November 18, 2025, Governing Board Meeting

001bottom bottom. >> Okay, everybody, we'll go ahead and get started. >> Smacking real hard. drunk with [laughter] >> I'll just smack it real loud. They'll get quiet. [laughter] Feels weird using that. Okay, I'll go ahead and call the meeting to order. It's six o'clock, y'all. Um, we'll start with our land acknowledgement. The Kraton School District understands that our community of schools is located on the ancestral land of the Aadum Jed and Akimal Oadum people who descended from the Hokam and have inhabited these lands since time in memorial. The Odum whose name translates literally to people are a vibrant culture and community spanning countless generations into the past, continuing to thrive in the present and carrying a powerful legacy for generations into the future. With this acknowledgement, the Kraton School District formally recognizes the traditional care

002and keeping of these lands by indigenous people is an aspirational model of commu community stewardship that we are committed to honor with practices, policy, and human relations. All right, Miss Ays is present. Miss Marquez is present. Why am I not thinking of Tristan's last name? Jones, I just think of you as Tristan. [laughter] Mr. Jones is present and I am also present. Um, Miss Kio is absent today. We want to welcome everyone to tonight's meeting and remind the audience of the request to address board cards that must be completed and submitted to the board secretary if they wish to speak to an agenda item. Board policy provides for two cards, white cards to be submitted in order to speak to an agenda item and blue cards to be submitted in order to speak during public

003comments. Due to open meeting law, board members are not allowed to address the items that or address items that are not on the agenda. All right. Um, does anyone have anything they want to pull from the agenda? >> I would like to pull from the consent just for a quick discussion item. J, >> don't we pull that during we we wait and pull that during consent. >> Oh, yeah. Sorry. I was just making sure we're good. All right. All right. So, I'll just go ahead and move to approve the agenda. Can I get a second? >> Second by Miss Marquez. All those in favor? >> I. >> Okay. Moving on to governing board reports. Miss Marquez, if you wanted to start. >> Sure. >> Um, so I wrapped up my Save Our Schools Fellowship. So,

004I'm pleased to be part of their very first cohort of school board um school board member fellowship graduates. I don't know. Um, so that was a good way to learn more about public education in Arizona and meet other board members. Attended the Kraton Academy Fall Festival, which was great fun. It's uh I love to see how that that event's evolved over the years. And we had like at least like 30 cakes for our cakewalk this year. It was awesome. Um we held our uh district-wide PTO meeting again and this time um President Gio and I um gave a presentation on the SOFG goals and guard ros. our community 2-way conversation that the board's committed to. And so it was um nice to be able to share that info with with some of our most involved

005parents and also we got to do some mindset work with them which was um I thought Jay helped lead that and that was really cool to um to get them into that and and hear hear their feedback on that. Um so aside from that um there's one other important thing that I wanted to bring up since I have a platform now and I feel this is the time to use it. So, as we enter into this holiday season, we're also um very much in a new different kind of season in our country right now and um you know, it shouldn't shouldn't escape anyone that times are difficult and somewhat perilous and um so I just need to call it as I see it. You know, our country very much has been sliding into authoritarian authoritarianism.

006Um, you know, essentially this administration has been using every tactic in the playbook to consolidate power and weaken our democratic institutions from scape scapegoating our vulnerable communities to stoking um, violence um, quashing dissent and spreading propaganda. And so I just wanted to let everybody know that, you know, this this is, you know, as scary and as you know, for for some people when you talk to them, as hopeless as as it might feel, you know, this is the time to reach out to your communities to strengthen your communities. Get organized. There's a lot of advocacy groups, legal organizations that are educating folks and preparing to push back against what is likely to come. >> [clears throat] >> And um so there's a lot of leaders thankfully working at the top very hard to try to

007hold the line for our rights. You know, I want to encourage you find your people, educate your families, your friends, your neighbors. Um research shows that it takes about 3.5% of a population engaging in sustained nonviolent resistance to make change inevitable. So this is not the first time our world has seen this and it can't be stopped. So just you know take courage in that and um hopefully all goes well henceforth but you know we it it's happening and it it's it's ugly and so that's all I have to say about that now. >> Thank you Miss Marquez. Mr. Jones >> I have no report this evening. Thank you >> Miss Ayes. >> Good evening. I'm glad that the weather is changing even though I'm colder than I used to be. I think um I

008just wanted to um say that we had a community cleanup um on Saturday that four of us um got to go to. Um it was really cool. We got to clean up um part of the canal. Um and so um we've decided as a as a board that we're going to try to do one um every corner quarter um hopefully around um more around the school neighborhood. So um we hope that you guys can come out and um and do that with us. It actually was a fun time um especially um with the boys out there. [laughter] They were so excited about picking up trash. It was amazing. Um so it made it really fun. Um and we also have our comm Kraton community night um on Thursday. Where is it? >> Bit more prep.

009So, a bit more prep. Um so, we hope to see um everyone out there um on Thursday evening and have a great Thanksgiving. >> Um we have had two advisory committee meetings since our last board meeting. Um so, I just want to thank uh everyone involved in that. Um, I think that if you're watching or if anyone out here has any ideas or suggestions, we are really looking for both a parent andor family member or community member to to rejoin our committee. And we're also looking for possibly just a regular teacher to join our committee. Um we've had teachers, community members, and parents in the past, and now we don't have any one of those people on this committee. And I think it's really important for this committee. Um right now we have um we

010have two we have one principal, two vice principles, and a district um administrator. So, I would really if anybody in this audience today has anyone [clears throat] in mind that they think would be good for our student student conduct policies committee, you know, we're kind of in the home stretch of the student conduct policies, but we're also going to transition probably eventually into um staff and, you know, both certified and classified policies. And so keeping that in mind, if you have anyone in mind, please get their names to Jay so we can try to see if they'd be willing to help us out cuz we really I really would like some other voices on the committee. Although I love everybody that's on the committee and I'm appreciative of their time and all of their work.

011So um but we are just kind of chugging along there because our policies have changed so much. Um they are very bare bones now since we adopted the um the the trust policy u manual. And so there are just a few things here and there where we're finding that we need to maybe possibly refine and add things that have our little bit of a flare or have a little more protection or that sort of thing or aren't as strict necessarily. So it isn't as much of a slog as it was before is what I'm trying to get across, but it's still some work. Um, our next advis we actually have more meetings coming up and so our next advisory meeting is Monday, December 1st and then we'll go ahead and plan everything out for the

012rest of the school year at that meeting. But we we planned on having both that meeting and possibly another meeting before winter break. So, we're really hustling in this committee. If you know someone who's willing to put some time with us, that'd be great. Real quick, can just to clarify because you didn't mention it, but this advisory committee, it's the advisory committee to for the district's the student discipline and conduct policies. Correct? [snorts] Yes. >> Okay. So, if you know anybody who's really feeling deeply about student discipline and conduct, this is this is their jam. >> Yes. >> Other than that, I Yeah, the we did that cleanup. It was fun. I think we should do some more in in the future. Uh my kids thought that it was a game. There were little pickers,

013like little grabbers and safety vests and so it was definitely a game for them. There was a lot of fighting over trash. Um, so that was fun. And then I just hope everyone has a good break and or a good little little break next week and then we're getting closer and closer to winter break. All right, go ahead Jay. >> Okay. Um, I don't don't have a lot this evening. Um, one thing I wanted to share is that um, good portion of the board, myself and some of our leadership team had the pleasure of attending the um, ENR Southwest best project. So ENR is engineering news record. It's a pretty well known um publication around uh construction engineering and uh the the winner for the southwest region for K12 education was the Larry C. Kennedy

014campus rebuilt. So um just kind of wanted this is the the magazine and I think we have a plaque that's up here that was received. Um the district along with our partners um Chase building team and Wed Gilmore architects um were were recognized for um a lot of the amazing things in this project and a lot of the challenges that were over um in order to make the project happen. Um I know part of our team u Mr. Wells who worked really hard on that has retired and is no longer with us but you know he might be tuning in so kudos to him. Um, and I need to give a shout out to Miss Shapiro who I know um inherited a project that needed a little extra love and she brought a lot of

015love u to the table and uh to our former assistant superintendent Dr. Eric Dupin who's now a superintendent out in Aenddale put a lot of time in along with Dr. Pombo to make sure that um the programming and there are probably many people in this room who were part of that conversation. We um like we did with most things, we had a lot of community involvement. Our kids congress was involved. Um students from the school were involved, teachers and staff and so um takes a village this time of the village erected a really amazing school and it's really nice to see it be recognized. Um so to that point um it was already mentioned that Thursday night is our community council meeting. it is appropriately at Builtmore Preparatory Academy because that is the next school

016we will be rebuilding and uh Builtmore Preparatory Academy um is actually one of the items on the agenda. So, if you'd like to hear a little bit about what's happening with the Builtmore Preparatory Academy rebuild, um that will certainly be one of our topics that evening. And if it fascinates you and you would like an opportunity as a member of the community, of the staff, the student body, um to have some [clears throat] additional input, we will also be hosting um like a I don't want to call it a viewing, that sounds really weird, but we'll be hosting like a feedback and input session um the next night at Builtmore Preparatory Academy Friday um afternoon. And so um everybody's welcome to come and attend that. It's going to there isn't a specific program. It's sort

017of a drop in look at some of the conceptual drawings and some of the concepts that are being considered. And each person who attends will also get the opportunity to weigh in on their own preferences for different things that um have come up in the conversations that we're weighing like what should be priority what should be prioritized and what should be dep prioritized. >> Am I crazy? Or when I was a student there, do I recall that there's like a time capsule somewhere there campus? There may very well be a time capsule and I know in other school rebuilds we have dug up time capsules as part of the as part of the rebuild project. So pretty sure we pulled one out of Kraton when we rebuilt and it became the Kraton Academy but can't

018remember. Do you remember Hilda? >> I shouldn't be asking you. [laughter] >> Sorry. >> I know we're not supposed to be discussing stuff. So >> it's not business. A time capsule and digging it up is not business. So anyway, that's um my the point of my comments are it would be really nice for people to come out and have an opportunity in put into the >> bill. Okay. >> Oh gosh. Uh okay. Well, >> yeah, we'll just call it there. >> Thanks so much. Yeah. >> All right. Well, we'll go ahead and move on to number four, student outcomes focused governance. All right. >> Okay. Um, >> in the fall, well, no, I got to read the script first. I've been given orders. >> In the fall of 2023,Raton School District adopted a student outcomes

019focused governance framework to ensure a focus on improving student outcomes. The framework is grounded in six research informed competencies, vision and goals, values and guardrails, monitoring and accountability, communication and collaboration, unity and trust, and continuous improvement. Guided by these six competencies, the board created a set of goals and guardrails. The goals reflect the community's vision for student success. The guardrails reflect the community's values and set boundaries for leadership. Progress monitoring. Within this framework, one of the most critical components is progress monitoring. Progress monitoring is structure is a structured conversation between the board and the superintendent where we ask one does student performance match our goals two is there evidence of growth toward the goals three is the strategy strong enough to produce that growth and that's it I keep doing that every time when done

020well monitoring supports the district by modeling reflective leadership clarifying strategies and next steps setting clear priorities across the system and providing continuous feedback for improvement This is how we hold ourselves accountable to the outcomes our students serve and this is how governance truly serves the community. And then you can go ahead with uh goal one. >> I was um apologize for jumping ahead there. No, it's fine. >> Um so uh members of the board, we're very pleased to bring the progress report for goal one. This is report number two. And um I will turn it over to Dr. Pombo. >> Vice President Mlean, Superintendent Man, members of the board and community. We're excited to present the information today. It's not what we were hoping, but we're that's why we're here today to talk about it.

021Um, and I do want to introduce um Dr. Kim Dods Karen. She's our director of curriculum instruction assessment that will be presenting. And also our coordinator for math is um Marie Twist. And then also thank you to our coaches and principles being here tonight. Um so we're going to get started. So our first goal is to decrease minimally proficient in math for all eighth graders. This is the only goal that we want the number to go down instead of up because we want to decrease the amount of students that are minimally proficient. So just a a pre a preview of our goal, the percent of eighth grade students that score minimally proficient on the state assessment will decrease from 73% to 48%. And this slide just shows how we did um this past year, which

022we know um our goal was to go from uh to be at 71% and we were at 79. And so we want it to be uh to go down. And today we're going to be presenting intram measure 1.1, which is our DNA assessment. This assessment was given about two weeks before fall break, 6 weeks after school started. um the second week of school we give the DNA assessment and then we gave this six weeks later. So this is um from the end of September, beginning of October. The other two interim measures are fast bridge and those won't be given until um the fast bridge won't be given until the next couple uh couple weeks and we'll report on that in February. Um it's only actually inter measure 1.2 that we're waiting. We're going to present

0231.3 tonight as well. So, I'm going to turn it over to Dr. Dods Karen. >> Uh, good evening members of the board. Um, just to reacquaint you, this slide illustrates our student progress toward interim measure 1.1. >> This Can you hear me? Okay, >> just me. Thank Oh, this uh particular slide uh we shared this with you last time we presented but the the data has been realigned with our cut scores that we are utilizing this year. So the data you see for 2425 correlates with our data for 2526. We also wanted to remind you that the R that you see noted on the slide, this represents the correlation coefficient and we have a goal to have our um assessments aligned for high correlation ultimately a one. We have a 7 which shows very strong

024correlation with our AASA assessment. So this should be a good indicator of our progress. So um the IBM data for um for interim benchmark one that we see um here has our sixth grade students scoring minimally proficient. We see that we are at 69% of our students who are scoring minimally proficient. To understand this data uh we did a very thorough analysis to really dive into what were the kids seeing on the assessment that would yield this result. When you look here, you can see some of our analyses includes that our students in sixth grade, it was four points higher than the pre-EST, five points higher than this particular cohort when they were in seventh grade. I'm sorry, fifth grade. Fifth grade. Um, we also want you to know that with our new cut scores,

025we had a change. And so, you will see here that, um, we had 28% correct on the pre-EST. It's now 25% correct on the interim benchmark one. Also, we want you to know that when we took a deep dive into the standards, four of the sixth grade standards that were assessed on this test had been taught. Two of the standards that had been taught reflected 74% of mastery. One standard reflected 55% of the students demonstrating mastery. And one standard reflected 38% of the students demonstrating mastery. While we aren't on track, we do want to reemphasize what Dr. Pombo said. This assessment was given during the first seven weeks of school. By the time we give our interim benchmark 2, the students will have been taught five additional standards. Um, nine of the 15 and the

026new standards that students will be introduced to for this grade level will include ratios, proportions, expressions, and equations. >> Good. Um, can I interrupt for a second and and I apologize if you were going to get to this later, but I think one of the things that's important to understand is that um I think might have even been at our last meeting or possibly the meeting before that, our math consultant who has been helping us not only with the professional development that's being provided to our our math cohort um has also helped us with realigning the sequence in which we teach math during the school year. And so um the the reason that you see a very small number of standards taught at the beginning was by design because a lot of the more challenging

027standards that students need to spiral back to in order to be prepared for the AASA test in our old curriculum um map. They would actually be taught pretty close to when the exam would actually occur. And so it was felt that by moving them earlier that the students would be better prepared for some of those more challenging concepts, you know, later in the year. Um so when we see things like that four of those standards have been taught and you're already seeing 74 history for those first two standards um that actually is a really good sign that those concepts that are bring being brought forward earlier in the year. The students are stronger on those than they would have been under our old model. The problem is because we've resequenced it's very difficult to understand

028um exactly what the benchmarks are testing us. So, we need to be very open and honest and say if we just go by the score here, that's why it's in red. We're not on track. But the reason you're hearing that we're still looking at this as potentially a positive sign is because for those standards that we're actually taught, the numbers that we're seeing for mastery are significantly better than what we would typically expect to see. And if I've misspoken on any of that, please correct me. I also want to add um before Dr. Dod's Karen goes to the next slide is that when we saw this remember how we talked about the cut scores get it's um they get bigger as you go as you take the next test. What I mean is like to

029be mentally proficient before was or let's just say be proficient you needed 20 now you need 30. So if a kid moved to 24 they didn't make it to the 30 even though they grew. So, we wanted to dig in more to see how many kids actually grew and how many went backwards and all that kind of stuff. So, that's what um the slide we're going to go over next. We were trying to dig into the data to understand how our students were doing um looking at the cut scores and not just did they make it to the next proficiency level. Um this particular slide we've been excited about in our office um learning more and more about Educ Climber and all that it can present to us for data. This is officially called a

030sanki graph. In our office, we call it the spaghetti graph, but it is officially known as a seni graph. And what it does is it really highlights flow and it shows magnitude and direction for movement, which we can see here. Um, what we want you to be able to notice is that um, as illustrated, red represents minimally proficient, yellow partially proficient, green proficient, and blue highly proficient. You can see here if you look at the bottom um red band that goes all across those are students who are minimally proficient. But then above that you see a swoop that goes up and it goes from red to yellow. That shows that 55 students moved to partially proficient. Now while the image you're looking at is static, what we have the ability to do and what our

031school leaders have the ability to do is click on each of those bands. And for us as a district, we see kids as a whole, but for a school, they can click on it and see exactly who are those students. Who is the who are who are the kids in the band that went from minimally proficient to partially proficient? Who are the kids who started at proficient and took a dip down to minimally proficient? So, we get to do a lot of analysis with that and learn more and more about the kids. What has their attendance been like? Has there been a change with the teacher? What might be some of the factors that could be impacting what we're seeing in the data? In all, we see that 68 students increased proficiency with 55 moving

032from minimally proficient um to partially proficient and 12 moving from proficient um from partially proficient to proficient. We're proud of that. Um we do see one student going from proficient to highly proficient. 280 students did stay the same and we did see students going um down. they decreased in performance band. A hundred students did that. Combined, however, though, with this thorough analysis, we're able to work with our coaches. We're able to work directly with teachers and think about how can we redesign learning experiences in the classroom to make sure that we see flow moving up and hopefully less students showing a decrease um in their proficiency. Interim measure 1.3. Um this slide illustrates again our progress toward interim measure 1.3. The um interim benchmark data for eighth grade students scoring minimally proficient as measured by

033this assessment shows that we are at 71% of our students being minimally proficient. The interim benchmark rate for eighth grade students is six points higher than the pre-EST. Um and it is the same as when the students were seventh graders. Similar to interim benchmark one um interim measure one, we did a careful analysis again and as you can see on the slide um similarly when we look at the cut score changes, we also looked at some of the standards and there were 17 standards assessed on this um test. Three of the eighth grade standards had been taught. two of the standards that had been taught reflected that 63% of the students demonstrated mastery and one standard reflected that 3% of the students demonstrated mastery. So we were curious to learn a little bit more about

034that. So we took a look at what was that question and um we noticed that it was a multi-step question. It required students to solve for a variety of angles and they had to complete an open response with four responses and they had to complete all four responses correctly in order to get the question correct. There was no um partial um credit aligned to that question. Um so what we know with that is there's a lot of stamina. Kids are having to solve the problem multiple times in order to make four solutions. and um an an effort in our classrooms for our teachers to give kids more practice to persevere when problem solving um is something that we're seeing and you'll actually see it on a slide in a little bit with a picture. This

035also is the thank you slide again and we want to have you note something. You might see a yellow going straight down. >> This one right here. >> Yep. That one right there. uh that caught our eye immediately and we learned that that was a student who did not take the assessment. So uh we want you to be aware that when we see a deep dive like that, it's a it's a red flag about something and that in that case was attendance. This graph illustrates that 85 students increased in proficiency. 294 stayed within the same proficiency band and 106 students moved down in proficiency. Quick question on that one. >> Is this so if a student misses that day of the testing, is there no retest for this one then? >> Or um they can

036take there's we have a window. So the window is a week long. So we try to get all the kids to make it up during that time. But if they're not there during that week, then it's hard for them um to take the test. >> Okay. Thank you. Our next slide is a school comparison. You you've seen this before um in our last report. What is different here is we grade out in the center interim measure 1.2 which is that fastbridge data that Dr. Pombo referenced because we have not given that assessment again. We will give that actually at the end of this month beginning of December. So our February report will have that information for you. But this just goes to show you um school comparisons for interim benchmark um one for the aligned

037goals of measures 1.1 and 1.3. >> All right. So on our next slide you can see here's our planned adjustments and next steps. We know that making plans to move forward is an important part of this process. Our recommendations for planned adjustments and next steps are to strengthen our existing systems. Use of high quality instructional materials with that 90minute instructional block that allows for whole group and small groupoup instruction in kindergarten through 8th grade. the use of data tools to guide curricular and instructional decisions and continue our commitment to strengthening teacher efficacy through ongoing professional development with our math cohort with our Kraton professional learning combined with classroom observations and feedback guided by our consultant our math coaches and then of course site leaders they provide feedback based on information gathered during data wise learning

038walks and other time spent in the classrooms We received quite a few questions. Oh, questions. Okay. Um, one of the questions, the first one is, how long have we had the structured math curriculum block? Our master course schedules have reflected the math block beginning just this past year, last year in the 2425 school year. This year, the sequence for instruction was revised to include a fluency launch task and specific time for small groupoup instruction based on common formative assessment data. >> Miss Twist, I just want to say something also. We have the questions categorized by kind of topic. So like if you ask questions, you'll just see like all the kind of the curriculum questions are here. The next slide will have certain ones. So we just kind of categorize them by what were similar

039types of questions. Nice. >> Thank you. um who is using it, who had used it, the math block, and if evidence shows that it works, then how are we ensuring teachers are implementing the curriculum block with fidelity? All of our schools are expected to implement the 60 to 90 minute block based on those recommended minutes by the Department of Ed in their master course schedules in the spring. Um, one of the big things that we do as a department is work collaboratively with assistant principles to ensure that those schedules are built to maximize student learning. The schedule gets approved by the curriculum instruction and assessment department. And the next level of work is just to check implementation at the classroom level. As far as evidence to show that adopting the structured 90-minute math block impacts

040outcomes, research indicates that intentional planning and use of the time during 90-minute instructional blocks is essential to improving outcomes. We currently have data gathered from learning walks about math instruction. However, there's not a part of our learning walks currently that's focused specifically on instructional use of time. But I can tell you that it's always part of the discussion. Part of the qualitative discussion that happens during learning walks is sometimes it comes up things like well we thought we were going to see science but there must have been a change in the schedule today. It turns out we actually saw a little bit of ELA or vocabulary. So those are things that in the usually the principles are aware of changes that have had to be made or adjustments. We're definitely excited about our newly adopted

041pacing calendars and so a big question about are they being followed and we could definitively say that yes c pacing calendars are being followed by teachers um within two weeks that data we are able to collect during learning walks. One of the things that we look at when we go into classrooms is what is the teacher teaching? We pull up our curriculum pacing calendars to see where should they be right now. We know that life happens in classrooms and we're not always perfectly on pace to the day. We we teach students not robots. So we definitely understand. Um and within two weeks for the most part teachers are on pace. We had a average score of 2.83 for planning and preparation in math classrooms. So those are monitored during the quarterly data wise. Also, coaches

042who are planning with teachers specifically work with them to help them stay on pace and also sometimes to compact and readjust to make sure that if they've gotten off for some reason that they're able to get back on track and prioritize standards. Do we know if students are struggling to keep up with the pace? Um, it's always a struggle to keep up with the pace no matter what. There are a lot of standards. They're all really important and they build on each other. But we do know that when we restructured the calendars and reorganized them, the amount of time for each standard and module was kept the same. Nothing was compacted. Things were just moved so that essential standards happen earlier in the year. um teachers have the same number of instructional days per module

043as they did last year because some standards that were not that are not designated essential standards by the department of ed are taught later in the year because they're standards that students may not need as much practice with. Um we don't have data specifically on whether students are keeping up, but we know that intentional planning for small groupoup instruction will support student learning. What new information will teachers and principles get out of the data road show? That was one of our planned adjustments and data discussions that they haven't encountered before. One thing that we've heard is that sometimes we may need more exposure, more practice. We know that teachers with different levels of experience with data systems or teaching in general might be in a different place with their data journey as well as principles.

044Um, so data road shows are going to be driven by site needs and their goals to support their grade levels and their action plans. Our department is ready to provide one-on-one support for school leadership teams in using Edge Climber and for teachers in using DNA, which is our platform that CFAs and benchmarks are run through. Um, there was a question about small groupoup instruction and what that looks like at different grade levels. And of course, absolutely, teachers differentiate those based on if they're talking to second graders or seventh graders. There are different levels of data conversations to be had there. >> Do you mind going back to the slide on page 11? Sorry, the one right before this. I was just taking a minute to process everything you had said. So I think when I

045asked all of these questions I was more so thinking and I didn't articulate it correctly but thinking of sequence rather than com like compacting. And so I guess if I were to clarify my questions then it would be more so that you know can we tell if the sequence change has been successful in any way andor if the teachers and or students are struggling with the reorganization of the sequence. I I guess all of these same questions on along the same line, but the question is focus on the sequence rather than compaction. Wasn't trying to get that across. >> Yeah, that's a really great question. One of the things that we know we need to do before the end of the quarter is to survey teachers and collect their feedback on the calendar, the sequence,

046the pacing. Um I've heard both ways. I've heard I've had many teachers say, "Oh, I love the new I love the new sequence." For example, fourth grades, it's been so great to start off with fractions. We have so much more time for it now. And I've also had teachers that have said,"I can't believe you changed it. I like the way it was before. I don't know why we're doing it this way." So, it'll be really important for us to collect some quantitative data as well as qualitative. >> Just to also clarify, we did we load some harder standards at the beginning. Is that what I recall correctly? >> Yes. >> Okay. Okay. >> Yeah. And you know, if [clears throat] I could, and please correct me if you're like Jay, you're just off in left

047field, right? One of the things I think is a good sign that the change in sequencing isn't creating problems is when you look like we had that data on a prior on two prior slides. When you look at the levels of mastery students are achieving on the benchmarks for those standards that are being taught those numbers are fairly high. So you know one was in the mid to high 60s for two of the standards. um that on on one of the other ones you had two standards that were like 78% 74% something like that. So, I mean, those levels of mastery on a benchmark exam, at least from the team may have seen different, but in the the districts I've been in, those are very high levels of mastery. And to have those levels of

048mastery this early in the year on things that are essential standards that are going to have a lot of weight on the AASA test, to me, that's not only a very positive sign that it's having the intended effect. Um, but it also is a reminder that we need to make sure that we're capturing the spiraling activities throughout the year because what we don't want to have happen is those students have attained mastery of those essential standards early, but then you know without spiraling, they may lose that mastery between now and when they take that test. So, and feel free to like call me out on any of that. Oh, I think that's good because we're trying to get it into their long-term memory compared to being in short-term like I just know it right now,

049but with the spiraling and doing it throughout the year that that goes in a long-term memory that they will be able to answer those questions on the assessment at the end of the year too. I >> mean, the other thing that we did for that's not a change midstream but is a change for this year is adding common formative assessments for some of our essential standards. So, for example, in math this semester, there are three essential standards at every grade level, 2 through 8th, that are being assessed three separate times. So, students take an assessment, teacher has the opportunity to retach. The students take a very similar assessment two weeks later. Again, there's an opportunity to retach. Sometimes we see proficiency go up, sometimes it goes down a little bit. Um, and then they have

050an opportunity again two weeks later. Also, I realize that that sounds like they're taking a lot of tests. So, it's important for me to let you know. Um, they're only four questions. They're designed to take 10 to 15 minutes. So, it's really just that quick real time check for understanding so that teachers can use that data to figure out who they need to target, who needs a retach, and at what level. The assessments have different DO levels, so different depths of knowledge. So, if your students that might need a really basic retach, start there. Um, and then you can see your students that need that challenge to be able to answer those higher level thinking questions. >> Did I answer your question? >> Yes. >> Okay, >> you were right. We're on 13. >> One

051more. Did this one already, right? Um, based on the graphs for intro measure 1.3, why do we think we have so many students moving down in proficiency levels? The blueprints are really similar between the pre-EST and benchmark one. We know that 8th grade did have an increase in cut scores, so you had to score higher to maintain that proficiency. Um, question types from benchmark to benchmark vary in different depths of knowledge and assessment types. and students often often struggle. Um, additionally, it was in September, they hadn't had a lot of instruction yet, but we agreed we were hoping to see a little bit more achievement on benchmark one. Um, is there any correlation between student scores and their teacher? So, for example, students who moved up in proficiency levels, do any of them share the

052same math teacher? One thing that's important to remember is that because we're reporting out on middle school specifically, middle school is departmentalized. So, at a school, every sixth grader has the same math teacher. Um, every eighth grader for the most part has the same math teacher with the exception of a couple of our schools where there are multiple teachers teaching the same grade level, but not always the same content. So, for example, um, in 8th grade at Builtmore, there's eighth grade math and there's also algebra. So different teachers, same grade level, same benchmarks. Um but our data is limited to either support or negate that correlation between teachers and standardized test performance. Right now one thing we did notice um when we looked at math classrooms for our learning walk data is that engagement and

053rigor scores in quarter 1 that one-third of the classrooms scored a one in engagement and rigor and another half scored a two. So, of the 91 classrooms we saw, there were only seven that were scored at a three or a four in engagement and rigor. So, we know that's really an area of growth for all of us across our network. Um, it's something that is really targeted in the math cohort professional development and using the math practices. There are there's no great math classrooms that aren't using the math practices and vice versa. So, that's an area we really hope to see growth in, especially with our math cohort teachers this year. and then to create bright spots that can help their colleagues to grow and develop in those areas as well. >> And on this

054slide, uh we were really intentional with the pictures that we selected to represent what's really happening in classrooms. And here you'll see um scratch paper superstars. We chose that picture because when we talked about the complexity of some of the test questions, our teachers are also teaching additional skills. In addition to teaching the math concepts, they're teaching children how to solve problems and how to show their work. And you might remember when you were a student, you didn't think it was like you weren't smart if you had to work it all out, like you had to do mental math. Well, our teachers are emphasizing there's a lot of ways to solve a problem. And we want you to use your scratch paper. We want you to model with mathematics. We want you to justify your

055thinking. We want you to critique the work of others. All of those different mathematical practices. And we're so proud of our teachers like displaying this for students to see. You are being celebrated because you are taking the time to work out your problems. And the more we develop those skills and those habits of students when they go to see a question on an assessment that is complex, they aren't going to be afraid to take the time to solve the problem and use the information to find the answer on the test. So, um, we want to really celebrate our teachers for small shifts and big shifts that they're making in their classrooms. >> Um, I hate to get into the weeds, but just rewinding back, I know that we have algebra at multiple schools. Um you

056said something about the benchmarks are the same. >> Yes. So A3 repeat that. [laughter] >> Yes. Um currently algebra is offered in person at Builtmore Prep. >> Mhm. >> Um >> it's not at Monav Vista anymore. >> Oh, okay. I thought it was at multiple. All right. Not at this one. Okay. >> Yeah. Not at this time. I guess I was then just curious then um how we approach this because there's no other goal where there would be this issue where people aren't actually learning the same curriculum but also be accountable for the same out so and I know often times even though students are selected because of their past performance sometimes they get into algebra and it it ain't that great for them. So, I'm just wondering, are we seeing anything there in terms

057of not being able to still perform on these things that they should technically already know or >> I think it's definitely a concern. Students that are in algebra this year were most likely in seventh grade accelerated math the previous year where the standards were compacted. So, they learned seventh grade and eighth grade standards as seventh graders. um in eighth grade they are taking the eighth grade benchmarks, the eighth grade CFAs, and then eighth grade AASA. Even though their coursework is in algebra, I know that teachers are really intentional about making sure that they're monitoring those skills, which is why which is why they do still take the eighth grade common formative assessments even though it doesn't align perfectly, okay, or even well sometimes with the algebra that they're teaching. >> And I know that doesn't

058account for like a ton of students. I was just curious, but thank you. >> And then finally, based on our current offtrack interim results to change the trajectory by May, what specific changes in adult behavior at central office school leadership level must become non-negotiable starting now and how will we know by February these actions are occurring in every school and changing instruction for students. So at district office, we're committed to supporting sites to ensure resources for implementing action plans, curriculum, professional development to increase teaching and learning efficacy. School leadership is working on developing consistent systems for the implementation of the data wise process, which includes their action plans, structures for PLC's or data review, curriculum planning, and professional development at the site level. And then teachers of course have support from principles and coaches for

059lesson planning, instruction and student and parent engagement. >> I want to I want to add something about the data wise um action plans. So whenever we have new testing assessment like our benchmarks, we do have a leadership, we had leadership seminar at the end of um September, beginning of October before fall break and we look at our benchmark assessments and then based on that um everyone is analyzing their own data but also looking at their own problem of practice as leaders. And so a lot of our schools you hear us talking about small group instruction. some of our leaders identified a problem of practice is helping our teachers different differentiate instruction, have small groupoup instruction. So, some of the things that we're talking on here, every school has different action plans, some of them the

060same things, but we're all working towards addressing the same thing as having our students grow. So, when we're saying like everyone has small group instruction, every school's in a different spot with small group or even maybe the whole school is working on small group instruction, but every teacher's in a different spot. And so we're supporting that with um professional development. The leaders are doing professional development, the coaches. Um so I just want to clarify that with some of the um inputs that we're sharing or some of the things that we're answering is that everybody is working on an action plan and um based on what their data looks like and their learning lock data. And if I could share a quick anecdote, um this is like completely by coincidence. Um but we were at a

061learning walk at one of the schools last Friday and lo and behold something looked very familiar in the room and we were in the classroom of the teacher that this photograph came from where where they were um you know tracking their looking at their class and their class progress. And this wasn't the only best practice going on in that class. So, I heard the team talk about how important it is, you know, that students be able to kind of explain their thinking and that they dive deeper. Um, we stayed with that classroom for a bell changeover. And when the next class came in, like one of my favorite things, which is going to sound super geeky, that that I don't often see implemented, there was what we call bell work at the beginning of the

062period because one of the things that drives me nuts is when it takes 15 minutes for class to get started and then you end 15 minutes early so that way everyone can, you know, get ready to go on to the next class and, you know, meanwhile your instruction time's been significantly impacted by that. So, as students arrived, they were given an [clears throat] assignment to work on while everyone got in the classroom and got set up. And on this assignment, not only was it a reinforcement for what had been learned the day before. So, it was a review of the prior day's um work, but it also had the students, it gave the students a scenario with a bunch of mathematical information in it, and it gave them a series of five or six responses

063and multiple answers were potentially correct. And the students needed to identify which answers were correct, which answers were incorrect, but then they also needed to explain why each of those potential answers was correct or incorrect. And I just like was it was very heartwarming for me to see not only the level of engagement that we observed in that classroom, um, but also to see some of these best practices being implemented. And this was one of our eighth grade classrooms. So, this is a place those types of practices are truly going to ultimately move the needle for for both for mastery and for um students being able to show proficiency. And so, some of those bright spots are already happening and we just need to continue to not only develop those bright spots, but hopefully create

064opportunities um to expose others to them so that way those practices can continue to grow and develop within our district. Did anyone have any uh more questions about goal one? All right. So, I'll go ahead and move that we approve the progress monitoring report for goal one, report two. >> Second. >> All those in favor? >> I All right. Goal two. >> Okay. So, uh, goal two is we want to increase proficiency in math for our black eighth grade students. Uh, the percent of eighth grade black students that score proficient on the AASA math will increase from 0% to 28% by August 2028. Um, and this is our data from last year. We had um 6% of our students um are proficient on the state assessment. And so our goal for this year is 13%.

065We are going to go over uh progress monitoring with intram measure 2.1 where we look through our sixth through 8th grade black students um on the DNA assessment and then also intrameasure 2.3 where we look at just our eighth grade black students on the DNA math um assessment. And then the same as the previous one, the fast bridge we're taking in a couple well the last week of November, beginning of uh December. So, we'll have that at our February meeting and then I'm going to turn over to Dr. Dods Karen. >> Yeah, thank you. Um, similar to what you saw with interim measure um, 1.1, the graphs look very similar with 2.1, this is specific to our sixth through 8th grade black students. And you will see that as measured by interim benchmark one, our

066proficiency rate for our students is six points lower than their pretest. It is also lower than what we saw a year ago. The sixth through 8th grade student average passing cut scores um they did increase on our new cut scores, but currently we are not on track to meet our interim goal. You can also see that the end count for the first one we had 11 students and out of 73 and now we have seven students out of 80. So we have more students. Yeah, >> this again is that seni graph for our sixth through 8th grade students. U nine students did increase in proficiency, 48 students stayed the same and 13 students decreased in proficiency. interim measure 2.3. This is for the percent of our eighth grade black students who score proficient on the

067DNA assessment. And you will see that our interim benchmark one, the passing rate for our eighth grade students was nine points lower than their pre-EST, one point lower than it was last school year. Again, the cut scores did increase, but as Marie and I shared on the previous um progress monitoring report, we did a deep dive again just to try to figure out kind of what was going on with these assessments. And specifically for um our eighth grade students, three of the eighth grade standards had been taught. Um two of the standards, our students had commensurate um achievement as their peers. However, um for the last standard, 16% fewer black students demonstrated mastery. >> I also I know you had clarified this on the previous one, but the R um underneath the percentage is basically

068the um correlation coefficient. And then when you see the N and the equal sign, that's the number of students. Just to clarify for everyone that uh what those numbers mean. And just to recall uh just to refresh ourselves as far as the correlation coefficient, >> we're looking for that number to be what >> 6 or greater is considered a valid. >> And for this particular uh assessment, we did dive in to the standard where we had less students demonstrating mastery. And we made a note so we would share with you just to kind of understand what are our students being asked to do again in those first few weeks of school. The standard with less mastery was graphic proportional relationships interpreting the unit rate as the slope of the graph. There were two questions. One

069was simple, the other was a depth of knowledge level three and it was a multi- select problem. So, there was a lot going on with both of the questions and a complex topic at the beginning of the year. >> Do we know how long it takes someone to answer a question like that? >> Take a long time if it was me answering. >> Yeah, that's what Well, I was curious. [laughter] >> It just depends. >> I mean, like roughly. I just only ask because I think I brought this up before. You know, people get into this thinking they're expecting something else, maybe given the previous standards, and then they like, "What the heck have I gotten myself into here?" and like give up before they even get to the third step of the question or

070something. Maybe that's just me, but >> we could look into it. I think there's a really wide variety data that we do have is we can look and see how long it takes students to complete an entire assessment. Um, >> one of the things that we do think is a real benefit of the four question common formative assessments though is that while on AASA and on benchmarks like they're secure teachers are paying in back. They're just monitoring. They can't help the kids. They can't nudge them. But on common formative assessments, that's a time when there's room for coaching. There's room for gosh, it looks like you've been stuck on that one for quite a while. Do you want to go on to the next one and see if maybe that that jogs your memory? Maybe

071you can show math maybe you can show what you know on the next question and we could come back to it. We did tell teachers that for those CFAs students should be spending no more than 15 minutes >> if they're stuck after 15 minutes. Like sometimes no data is data >> certainly. And those types of compound questions is that how some of the questions show up on the ASA as well? >> Absolutely. Okay. And again, this Seni graph, this represents our eighth grade students only. Three of our students increased in proficiency. 15 stayed the same. Five of our eighth grade black students decreased. So, looking at planned adjustments and next steps, this will look very familiar. Um, we believe that everything that we've shared for our sixth through 8th grade students is also essential for

072our black students as well. Additionally, we're looking to build on the key concepts learned in our book study with our math cohort, creating that sense of belonging and creating classrooms based on leveraging student strengths and assetbased pedigogy. We met last night. We had our third book study meeting. Teachers meet together on Zoom for 45 minutes. One of the questions that came up is how are teachers reflecting? They complete a book study journal while they're reading and then in discussions we collectively have a reflection journal. One of our topics last night was the idea that remembering that students are not blank slates. They come to us filled with their own knowledge and experiences and brilliance. And the idea of being colorblind and not seeing students race also means that we're not seeing their uniqueness and planning

073specifically for them. So that was a big reflection and aha that didn't make it in the slide deck because we just met last night, but it was a common theme um among our discussion. We're also Oh. >> Oh, sorry. >> No, I think that was most of it. Um, we had the opportunity to share data from Kids Congress from the attendance meeting with those teachers in the cohort. What students said about I I like it when my teacher talks to me. I would love I love it when my teacher says hi to me. I want my teacher to get to know me and ask me how I'm doing. And that really resonated with the teachers that were part of our group. I'm I'm happy to hear that because I know that was kind of a

074concern for me being at the kids congress and hearing that feedback and also hearing it from my own kid um her her experience with the teacher and I mean I know it's hard times right now you know especially for teachers but just you know we need to recognize like let's be amicable and friendly with each other and so that's that's So, thinking about questions, um, what kinds of intentional self-reflection techniques are we having teachers, administrators, and coaches adopt when analyzing data for this specific goal? The book study has provided the math cohort opportunities to reflect with their journals. Principles have conversations with teachers via PLC's, during observations, and during team and data meetings. Students are using students and teachers are using data trackers in a variety of ways, both digital and print. And many of

075our schools ran studentled conferences during the fall. >> I guess I should get more explicit with this question. I guess what I wanted, what I should have asked and my apologies is what kinds of um what kind of intentional self-reflection techniques with regard and when I say for this specific goal, I think I was trying to imply or hint at like regarding direct work with black students in this curriculum area. Are we getting that specific in that kind of intentional self-reflection or are we still keeping things more in the clouds a little bit >> systemwide? I would say we haven't been um consistent, but I do know that different principles have different focuses with their teachers as Dr. Pombo shared with their action plans. Um, some of our principles, I know one particular principal, um,

076is working with her eighth grade teacher to say, "Here are your students. I expect you to make phone calls home to their families. I want the student to know that you care about their achievement. What are we going to be doing?" And so, that is something that um, we started to have to conversations with principles about and it's something that we can become more consistent with as well for that self-reflection piece. And again, sometimes it's um very simple adjustments that we can make in the classroom and raising an awareness as Marie mentioned to um practices we may or may not be utilizing in the classroom that we should be. And >> to [clears throat] add to that, I think the book study is very specific. >> Yeah. >> And more importantly, it's specific to helping

077shift mindset about that type of reflection. Um and then the other thing and this just came up in the last couple of days in relation to our reflection on the data walks that we do as a district team. You know, we we in the past never paid attention to like where are specific groups of kids like located in the classroom certainly and now we've had conversations about like hm interesting we were in this room and look all of the students of a particular subgroup were you know clustered together in a particular space. So >> Oh totally. Okay. So, so we are digging into some of those things. >> I think to maintain the the very high level of honesty that Dr. Dodskaren shared, >> right now it's inconsistent because we're still sort of finding our

078way with it. But as as we find what's effective and as we >> get more um uh what would I call it? practice in our practice. Um the intention is for that to become a more normalized part of our routine. And to be honest, you know, not to take anything away from the specific goal, but we really should be doing that with all subopuls of students. >> Certainly, I agree. And I'll push back a little bit, you know, and I'm not obviously I'm not trying to get in the weeds here in terms of like what you guys are specifically doing, but I think I I asked this question and I think I've talked about this before with my experience working in Portland public schools. Portland public schools 15 years ago adopted courageous uh conversations around

079race. Part of my in Portland public schools was also conducting care observations of teachers in the classroom. Part of these care observations revolved around identifying specific students of specific races. And I know we can't we're not having these conversations now, but getting really explicit and real in those observations and and being in giving honest feedback to each other on how we're seeing teachers interact with specific students and what we think the dynamics are at play and and what things can be made there. And I think these conversations are very tough to have. And also there's a lot of unknown unknowns. And so I I like hearing what I'm hearing about that like just thinking outside the box about where people are physically in the classroom. But I think there's a lot more there. And these

080conversations and this type of intentional self-reflection for this goal specifically is going to have to be uncomfortable and that's okay. And we're gonna have to continue to be uncomfortable in this especially in this goal. And I know we say like we should do this for all the students. I get that. But until we start seeing why we're doing things differently for this goal, I I think that's where we're we're going to keep missing the mark. >> Yeah. And I didn't mean to imply that in lie of this goal, we should be doing it. I'm what I I think the point I was trying to make is one of the things that's very powerful about this goal. There's two things that are very powerful. One is, you know, when we looked at our data, there had

081been no movement with this group of students for >> years, >> time immemorial, right? So, um, and now we've at least seen some movement, right? So, but we can't rest on our laurels and we have a lot of of room to grow. I think the and I'm it was premature for me to make the point now but I think the point I was trying to make is if we are able to be successful in creating movement here if we are able to have those challenging conversations and actually shift the way um we engage with our students in order to create the conditions that will help them be successful. um then we will be able to then extrapolate that to other subops that we may be failing cuz in our original conversations around data we identified

082two or three groups and but in order to be able to limit >> to the number of goals we selected this specific group in large part because of that long history of of 0% right um and so I don't mean to belittle the amount of effort that needs to be put in specifically with this with this particular goal. I'm just um one of the things that I appreciate about the goal is I think in the very long term it will help us get better across a number. >> Certainly. No, I agree. And obviously this is like a very nuanced. We've discussed all the nuance of this and I and I'm I'm making all these statements and asking all these questions understanding all of that and understanding we don't have a greater framework in place that

083this is then getting, you know, condensed down from. like this is like kind of its own island where we're, you know, some of the things that we're trying to employ in this goal and reaching this goal for inputs are a lot different than the inputs in the other goals. And so it is, it probably does feel weird. >> Yeah. >> And that's okay, too. >> Yeah. And I think the other thing, and it's hard to talk about it right now because like we're still collecting data, but I believe there are some other inputs that will come into play in future years. But, you know, when when we when we look at um the guardrail that's on tonight's board agenda, you know, a portion of that is in the same arena. Um but because we're piloting

084with one school to see what results we get, you know, we we >> aren't doing it everywhere yet, but part of the intention of that is to figure out will this have an impact? And if it will have an impact, then the intention is to come back to the board and say this is a viable successful input. And we would then like to because of that, yes, there's a cost to it, but we feel that it's important to ask the board for the resources to then be able to extend that input for across all of our school sites. >> Certainly, thank you so much. >> I I was just going to add to just I reiterate what um Jay is saying that I think we're just like right now in the awareness stage and understanding

085and learning with the book study. Also, like Justin Campbell's here tonight because he's working with us with Urban Connection. He's he's going he's on help with our guardrail too, but part of our um agreement with him is to do some training with our administrators like all of us as a team um not just the pilot school. And so we're right now we're just really in the learning awareness stage. Mhm. >> And like I totally get that and you know my wheels spin sometimes faster than what you know I think and I think it's still important that I push you guys all the time because there should be a sense of urgency with this goal in particular and I'm never going to be apologetic for pushing and pushing and pushing at the same time. I understand

086that not everybody's on the same page or at the same space in their journey. So yeah, and that's >> I hope I'm not like feeling angry at anyone [laughter] about this, but I'm just, you know, this is this is definitely my thing obviously. So >> yeah, and I and I think it's valuable like every time we have a conversation, every time we discussion, it helps keep like the pencil sharpen for lack of a better term. And so um I really do think it's beneficial. Like I wouldn't I wouldn't ask you to back off in the same way that like when we were looking at our interim measures and our pretests came in really high, we upped all of our goals. Now [laughter] being in pre in in in IBM1 now we're like was that a

087good idea? [clears throat and laughter] Right? Cuz now we've set these measures higher. But the conversation like that we had internally about that was >> we don't want to take our foot off the gas pedal, right? Like cuz just cuz you see a good number come in, you don't want to ease off and then find out that you know you're you're kind of drifting into the um you know in into the the whatever that line is that you cross the finish line. Sorry, I don't know why I couldn't come up with that. You're just kind of drifting towards the finish line at the end of the year. You regret having eased up the pressure. So, we're not I don't think we're afraid of the pressure or the reminders or being kept aware of the importance.

088Um, but we also it's not, you know, a two-step journey that we're on. It's certainly a multi-step journey and we we're trying to shift um practice and we're trying to shift habit and to some extent we're trying to shift culture and those things take sustained and repeated practice to accomplish. Um but if you a quick fix doesn't you might see some initial results but your long-term results will be poor but a sustained solution implemented over time that's where you get your long-term um sustainability and being able to make movement that's going to last and compound. So anyway, >> thank you J. >> Yeah, that's not me pushing back. >> No, I know. [laughter] >> Were you about to say something? >> I feel like I heard or feeling. >> You feel it in the she

089feels it in the forest right here. [laughter] >> Yeah, I was swatting a mosquito. But I do have um so if I recall correctly from last year have looking at the data, a majority um of the students in this population were multilingual learners and also from um immigrants from from somewhere else. So I just wanted to make sure that that is also still top of mind. And um and then you know you had mentioned being in the classroom and seeing some of them like you know kind of segmenting together. Um I wonder if that's part of it but then also knowing that you know in refugee populations they tend to move more right. Are we still looking at kind of the same cohort of students that we had last year? Um or are the the

090you know the is the data that's showing like you know the seventh graders from last year and then the ones from this year are we looking at the same kids are we factoring in for the ones that are new perhaps? >> It's a great question >> and and obviously you know you can at if you don't have the answers now we can talk about it at our next report for this but just wanted to put that on your plate. >> Thank you. Yeah, we can get that in a a board update. Um that information. >> Thank you. >> And and and often there's also some mobility with those populations. So um that is certainly something that we need to take a deeper look at. >> Great. And finally, how are the input inputs for this

091goal? Transforming educators beliefs about the efficacy of our black students in math. So, a lot of the same the same inputs. I do I hear it. I hear a qualitative difference. It's it's slow. It's a slow shift and they're hard conversations to have. But in our book book study discussions, um, we're have there's good reflections. There's good reflections. And when we talk about growth mindset and student attitudes and beliefs, one of the things that we asked teachers in our math cohort to do was to give a 12 question student attitudes and beliefs about math survey and score it and then reflect on it and look and see who are our students who don't feel great about math. And it's questions like I really love solving. I love the challenge of a hard problem. Yes. No.

092Sort of. Um, and then the opposite, you know, I really hate when there's something really hard in math or I am a mathematician. I feel good at math. I love math. Math is my least favorite class. Um, and so teachers were able to have some good reflections and discussions around those and then plan some action steps around, okay, if these are my students who are not feeling great about math, they're showing up in seventh grade with seven years of math baggage, what am I going to do about it? specifically like what brain calming strategies can I use? What things can I bring into my classroom to help shift that that mental block around math for some of our kids? So, it would be interesting to look and see where our black students are in that

093data. It's a good next step. I'm going to add that. Um, and then of course we have leadership training with Urban Connection Project coming up in December. Anybody have any more questions about goal two? >> Okay, I will move to approve goal two report two. >> Second. >> All those in favor? >> I thank you so much. >> Thank you. >> All right. So, I guess are we on guard rails? >> Um actually, uh yeah, the the um >> the addition >> guard. Yep. >> Okay. So, if you all recall at the LA at I don't know if it was the last meeting, but a previous meeting, we discussed that we needed um you know, some f some definite numbers here in inter interim measure 2.1 under guard rail 2. Um and we did get

094those uh numbers hashed out. So if you look at that on the presentation um it says the P for intram measure 2.1 under guardrail 2 the percentage of teachers who respond favorably favorably on the climate effectiveness progress monitoring survey for one pilot school from urban connection will increase from 52% in August of 2025 to 60% in May of 2026. So now we have those percentages in there. Um, and that's the only guardrail we or interim measure and the guardrails we were amending. Right. Okay. Does anyone have any questions about those numbers that we added? Okay. Hearing none, I'll go ahead and move to approve interim measure 2.1 for guardrail 2. >> Second. >> All those in favor? >> I. >> And is that our entire SOFG presentation then? >> I believe it is. And that

095moves us to the consent. I think there was a change in the um calendar. >> Oh, >> there was a calendar. Sorry, there was a calendar change. My apolog There are two changes. One is in December for guardrail one, we're adding the student panorama survey to that. And then under guardrail 3 in June, we're also adding the staff panorama survey. Are there any questions about the changes to the progress monitoring calendar? Okay, I'll go ahead and move that we approve the amended progress monitoring calendar. >> Second. >> All those in favor? >> I I >> Okay, we'll go ahead and move to public comments. Miss Wuades, do we have any public comments? >> No, we don't. >> Okay. Going to move to consent agenda. Miss Marquez, did you had an item that you wanted to

096move? >> Yes, I would like. >> What letter was that? I'm sorry. >> J. Okay. Um, I'll go ahead and move that we approve consent to agenda items A through I. >> Second. >> All those in favor? >> I. >> All right. Go ahead. Take it away on item J. >> Okay. So, I wanted to discuss a little bit more the guard rail um to well specifically our guard rails. So, I know um prior to to actually being on the board and when um the the board was discussing um the goals and the guard rails and setting all that, I know personally and myself and and a couple other parents, we had some concerns about all the goals being very much focused um just on standardized testing. But after lots of discussions with Mr. man

097um Sophia and learning more about SOFG. The one thing that helped me be more at ease with with that is knowing that our guard rails are what um what's what support and represent our values because that's where kind of that whereas when we're looking at our goals that's all like uh quantitative data and for me I was like well how are we measuring the qualitative stuff so that's where it lies in the guardrails. So, I feel that um our guard rails I I personally would like to see our our um the the guard rails up with the SOFG portion of our meetings. And I know when we had discussed with Sinto, he had mentioned it was it was just like a brief mention that that we could as a board kind of decide if we

098wanted to count our discussions on the guard rails within our SOFG time for our meetings like where we're supposed to spend 50% of our time guessing student outcomes. Um, so I think per perhaps at on a future meeting, um, we can have that discussion if if we as a board want the progress monitoring for guardrails to live in the SOFG portion or keep it in consent. But I know personally I would like that to be something that we do discuss because I know myself along with other parents, you know, just the social emotional well-being of our student, making sure that, you know, things aren't inequitable for for for our students. I think that's really important and I would like to see that discussion be had and questions be asked and not just put on consent.

099So there's that part. Um, I guess just to to address that issue, I I feel like we had that conversation both at the study session and at the board meeting when we adopted the progress monitoring calendar and a few other things at the beginning of the year, but maybe I'm misremembering and I I thought also that we had come to kind of a middle ground by um agreeing to have these YouTube presentations, but maybe I'm like misremembering when and where and how we had those conversations. I don't know. >> I don't know. >> Yeah, I I remember the a brief conversation in the study session, but that the way I'm remembering is is Sinto um or Dr. Ramos, sorry. Um you know, explaining to us how, you know, it's not necessarily it's not counted in

100the 50% of our SOFG discussions and our meetings. Um but I don't I don't recall I I could be misremembering too that was a long day. um how we if if we fully discussed it or agreed to have it done this way. >> Well, I think that's for both of us or for your two comments are both a sign that maybe we should not approve it if we can't remember exactly. >> Well, I don't think it substantive approval of this agenda item. It should be more about if we need to have on a future agenda item discussing this issue again cuz we technically aren't even actually discussing the guard rail and what's like agendaized. So I would say if this is a concern of yours rather than pulling it off the agenda, I mean rather

101[snorts] than pulling it because we've already made the agenda the way it is, I think what needs to be discussed is whether or not we're going to change how we agendaize things. And that would be like a future agenda item in and of itself aside from the substantive guardrail issue. >> Okay. Right. Yeah, I I get that. I do have a question about this one >> um specifically, but I did want to to go ahead and and make make that point. Um and so we can count that as perhaps a future future agenda item. Um so let me find my question. Um, and I want to, you know, thank um Dr. Bergus for putting together the this um the the slide presentation and the voice over and stuff for this. So, I want to acknowledge

102the work that went into that. Um, and the question here, let me sorry, I need to >> those things take a long time when you try to do voiceovers on presentations, >> right? >> [laughter] >> Um, >> and then I'm always afraid we're going to lose our whole team to like motion picture and television because [laughter] >> stars. >> Okay. Yeah. So, interim measure 2.1 on this. Um, the percentage of teachers who respond favorably to the climate effectiveness progress monitoring survey. Um, I would like to see that survey if that's something that can be shared with us. Um, not right now right now, but >> yeah, >> I'll defer to the team. I know um, Mr. Campbell's here from Urban Connection. I like I I never know if there's like a reason why questions aren't

103publicly not saying that they weren't publicly available, but like I don't want to speak for our partner to say, "Yeah, we can go ahead and put your intellectual property for public viewing." Um, but that's certainly, you know, something we look into. Um and you know depending upon comfort level we could also look at what are our optional to share it with the board specifically and how much of a public record does that create right >> okay and and that was it for this one >> and I've just I've run into that before like there was a many years ago at a different district there was a question about like could we have this piece of intellectual property to review in public and the um the company that provided it said, "Well, if that gets posted

104to the internet, then all our competitors can just take all our work." >> Totally. I get it. >> Does anyone have any more questions about the progress monitoring report for guardrail? Okay, hearing none, I'll go ahead and move to approve consent agenda item J. >> Second. >> All those in favor? Hi. >> Hi. [clears throat] >> Okay, we move on to item 11, legislative political report. Does anyone have anything for this legislative political report? >> Uh, couple little things. So, there is um some might have might be familiar or recall Proposition 123. So, Governor Hobbs was trying to get that extended to get um it has to do with land trust money. So, that ended up expiring and they're still working on it. And it sounds like there's a portion of the legislature that's trying

105to sneak in more stuff for like ESA vouchers and and um kind of make it specific so that that fund could only be used to pay teachers as opposed to how they were intending which would be to also help with paying support staff which you know it's if you got a great engine that's that's awesome but if you ain't got wheels or oil then it ain't going to run. So, you know, we definitely need funding for our support staff as well. Um, so that's something to to kind of keep an eye on. Um, ESA vouchers are, I think, have officially hit a billion dollars of part of the budget. And so, that's terrible news. Um, there's one other thing, let's see if I can find it in my notes. Oh. Um, so the state board

106of education at their next meeting December 8th, it's going to be on their agenda to >> um to review it's I forget the forwards but like the state standards. So I believe it's state standards for educating the educators for them getting their credentials or something. And so they're it part part of it is like it it is kind of coming time. I think the last time they said it was reviewed was 2011. Um so they're saying it it's you know we got to look at it because of that. But also because Trump said we need to get rid of DEI. So essentially they want to go through and get rid of any equity or inclusion or anything that's in those state standards. Um I I heard Tom Horn say at least four or five times

107like We're in the crosshairs of the federal and they're going to take our money. And so it's just like scare tactics to get us to pre-comply and obey um with something that we don't even know if that's legal. And you know, they're telling us don't practice illegal DEI. Well, they can't even define it. Um, so you know, for anybody like me who loves going to board meetings and giving public comment, December 8th, that um, vote is going to happen. It was supposed to be October 27th, but they they uh, tabled it till the next meeting. Um, so yeah, and and I'm not sure if that would just only affect the standards for educating the educators or if that would even trickle down into programs that we do as a elementary school district. So just wanted

108to put that out on the radar. And that's it. >> Anybody else have anything else? Just wanted to mention that our um second case involving a challenge to our dual language immersion program um was unsuccessful uh at the Court of Appeals in the Pellet case. That's where the mother of some students in the Scottsdale Unified School District brought a suit um in civil court against our district in our district only um challenging our implementation practices in our dual language immersion program. It was dismissed at the superior court level and then there was an appeal which was just recently um denied um at the court of appeals. There is some time where they can petition for review at the Supreme Court. However, um the pet the Supreme Court does not have to hear any anyone's petition

109for review or or case for that matter. And so there may be some time where it takes for us to get through that PFR process. However, um it's fairly good sign that they were unsuccessful at the Court of Appeals. So, if you're keeping track, that means both of the cases um that were challenges to our programs are at that point where we're waiting to see if a PFR would either be filed and/or accepted by the Supreme Court. Um but either way, it's good news for us. Hoping that here's hoping that there are no more. [laughter] Um, and then yeah, I I I've been trying to keep track of this situation at the state board of education and this vote and I'm wondering, you know, I saw some promising comments from the state board members at

110the last meeting. I'm just wondering if some of them are now going to be bullied or change their tune, you know, before before the next meeting given kind of these threats of federal intervention or what federal withholdings, whatever it may be. Um, so yeah, that'll be interesting to see. >> It it sounds like there's also like a national standard. I forget the the letters, the anacronym of it. Um, but that's in the process right now. So this particular one is dependent on the national standards. And so some of the board members have been saying like, well, maybe we can wait for them to bring theirs out so that because that that would change what we've adopted for that portion of it. But I mean, you know, it's at least in my view, like it's an

111obvious attempt at getting rid of DEI and I think it's, you know, eventually it's it it's harmful for us. So, um, but I mean, ultimately it needs to happen. So, I think the next step if it does pass, then like keep an eye on who they're putting on that committee and um and then if they do come back with revisions that are unacceptable, then we push for them to not approve it in that form. So, but that would be down the like probably 18 months down the line when that committee work is done. >> Totally. All right. Anybody have anything else? Okay. Hearing none, I'll go ahead and move on to item 12, future agenda items. Does anybody want to add anything to this list? >> The well, sorry, the uh discussion of guard rails

112on consent agenda. Where is this form located again right now, Hilda? Where you would request an agenda item? Um, >> I'll send you she'll send >> Okay. So, maybe you could send it to Miss Marquez then. Thank you. Anybody else have anything they want to add? Okay, hearing none, we'll move to item 13, adjournment. I move to adjourn today's meeting. >> Second. >> All those in favor? >> I. >> Thanks y'all. Have a good night. Watch too much.