001Nicole, I have it here. >> That crazy. >> Yeah. >> All right. I'm going to go ahead and call the meeting to order. Oh, 20 seconds. Yeah, >> it's a capital C. order. >> All right, we'll start with agenda item number one, the land acknowledgement. The Kraton School District understands that our community of schools is located on the ancestral land of the Odum Jud Jed and Akimal Odum people who descended from the Hokam and have inhabited these lands since time and memorial. The Odum whose name translates literally to people are a vibrant culture and community spanning countless generations into the past, continuing to thrive into the present and carrying a powerful legacy for our generations into the future. With this acknowledgement, the Kraton School District formally recognizes the traditional care and keeping of these lands
002by indigenous people as an aspirational model of community stewardship that we are committed to to honor with practices, policy, and human relations. Okay, we're moving on to roll call. We have Miss Ays, Mr. Jones, and Miss Marquez here. And welcome statement call to the public. So members of the public who wish to address the governing board may do so in person. You can do so by grabbing a little piece of paper back there and turning it into Miss Wade over here. Um if you would like to do that, please do that as soon as possible. All right, we're going to move on to number two, approval of agenda. If I I move to approve the tonight's agenda. >> I get a second. Okay. Miss Ay seconds. All those in favor? >> I. >> Okay. Passes.
003All right. We're moving on to governing board of reports. Who wants to go first? >> I'll go first. >> Go ahead. Good evening everyone. Uh I'm sure everybody's looking forward to their um their break coming up. So, I hope everybody uh rests. Um the only thing that I wanted to talk about was um the president of the National Education Association and our state president of the Arizona Education Association um came and visited um our um uh center here that we have um our parents um center and um they generously donated um $15,000 um and I yeah I'm just it was like so it like made me cry because uh it was such a generous donation and um I am a member of NEA and AEA. Um and so um I've met Becky Pringle before the
004the president, but it's always humbling to be uh in her presence. Um and of course the president um is no secret is one of my really good friends. So, um, it's like we don't see each other enough, so it was good to see her as well. Um, and we got to hang out. Um, so I'm just really thrilled about that. They were they loved um the center. Um, they loved going over to um uh we went over to Kraton Academy um and walked around there and they loved that. Um, loved seeing the the dual language programs and what was going on. And so um that was really cool that we got to show that off as well. Thank you, Miss Harris. Miss Marquez. >> Hi. Good evening, everybody. Um, echoing what Heather said, um, it
005was really great to receive that donation from the education association. Um, also just a quick note, uh, that is the largest, uh, labor union in our country is the National Education Association. And I think that is awesome. And um yeah, it was awesome to get that that donation and to be able to show off our family resource center and even myself to hear everything that our family resource center does for our community. Um it's not just the food pantry, they do early childhood education, clothing, diapers. Um so there's so so much good that comes uh through that. And again, that's not just for our school or for students or or families within within the district. It's just everybody anybody who lives within our boundaries has has access to that. And um so that's wonderful. Also,
006um early in September, September 3rd, we had our first of the year districtwide PTO meeting. So where we get all the uh PTO's from our diff different schools together and I got to attend that and that's awesome to see because those seeing those PTOs grow over the years whereas you know last year they're they're some some of our schools didn't have any parent involvement on that level now they do. So just being able to share that information because you know anybody who's been in a PTO it's like running a business. It's really hard and a lot of our families, you know, they don't come from a business background. You know, some didn't go to college, so it's good to just get together and share that information and help each other out. Um, it's not easy.
007And so, that's cool to see. And I'm glad that we'll be having another one coming up in October and we'll I'll be there. Sophia will be there. We'll be discussing SOFG. Aside from that, on Friday, I got to attend our student congress meeting, which I love. I love being around the kids and just hearing their feedback and feeling their energy and um you know our leadership team uh Dr. Pombo, Dr. Bergus got to discuss the importance of attendance and to hear back from them you know what would make them want to come to school more. So just hearing like what they had to say about that and I'm excited for that information to make it back to the schools and everybody else. And um yeah, that's that's great. And I love what we're doing in
008our district. I know scary it's scary times outside there. Um but I love that we can come here and that I know that everybody here is with good intentions and goodwill and pushing for the good outcomes for our students and our community. So, thank you everyone who's here tonight. >> Thank you, Miss Marquez, Mr. Jones. >> Good evening and thank you for joining us this evening. Uh, I just wanted to say like everyone else, thank you to everyone that works at the Kraton Family Resource Center for putting up with all of us visiting on that day and uh, especially with, you know, someone like the president of the NEA visiting. It was a lot of pressure and they did phenomenal. So, uh, thank you. Uh, I have more to say, but I'll say, uh, with
009regards to a different issue, uh, but I just wanted to confirm we're doing the legislative political still on the agenda. >> Yes. Yes, it is. >> Okay. Great. >> Sweet. >> Um and I pass on. >> Okay. >> Um so, uh Miss Couio, myself, uh Miss uh Dr. Pombo and Miss Huades went to the cube conference in Los Angeles last week, two weeks ago, I don't know. Time is fleeting. Um so anyway, uh Miss Couo and Dr. Pombo did a fantastic presentation about the progress we've made on student outcomes focused governance. And we had I didn't even do the presentation, but I stood there and yielded questions because there were so many people asking questions after it that they were like, "Let me ask you a question so I don't have to stand in line."
010Um, but they had got they had gotten a lot of questions afterwards. There were people saying it was the best session. They went to the whole conference. Um, a couple other things at that conference. Uh, they had Colin Kaepernick there as a speaker and he talked a lot about a bunch of work that he does within education. But a lot of the work that he does um even outside of the nonprofits that he runs or is directly involved in, a lot of the speaking that he does and a lot of the advocacy he does obviously um bleeds over into all kinds of issues that obviously we all know overlap within the education system. Um they also had um wow my brain is blanking right now. Brian Stevenson was there and Brian Stevenson is the author
011of the book Just Mercy and he started the equal justice initiative in Alabama and um is responsible for a lot of work in in the innocence area. So it was interesting because that seemed like there was a lot of there was a little theme of folks who've maybe done a lot of work with kind of justice systems at this conference this time. So it was interesting but I thought it was very fruitful and lots of good things to hear at the time. Um, and so yeah, I think it was a success. I'm glad that we went and I'm glad that we presented and I hope that we can present in the future and we made some connections with some other districts as well. Um, we've had two meetings of the advisory committee since the beginning
012of the school year. Our first one was in person, our second one was virtual. Um, we have been in the midst of trying to kind of figure out how we how things landed once we adopted the new manual from the trust. And so we're trying to sort out and see where holes are, where things have been um edited or just kind of seeing where we're at, getting a lay of the land before we actually got started on some of the work yet this year. And so, um, given that we have fall break and conferences coming up, we're not actually meeting again till October 29th, but we have homework in between time. So, um, if you don't remember, I'll just say this for anyone, I don't know how many people are actually paying attention or following
013along to what we do, but whenever we are working on policies, you can find links to that once we start working on those things. We keep live links to our Google Drive docs on our website. Um because we are an open public meeting body, um in order for us to be more efficient and get work done in between our meetings, we make all of our commenting and work public so that you can see what we're doing in between meetings from our website. Um and so I just wanted to put that out there in case people are curious. And again, we'll probably follow the same format this school year, having our meetings, making our adjustments, and then again going to the community before we go to the attorney and then take our final recommendations to to
014to us at the end. Um, and then the very last thing, obviously everybody's mentioned it, but again, just some gratitude for the NEA and A.E.A. for their support of our family resource center and Miss Blakesley and everybody else and all the hard work that goes into running um that every day. So, I hope I didn't miss anything important, but I think that's it. >> Go ahead. We'll just move on right into superintendent report. It'll be smooth because I I too wanted to share my appreciation. Um just because as may have become obvious, I kind of have a sense of humor. I just was also going to share that right after that visit and the very generous donation I received my renewals uh notification from for my dues cuz I can't be a full member, but
015I'm able to be an associate member. And so I just was kind of cracking up when I got it because I'm like, "Oh, they need to replenish that $15,000." So, um, but no, I'm just joking around. It was really an awesome opportunity to showcase what we're doing here in Kraton, um, both in our service to our community and in our schools, um, with an amazing advocate for public education. So, it was really, really great. Um, also in sort of the good news category, um, we were just notified today, I think we had shared with the members of the board that we had been notified that we would need to attend an awards ceremony because we were finalists, but we just like this is from 4:51 this afternoon. We were notified that the Larry C. Kennedy
016campus rebuild has won the 2025 best projects award from engineering news record for the Southwest region. So for for those who are not familiar with engineering news record, it's like a kind of a big deal publication in the construction space. So it's not, >> you know, one of those sort of fly by night, just hands out awards kind of organizations. Um, and so we receiving that award for best K12 education category and the school will be featured in the October 27th issue of the um engineering news record, Mountain States and Southwest edition. Um, and then we'll there will be an awards uh ceremony um in November. Um, but the part that I didn't know that's really super cool and kudos to Miss Shapiro and her team um and the other partners that worked on this
017project with us um this actually qualifies us to be entered um which I don't think has ever happened for us in the past or any other district I'm aware of in in Arizona. um we're being entered as a as uh one of the um national finalists for an national version of the award which I think is really pretty cool. So >> secondary I don't want to draw any attention to Mr. Pauly and Miss De Jesus but you don't don't feel like you need to leave. You're not disturbing us whatsoever. We like babies please. Okay. Just making sure we're >> I don't want you to feel any pressure. Okay. >> Yeah. We're we're in the education business. We're totally good with kids. So >> go ahead. >> Yeah. No worries. Um and um the other thing
018that I just kind of wanted to share out is um my very sincere appreciation. I know we have um everyone in the district is working so hard. You know, we've been out there in the schools. Um we're starting to see traction from the work that we're doing in improvements um in our, you know, student outcomes. And we'll hear we we'll hear about some of those types of things when we talk about our progress monitoring reports tonight. But I think one of the things that we're starting to notice that that we're going to want to be able to kind of shout out for is we're getting notifications from the state um that several of our like the number of schools that we currently have um that are in some form of corrective action is has declined
019significantly over the last three years. And I know like it feels like a weird thing to celebrate getting out of corrective action. Um but I think it's a side effect like from what I'm seeing it feels like it's a side effect of the positive work we're doing to improve student outcomes. And this is sort of um you know maybe one of the leading indicators as we move towards um having the more sort of positive growth areas and seeing improvement in those areas. So um that was very excited. I'm very appreciative um of our um special education team and Dr. Pombo who um had brought in actually an expert from AD to kind of help talk to us about some of the oddities in those components because we literally have one school um that is only
020still in in that category because they have too few students to be able to get out of the category. So, so, um, thankfully this, um, gentleman is kind of working with our team to help figure out like how we can, you know, kind of prove our worthiness to move that school out so we're not like kind of trapped in that state forever like, you know, an insect in Amber just because we we don't have a large enough number of students to qualify to get out. So, um, I'm just very appreciative of of everyone in the district who's working hard, uh, to improve outcomes for all of our students, and I just wanted to share that. And then lastly, as was mentioned earlier, super proud of Dr. Pombo and the and the team um our president,
021President Curio, um and the rest of our board um who went those of our board members who went to the cube conference to present the hard work that we've been doing. And um I knew it had gone well before people started reporting back to me cuz through the grape I was at some other training and it was already coming back to me through the grape vine like your team's a huge hit at Cube. So it was it was actually really super cool um to kind of hear from other people how impacted they were by us sharing you know what our journey's been with the work that we're doing. So >> I guess we didn't say before, but cube stands for the Council of Urban Boards of Education, which is an organ like a subgroup of
022the National School Board Association. >> Yeah. >> So, >> and that's all I have. >> All right. Thank you, Mr. Man. >> All right. We're moving on to item four, student outcomes focused governance. In the fall of 2023, the Kraton School District adopted a student outcomes focused governance framework to ensure a focus on improving student outcomes. This framework is granted in six research to inform 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. These goals reflect the community's vision for student success. The guardrails reflect the community's values and set boundaries for leadership. Progress monitoring within the framework. One of the most critical components is progress monitoring. Progress monitoring is a structured
023conversation between the board and the superintendent where we ask one, where does student uh performance match our goals? Two, is there evidence of growth toward the goals? Three, is the strategy strong enough to produce growth? And that's it. Sorry, I didn't know there was not another question. And when done well, the 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 deserve. And this is how governance truly serves the community. Um, so the first thing on is general, I'm sorry, is item 4 A, which is um our monitoring reports for goals one and two. So I'll turn it over to Dr. Pombo. >> Okay. Vice President Gibson Mlean,
024Superintendent Man, and members of the board. We're excited to present where we're starting with our goal one and two um this school year. They're both with our math goals. And before we get started, I just want to introduce our team because we have um part of our team presenting with us tonight. So, we have Dr. Kim Dods, Karen, and also Mary um Maurice Twist, our academic coordinator for math. And um we also have our math coaches which are you do you guys want to get up and and go to the podium because we're gonna get started. Okay. >> Thank you. >> They said no at first. >> Hey Lauren is here. >> Do you want do you want to introduce Lauren real quick? Marie or >> Yes. Good evening. Um we're also so lucky to
025have our math consultant here with us tonight. Dr. Laura Lauren Rapaki Keenan. She literally just landed and rolled in. >> Good thing we're so close to the airport. Um, and the work that we're doing with her is such a big part of the work that we're doing this year. >> I also want to recognize Tyson's not here tonight, but he's behind the scenes with everything with all of our data, helping us put everything together. So, thank you. Um, so our first goal is basically we want to um reduce or decrease mentally proficient students in our eighth grade um math because we want to prepare our students for high school. And um this is just our annual target. So as you can see on the graph that this is one of the goals that we did
026not meet last year. So our goal was to have 71% so reduce it from uh where we started at from 73 to 71 and where it went up to 79. And so we have a annual target this year to be 64%. So it's a little bit more because we need to make sure we're staying on track with that trajectory. And so we have three interim measures that we're going to be looking at this year. One is our DNA assessment which measures our state standards. And we want to look at the fifth grade cohort that are now sixth graders. And we want to be able to decrease that from 65 to 58% this year on the DNA math post test. And then our second interim measure is a fastbridge a math and we decrease from 50%
027in May of 2025 to 40% on fastbridge a math in May 2026. And that is for our sixth grade students that are going to be eighth graders in 2028. And the last intra measure is looking at DNA. Again, we're looking at our eighth grade students who score minimally proficient on the DNA math post test will decrease from 71% um to 61%. So those are our annual targets. And then the team is going to be presenting how we're doing now based on our pre-EST that we just took. And that one thing that's really exciting that Superintendent Man shared is that in some of our areas we're starting out higher than we predicted and so we're going to have some recommendations of changing our interim measures a little bit. >> Okay. Great. Thank you. Um good evening
028governing board. Um, on the slide that you see here for interim measure 1.1, the August 2025 pretest, this showed a fivepoint decrease in the minimally proficient rate for our students in sixth grade compared to their previous performance as fifth graders. Because of this positive momentum, we are recommending a more ambitious goal of 55 that you will see on the slide um for May of 2026. Um with this um recommendation, this doubles the decrease that we saw in last year's cohort for interim measure 1.2. If you'll click ahead, Dr. >> Oh, I was going to say, yeah, how did we land? I mean, it makes sense, but how did we land on on that measure, the 55? because we saw the trend in um student performance, we believed that it would be more ambitious of us
029to have more of a stretch goal because right now we are at 65. So going into the to 58 we thought would be very attainable and knowing where we hoped to be in 2028. We um we feel like this will put us on that trajectory and we can continue to support our teachers and recognize the hard work they're putting into the classroom and our student achievement as well. >> Cool. >> I also want to explain the numbers that are below that say R equals 0.69. Those are the um the correlations that we talked about in our study session. And so it shows like at you know the preassessment it's at 69 and then the first IBM which is actually around this time that we're taking that was at 70 and then it goes to 68.83.
030So then you can see right now in our pre-est we're starting at 64 and those were the the correlations that we talked about um the correlation coefficient that we talked about in that study session that we wanted to be at least 6 or higher. Um in our measure 1.2, the fall data shows that the percentage of high-risk students is consistent with our previous data from last fall. Um it is nine points higher than it was in 2223. Given this upward trend in the high risk, we are not recommending a change, but our present um achievement is demonstrating that 40 we have a um 42% and that are scoring high risk in sixth grade. Interim measure 1.3. The August 2025 U pretest for our eighth graders shows a 10-point drop in the minimally proficient rate compared
031to their performance as seventh graders. Again, this was a promising trend. And so we are also recommending a new goal. Um we currently have a goal of um 61. We are recommending that we would make that a 57. It's an 8 point decrease from their current standing and that would double the 4% that we saw um in the 2425 year. >> So even last year that we didn't meet this goal, the kids last year started at 75 and this year they're starting at 65 and that's why we're recommending the difference. Does that make sense? >> Totally. >> Okay. Um this slide right here, this demonstrates um a school comparison just for your point of reference districtwide um for our interim measures. >> And just as a point of clarification, this the data that's here, this
032is for the 2425 school year. Is that correct? >> No, this is our this is right now. Correct. Yeah. Yeah. For interim measures 1.1 1.2 to 1.3. >> Thanks for breaking this down. This is very detailed. >> Yeah. So the data that we were showing before is just everybody together and now this is just broken down by each interim measure. How each school start is starting out. How many students are minimally proficient for 1.1? And then the fast bridge was how many were in the at risk, right? >> And then the other one the same thing is uh minimally proficient just the eighth graders. This slide also um will give you an idea of how many students are at that grade level as well. So, if you look at Builtmore Prep, the first one, um,
03321 of the 58 students in the sixth grade >> and Marie is going to take a few minutes um to share with you the really important work um that is happening um day in and day out um behind the scenes um thanks to the support that we have of our governing board to allocate funds to support people like Lauren coming into the classroom, substitute teachers, and all sorts of other important professional learning to support our students. Um, and we know that um it's essential that we continue to make adjustments to our curriculum and instructional practices to better um our teachers and our students. >> Good evening. To ensure students receive the support they need, particularly those students that are at risk, we've put quite a few inputs into place for this year. Last year, you
034had the opportunity to preview some of them. So, it's really exciting that this year the work is really getting started. We have 27 teachers and building administrators completing 44 hours of professional development, which includes learning and implementation and a book study. So, learning together during the school day because of subrelease time. Um, working with our math consultant to receive one-on-one coaching, which she's here tonight because we start tomorrow. We have our first round of teacher observations coming up tomorrow and going into Thursday. Um because of the funding that this board approved for our budget last year, we were able to reorganize the curriculum department coaches to focus and now we have four coaches that are dedicated solely to math instead of splitting their time between science and math. Um the graphic that you'll see with
035the colors has to do with our pacing calendar. So, we revised our pacing calendar over the summer through the work of our coaches and our math consultant, looking at essential standards for every grade level, second third through 8th grade, to determine how we could reallocate them to make sure that students have enough time to learn them before April. So, for example, the top box where you can see the green, yep, where that little blue dot is, that first column, that was all of the essential standards for fifth grade that were currently taught in first quarter. It's very short. There was one there was one essential stand. There were many standards. Important things were being taught. Everything is important in its own way and math is so interconnected, >> but there was one essential standard. And
036then you can see that yellow column, that's third quarter. That's from January to March. So students weren't even being introduced to critical content until January, February, March. Um so we were able to reorganize and the bottom rectangle shows what is now being taught in first quarter. And although I will admit like it's been a push for teachers, it's been a challenge, we've also gotten some really positive feedback about some of the changes that have been made. So that's exciting. It's giving our students the opportunity to learn those standards and have more time. Um, another big change over the summer, we invested in the creation of 79 common formative assessments that were created to monitor progress on essential standards. So, in grades 2 through 8th, um, some of the essential standards have three common formative assessments.
037They're really short. We know that we don't want to overassess our kids. It's a quick quick, no more than 15 minutes. It's four questions. But for example, on an essential standard, they would get that four question check for understanding. The teacher has two weeks to use that data to start to pull small groups, focus on intervention and instruction. Two weeks later, they take a very very similar one on the exact same standard. And then two weeks later, they get an opportunity to do it again. So over a six week cycle, we're m we're working on mastery and also retention of the most foundational building blocks for each grade level. We've had a lot of training. We've had a lot of training um this first part of the year between our curriculum updates where teachers got
038training and practice with using the new unit guides, the common form of assessments, how to give them. Um students have already had the opportunity to take their first common formative assessment. 85% of students took form A in second through 8th grade and we're just now starting to get into our second round with students taking form B and seeing some promising growth already and having a lot of great conversations with teachers around things like oh I thought the standard meant this because I was kind of teaching it this way but then my students had problems with this particular question and then I went back and I looked at the standard and I realized that I didn't quite teach it all the way to that depth of knowledge that students needed to be able to master it.
039So now I know what my next steps are. >> And Miss Twist, I want to add the reason why we created so many um common formative assessments is to make sure and I know you said this, but to be a longterm memory so that when they get time to take the assessment in the spring, it's not something they learn in August and then they forgot like they have that standard in their long-term memory instead of just taking a assessment one time. Um >> um we did receive a board member question. So the question was with half of our sixth graders identified as high-risisk in math, how are we ensuring that our resources are being prioritized for the students with the greatest need and how are we adjusting specifically to make sure that these students experience
040a different level of support. So as far as budget allocations, we've invested in the professional development cohort with those 22 teachers, administrators, math coaches led by our consultant. There's also a budget for substitute release time so that teachers can attend formal training during their school day, not outside, during their school day. Um, and receive in-classroom coaching with immediate feedback which starts tomorrow. We have a partnership with the University of Arizona's Center for the Recruitment and Retention of Teachers of Mathematics, which allows any Kraton teacher to attend any of their professional development sessions, which are offered throughout the year for free. They're fourhour extremely high quality sessions that are offered by the UOVA. We have two teachers currently participating and we had six teachers that attended the CRR's summer institute and are implementing that learning right
041now with their students. Um, additionally the budget was able to provide materials for our book study. It helps to purchase our tier 2 adaptive resource freckle which is fed by the data from fastbridge which aligns with our interim measures. Um other supports as I said we revised our pacing calendar to focus on mastery of essential standards. We have our coaches and we've been prioritizing small groupoup instruction. Our coaching support is available to all sixth through eighth grade teachers for planning, co-eing and modeling. So these changes are designed to ensure our resources are aligned with our goals. >> And the other thing I wanted to add is that when we were replicating the SEI cohort is that our consultant gives them PD and then like tomorrow is going to be in the classroom providing a feedback
042right away on that PD because what we find is that you get a PD and if no one if you don't get to practice or get feedback on it right away then it's not usually implemented in the classroom. So just following up right away and the coaches are a part of that too. So they can continue to follow up throughout the quarter before the next training. I think that's our last our last question. So if there's any other questions, >> do we have any other questions regarding the progress monitoring to report for goal one? >> I just have a comment. >> Yeah, go ahead. >> I just appreciate um the adjustments that you made. Um I as a classroom teacher I have high expectations for all my students and so um I'm glad to see
043that we are keeping those high expectations um of our teachers and our students as well because if we have those high expectations and and you know we we can achieve those um I think people work harder um to achieve those. So I really like that um you guys adjusted for that and you know made it a challenge cuz you know it should be. So, thank you. >> Um, this is a comment maybe just for Mr. Man. Um, but I know guardrail 2 is the superintendent will not cause or allow conditions, practices or procedures that are inequitable or insufficient for students. And I don't know if this is something that is true because I don't have all the data. But I've noticed that as we've started digging through data over the last three years, and I
044think I've brought this up before, so it's no surprise that there's just a lot of correlative things between different social and economic issues at specific schools and the data, right? And so that's just something that I'm hoping we're keeping an eye on as we get deeper and deeper into parsing all this out and noticing those trends and seeing if there's even anything of substance there or if I'm just seeing stuff that's not really, you know what I mean? You know what I mean? >> Yeah. I I I think what I will say is that um there there are certainly some past patterns there, but what we're what we're beginning to notice, and anyone feel free to call me out on this if I'm misstating anything, is that, and we knew this already intuitively, >> those
045are not necessary outcomes, right? And so, one of the places where we see evidence for that, and we're hoping to continue to see evidence this year, um was with the math results at William T. Macken last year. like they actually got some significantly better math results than they have ever had, you know, historically, at least within the recent time frame. >> Certainly. >> And some of that and particularly at the middle school level, which is the toughest group to move. Um and some of that is a function of the fact because we've actually been talking with some of those teachers and some of it appears to be at least anecdotally a function of the fact that that um middle school teams been together and been consistent for a couple of years which obviously helps but
046I do genuinely um believe that the changes that we're making are making a difference as well and so I think we'll continue to see that kind of going back to the question that was asked here um the team really gave you sort of like here's all the stuff we're doing, right? >> But, you know, there are some really key things that are in there that speak to your concern and also speak to the questions core component of well, how are we making sure the students most in need are getting what they're getting? And one of the ways is I mean it's this is going to sound really oversimplified but common formative assessments make a difference cuz when you don't know what you don't know >> what you often end up with is the soft bigotry
047of low expectations because you make assumptions about where your kids are. But when you have recent common formative assessment data, it empowers the classroom teacher to be able to target exactly where those students are. And in in my personal history, I remember in a in a prior district I was in, and I probably told the story too much, but I was in a classroom with a gentleman by the name of Larry Dgnen, who used to probably some people who have been around Kraton forever will recognize that name, but he used to be a consultant that would come in and help districts. I mean, much the same way our new friends are helping us. Um and um we walked in the room and he literally stopped class and he could identify in less than 5 minutes
048in the classroom that the content being taught was well below what the students abilities and their knowledge set was and you know kind of like pulled the teacher aside while I danced in the front of the room to keep the kids entertained and um said hey you know why are you why are you on well you know they don't know this. Well how do you know they don't know it? Well, you know, our our so these were kids who had come from a different school to this school cuz we from fourth to fifth grade there was a change of schools. Well, you know, our incoming fifth graders never have this down. >> Yeah. >> And so he said, "Well, let's do this. We're going to put together a quick quiz and we're going to give
049it to the kids." And gave the quiz to the kids and the kids had mastered all of the content that was on deck for that day. So that was going to be an entirely wasted day of instruction, right? And so the teacher was kind of able to adjust and um the team continued to work with her and other teachers to kind of help change that practice. That's one of the important things that having those common formative assessments does for you. But even if you look at something like Freckle, because it's adaptive digital content, it also lets you hone in. One of the places where we sometimes struggle is we know there's a standard that the students not capable of, you know, showing high levels of performance on, but we don't always know where is the
050missing component from sort of earlier in the child's learning sequence. And it may be something that was from second grade that they just never captured or mastered. And so when you have adaptive tools like that, they're able to help you figure out like not only what key component is the child missing that's preventing them from being able to answer this question effectively, but because it's an adaptive learning tool with digital content, it can also help remediate that for the child as well. Not in and of itself, but as one tool in the arsenal of tools that um that a teacher has to bring to bear. So hopefully I didn't make myself sound really stupid and misstate some things there, but I think those are just really kind of important pieces. And also making the training
051really accessible for teachers by having that substitute release time, doing it during the school day instead of, hey, you're exhausted now take some more training. um and our our expert who's doing the training coming back to then coach the teachers to ensure the fidelity of implementation of what they're learning really helps support them. But for those kids who are struggling the most, they're the group that are most positively impacted by that because they're the ones who don't have the breathing room to have something not be 100% on point to keep them moving forward. So >> certainly and I think um I think I was like wow 79 informative assessments and you got 85% of the students to take it. I mean that's great and the pacing calendar change is huge too. So many of these
052things are so big and so I guess we don't say this and very often obviously up here or often enough I think but this is a lot of change and so for any teachers that are watching just thank you so much for your flexibility and and um initiative and effort in in taking all of this on because it is a lot of change very quickly >> and I and I would echo that change takes bravery. >> Yeah. because you're moving into a space you're less comfortable in. But if you stay in your space of comfort, you're going to get the same results that you've always gotten. And our teachers, even though it may be hard, they deserve to be able to reap the rewards of the success that they're starting to be able to showcase
053and helping to move kids forward. It makes the work that they do more fulfilling. But ultimately the other thing that we're finding is it like you know behavior issues are always one of the biggest challenges in a classroom and when instruction really sort of meets the needs of students. It doesn't make all of that go away but it certainly makes a significant um inroad into into mediating some of those >> challenging going to give us your Jism there. >> I have no Jism. >> You do have a Jism about >> Oh, okay. I'll say it. Yes. I used to say that the problem is the kids who aren't engaged, but now I know every child is engaged. The problem is not all of them are engaged in the learning. >> No, there's theism. >> Only
054three years and I've got these things in now. All right. >> I should echo one. >> Yes, please. And don't feel like you need to stand up. Clearly, you're fine. >> Thank you. Um I just uh want to echo that um the research is very very clear with high-risisk students. Um, Kosal started this work in Boston public decades ago. Um, you could throw more money at the problem. That doesn't solve it. Collective teacher efficacy does. So, that's what Marie and Kim and Lissa have all worked on is to think about how we can approach this multifaceted so that we can increase collective teacher efficacy. And that doesn't happen without the teachers being no and working so hard and their coaches working so hard to really make sure we're all on the same page and speaking
055the same language and um working towards the same goal. So the goals you set are phenomenal. I think now we have that approach that's going to actually reap the rewards that we want because money won't do it, time won't do it. You know, we we would love to think that those things would fix it, but that the only thing research has ever shown to fix high-risk students and engage them long term and to close gaps is collective teacher efficacy. So, totally >> we're doing that. You are doing that and uh excited to be a part of the process. Yeah, thank you for sharing that and thank you for recognizing we're very fortunate because if we weren't on this journey with the board and they weren't asking the tough questions, we wouldn't have even known like
056I think in the past the struggle was to identify the problems of practice and you know we didn't have a data wise framework that Dr. Pombo brought to us. We didn't have a board that was highly enga not that that's not a disc of prior boards just the focus wasn't engagement in a set of goals that um you know where they're literally holding us accountable to like how are we doing and we're having to come and present and answer questions and kudos to this team because you know um Dr. Dods Karen Dr. Pombo, um, Miss Twist, and the and the whole team of coaches, like every time we've thrown this stuff at them, and this is where I talk why I talk about bravery, they have never said to us, Jay, this you're throwing more
057work our way. What they've always said is, "Wow, what a great question. Let us dig in on it." And then they've come back to us with that. So, I've gotten a little more prickly and protective of their time because sometimes we were throwing a lot of at them and we need them also out there in the schools and the classrooms and if we're pulling them out to be constantly answering questions, that's problematic. But they were the ones who taught me that it's good that we're digging in this deep because what we're learning is what we need to know in order to make the improvements that we need to make. And I think that's to your point um that doesn't happen without that. and we wouldn't have known that the key was really focusing in on
058efficacy in order to get there. And then one of the other things Dr. Pombo brought that we've talked about before from the book Switch is this concept of bright spots. And it was really being able to look at the areas where we had early successes and replicate those models in the areas where we were struggling that I think has helped us sort of move the system forward. And I'm talking way too much tonight, so now I'm going to be quiet. Well, I just wanted to add um that and I know uh Miss Swish shared this, but the principles are also part of the cohort and we recently had a coffee with cabinet and we asked them where they have a teacher or teacher or staff member from each school that's representing their school and telling
059us what's going well with everything we're doing with SOFG. And one of the things they said was, you know, the focus from their principal is about looking at data and using that data to make decisions and that this year all the kids are having their own data folders and tracking their CFA data and their benchmark data. And so it's really cool to see how everything is that parallel processing that is happening at all levels. Um, and hearing that from our teachers. >> Totally. Um, sorry I'm not as I'm a little disjointed tonight mainly because I want to make sure I'm doing this correctly. So I know on this first progress monitoring report for goal one we have the adjusted um midterm measures. So when we approve the report we're also use we're also approving those
060adjustments to the inter measures not need to take action. No, we were we were guided that a best practice would be for us to first take a vote to approve the progress monitoring report and then take a vote to approve the modification because we had done the original interim measures as it's as its own. >> Certainly. Okay. So, um I'll go ahead and move to approve the progress monitoring report for goal one. >> Second. >> All those in favor? I >> I >> Okay. All right. So, we're moving on to goal two. Well, we'll do that before. You don't want to do it at the end. Okay. I'm just making sure I'm doing in the right way. >> I know. I'm being really difficult this even. >> It's okay. So, then I'll go ahead and
061move that we approve the new um interim measure adjustments that are within There were two of them within goal one. I'll go ahead and move that we approve those adjustments. >> Second. >> Uh all those in favor? I >> I All right. We'll go ahead and move on to goal two. Dr. Pombo. >> And thank you so much board members for doing that. Okay. So, our our goal two is actually the the first goal was decrease. This goal is actually want to increase math proficiency for our eighth grade students um or for our eighth grade black students. And um we started obviously with 0% and our goal by 2028 is 28%. Um so our annual target for last year was 6% and you can see with the um blue line that we met this goal
062um this year that we got the 6% for so for this year our goal by um May is 13%. in order to meet that 28% by 2028. And we have three intra measures. Um, and this one, when we're looking at the intra measures, um, some of them are in, well, the first two are in cohorts of 6 through eight. So, we can't identify, um, specific students. And so, the percentage of sixth through 8th grade black students who score on the DNA assessment, which measures our state standards, will increase from 8% to 16%. Um, and that's uh going to help us get close to that or get that 13% at the end of the year for our state assessment. And then the intro measure 2.2 is looking at our fastbridge math um where we want our
063sixth through 8th grade black students who score low risk on fastbridge math to increase from 12% to 22%. So this is the opposite. We want low risk to increase. Um, and then the very last one, 2.3, is looking at our eighth grade black students on the DNA assessment to increase from 8% to 17% proficiency. These are our um our annual targets and then now you guys will present where we are now with our in measures. >> Yes. Uh, thank you Dr. Pombo. Um based on the analysis that we've been able to complete on the um >> put the microphone a little bit closer >> on the interim measures we have a few key findings and some recommendations. We have also seen some encouraging data on this initial assessment where our proficiency rate of our black
064students in grades 6 8 is 5 percentage points higher. And so because of that um given their demonstrated proficiency, we are also recommending that we increase our goal for May of 26 to 20. Um on our next slide for interim measure 2.2, this is a little bit of a contrast in the um lowrisk percentage of black students in grades 68. This is 5% fewer. We are not recommending any changes to this particular goal based on this initial um assessment point. We will continue to um of course to monitor this trend. And then for interim measure 2.3, the August 2025 pre-EST proficiency rate for our black eighth grade students, um it was seven percentage points higher than the previous year. And again, due to this performance, we would recommend increasing this goal from 17 to 22.
065>> I do want to share that the previous year's data with the um the correlation coefficient, those are our new new cut scores. So, you could see where we were last year with the new cut scores and this year with the cut scores. >> Gotcha. >> We understand that student outcomes are a direct result of adult behaviors. So to support our students and our goals, we're implementing several systemic changes in instruction and intervention. As we spoke about before, 27 teachers and five administrators will be participating in our professional development cohort and book study. Um our cohort book study met for the first time last night. We had our first afterchool 45minute meeting on the dreamkeepers successful teachers of African-American children and had really really positive participation last night. Great discussions in breakout rooms. Everyone was
066positive and engaged and left with some reflections on things they might do start doing differently today. Um, one of the things we know that we want to do is increase student efficacy and their own belief in themselves as mathematicians and their own identity. So, part of our professional development cohort program that we've developed with our consultant includes a program for students. So, the 1,257 students that are directly impacted by those 22 cohort teachers will complete the how to learn math course through Stanford's Edex online platform. It's short, it's free, it's online. They're little 10-minute modules that help build things like growth mindset and identity and problem solving. Um, and that includes up to 70 black students that are currently in those 22 teachers classrooms. Um, additionally, our formative assessments are monitoring progress on those essential
067standards and following that schedule. Those are key to track student progress, particularly in this subgroup. um focusing on small groupoup instruction and putting those structures into place is going to allow teachers to target the needs of students in all demographics, but particularly knowing that we do have a focus on making sure that we're doing right by our black students. Um we're also ensuring the consistent use of the district's adopted curriculum, HMH's into math for tier 1 and tier 2 with Waggle and Freckle, which are adaptive programs. These are designed to create a stronger instructional foundation for our students and help us achieve our goals. >> Quick question just right here. Out of those uh the,57 students of the 22 cohort teachers classrooms, what grades um are those kids from? >> That's a great question. We
068have a really wide range. Our youngest, we have a teacher that teaches a second and third grade combo in our dual language program. So has two classes of students, a second grade and a third grade class all the way up through uh we have 10 middle school teachers. So which is one of the reasons that when we talk about over 1,200 kids, it's because our dual language math teachers have two classes. They impact every student in that grade level. And our middle school teachers can have up to 150 plus students. We have a middle school math teacher who teaches both seventh and eighth grade math. So, a lot of kids a really high impact opportunity. >> Thank you. >> Um, we did receive a board member question thinking about what systemic changes are being made
069in instruction and intervention so that these interim measures become a true predictor of long-term success for our black students. Um and again I want to highlight that the addition of common formative assessments is an opportunity for students to know progress for each student on essential standards. So we've created 79 so far and have an additional 63 assessments to create between now and January so that we have those for the remainder of the year. Can I add? Yes, please. >> Systemically, uh, the math block, um, teachers had the opportunity to have small group work, but we're really focusing on how to use data to drive instruction. And so the whole group lesson um taking up kind of 30 minutes and really emphasizing that small group time so that there's many more touch points with students as
070we tier them based on the data that we're getting. So systemically that small group work that is now coming out of the whole group instruction is being more formalized across the board across all the schools. So, and that's not just for our cohort teachers, but all teachers that um that that model is being promoted in the the balance at uh block. >> Thank you. >> Additional questions. >> Any other questions after seeing the presentation comments? I I just want to thank again our awesome consultant for being here tonight. I I um you know, you never know when somebody joins your board meeting and I don't think you and I have even had a chance to have a conversation yet, but this has turned into like a moment of look, we got a rockstar to come
071help us. So, I mean, it's really nice for the board to see, you know, the we're not just providing our teachers with any consultant. we're providing our teachers with someone who's amazing and is really um going to help support them. Um and of course we already know our own team is truly amazing and and wonderfully supportive, but this just, you know, gives them even more to be able to draw on since they're also participating in all of this work together. And it creates consistency of messaging and thought and practice, which I think is really important and something that we haven't always had. I think it's not a common thing in districts. You very often get pockets of things that are going on and it's very rare to get the level of consistency that we're going
072to be able to drive by having this many participants in our cohort. And I noticed in our book study we have even more participants. We have 33. So we have even 11 more people working in the book study than we do have in the cohort. So that's really awesome and appreciated. >> And um to the coaches and you all. I mean, thank you for taking, you know, we're down to once a month, which is nicer, but taking time out of your evening to spend with us at these board meetings, too. Um, okay. I will go ahead and move that we approve the progress monitoring report for goal two, >> second. >> Uh, all those in favor? >> I I >> And then I'll also move for us to approve the adjustments to the interim measure
073goals for 2.1 and 2.3. >> Second. >> All those in favor? Bye. >> Bye. >> Okay, so we're going to go ahead and move on to the progress monitoring report for is it guardrail one? Sorry. >> Yeah, I believe it's >> it's guardrail one. >> Guard rail one. >> And so this is a little bit of an unusual item, Madam Vice President, because one of the conversations that we've been having um Dr. Pombo and Miss Shapiro have been participating in a national student outcomes focused governance cohort and we've also had some conversations with our coach Dr. Ramos and it's a fairly common practice for the progress monitoring reports for the guardrails to be delivered through the consent agenda. Um, but in talking with President Korea, we felt like to just make that change without having
074a conversation about it and having it be public like would seem like we're just kind of sweeping something and hiding things. um which is what apparently we even though public education is probably the most transparent well traditional district public education is probably one of the most transparent governmental entities of all um it seems to be sort of the constant accusation but um one of the things you'll notice that was attached with this progress monitoring report is a video presentation and so we intend to continue that for those so that way it's not that the board doesn't get a presentation and any questions that we're asking don't get answered. Um they'll all be included. Um but as we bring these in the future, they'll be embedded within the um consent agenda. Now >> I have it
075right here. So it just says YouTube. >> Oh yeah. >> Yeah. The link is there on the agenda >> and it's available to the public that way too. So because it's it's through our public agenda. >> Now is it you narrating it? >> It is not me narrating it because then you get too many Jisms. And so we have a spectacular team for for guardrail one of Mr. Ivon Carvajal and Dr. Amy Burgess who um have been spearheading attendance because we recognize that there are multiple >> avenues through which we can help support improving attendance and obviously Mr. Carveral is the guru of community engagement and family outreach. And so that is, you know, one of the areas where he's able to help us impact um getting more support from our from our families and
076our community. And Dr. Burgess is of course our director um of student support. And so her focus is with um helping with our students in this arena and getting feedback from our students on how we can do better. And so, um, I think it was mentioned earlier, uh, in the board reports, um, that she actually joined us at Kraton Kids Congress last week and kind of walked the kids through along with, um, Dr. Dods, Karen, and, uh, Dr. Pombo. Um, just kind of walked the kids through some exercises to help them understand the impact of not being in attendance. I actually learned a few things, um, which were shocking to me. And um it wasn't shocking that I learned. I know I can learn. It was the things I learned were shocking. And um and
077then they also got input from the students about what would help them um have more regular attendance in the classroom which we thought was very very powerful. The kids were amazing. So um so they have both put together that presentation that was made available to the board. If there are further questions, they're here to be able to answer those questions um as we move forward and move these um guardrail progress monitoring reports into consent. If at any point the governing board feels like they have further questions or they're not comfortable in some way or they just want that one pulled out, we can always pull it out into our student outcomes focused governance item. But um through board action, but standardly we'll be placing them there as we move forward. >> Certainly. Thank you for
078that explanation. Y >> so that being said, does anyone have any um questions or comments regarding the progress monitoring report for guardrail one? >> Okay. All right. Thank you so much for your work uh on this. We really appreciate it even though we will we have it virtually and I hope people will take a chance or take a moment to to watch that and also watch them in the future because it's a good resource for us to be posting this online. I really appreciate the work that goes into that as well because I know it's not always fun or easy to record these things with presentations with your voice over them. So, thank you. Uh it sometimes is a little cumbersome and tedious. So, thank you for that. Um so, I'll go ahead and move
079that we approve the progress monitoring report for guardrail one. >> Second. >> All those in favor? >> I. And then before we move on to public comment, I just wanted to um with regard to uh to the SOFG stuff, um just wanted to start by calling myself out and then um moving forward with um kind of how we're doing our questioning. Now, I know we had a study session sometime uh ago. I don't even know how many weeks it's been now, and we did talk a lot about questioning there from the board. I have not been good at submitting my questions ahead of time. And I know for me personally, it's a calendaring thing because I can't I just am not going to do things if they're not on my calendar. And so I'm trying
080I'm just out loud making the commitment to make sure that I put this on my calendar the next time and so that I'm getting things in on time. Um given especially what Mr. Man said earlier about the timing it takes to redivert energy and resources to answering the questions in a timely manner. And so just putting that out there. I know for myself it's been a struggle to do that on time and so uh it's going to be a commitment for me especially for the next meeting to do that. So I'm hoping everybody can do the same and I also you know we're going to try our best to ask strategic is that what it was question >> um but if we're getting caught up on like is this strategic enough just ask the question
081at this point it's fine we'll we'll we can work on it. Don't don't get caught up in that. I say just ask the question and we'll move forward from there. But thanks to everyone for for all your work and for um everybody who submitted questions ahead of time. >> And madam vice president, before we leave SOFG, I did have I did have one more thing I wanted to bring to the board's awareness. No, it's all good. Um I know one of the things that you're working on as a board is two-way communication with the community around our student outcomes focused governance goals. Um, and I know there's like an upcoming meeting already scheduled to talk with our PTOs about is one of the places we're meeting. One of the places where we have an opportunity
082um to have we have a a a brief amount of time set aside at our community council meeting which is this Thursday. So um I have some draft slides that Mr. Carbajal has been kind enough to cobble together for us, but um if any of the board members are interested in kind of being part of that presentation, if you'd reach out to me so I can coordinate with you just so two days away and I just want to make sure that we have you ready. Um because we, you know, we'll have kind of a finite window and we want to make sure we're maximizing that window. Um, even if all we accomplish is to help make people aware of where they can find our progress monitoring report so they can see where we're at, that
083will be a vast improvement over probably um where the families that are attending community council are at at this point as far as being able to lay hands on on all that information. So >> certainly >> so thank you for for letting us share. >> So we'll reach out to you ASAP if we want to be a part of that on Thursday. >> Y >> and a plug for that too. community council this Thursday at Lomalinda. Correct. >> Yes. And I I meant to do that in my superintendence report and forgot. Um and it is directly related to student outcomes focused governance because it will be one of the items on the agenda for Thursday. So as I as I look at Hilda to get myself out of out of Hilda jail. Um but um
084yeah, of course, everyone in the community is invited to be there and hear more about what's happening with our student outcomes focused governance as well as um some other really awesome topics that are very focused on what our families are looking for. >> Okay. Thank you so much, Mr. Man. Our time limit three. I could remember it was three, too. All right. So, we'll go ahead and move on to item agenda item number five, public comment. Um, we have two speakers tonight. Time limit or time limit is three minutes. Uh, you all can decide who wants to go first because I know you are taking turns there. So, okay. So then, uh, Mr. Garrett Pauly is up first then. >> Okay. >> Yeah, you can just go up. I mean, >> all three come up.
085this day is. >> Yeah. All three can come up. >> Come on up. >> Hello. >> We could just put six minutes on the clock. >> I don't think we'll take six minutes, >> but let's do it for fun. Okay. >> Hi. So, I know that um it's just a public comment and you're not here to answer questions and all that stuff, but it's just um we really really benefit from the programs that are here. Sorry, >> take your time. >> We do tiny tots every Tuesday and Thursday. And because there's not enough money in the budget, >> it's presumably going to be gone by December. And the woman who's in charge of it, who found, she's being moved, >> she's being let go, but not let go. She's being moved to work in the
086district. So, it's just really hard because I don't know if there's anything that can be done about it. And this is my first child and it's just been Oh. >> Oh, I know. >> I know. It's just been really beneficial for us. And, you know, being a first time mom, it's hard. And I lost my job. So, having these resources has been so helpful. It's been helping him get clothes and diapers. And I'm just really scared on what's the future on what's going to happen, you know? And that's why I just wanted to say something because I'm not sure what else could be done about it, you know? And I understand that you get the money you get and inflation and co really hurt all of that. But I never thought I'd be feeling it
087so dramatically. And I don't I'm so used to this and for it to be gone forever. What what can I do? You know, like it's helped me so much as a mother cuz it could be so isolating. And I know that at least every week, twice a week, I'll get to socialize with other moms. And I've been really depending on him. So, I didn't know I'd cry so much. >> Okay. >> But I just don't know what the future is and I don't want it to go away, you know, but I don't know what can be done cuz this this affects him, you know, and me. So, >> don't grab that, buddy. But that's all I wanted to say was I don't know what could be done about keeping the program or at least having
088Roxanna come back if she can come back, you know, keeping her here. I don't know if it's already too late, you know, but I just wanted to talk about that. The Tiny Tots program, we were here this morning. We do it every Tuesday, Thursday, and it really helps us out. And I'm going to go to the patio sale this Friday. He's growing out of his clothes. I'm going to get him some clothes. And I came here for the baby shower. >> We We get so many stuff from here. And you know, I'm just really dependent on it. That's all I wanted to say. >> Thank you so much. >> Mr. Polly, did you have anything you wanted to add? >> Yeah. Hi, I'm husband. Um, my name is Garrett. I am a self-contained teacher in
089the Alhhamra school district. So, it's very interesting here in Kraton, but our family resource center doesn't provide the resources that you guys have from 0 to 5, which is the tiny tots program that helps our our son. Um, and so I, you know, I'm a teacher and I live on a teacher's budget. And so, we're really strapped in terms of what we can provide our son. Um, and so we really rely on this resource, the Tiny Tots program, in order to provide him clothing and diapers and other needs and necessities. Um, and so when my wife told me that that it was being cut or restricted because of funding, um, we wanted to speak and this was her idea to come to the board meeting to speak to you all about this because this is
090important. We're at the F FRC right now. Um, and so I just wanted to come and support my wife and my son. And you know, this is happening in the in the spring and so my charge to you all is is work looking to find ways to support our 0 to5 children that do come into the Kraton school district. Um, and what financial commitments that we can provide to continuing these programs at the F FRC will be very valuable. And so you can see that in our family here. So that's what we wanted to speak to >> while >> for coming today. While the board can't respond, I if you would do me a kindness and leave your phone number with Miss Suarez, I'd like to make sure that we have someone get back in
091contact. >> Okay, that'd be very helpful. Thank you. >> And then I would just ask Mr. Man in our next board update if we could get some sort of quick update. >> Yeah, because this is misaligned with what the plan was for the F FRC and so I need to um have some follow-up conversations to Thank you. Thank you. >> Okay, I'm going to move on to item six, which is the approval of the consent agenda. Did anyone want to pull any items from the consent agenda? Are we good moving forward? >> Okay, hearing nothing, I would move that we approve items 6 A through M. >> Second. >> All those in favor? I >> I >> All right, moving on to item 8A which is presentation on the aggregate annual performance evaluation report. >>
092This would be Dr. Lauren. Mr. Denalt Russ having spinning wheel spinning wheel on my air parrot. >> Is it possible? Um, I could have Lissa. >> Yeah. Okay. >> Thank you for your patience as we work through technology issues. I >> think all that math just taxed the system. So% Okay. >> All right. We We're going to make it work. Uh Madame Vice President, member of the members of the board, uh I'm here this evening uh as a requirement of state statute to present to you our annual aggregate classification uh performance ratings for our principles and teachers. This is based on last year's evaluation data. So this is for the 20 24 2025 school year. Uh just a reminder that the state of Arizona in 15537 uh cites the objective of the teacher performance evaluation
093system and that objective is to uh improve instruction and maintain instructional strengths. As I mentioned in my introduction, we are annually we are required to present this information and give opportunities for the governing board to speak in public regarding the aggregate results. Thank you. So just to uh orient you to our evaluation system. The evaluation system that we have is comprised of two separate components. uh of the whole on the right you see a pie chart that represents 67% as a part of the observation component. So that's when qualified evaluators uh work with their teachers and go into their classroom uh a minimum of of one to two times per year depending on their status as probationary or continuing teachers. They provide feedback and they score on the Danielson 2022 rubric that we approved last
094year or the the board generously approved last year as part of our evaluation system. Uh so that is one component that represents 67% of the final rating score that teachers receive in May. The other 30% 33% my my apologies is the data portion that is uh compro comprised of achievement and growth measures. So currently 70% of that 33% is represented by growth. Uh 30% is represented by achievement. So what that means is that on the measures that are in place for the data uh if a teacher's classroom data is measuring growth and achievement 70% of their score is based on the achievement and or growth and then 30% is based on achievement. >> I this is a very tiny slide writing with lots of words. So I'm just going to indicate that this uh performance
095classifications are in statute. So each year at the end of the cycle uh teachers and principles are given an effective effectiveness rating of highly effective effective developing or ineffective. So I know this might be hard to read as well. So um Dr. Palms are going to try to make it a little bigger here for you. So, this is looking historically and at last year's results of the aggregate of teacher ratings. So, this is specifically for teachers. You'll note at the bottom of the the chart that I've included size uh end count for each school year and this is for certified teachers. Uh so if you look at last year which is the last column of our teachers 306 teachers 63% were rated as highly effective 35% related were rated as effective 2% developing and we
096had 0% that were rated ineffective for context on the bottom of that chart you'll see what those measures uh for data were used uh so Danielson framework for teaching 2013 version was the observation tool. Uh the state assessment has changed over the years and now we're on the AASA. And then the specific data that's used for the evaluation uh is illuminate DNA for 3rd through 8th grade. And then most of the other positions used what was called an academic progress plan which required teachers to develop in partnership with their qualified evaluators their own growth and achievement measures. That typically would be for a teacher who did not have I'm going to use the term it's going to sound charged but valid and reliable data. So meaning that they didn't have a state test that was
097tied to their content. An example is to think of our special area teachers. So there is not a state assessment in art, but the district has a art assessment that has a pre and a post measure and the teachers use that measure to determine whether or not they've seen growth and they've reached the achievement level. So this is last year's report. Um in prior years it may have changed slightly. So you could see in uh early years in 2021 through 2023 we used exact path. Those of you who are on the board probably remember conversations about exact path. You will see a gap in data and that was during the COVID years. The state uh kind of gave a holiday for observations and evaluations. So we do not have data for those years. But then
098if you look prior to that then we have the aggregate data from 2014 forward. So I'm going to pause because this is a lot of information and see if you have any questions or any wonderings. >> Uh my question is um who does for each teacher who does the um the classroom observation component? uh those are qualified evaluators and typically those are principles and assistant principles. Uh they are trained as a qualified evaluator. So they have to pass a certain measure to be able to do that. They're also trained on the Danielson rubric. They also help support with the teachers inputting their data portion, although the data portion is typically run through our uh extraordinary researcher Tyson. So he does a lot the the the compiling of the data based on DNA and other measures.
099>> And um are there are these teachers observed is this based on like a one-time observation or throughout the year or do the teachers know >> like this is my rating observation. >> Right. Right. Um, so in statute, if you are what's called a probationary teacher, that's a teacher within their first three years in the district, they're required to have two what's called a formal observation. And so those formal observations are set up where the principal or the assistant principal will meet with the teacher. They'll have a pre-conference. Uh the pre-conference will talk about what their lesson plan is, what their plans are for instruction, what they know about their students, what measures are going to have in place. There's a 1 hour or one full lesson observation that comes after that pre-conference and then
100there's a postconference where the qualified evaluator will provide feedback in the form of the rubric. So that rubric is what helps drive the conversation. Uh and the rubric is divided into three domains. One of them is on planning and preparation and the other two are observable in the class. So what is happening with classroom management? What's happening with questioning? What's happening with the way the teacher communicates with the students or the students engaging with each other in the learning? So for those teachers that are probationary, they're required to have two per year. Um for teachers that are what's called continuing that would be teachers with more than three years in the district they are required to have a minimum of one and the second observation can be waved. Uh so it does kind of reduce
101the amount of observations that they have per year. Um and they can always ask for additional observations or the principal could recommend or assistant principal could recommend additional observations as needed. >> Thank you. >> You're welcome. Any other questions? >> Yeah. Um, so I know that we've talked about this year after year about the amount of people, and once again, I'm not saying that there has to be a certain amount of people, but I find it very hard. Um, myself being an educator, that there aren't more developing teachers in here. Um, and the reason being is that we have new teachers. Um, and unless they're like absolutely phenomenal, I really don't understand how they're getting effective and highly effective. Um, and and I can't believe we don't have any ineffective teachers as well. Like I
102don't know if we're just being nice because we'd love to give um the teachers the money because we don't want to make them work harder um to get the money. But I still feel like I I don't I just don't understand how um these numbers are are showing this. >> So that's my confusion still. >> Yeah. Yeah. Um, you know, that's a conversation that we're bringing to the evaluation committee. Uh, we've been looking at the recommendations for the data portion. We will be bringing that to the board in October. And what we're attempting to do and getting feedback from the teachers that are on the committee as well as a focus group that we'll have this Thursday with teachers from across the district is to really talk about the alignment of our evaluation system data
103for student outcomes focused governance. Um, we're looking at just to preview, hopefully I'm not violating any uh issues, but uh to look at changing that ratio of growth and achievement that that might make a difference. Um, and also looking at using different measures for non third through 8th grade classes. So in since we use fastbridge for our interim measures uh that might be an appropriate way to measure effectiveness classroom level data for kindergarten and sec through second grade teachers. >> Okay. And then my my sec my question is um with the student achievement component is it by teacher or do you do it by grade level? >> It's by teacher individual teacher. Um it would be by grade level for those teachers that teach content. So for instance in seventh grade math that teacher teaches
104math all day and so all of the students that they have for math are included in their data. >> Okay, >> but not other content student correct for their achievement in the other >> they only teach math. So they're only um evaluated and use the data for the math portion. There are some teachers that are using what's called site level data. Uh so that would be teachers that might either have a very small uh count of students in their class or their role is such that it supports the learning across the the school. An example could be a reading intervention teacher or a special education resource crosscategorical teacher. They might use site level data which means that they would get the scores that the principal and the assistant principal would have for their evaluation as
105well. So for the elementary level for do they get do they get it on math and reading and is that split between them? >> Yes. Yeah. It's an even split. So if they're a self-contained second grade teacher and they teach all subjects then they have math scores and ELA scores and that's halfed. So half of their score is based on math half of it's based on ELA. >> All right. Thank you. >> You're welcome. Any other questions about the teacher ratings? Okay. >> Okay. Our next slide. Sorry. Uh these are the aggregate principal ratings for last year. Um in prior years we hadn't included the lung the longitudinal view. So I went back and I looked at the data that I had access to. So from 2021 through last year um last year there was
106a concerted effort to align the administrative evaluation to SOFG goals and guard rails. Uh so you can see a difference between the ratings in the 2023 24 year as opposed to the 2024 25 year. Um so at last year we had zero principles that were highly effective. 67% were in the effective range, 22% were developing, and we had 11% that were in the ineffective range. >> And you mentioned, so you just mentioned that now it's been adjusted for SOFG, but you know, obviously in the previous slide, we're able to you're able to kind of visualize what the different uh components are. I guess I'm trying to understand um for the principal ratings what what that looks like in terms of how that's measured or what the components are there. >> Well, similar to uh teachers,
107there's a data portion. Okay, >> so uh the goals are specific. I'm just trying to dig through. So, I have my cheat sheet here. Um >> in addition to that, there's also a student so that's the student achievement measure. There's also a progress toward goals. That's a third and then the other third is based on Arizona professional standards. Um Dr. Pomo and Mr. Man are the evaluators for the administrators uh directors and principles. So I don't know if you wanted to add any insight or >> Yeah, I think the only thing I would add is that because the goals themselves are what drove the data portion, the um the goals portion was really largely driven by the guard rails. Um okay. And and there were some components last year that were also sort of tied
108into the goals themselves. Um that may have been a little bit problematic because that did create some areas where people were being held accountable for the same set of data in more than one place. >> Gotcha. >> Um but I think for this year we've actually refined the system again. Um Dr. Pombo did a ton of work on it to try to make certain that the data portion um is just the goals. it actually more closely resembles what we settled on for the superintendence evaluation and then the goal area rather than being a set of you know come up with some goals and work on these are literally the guard rails. >> Um but then we still have the Arizona professional standards as that third piece. Um and I think what's going to be helpful
109about that is and we this is a conversation Dr. for Pombo and I have had with the principles. We want them to be engaged in their evaluation, but we don't that's that's not the place to invest the time. The time should be invested in supporting the teachers in you know helping to move the system forward and then in doing so that'll be reflected in sort of the results that we get with the goals and guard rails. Um the other thing that I think will be somewhat helpful to to them as it was uh a little bit less helpful to me last year because we didn't recognize that we needed it was actually Dr. Pombo and Mishapiro that came back and said you know you're supposed to have three interim measures for each of these. Well
110that made a lot of sense when you looked at you need you know you have two ways to get there. you either on the goals you either hit the primary um t annual target or you get two of the three interim measures but when you only have two measures your choices are 100% or 50%. So it makes it very difficult to get there. So I think that'll be also helpful this year um as we're working with our principles on their evaluations because now for both the goals and the guardrails there's three interim measures for each. So for the goals, there's two ways to be able to receive credit for it. For the guardrails, there's just the one which is to get two out of the three. >> And then sorry, the third section which is
111I'm guessing assuming it's been set by like is it set by like statute or something? >> Yeah, Dr. Lauren, I believe the Arizona professional standards, doesn't that come out of the the statutory guidelines? >> Yeah, and the state board of education has adopted those. >> I'm just I'm just curious. Well, what is that? like what does that look like? >> Yeah, it's it's a set of professional standards that's based on a national model. Of course, Arizona always renames everything the Arizona version of it. Um but they are things like >> you know they're they're sort of high level leadership characteristics like um setting vision for the for the you know mission and vision for the school site. um you know, ethical behavior. Um but there's also, you know, pieces that reflect some of the other
112components that we're already measuring like um you know, the level of uh supportive relationships for teachers um on the campus or teachers and staff um or the effectiveness of sort of the instructional components. >> School improvement um is another one. Operations and management. So some of them are managerial roles as well. I I'd be happy to put that information in a board update for you. >> That would be >> certainly I did navigate to that. I guess, you know, I'm always asking questions. That's not really the real question that I have, but the real question that I have is um is have we found yet that given that there there are going to be certain things that we run into um that are statutoily required that we can't necessarily adjust, have we found that in
113contention or conflict with anything that we're trying to do with SOFG or we're okay right now? >> No, I mean I Dr. Pombo may have a different opinion. I feel like it's a really balanced evaluation. Um we actually went through we had a little bit of breathing room to juggle the numbers. Um so that way we noticed that we had all these fives in like the first two categories that you had to mess with and we realized if we shifted one point from the first category to the second category it all ended up even which makes it cleaner, easier to follow and understand. But um really the way the evaluation is for this year, it's very tightly aligned to the goals and the guard rails and the smallest portion of it is the professional standards
114which is like 24 out of 100 points if I remember correctly and um and I do feel like it is an important area because there are some times when um your data doesn't necessarily reflect your effort and that gives us a place where we can at least you know based on observ ation and um conversation be able to reflect some of that effort in the in the evaluation process especially when you're talking about folks that might be in that developing category. Um one of the things that I commonly share with with anyone that I'm evaluating people that I evaluated when I was the CFO here you know heard this as well. I believe the evaluation serves two purposes. The first purpose is we are all trying to grow in our leadership skills and abilities and
115our effectiveness and in making improvements within the district. And so the first purpose is to be able to have a conversation around how the year went um how comfortable you are, what types of supports do you need, what are we going to work on next year, you know, in our in our growth and development, right? So that's very important from my perspective. And the second one is it drives the pay for performance um system. So I I believe that by having those 24 points embedded in that area, it creates a space to have conversations even beyond just the are we hitting goals and guard rails, but also about, you know, where where are people in their development as a leader within our district. >> Thank you for all that. And I know your next slide
116is discussion and question. Yes, I I did want to add um to and this isn't really required in statute or as part of the presentation, but the administrative evaluation is also used for non-principal staff as well. So, it's used for the executive team as well as directors. >> Yeah. >> So, they're all um evaluated on the same system. >> Gotcha. >> It's a really great point and it it also kind of ties back to someone earlier talked about um it was Dr. Pombo mentioned parallel processing, right? So, this is also a way that we're creating consistency through the system that we're all working on the same goals and guardrails and moving the district in the same direction. And then you even heard like now that students are looking at their data in these student data
117portfolios like it's g this is exciting for me because it's year three and you know we're at the student level where students are involved in helping to move their own learning forward and in doing so helping to move the whole system forward. Certainly. >> I have a question. Does staff, student or uh community or family feedback figure in to principal ratings in any way? >> Uh they have survey data, don't they? >> Oh yeah. >> Yeah. Part of the guardrails there's um survey data in there and then also in one of the the 10 standards there's about community and family engagement. Thank you. >> Any other questions? Yeah. Is there a committee that works on this plan? >> Uh are you talking about the evaluation committee? >> No. Um don't you have a a committee
118that works on um you know what? I think I'm thinking of the PPP. Never mind. >> Yep. Yeah. Yeah. I I mean I >> I mean they're closely aligned. >> Yeah. And just just in the spirit of of you know being really open about it. Um the the shifts in the principal system not not the teacher system but in the principal system really have been worked on by um last year the first round of shifts were Dr. Dupin and myself with feedback from our principles. Um which is actually one of the apologies we owe our principles. system came very late because we had some very strong feedback from them and we were making adjustments up until about the middle of the year. Um this year Dr. Pombo got us ahead of the power curve and
119we've already had meetings with the principles integrated feedback that we received from them and um and the new system that we have for this year or the the updated system that we have for this year. Um, everybody already has their paperwork and I gotta give a huge shout of appreciation um, for our principal team and I know principal Cardier is here in the audience. I've noticed in their principal chat they're already having conversations about the evaluation system and helping each other out with um, how to get moving and working on being prepared for um, midyear conferences. I would also add uh related to pay for performance that will also be brought to board again this year because we were on the end of our two-year cycle for that process. Uh that's work is being done
120in the compensation and compression committee. Uh and there is some overlap with the evaluation committee of course. >> Any other questions or comments? Well, thank you Dr. Lauren. We appreciate it. >> You're welcome. >> All right. All right, we're going to move on to 11A, the legislative political report. I know Mr. Jones had something, so we'll go ahead and start with you. >> Sure. Not to anyone else had anything. This is all >> this is all new or at least the la first time I saw it was last meeting and I'm still unclear as to what the format should be or >> Well, here's the thing. You don't take up a ton of space. So, if you want, you go ahead, Mr. Jones, and talk, please. Uh, first I just wanted to bring up maybe
121you noticed if you are uh an early voter, registered for early voting, you might have uh got a notice from the Maricopa County Recorders Office letting you know that your ballot was being prepared. Uh, I just wanted to bring up one important thing I know that's going to be on the ballot is uh a lot of our students end up graduating or uh we don't graduate >> commence. Yes. And but a lot of them feed into Phoenix Union. Phoenix Union currently has uh a a bond override that's on the ballot and uh I think it's very important for you to look at that uh as it will affect uh our current students in the future when uh they feed into uh the Phoenix Union high schools. Uh secondly, I just wanted to bring up um
122more on the uh sort of dystopian uh vision of uh things that are around us. The new plot to the uh the new season of Black Mirror. Uh the US education department uh under the Trump administration has um I'm just going to read from this as it's easier. um a new patriotic education curriculum initiative that it plans to force into classrooms across the United States. Uh according to the New York Times, the Trump administration announced on Wednesday the launch of a civics education coalition that includes the education department and more more than 40 partner groups, all of which are closely aligned with uh what what you would call Trump's uh political philosophy. uh groups such as America First Legal, a group founded by the architect of Mr. Trump's policy agenda, Stephen Miller. And uh another
123group, the Heritage Foundation, you may have heard of uh which oversaw project 2025. Um other groups include Moms for Liberty and um Turning Point USA. Oddly, I did not see PragerU included in there. They're probably just going to send all the videos and that'll be a requirement for our kids to watch those. Uh the I it seems like there's still time that this isn't a solid thing. So please, if you feel uh inspired, contact uh your Congre congressional representatives. And I know that we're often conversing about some of these updates as they come, but obviously whatever information you get, if you could share it with us, obviously. >> No, I I think >> especially if there's some sort of mandate happening or >> Yeah. No, we will definitely share things out as they come. Um
124sometimes I am loathed to share because I feel like all I do is send bad news to the board, but um I'm compelled to share it anyway, so I'll make sure I share any of that out. But I I appreciate um Mr. Jones sharing that cuz that was actually the first time I had heard about that particular little tidbit. Although there's been, you know, several other things that have come our way this week. So >> yeah. Anyone else have anything? >> I'll just share two quick things. First is um kind of going off of Mr. Jones first point. Um, I had the uh opportunity to participate in National Voter Registration Day um at the two at two of the high schools like within or right by our district. So, I went to uh Wilson College
125Prep nearby and I went to Camelback and um we registered a bunch of uh students to vote and it was really cool and they already are getting to like vote in this bond election for their own money, for their own things. So, it was really cool to see and um I you know I'm an alum of Camelback and so uh Principal Art had all the kids from Kraton raised their hands that were there to register to vote and there's quite a few kids from Kraton registering to vote so it was very exciting. Um and so that was a lot of fun. Um, and then my other thing I was going to mention was, um, we, if anyone's watching, obviously we are aware of the executive order that, um, adjusts costs for H-1B visas and we
126know that that could have potential impacts on our district considering the teachers that we employ here that do have H-1B visas. And so, I just want to make it aware that it's something that's on our mind and it's something that um, that Mr. man had gotten guidance for us and um disseminated that to the board appropriately for us to look through. So, just in case anyone's wondering, it is on our minds. It's something we're thinking about and keeping an eye on. Um and hopefully if if things change, we'll try to adjust and and see what it is that we can do or need to do. >> I need to pass credit to Dr. Lauren who was the one who who brought that forward to us. And >> you know, kind of in that vein of
127I always send all the bad news on, but I sent it on to all Um, piggybacking on what, uh, Mr. Jones said, um, in regards to what they're trying to do, the administration, you can go to regulations.gov, gov. Search ED-2025-OS-0745 and leave a comment in regards to what they're trying to do with with basically whitewashing our history and just let them know that um you know our kids deserve an honest history and um leave your comment. Don't put any cuss words in it because they'll they'll delete it. But that's the one way we have till October 17th to to give the uh our federal government feedback on what they're trying to do. So I would just encourage everybody to look into that. So regulations.gov. >> Thank you. >> Anything else? Anybody? All righty. That takes
128us to future agenda items. Anybody have any future agenda items? Our next board meeting is coming up on October 14th. Um, and we have a study session that evening at 5:00 PM. Obviously, we'll have student outcomes focused governance on the agenda. Um, there's also some statutoily required presentations that we'll be doing that evening as well. Um, we do have a few things that are still on our future agenda items list that are still be to be determined, but if you can't think of anything right now, you know, you can submit those to to Hilda in in the interim. Um, okay. All righty. So, just a reminder, our next meeting is October 14th right here in the boardroom. We have community council this Thursday at Lom Linda and our next advisory committee is October 29th right
129here in the boardroom. Um, seeing as no one has any comments on future agenda, I'll just go ahead and move to adjourn the meeting. >> Second. >> All those in favor? >> I. >> Thank you so much, everybody. >> Did you guys know that