that would Institute additional procedures and expectations around expulsions and we've shared that with staff to get their feedback and are trying to work with our lawmakers on that but we may hear more about that from our legislature before things are done um so I have three areas two questions in each um starting with literacy I saw that the next the plan is to continue the adoption with 9 10. I'm I guess I'm surprised as a layperson that we wouldn't go next to Middle

092School so that we can continue the expectation you know the what we've the foundation we've built in K5 so if you could address that question yes my understanding is that the 9th and 10th grade curriculum is more than 20 years old it has been by far the most in need of um an adoption for both you know high quality as well as currency of materials and so that's my understanding is why the team elevated that one is to be next in line because it is the most dated adoption that we have currently in our literacy span K-12 well that's certainly Fair do we risk um for lack of a better term backsliding with the middle school then if we've said all this great foundation in K5 and then they get to Middle School it's a

093fair question I think what we're resource constrained in terms of our capacity to implement new curriculum everywhere and support it with the same people so that's a that's a challenge there's no doubt that we have curricular challenges at the middle school level as well the adoption recency at the middle school level is more recent than the high school piece of Dr guile is absolutely correct why that's jumping up if you remember the data points from the quality review that we did with tntp a point that elevated in a in a good way at the middle school level was the quality and the complexity of the texts at the middle school level is quite sound where we have challenges is on the actual curriculum and the instructional activities in terms of actually building knowledge and having

094evidence-based questions wrapped into that there's work to make quality improvements the team is already trying to do that in-house I think that's a short-term solution not a long-term solution we will need to have an adoption process at the middle school level in short order but I do think that the team is pretty spot on with prioritizing high school and and really taking another look at English teachers I don't want to startle you but like re-analyzing in our adherence to the Canon you know we think about our perspective around identifying and honoring multiple perspectives and multiple identities there are new texts the Canon is not bad it is absolutely educationally appropriate so hear me but it it's not the only set of texts that we should be thinking about especially knowing that as our community and

095our society continues to diversify itself we need to begin to bring in those various representations not just in characters but also in authors so if that's the intent that's very thanks for that clarification so the second question in the in the literacy area you mentioned a couple of ways we can check on Fidelity you'll recall that one of the concerns that I raised when we talked about the literacy adoption was that we ensure that we still have social studies in science and specials and all the other things that we want to have in elementary school will there be um uh monitoring for lack of a better word of fidelity to that expectation as well yes yes for that question we're actually working as an elementary group of Administrators right now on Master scheduling best practices

096that re-commit to the what did our curriculum say is needed for Fidelity of implementation for what we've adopted in math and science and in social studies and that in collaboration with one another as schools we're building our master's schedule with those given parameters from the curriculum and what it names is needed for Fidelity so that we are not it absolutely is one of the parameters and values that we have is to not let go of of science and social studies and math instruction in service of a new Adoption excellent thanks I'm really glad to hear that I appreciate it so moving to the mental health area uh I would just say that I What DJ said about bullying resonates with me a lot um not sure you could maybe slip that under safety or whatever

097but I think there is a there is really a question of of uh bullying and harassment and those kind of things that is can affect kids for the rest of their lives frankly um and uh so I think what we can do to address that anything we can do to address that would be a good thing I will say as I mentioned about the expulsions thing there is as uh you know as I uh uh also possibly some legislation coming in the legislature that's going to try to address the at least the stuff that's associated with harassment and discrimination which is only a subset of bullying but it it uh so yeah look after that I know you giving comments in response to that but anyway so just sort of ditto to what he said

098about bullying the other question that I wanted to ask uh was I you know as superintendent Kingsley mentioned even if we even if we can hire all these people that that we are hoping to hire and bring in trainees or whatever other creative ideas we have to bring people under directly under our umbrella one thing that several of us have asked over time is is there a possibility of partnering with folks in the community to bring some of those resources into the school not to replace what we can do we've already said that we can't possibly meet all the need even if we had the money and the grants and all this and hire everybody we can hire we still not going to meet in the need so is there some kind of partnership that

099allows mental health professionals into the schools either during the day or as a community Hub kind of a thing so that so that students can access uh as many mental health folks as possible so I'd like to see that sort of work in its way into this as well if that's possible I don't know whether you want to say anything to address that or just take that as a value statement but entirely up to you no that's great feedback and you know I think we're thinking a lot about you know the edges of our PSD Community linking with our Community Partners and systems and what that looks like and how to operationalize that in a in a way that provides transparency and access and more support for our kids and families so we're excited about

100some of the things we've been thinking about and talking about and truly with conversations with our Community Partners already so more to come and that's the work of next year so we're excited okay I appreciate that go ahead Brian just to build off what Liz is saying and maybe we need to as a staff need to go back and re-look at our language because I don't know if it's as explicit as we need to be around the partnership strategy but it's there and I know that you and Carolyn who had an opportunity to attend our state of Our Youth Event you know our providers in both the mental and Behavioral Health space have give me really clear feedback that they want it to be easier to partner and so part of our strategy is building

101not just a single point of contact but a system around defining what a partnership is and what it means and one of the things that we need to work through is are they paid for services because that may not be a partnership right that's that's a service and so thinking about how we look at that has implications on a few different things but the team has put some really good scenarios that we intend on moving forward into your head that will it's going to come in short order but around trying to operationalize just making it easier to come and partner with us I feel really good about the things that are happening well and I'll and I'll just say Obviously we have health clinics in a couple of our schools which which is a which

102is a model that could maybe be expanded depending on resources and space okay so the last area is sort of the general area that no it's not it's not graduations options sorry Scott no so so I um I gather that focusing on these uh specific items under each of the three areas is a is a year one thing and what I think I heard you say Dwayne is that we should expect those things potentially to change as we move into year two and year three as the year one things are accomplished is that correct the key that you just said if and as year when things are accomplished so some of that work obviously like the literacy adoption that's not a year one thing that's going to continue like the support and the training for

103staff and so on that goes on year after year even as John pasantino and his department is really moving into the ninth tenth room and all that but what I'm being clear about is there are things in that strategic plan you all have seen that are they're not they're not gone and we're being strategic about thinking well which ones you start onboarding and I just want to say real quick what does onboarding really mean and look like if you think about our three priorities right now our literacy and mental health belonging and graduating with options we've been setting the stage for that work for multiple years quite frankly prior to today right so the system is not shocked by these are our three priorities in our case that we've made over time is really strong

104about why these are our three priorities and that same type of upfront thinking and work and preparation should go into anything that we're onboarding as like a next piece we might move into the system you kind of start now building system awareness and Readiness and capability it's not like all of a sudden we just pull a switch on something so that that onboarding business it's just a comment on those things aren't lost the work our staff did is important in those areas and the community feedback we got that there's stages to Rolling this stuff into in a thoughtful way into a plan that's actually can operationalize and impact the system so that's just a mouthful to say that's what I mean by onboarding basically that's fair and and I want to be clear that I

105wasn't talking about adding a different priority I was talking about the action plans underneath the priorities and I guess in answer to your question am I comfortable with uh top priorities for implementation next year yes and if those if those are the priorities for I mean if those are the action plans for two or three years running underneath those priorities I won't be here to address it except maybe in community comment about three minutes then I would be a little concerned right because there are other very important things that were that were identified by those action teams right that that you know maybe they bow in priority if you will to these three things we've identified but they can't be left for five years from now because as we're talking kids are moving through the

106system right and so we need to do what we can to address address those within the capacity of the system so I get that balance I'm just you know pushing over here and we'll have pushing over there and we'll get to the right middle place I'm sure so and the last thing I wanted to address was this question of expectations um I forget who mentioned it uh that you know what are the expectations that we can recently expect from this you you spoke you all spoke about um metrics that you want to use to monitor the the success of these action plans under these priority areas and I think that's terrific I am so excited to see that the data is going to be monitored I guess the question I have is what should the

107expectations of this board in the community be with respect to the time frame by which we're going to see meaning meaningful improvements let alone actually meeting all of those all of those targets but what expectations do you think we should have in that space I think it's conversational I mean we talked about just you as this a similar question maybe using a little bit different Framing and push me if I'm interpreting the questions as the same and maybe they're different um as you're going in schools I think there's different stakeholder groups that you should be looking for different things right so as you're engaging with students you know are they immersed in our new curriculum and is it a meaningful experience you can see that you can count it you can hear it right that's

108things that I would invite you to be curious about I think from a teacher perspective it's those same things too but also getting data around how is the support systems working you know have the professional development opportunities been sufficient for you to feel like you're able to do this and do it with Integrity what do you need more of what do you need less of those are questions that I think are fair game for us to make quality continuous improvements I think the highest lever though that we all have as system executive leaders in a governance team is to be asking school and District leadership what are the systems to ensure that this work is sustainable so when you think about the various things I'll just use graduation with options as an example you know

109you can look at whether somebody did an icap or not or you can be asking like what are the systems to make sure people are doing that and who are the people who are not doing it and what are we doing about it and what supports can we provide as a system to help that go the more systems level thinking that we can bring into this District the better we will catapult and accelerate this work and it's not it can't be a gotcha and you don't all none of you show up as a gotcha type person in any of these environments I fully you know ask you that you ask that you engage but also realize that leaders are doing things differently that they haven't been asked to do before so as we think about

110these systems level type questions give Grace as well recognizing this is a new expectation not just for those who are on the ground but those who are leading the effort both at the school and the district level and I think us having safe conversations around those things can be quite transformative okay so I agree 100 with everything you just said and I was asking a slightly different question which maybe Dwayne gets he's he's let me well maybe I get it in a different way there you go very nice way I have a difference I can ask it a different way yeah to get it yes I think I caught it so I would say this yes to everything superintendent Kingsley just said and I would mention in this room that yeah I am challenged to

111think about how improvements in any one of these areas would not affect all three of these areas right so if you improve literacy if you improve mental health and wellness you're going to impact graduation rates it's going to be a little bit of a lagging indicator down the road but you are going to impact it and sustainably which is important right the first two literacy and mental health those two are going to react a lot faster and they're going to be they're we have data on it we know that they move together actually mental health Wellness belonging and academic outcomes so these three things do move together now if we implement the plan and not if let me reword that when we implement the plan super successfully in 2324 you know and we do our

112monitoring report which is looking back at 2324 data the following year or yeah it's not it's not going to show up in my opinion and a whole lot of metrics the implementation here I would be surprised I do think that we might start to see some needles move a little bit in the following year like the second year of implementation if we don't see any movement at all in the right direction on at least a couple indicators the third year out I'll be I'll be quite frankly surprised that's what I think rob you might be asking is like the timeline of when we start to see these things and what I what I do think we're going to see is it's going to cut across these things we're going to see connections self-reported connections going

113up we're going to see you know discipline rates going down we're going to see achievement which we measure quite well like at the elementary level in particular on literacy which we're targeting initially so in those early grades K3 especially we'll probably see those metrics start to move I think that's a reasonable expectation it's not the year of implementation maybe something a year or two definitely I would guess by year three okay that's that's the that's the that's the flavor I was trying to get at I guess the question becomes that we have this these targets of what 95 or 90 or 85 depending on what we're talking about is it realistic to expect that we're gonna actually achieve those Targets in four years five years ten years what do we think I say yes I

114think there's no way yes I say yes because we we didn't set any Targets in the mining report that aren't based in some form of reality right there absolutely they're they're rigorous but they're attainable and we know that existence proof right that we have evidence that if things have existed or occurred in other places so I want to say yes that our targets and keeping in mind we've always talked about this as a as a leadership group that the the real importance is not as much the exact target no it's the trend yes right and it's where are we moving are we improving things are things sliding down that is truly the most important as long as we're moving in the right direction wherever you set that Target eventually you would get there and in

115any way so there you go so we'll monitoring the trends I think is critical go ahead Brad so I did understand your question um and I'm not being defensive but no no that's fair but I public education since its Inception has been really good at evaluating and monitoring student data and I didn't answer that question in that way because we can continue we're already doing that through the monitoring report there are well embedded systems in this District around being data informed around student outcomes this District's theory of action though has to shift to marrying those student outcomes to adult practices the highest leverage that we all have as Leaders is paying attention to the right adult practices and making people feel supported and helped in those particular areas your question is appropriate around when can

116we expect everybody wants to know that but the only way that we get there is by focusing on the adults and I just share that with you because I think what can get lost in translation is just monitoring the heck of the student piece we've already been doing that right so that's that's the shift that I think is fundamental that I just wanted to explicitly name well I'm I'm assuming yeah I appreciate that and I'm assuming that the adult practices will at the very least be monitored monitored in the unified Improvement plan uh in a quantitative way if not also in a qualitative like like what Jess was talking about so I think that's I think it's a both and it's not a it's not an either or and obviously the end result is we

117want the students to be successful so all right Nate go ahead well I want to illustrate what we talked about but also just pulled it up that all of this work that went into getting where we are today very much value it and thank everyone that participated in in the action teams and everyone um it's always been my concern that we don't we we hesitate to overemphasize graduation rate rather than trying to educate individuals so that they're solid and they can go out and do what they want to do in the world so the monitoring report and all the indicators are ways that we track that and but I think we want to we want to make sure that all of our systems are in place to try not to lose any student on their

118way to aging out of our system so just want to point that out well such it Nate thanks DJ um I I did also want to ask if if you've been able to come up with something that we can name that were were taking off the plate or that we're de-emphasizing we there was a mention for the literacy but I was wondering if if there's something that we can name or make our system feel better about that something else is going what I would share is as a step forward if you remember the last iteration of the plan that you saw tonight had about five to seven additional strategies on top of the ones you saw tonight yeah so that was our initial step of not adding more increased pressure into the system does it

119answer of taking away things that are currently potentially in place I think some of those things are in the de-implementation process at the elementary level I think that's going to have different implications in the graduation with options piece as we learn about that I think adding increased mental health supports takes things pressures off the you know shoulders and hearts and minds of current staff and structure so this is definitely you know the recalibration and the strengthening of the alignment is not just in response to feedback from you but it's been in response to feedback from system stakeholders who have been saying you know we need to have the systems to do this we're excited we share the vision and want to go in this direction but you know do we have the money to sustain

120it right do we have the capacity to train on it all at once and and I think it's we have really high expectations of each other so the dialogue that we are having around the push and pull I'm hopeful that through tonight's presentation it's a start it's not the end-all be-all uh but it's definitely in response to people saying let's take some things and simplify and I feel really great that the team did a great job on that so I appreciate the question Jim you had something just one final thing I just want to be realistic about things we're making a big change to our literacy curriculum my experience with changes sometimes things get worse you don't just automatically start firing on all cylinders right so there could even be a dip here speaking to

121your question Rob about what should our expectation be I hope not but you know we're making a big change here so so I think we're on the right path I think we're doing all the right things but I think we should be cautiously optimistic okay other comments all right I will just add pardon me add my thanks I hope nobody took my questions as as not uh not supporting the work that's done because it's been really good and important work that needs to be done and I I do appreciate the focus that that you all have brought to what we're going to try to do next year what we are going to do what did you say spectacularly I forget the word but what we're going to do what we're going to do really well

122next year and you you should look to the board to support you in doing that uh both from a budgetary adoption point of view and any other way we can do that so thank you very much