August 19, 2025, Governing Board Meeting

001Hello. Hello. Yes, Buenos Noes. Good everybody. Good night, evening to everybody. We're going to go ahead and get started with our meeting. The Kraton School District understands that our community of schools is located on the ancestral land of the Oam Juid and Akm Odam people who descended from Hokam and have inhabited these lands since the time immemorial. The OTM whose name translates literally to people are a vibrant culture in communities spanning countless generations into the past, continuing to thrive in the present and carrying a powerful legacy for generations into the future. With this acknowledgement, the Crane School District formally recognizes that the traditional care and keeping of these lands by indigenous people is an aspirational model of community stewardship, but that we are committed to honor with practices, policy, and human relations. With that, we

002go to 1B, which is our roll call. Miss Ays, Miss Gibson, Mcclin, myself, Mr. Jones, and Miss Marquez are all here present. We want to welcome everyone to tonight's meeting and remind the audience of the request to address board cards that must be completed and submitted to the board secretary if they wish to speak to an agenda item. Board policy provides for two cards, white cards to be submitted in order to speak to an agenda item and blue cards to be submitted in order to speak during public comments. Due to open meeting law, board members are not allowed to address items that are not on the agenda. This is per our policy 1-302. That takes us to 2A, approval of agenda. I move the governing board approve the agenda as presented. May I have a

003second? >> Second. >> All those in favor? >> I. Any nays? Hearing none. Motion passes. That brings us to 3A governing board reports. And Miss Ays, I'll go ahead and get started with you. >> Good evening everyone. Um, apparently there was a memo sent out about green today, so I guess it works. >> Um, I the only thing I wanted to say um before the meeting um is about the the stabbing that happened today at Mville. Um those are where my students go. Um and I still don't know who it was. Um, so kind of just like waiting around, but there were si siblings at that school that I teach right now that were um highly upset. Um, their parents were upset uh because their children go there. So um it makes me super sad

004that somebody's life was lost today and that somebody was so angry that that's how they solved their problem. Um, so I just want to send my condolences out to the family, whoever they are, and um, >> and hope that we can learn something from this. >> Thank you, Miss Ays, Miss Gibson, Mlean. >> Um, I was going to touch on the same thing. I've just kind of been thinking about um it all all kind of afternoon and um I think uh obviously I have like a different perspective of things and so um in terms of I guess just seeing like the whole big picture and and um for those that maybe didn't know I I was the chair of the Phoenix Union Safety Committee previously which was a community-led committee um that was deciding how

005to address safety and also police involvement in the Phoenix Union High School District. And that went on for almost a year. And I think one of the biggest concerns that I heard from staff and families on that committee was um just like this yearning for never wanting anything dangerous or sad to happen. and and being the chair of that committee trying to have these tough conversations and like we can do all of these things and put all of these things in place and at the end of the day like no one's ever going to be able to protect you or your kid or you as a staff member 100% right and so I think for some folks that's just such a hard thing to grasp and and I think it's really hard when we get

006in these situations where um perceived safety and actual safety just never really meet up in the middle and and sometimes it's our it's easy to go with like knee-jerk reactions and things like that. And I would just say that I hope across the city as we continue to learn more about what happened that we that we know that an SRO was on campus that we know that they have met detectors um and that this still happened. And so what I'm trying to point out is that there's obviously a lot more that goes on and we all know this from our work that we do here in this district with student conduct that goes into these types of act like these types of behaviors and these these types of actions. That's way more than law enforcement

007or security or physical security measures can address. And so I think I just want to make sure that especially as we as we as a district if we get any feedback from parents or folks are feeling scared or even staff um you know it's just a big complicated long conversation that just continuously needs to happen. Um and it it's super tragic and you know it's extremely sad. But I just kept thinking about the kid all day um that lost that lost his or her life. And I thought all day about the kid who's probably sitting in jail right now who I have represented many people just like that person who is either under 18 or pretty close to it and their life is also likely over now. So it's just very very sad to think

008about all around. And so as we move forward as a district and as we move forward with our advisory committee, um I I just like to continuously um make sure we're taking like a holistic repo approach to all this and I I think we've done so so far and I think that we do a good job of that and I just hope we can continue on that trajectory as well. >> Thank you, Miss Gibson Mlean. Mr. Jones, >> hello. Good evening. Um, I wasn't going to discuss the tragedy in Mville, but um, I didn't want to turn away from it so abruptly, but if you are a parent of a student in our district and are concerned, please come to the board meetings and express your concerns or at a community council meeting. The next

009one's at September in at Loma Linda uh to change the the uh um topic but uh I was going to say for my uh report that uh on Saturday we did have a study session here over SOFG goals and guard rails with uh the pro our coach Dr. Ramos and um it was really great to hear his feedback and um I felt really good afterwards about our board and how we're working as a team rather than uh as Dr. Romos described uh you know you see some school boards that it's just rivalry after rivalry but um that's all I have to say tonight. >> Thank you Mr. Jones, Miss Marquez. Good evening everybody and um just echoing what my fellow board members have said about you know the sadness of the tragedy that happened today

010at Mville and um as Katie had said that Mville they had metal detectors they had an SRO these you know unfortunately some of these things you know th those type of measures don't ne necessarily prevent that kind of tragedy and um but we do know you know what what can be useful and what can be helpful is proper counseling, support, mental health services. And although we cannot control what the legislature or the government gives us for for funding for counselor psychologists um I'm grateful that here in our district we found some good partners like Zerath Car Solace and if you've noticed on the agenda we are entering with um uh sorry the quick center for human connection for another way to um educate our families and our students on how to how to recognize some

011of these warning signs and prevent um youth suicide and self harm. So, I want to encourage our principles again to you know, you guys are are right there on the front lines with our teachers and and see what's going on with our students. And, you know, if you recognize something, just, you know, remember we've got these resources. is we've got Car Solace and Zerath that we can refer our kids and families to to get to get some help because um it's not easy to navigate but you know I myself our family we've used Care Solace and it really makes a big difference to have someone who can help you uh find find the help you need. So I encourage our families, our staff, everyone to to um find out more about those a as needed.

012And um on another note, um it's the third week of school and and um as you can see, I'm masked up. The the the back to school ick is going around. Uh my kids brought it home, so I'm trying not to pass that on. So make sure everyone you're washing your hands, stay hydrated, cover your cough, uh tomato, ponte, loca, whatever you need to to stay healthy. and um hopefully we can keep our attendance up in you know this cold and flu season coming up. >> Thank you so much, Miss Marquez. And um I want to start off with our study session. It was a great time to reconvene, especially since we have two board members, new board members to make sure that we did our data um dive. All those um individuals can go

013on our YouTube. We were here about six hours literally just talking about data even up to cut scores. I never thought as a governing board member I would have an open conversation with my administrators on what even cut scores are and why we use them and how we've changed them. So it was great insightful um meeting. Um especially for us we did our um our board self- evaluation that can also be watched at the board meeting. Basically out of 100% we reached 45. So there's a lot of work that even us as a governing board members we had to self-reflect and work on our own goals on how we're going to leverage the next level of being fully effective governing board members. That's one of the things I always like to announce and say that

014anything that's expected of miss you know Mr. and administrators, teachers, anybody even to down to our students is expected of us of us up here on the board too. And I know that we touched about um Mville, but to reenter the conversation and really I'm not going to touch into it, but part of the work that we've done is we read this wonderful book called Great on Their Behalf. I suggest anybody wanting to know more about proper governance and how we can actually create positive um academic outcomes through governance but really put our community at first more to read it. But there's at the beginning of this book um Mr. Dr. AJ Craz this book is dedicated one to the students who depend on a school system to be their bridge to a greater future

015and two to the former students who were not fully provided such access. May they all use this book to lead the schools of to provide to of today to provide our students with what they deserve for tomorrow. And that's exactly what our vision here is in Crane School District is ensuring that our children are put first in everything. That way when you know they leave our system, they can leave in a healthy, emotional, intelligent, stable way, reaching their potential selves. So this is our northern star right here. Thank you to AJ for doing this. And with that, I will move over to Mr. Man and his superintendent report. >> Thank you, Madam President. um just echo the sentiments of the board. Um part goes out to the the students, the families, and and you know,

016having been on a team dealing with tragedy many times over the course of my career. Um also to the staff that are, you know, trying to provide support um and help with this. Um I know a lot of people over there that are very caring individuals that I'm sure are really struggling with this right now. So, um, our our thoughts are with them. Um, I I just want to echo the Saturday study session was I just want to appreciate the board. um the fact that you along with some members of our team here um you know were willing to give up 6 hours on a Saturday to sit and have a conversation about SC cut scores is very um telling about the commitment to making sure that we're all focused on the same things and

017we're um you know working kind of handinand to to move the district forward and and make changes to student outcomes. Uh in addition to that uh we really didn't shy away from tough conversations and that's one of the things that makes me really proud is that we we have a lot of transparency. We have a lot of comfort with talking about the things that are the good, the bad and the ugly. And I think by having those conversations um it's really helpful to us and um I just need to give a a great debt of gratitude to Dr. Pombo and her team for all the hard work they put into it. Um Tyson Meyers for being here with us. Um Dr. Dods Karen got to spend her first Saturday with us which was which was

018pretty awesome too. So we we had a lot of folks um who were here and engaged in the work and um just really wanted to appreciate everyone for that. and the person that so rarely gets shouted out um and I just always feel bad because I always realize after the fact um but our Hild Dearez who supports the board and myself like there like being in the office and seeing the amount of effort that goes into making sure that we're set up to be able to do those things flawlessly. Um, I think it's hard to see it sometimes and so we just forget about it and we take it for granted. But I've worked a lot of places and I have never worked with individual of Hilda's cal caliber um in supporting us with those

019things. So I wanted to give her a shout out as well. So >> you're going to need an apprentice whenever you like so many years out from your retirement. >> She's not into our gone. >> Former student. >> Well, yeah. There you go. She's she's invested because she's a former Kraton student, a former Kraton mom. Um she's also are you still a current aunt? Do we still have we have nieces and nephews um in the schools and um you know she's just she's a pillar of the community and she also works every day to make things better here for students. So um and of course Miss Shapiro was with us as well provided valuable insight. We're very fortunate to have both of our assistant superintendent in a cohort right now doing a deep dive on

020student outcomes focused governance. So, um, just wanted to appreciate that and, um, appreciate again all of you for that hard work on Saturday. >> And thanks Russell for hanging out with >> Oh, yeah. I missed Russell again. I just apologize to him for missing him on Saturday. So, Russell did spend the day with us and and Miss Wizolix spent, I think, um, a good portion of the day with us as well. >> Thank you so much, Mr. Man. That brings us over to 4A, which is our student outcomes governance um, framework. We're going to be going over goals 1 2 3 4 guard rail and progress monitoring calendar. And I also forgot to mention that we did and revised our superintendence um evaluation as well. In the fall of 2023, Kraton School District adopted a

021student outcomes focused governance framework to ensure a focus on improving student outcomes. This framework is grounded in six research and form competencies. Vision and goals values and guardrails monitoring and accountability. Communication and collaboration, communicante. Guided by the six competencies, the board created a set of goals and guardrails. The goals reflect the community's vision for student success. The guardrails reflect community values and set boundaries for leadership. progress monitoring. Within this framework, one of the most critical components is progress monitoring. Progresso Progress monitoring is structured conversation between the board and the superintendent where we ask, "Does the student performance match our goals? Is there evidence of growth toward the goals? And is the strategy the strategy strong enough to produce that growth? When done well, monitoring supports the district by modeling reflective leadership, clarifying strategies and next

022steps, 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 its community. medicine. And that I believe we were going to go ahead and get started with some of our guard rails and intra measures and I will turn it over to Dr. Pombo to go over that information with us. Thank you. >> Thank you, President Gario, members of the board, and also Superintendent Man. I was going to have go over the goals one through four, then the um the goals, the guardrails, and the progress monitoring calendar. So, the slideshow I'm about to show you are our final results from the state assessment. So, with our four goals, we had um shared some preliminary

023results at the end of the school year last year and these are our final results that we get in late July with our static file. Um so with our four goals we our first one um is the one where we decrease minimally proficient in math for all eighth graders. Um our second goal is to increase math proficiency for our black eighth graders. Goal three increase English proficiency for emerging multilingual. And goal four increase reading proficiency for all third graders. So our first one is goal number one. Um, and this is where we wanted to the percent of eighth grade students that score minimally proficient on the state math assessment will decrease from 73% in August to 48% by August 2028. Um, our goal, if you look at the stars, um, for this year was to

024get 71%. And our final um, state assessment score was 79% or minimally proficient. So, this one we did not meet our goal. And then we have worked this summer to create a plan, worked on um creating CFAs and our coaching model to address um improving in this goal. >> And I sorry to interrupt, but I just want to point out um because we're so steeped in acronyms, but CFAs are common form of assessment. >> Thank you. >> And then our second goal was to increase math proficiency in math for our black eighth grade students. And our goal for the state assessment um was 6% and we got 6%. Um so we met that goal, our goal too. And then our goal three was to move our uh multilingual learners on the AELA assessment to increase

025from 25% to 40% by 2028. So, our goal this year was 31% of our students and this one we um surpassed our goal and got 35% of our students to move a level on the Azella growth. I think in the in the spring we had said it was going to be 37, but when we got the results it was 35 um to account for the students that we were missing in that initial report. And then the very last one, goal four, which was for the percent of third grade students that scored proficient on the state assessment in English language arts will increase from 18% in August of 2023 to 41% August 2028. And our goal this year was 22% and we got 13% and we did already have a discussion about this that the test

026was different that we had oral reading fluency um on this assessment and we are when we come talk about intra measures we're going to be monitoring that this year. So that those are our final results for our um four goals from the state assessment. >> Thank you so much for that. I'm going to add some context here after we revise these goals. That's what Saturday's session was kind of about is having the cabinet and the administrators come back to us and let us know, hey, these are going to be the new interim measures now that we have this information. And we all as governing board members had to be convinced they were going to be rigorous enough and that they were different from the other reports that we have. This is why progress monitoring reports

027are so imperative to the work that we do because we can start recognizing trends. We can start seeing what inputs are working and not that our cabinet team decides on what's helping our students move the needle. So, this is a short version, but the 6-h hour conversation we did have on Saturday was very in-depth, why we fa, you know, why we went down, what can we do different, and what we're going to be targeting to make sure that this doesn't happen for the next school year. Just wanted to give that um brief context, Mr. Mayor. >> Thank you. >> And I just wanted to add um very well done, Dr. Pomo. Um thank you, Madam President, for that extra context. Also wanted to add that, you know, one of the things that that Dr. Pomo's

028brought to the conversation is this sort of bright spots methodology we're using. So in those conversations on Saturday and embedded within those new interim measures, one of the things and I know the board knows this but just to kind of put it out there is that we're focusing in on those areas. You see two goals we were successful in. One of them we actually met the following year's level for and then two of them were obviously struggling with. So um our team has made recommendations for us to leverage the things that have made us successful where we're successful in improving the areas where we're struggling right now. And so um it's considered a bright spots methodology because instead of looking outside to solutions, we're looking at what solutions are actually working within our district and

029then leveraging um sort of that action research that's always going on to make sure that the new um tool sets and the new inputs that we're putting into place are aligned to things that have been successful for us here in our district. So sorry to kind of drone on about that, but I thought it was another helpful context. No, and I appreciate that add-on because we do want to be clear sometimes we do come to the board and since this is our business operating meeting and sometimes we have to run things, you know, kind of fast since we only have a certain amount of time. I never want it to be perceived that, hey, they're just throwing information and rubber stamping. No. Um, Saturday we we did a lot of deep dive talking about all

030this information >> and then we're still going to go over the interim measures, right? So correct. I feel like there will be a lot more explanation when you talk about that. >> Yeah. So I'm going to go to the um our four goals and talk about the interim measures. I figure >> you could close the um the sidebar too. I think >> I'm sorry. >> I was saying I think you might be able to close that little sidebar. Oh yeah. might help it a little bit. I don't know. >> Um, okay. So, as Superintendent Man shared, Miss Shapiro and I have been going to the SOFG cohort training and so we learned more about how to draft and create our um intra measures. And part of that is making sure that they are predictive of

031our annual target. um and that also that we need to make sure we have at least three intra measures and that also they're in the superintendent control. So we when we developed these um intram measures, we started first with our leadership council in June and our uh principles, assistant principles and coaches um worked on this based on the su the success criteria and then we continued to work through it through the summer with our directors and our executive team and also sharing with our leadership council again to uh our interim measures. So this is what we have. Um our goal for this year by the end of the year on the state assessment is for we for to decrease minimally proficient to 64%. And this is our only goal that we have as decreasing. All

032the rest we want to improve or increase. Um and so the first interim measure is our sixth graders and our sixth graders are the students that will be eighth graders in 2028. our sixth grade um cohort, which is the percentage of sixth grade students who scored minimally proficient on the DNA math post test will decrease from 65% on their fifth grade test that they took in the spring to um 58% this year in sixth grade that they take in the spring. And through the long discussion on Saturday, we talked about the cut scores and how the DNA assessment is going to be um like predictive or likely that how they score on the DNA assessment is likely of an area where they might how what's the best way to say it? >> So it's it's

033there's a there's a strong correlation. >> Yes, a correlation. There we go. >> Yeah, a strong correlation between um the using the current cut scores we're using. there's a strong correlation between the result on our benchmark assessments and the outcome result on the AASA test. And so one of the things that we learned from our two students of SOFG is that we're trying to get for the geeks out in out in the math heads out in the uh world, we're trying to get a 6 or higher correlation because that is an indicator that we have something that is tightly correlated. And so we went to a much more for our teachers and principles. Thank you. Um because we went to a much more complex system where each grade level and each subject area the cut

034scores are different by grade level by subject area. Whereas before we used to use just a standard set of it was 40 60 80 and that's what it was. A lot easier for people to remember. But this methodology will give us cut scores that are much more highly correlated to the outcomes we're looking at. So there'll be better tools both in the classroom and at the school level and the district level and at the board level to be able to have conversations about where we're at and what we need to do to make sure we're on track. >> And the other >> No, I think that's perfect. We we had a a big discussion on Saturday about how to make sure it's the likelihood or the correlation that we cannot use the term like predictive,

035but we but it's the likelihood that that's how they will score in that proficiency level. The other interesting thing was the cut score not even different between the test or grades but also from the pre to the post test the cut score >> correct. Yeah. So there's there's four benchmarks. There's pre and there's post and then there's two and three right the interims. And so for each of those it's a different cut score. So there's I mean there's a grid um which like if you love stats you're thrilled to have that grid. Um, if you're crunching down with some kids in a in a in a third grade classroom, it's probably a little bit more to absorb and deal with, but it is also going to be more useful to you in honing your practice

036and and kind of really knowing where your kids are at. >> If you don't have a multi-grade classroom, just crop out the other grades. It's going to be too much to be looking at. Make your own photo. Um so the the second interim measure is uh looking at sixth grade students who scored high risk on fastbridge and the fastbridge assessment is measuring their math skills and the DNA assessment um is measuring the state standards. So this is just a different way to look at our students and see what skills gaps they have so we can address that in the classroom. So the fastbridge math will decrease from 50% um high risk to 40% high um high risk by May 2026. And then the third measure is using our DNA uh assessment again, but for our

037eighth grade students who score mentally proficient on the DNA math post test um when they were in seventh grade from 71% to now they're in eighth grade in the the post test to 61%. And we have that 61 align to the annual target 64 because if it's predictive it should be close to that percentage. So that's our goal one. I know that you've explained this before, but just in case it's anyone's first time listening to this, maybe you could just do a brief explanation on the different type of assessment, DNA versus FastBridge. >> Okay. So, the DNA assessment um is measuring the state standard. So, if you're um like you're a sixth grade student, it's measuring the state standard you should know in sixth grade. So, the pre-EST starts off with the standard you're supposed

038to learn by the end of the year. So, it's a pre-EST and the post- test um is has the state standards they're supposed to learn that year. So, we obviously the beginning of pre-EST, they haven't been in sixth grade yet, so they're going to score lower, but by the end, their proficiency should be increasing on those state standards. The fast bridge assessment is measuring specific skills of that will help them be successful on the state standards. I'm going to go to goal two. Okay. Do we have any other questions or comments on goal one before she moves on goal two? Okay, thank you Dr. Pombo. Go ahead. >> Okay, so now the rest we want to increase um and so this one is we want to increase the proficiency for our eighth grade black students.

039Um so we're going to start with the the percentage of eighth grade black students who'd score proficient on the state math will increase from 6% to 13%. This was the goal that we did meet 6% last year and our goal this year is 13%. So the first interim measure is the percentage of sixth through 8th grade black students who score proficient on the DNA math post test will increase from 8% to 16% for by May 2026. Um and this is sixth through eighth grade cohort because um we have a low lower incount of black students and so we have we don't want to make sure it's identif identifiable information. So we're looking at a group and then also this is the area that we're doing a lot of our um inputs and so looking at

040the the effect of the inputs. Um the next one is the same group. 6th through 8th grade black students who score low risk on fastbridge will increase from 12% May 2025 to 22% of May 2026. So this one we want um more of our students at low risk on the fastbridge. And then the very last one is looking at just our eighth grade black students because that's our goal. Um who score proficient on the DNA math post test will increase from 8% in May 2025 to 17% in May 2026. And you'll see that one is at um 17% and our annual target is 13%. So we're trying to put it some close to that annual target. And would it be okay if I added something here? Um I think the other thing you know the

041one of the intentions behind looking at 6th through 8th was to avoid that the you know the number of students is so small that it becomes identifiable. But the other benefit to it if you if you look at the chart on the right and like we talked about with the prior goal these goals that are targeting eighth grade students we know our eighth graders in 2028 are our sixth graders now. So there is actually an additional benefit to looking at six, seven, and eight because those are our next, you know, they're this year and the following two years eighth graders and and obviously, you know, we're not so foolish that we look at a goal like making an improvement for our eighth grade students and think all of that happens in eighth grade, right? We

042really need to be impacting it, you know, throughout the system from kindergarten all the way up. But the the crunch time on this math goal is really in that sixth, seventh, and eighth grade, you know, time frame. So having that group together really isn't well we have to do this statistically but it won't serve us well. We're just fortunate because it we need to do it statistically but it also will serve us well and how we look at our data. >> Thank you for that added on. >> Do we have questions on goal two? >> We we did go through this like a really long time on Saturday. >> Yes we did. It feels fast today because we were spent so long on an up. >> The video is up. If anyone wants to rewatch

043it, it's on YouTube. >> All six hours of them. >> Yes. >> Okay. So, goal three is the percent of emerging multilingual students who increase one or more levels on the Azela will increase from 25% to 40% by 2028. And um this past year we as we just showed earlier, we got 35% of our our students to um move a level. And so this year our um annual target is 34% because that we the annual targets were set before and this is our um these are do not change but also because we already had students move a level it's going to be just as challenging to have them continue to move levels and then once they test proficient they're not included in this group um anymore. So this is still going to be a challenging

044goal to get 34%. Um, so we have three interim measures and we did share this on Saturday that there is a mimic for the AELA that we're piloting this year but we are piloting it this year. So this not it's not going to be an interim measure but it could be something that helps us for next year. Um so for this year we have in measure one is looking at our emerging multilingual students in just grades three through eight increase one or more level on the DNA English language arts pre-EST to post test will increase from 12% to 25%. We noticed last year when we were doing all of our progress monitoring reports that the DNA assessment was showing that our multilingual emerging multilingual students were improving on there, just not at the same rate

045as they would on a a language acquisition test, but they were still improving on their on their reading skills. Um, and then the second one is what I talked about earlier is the percentage of first to third grade emerging multilingual students who score in the 50th percentile on FastBridge oral reading fluency will increase from 6% to 14% by May 2026. And this is where we're monitoring our oral reading fluency that we talked about earlier for our goal. Um, it's also for goal three and goal four. Um, and then the very last one is the percentage of emerging emerging multilingual students in grades four through 8 who score low risk on fastbridge auto reading will increase from 21% to 27% on May 2026. >> Any questions or comment on those? And can you just let us

046know um what AELA is, please? >> What Azela is, please? >> Oh, Aella. Azella is the um state assessment that measures language acquisition for listening, speaking, writing and reading. >> Thank you so much for that. I believe nobody has any questions. So, we can move on to goal four. >> Okay. Goal four is the percent of third grade students who score proficient on the state English language arts assessment will increase from 18% to 41%. Um and this year our goal is to uh our annual target is 31%. As we shared before we are at 13%. So this is the goal we have the most um we need the most growth. Um as superintendent man we've discussed before is that we can't change this um annual target to a lower rate because we won't meet it

047by 2028. So this is the year we need to make the most growth on goal number four. So our first intra measure is the percentage of third graders who'd score proficient on the DNA English language arts post test will increase from 19% and we put 31%. So that we can monitor this all year to see how close we're getting to 31%. Um and then also the same intra measure that we had for goal three but this is for all students. percentage of first to third grade students who scored at the 50th percentile on fastbridge or reading fluency will increase from 17% to 25%. That's monitoring all reading fluency for all of our students um first through third grade. And then the very last one is the percentage of students who scored at the 50th percentile

048on the FastBridge Early Reading Composite will increase from 19% um in their kindergarten early reading composite. And it's kindergarten because they're the ones that going to be um third graders in 2028. and we're looking at this cohort and how they score in first grade on uh it would be from 19 to 25% by May 2026. So that's for that's for goal. >> And then um I know we we talked about this in was it June that we touched on this? >> And did we talk then about how >> about the oral reading fluency being tested and how we've adjusted for that? And so we're hoping then that that monitoring this and using those measures specifically is going to give us a better picture >> hopefully. >> Yes. >> And and I think in addition to

049giving us a better picture, having that as a target will also help our students, you know, with developing their reading skill sets because oral reading fluency is sort of a precursor to some of the other skill sets they need to develop. So um kind of being I don't want to say we haven't paid close attention to it in the past but that which gets measured gets done right. So having this more tight measurement of it I think will will assist us in that as well. >> Yeah. Now I'm going to go to the guardrails. >> Um Dr. Pombo, if you don't mind, I'm going to go ahead and make a motion first to adopt our goals and then we can move over to the the guardrails. Um, so since we didn't have any other questions

050or comments, Miss Marquez, do you have any? Oh, okay. Sorry. I'm gonna go ahead and move the governing board approve goal one, two, three, and four as presented with the interrant measures. >> Second. >> All those in favor? >> I any nays? Hearing none, motion passes. So what's going to and I'm just going to share a brief explanation that moving forward obviously in our board meetings we will have progress monitoring reports on each goal but one of the things from here until December that we're going to be doing too is going out to the community and actually presenting this information to the community too letting them know what our final resorts results from last year were what our new interim and how we're going to move forward. So, kind of everything that we talked about

051today and we also talked about on Saturday, it's going to be now the responsibility of us as board members to go out to the community in the spaces where they're at and give them this information in two and that's how we'll start continuing getting our community to weigh feedback on a consistent basis. Um, and with Yeah, go ahead, Mr. May. >> Um, quick question. Um, I know that the progress monitoring report we had at the beginning was just sort of the finalization of last year, but typically we also approve those. Um, is that something we should maybe also take a motion on? >> Yeah. And you mean to the finalized progress monitoring report that we did? >> Yep. Yeah. >> Yes. Is there a certain title of that? >> You called it annual progress report.

052>> Annual progress. Thank you. >> Yeah. Annual goal progress report. that's specific to the goals and not the guardrails. >> All right. And then I will also make a motion that we approve the annual girls progress report as written. May I have a second? >> Second. >> All those in favor? >> I Any nays hearing? None. Motion passes. And Dr. Pombo, we can go ahead and get started with our guard rails. >> Okay. Thank you. So this uh hat also has success criteria. the same the same as our um goals which you need to have at least three intram measures. If we all remember last year we had two and so we have to have at least three also in the superintendent's control um and obviously is aligned to the guardrail. So the first guardrail

053is the superintendent will not neglect student social emotional health wellness and development. And so we have three interim measures for that. The first one's about attendance because obviously if the kids are um in school and and happy that that it would show in their attendance. And so the percentage of average daily attendance for Kraton School District will increase from 79% in May of 2025 to 82% in May of 2026. And we wrote this in the positive like increasing and um looking at attendance improving on the daily basis. Um, but we will be monitoring chronic absenteeism, but it's just not in this guardrail. Um, the second one is the percentage of students in grades six through eight who respond favorably to indicators of self-management on the Panorama survey will increase from 52% in May of 2025

054to 58% in May 2026. This is the same one that we are monitoring last year. uh both of these intram measures for panorama one is sixth through 8th and one is uh grades three through five um improving so the third one is 64% to 68% we are also giving the sabers um survey this year um alongside this because the sabers one is already embedded in our um system and is also uh doesn't require parent permission so we could have a higher participation rate so we need to have baseline data so we're using our panorama survey this year because we have baseline data for that to improve it from last year. So the second two in measures are the same from last year. The only new added one is the daily attendance. Any comments or questions?

055Okay, we can move on to the next one. >> Okay. Oh >> yeah. >> I guess just really quick, do we have any idea how close like or what the average daily attendance is like for the state? We we do get numbers on that. Um and so, you know, those are definitely that's definitely something we can track and look at as well. Um I don't trying to remember off the top of my head. The last number I heard was like a 24% absenteeism, right? But I can't remember if that's general absenteeism or if it was chronic absenteeism. But um and like nationally, I think it's even higher than that. So um I don't even like to look at this as a positive. our numbers have skewed a little bit better than the state, but it's

056like they're so problematic that I wouldn't say that that's a good thing. I mean, it's a better than could be thing, but we I mean, this is something we really want to lean into. And there's a variety of factors that play into this, but I think having some intentionality around it will go a long way. And whatever improvement we can make, this is this is going to be a stupid analogy, um, but like I remember those, they just beaten my head. They used to run those commercials so much, the old Arizona Lottery commercials. You can't win if you don't play, right? Well, it's the same thing with school. If you if you never come to school, like it makes it a lot harder for us to help you learn if if you're never present, right?

057So, um it's it's somebody it might have been Mr. Jones. Somebody on Saturday said fixing attendance doesn't necessarily automatically fix, you know, what we're trying to accomplish with student, you know, outcomes, but it sure gives us a much better chance at fixing that when we have the kids present in the classroom. >> Totally. >> I was going to add too when we do our first report um at the once we see the progress monitoring calendar and that's approved, we could bring in like specific grades so you could see what it is for sixth through 8th grade. >> Sure. I I just asked the question because I mean I thought afterwards well maybe I don't really want to compare us to the rest of the state because who knows but I was curious if we were

058like in the ballpark or something. >> I mean I I don't have like May's numbers from last year but I know a couple of times last year >> and and they're usually in a rear. We were looking at like the prior year's numbers because everything's always a at least a year behind sometimes two years behind. And for that prior year, um, you know, we were a couple percentage points lower than what the state average was. Um, but it's the number still high. Yeah. >> Yeah. Yeah. Yeah. >> Thank you. >> Okay. The second one, guardrail two, the superintendent will not cause or allow conditions, practices, or procedures that are inequitable or insufficient for students. Um so this first one, the percentage of teachers who respond favorably on the culturally responsive survey for one identified school

059from urban connection will increase from blank to blank. Um we will have those numbers and the category once the staff takes the um survey. Um Justin Campbell from Urban Connection is creating that survey and I know that Dr. Dr. Burrus is meeting with him this week or met with him to look at that survey so we can remeasure pre and post and during that time um urban connection will be working with the school leadership team and the staff on uh cultural responsive so we can see like we talked about earlier bright spots if it works at our one school if that's something we could replicate next year at other schools. So, we'll know by our next meeting kind of what this percent what these percentages are going to be then or >> I think um

060>> I guess it depends on when the pre-est are I have on here real quick I have us presenting this in November but we could get the we'll get the numbers in there before then. >> That's what I meant like to be able to just approve this because we can't really approve it with no percentage in there. I don't think unless I'm wrong. I think our initial year we >> vote on guard rails. >> Oh, we don't vote on >> No, we vote on goals only. >> Okay. >> But I I would like it at least because even if it's a 0% obviously we've never done it, then it would be zero. >> Yeah. I mean, we we literally could put, you know, we could put zero to 15. >> I guess I read this

061pre like there will be something administered in August. So, by the end of August, we'll know what that percentage is. We can at least plug that in. And >> yeah, I I but I don't know that it's being delivered in August. I think September in September. >> Okay. So then we'll just update the whole thing. >> Correct. And and but we won't what's not going to happen is we're not going to come to you in November for the report and say here's what we ended up with. So we just set the goal there, you know, once we have the pre-est number. That's all I was. >> Yeah. Cuz cuz I mean the other thing is we could just say well >> um pretest plus 10% is the is the end point. But sometimes looking at

062like if the number's 5% that might you might have a different end goal than if the number's 65% right? Like if you're at 65% you might not be able to move the needle as far because you're so far along. But if you're at 5% you might set a 15 or 20 point goal but if you're at 65% you might only set a 10 point. >> I don't even know what this measures or how it measures it but I hope we're not at 5%. >> I I very much hope that as well. But regardless of whether at 5% or not, um we will know some things that we don't currently know. And we we have, you know, we're putting we're doing two things. One, we're we're putting um support in place to try to move the

063needle on this. And I think based on conversations that the board's had in the past about some of the efforts we've made to try to improve in this arena, sometimes we just like make a decision and do something for the whole district and then go, hm, maybe this is working for us, maybe it's not. So in this case, I think um Dr. Pombo and the team are very wise in saying, well, why don't we start with a school so that way we can get a baseline and see like is this making a difference? Because if it is, then I think it's real easy to come back to the board and say, "Here's an input for a guardrail that we'd really like, and here's why we want it because we have all this data versus, well,

064we're just hoping this is going to work, right?" >> Certainly. No, and I really appreciate all the I mean, I know it was quite the slog to get to a point where we had a tool for this. So, I do appreciate that went into that. >> Um, the the second one is a new one, too. The percentage of current 8th grade students identified with the individual education plan who participate in their annual IEP meeting during the 2425 school year will increase from 19% to 60% of May 2026. And we talked this on Saturday about having our um eighth grade students that have an IEP participate in their IEP mean advocate for themselves and help plan for their high school career. Um and I know that um Miss Kaiser and her team are developing a rubric

065for how to measure that. you wanted to share. >> Oh, wow. >> Yeah. Thank you. >> Hot off the presses. >> Yes. Yay. I love this. >> Good evening, Madame President, governing board members. Yes. Thank you. We of course were waiting to execute what we wanted to present to you today. But, um, a couple questions came up, I believe, on Saturday's study session, as well as the great, um, questions from some of our principal leaders asking for the operational definition of participation. What does that look like? um and recognizing that can look very different for a lot of different students depending on their communication style um and their level of comfort and their um their age what that looks like. So we have identified the operational definition for participation includes three components. The student is

066invited to the IEP and then we have some indicators as measured by either the meeting noticed or in the prior written notice. um the student will attend physically be present at the IEP um as part of that and we have indication by the signature page of page one as that evidence and then the participation we've identified a couple different areas depending again on the student the age the comfort level the communication style um whether it be verbal input and that can be again memorialized um in the prior written notice or the present levels of academic performance um written input so we've been talking with and developing some potential graphic organizers ers or questionnaires, interest inventories that um we haven't yet spoken or rolled this out with our teachers, but like to prepare a a um

067a repository of options so the uh teacher has some tools to work with the student prior to attending so they come in ready to participate and feel comfortable even if it's just potentially providing that here is my input or whether they read it. Um, we also talked about making sure that the student, if that's the level they want to participate, bring a portfolio of student work samples that that might be a way to indicate um, their participation and help guide them in their advocacy for what they're looking for, that vertical articulation. Um, and as I mentioned before, interest inventories or other tools that prior to the IEP meeting that our special education teachers can work with that student. So again, they come feeling prepared or at minimum have something to provide and share. Um and

068again that does include any of our students who have um the more traditional sound voice if that's additional acom devices. Um so those are our operational definitions for participate those three components as measured by lots of different ways. We're also just still developing some of our inputs our roll out um with our professional development and and what that's going to look like for our special education eth grade teachers. So that's a little raw still um but I am excited to share with you um the vertical articulation. And we've already started collaborating um with um Phoenix Union, the director Wendy Man to start looking at some of that vertical articulation with the director of and her team at Phoenix Union um to start talking a little bit about um not only what does Phoenix Union offer

069so that way we can have those conversations with students. And I do believe they're happening just not systematically. I know I I'm not here to convey that that some of our teachers aren't already h having that those conversations. I think just standardizing that expectation. So, I don't want to take that away from anyone that's already having them. And additionally, it allows us as a district to be thinking about how do we continue to better prepare and vertically articulate our students for secondary and post-secary success. So, very preliminary. We're very excited about the operational definition, still developing the plan, um, and very excited to partner with not only Phoenix Union, but our partners over at Phoenix um, elementary school district as well. So very infancy, but excited to continue to share um along the way of

070this journey. So thank you. >> No, thank you so much for that update. Um board members, do you guys have any comments or questions? >> No, I just really appreciate all that work and that's awesome and that's what we want to hear. Even if it's at the beginning stages is something different that we haven't done and obviously all the work that we do in this SOG is we can't get different results if we're not doing different things. So I appreciate that. Mr. Jones, did you want to say something? >> Thank you. We're on short notice, too. >> Appreciate it. >> Thank you for your time. Thank you. >> I just want to extend a thank you to the board. We had our um deer meeting last Friday, which is our district office recognition meeting. And

071um I looked over and there was a whole row of a special education team. And I was struck by the fact that last year we would struggle to rub two special education team members together to make a fire. Sorry, it's really stupid joke. Um, Dorothy gets me on this one. So, like, and you would look over and there would be like one or two very tired members of the team because there were like one or two members of the team at any given time. And so, seeing a row of team members, you can see all the amazing work that's already coming out. But that's not that it's ever easy to do, but it's certainly a lot easier when you can actually put multiple people around a table to work on it. So just and and

072I and I'm giving that as a shout out to the board because I know you helped us with some position realignments and things like that that have really helped us to to be able to build that team out. So >> thank you. >> I will say something I you know because I think this work uh is like so personal for for all of us and so um I'm just really excited to hear about all the intentionality and vertical articulation. My brother was in self-contained inraton from second grade through 8ighth grade and completely flailed his first semester freshman year at Camelback was kicked out went to Desert Dorado immediately and then got sent to Boston. And so I think just like being intentional is so great and and getting our kids no matter where they're at

073feeling like they can be successful somewhere even if they haven't thought about that for themselves before. So thank you so much >> Dr. Pombo. >> Our our last one is the percentage of observed lessons that reflect a score of three or greater on our learning walk rubric for engagement and rigor will increase from 27% from last March and to 37% this March May 2026. Obviously under this is we want to make sure all of our students are have a classroom that has engagement and rigor. So I'm going to go to guard rule three. Okay. The superintendent will not allow the district to operate without a system to recruit, retain strong teachers for empowering staff through culturally relevant and differentiated professional development. So our first interim measure is u a one that we didn't have last

074year is a new one. Percentage of our continuing teachers three to five years who report positive job satisfaction in stay interviews in one of the following areas. school climate, leadership support or engagement in job duties will increase from 54% um in February 2025 to 64% in February 2026. And this is where and um superintendent man could probably jump into where our leaders um interview our top um employees and ask them why they stay in Kraton and gather data for that and give it to our HR department and they compile the data to see why our why are um our employees are staying but also gives us feedback on what to continue and what we need to look at. Yeah, I um I think I shared with our our um leadership council the other week there's

075>> I think I have a copy with me. Um Gallup just released their anemic employee engagement points to leadership challenges. This is um from August 5th of this year and it's based on the first half of the year data but nationally engagement in in the workplace is at 32%. So, if you think about that, um, engagement is the highest efficacy indicator of effectiveness in your job. Um, I really want to know if I'm going to have some hand surgery. I'm hoping my hand surgeons not in that 68% of people who aren't fully engaged. Um, and the same thing for any pilots we interact with coming up here. So, but for our classrooms, it is so important for our teachers to to be in to be in that 32%. And I think this is really powerful

076because it's one of the ways we help get feedback on whether we are helping teachers stay engaged because things like leadership support, um, school climate, those all affect engagement, but we have questions that are specific to that engagement and that really helps us to be able to adjust and modify to try to improve conditions in our district. There's a number of things that we've that we have new this year in supports for our staff. um both in changes, you know, thanks to um Miss Shapiro and um Dr. Lauren, the work they've been doing with CA and the meet and confer team to maybe change up some of the ways we deal with some of our employee benefits to to create improvements, make it easier to navigate our systems for support. And then we've even brought

077some other supportive measures online. And so, um, this is clearly something that's very important to us, but we need to have that constant feedback to be successful in continuing to improve in this area. >> I just Googled an anemic employee engagement cuz I didn't know what that was. Apparently, it's a state where a significant portion of employees are not actively involved or invested in their work, leading to low morale, reduced productivity, and potential turnover. >> There you go. >> Interesting. I mean, I guess you could tell if you make a comparison between the medical issue, but >> but interesting. >> Yeah, >> I would say we could probably share that with a lot of people's bosses that are sitting up here, too. >> You know, it could be applied anywhere. >> It could. >> I'm

078glad that you're you're looking out to all of these different resources, Jay. Well, I tell you, it's the advantage of having a geek for superintendent. >> You're also certified in Gallup's >> leadership strength training, aren't you? >> Yeah, I'm I'm a certified Gallup strength trainer, but a lot of this work comes comes from the their Q12 work, which I'm fascinated by, but I am not certified in. So, >> Oh, okay. >> I was going to make a joke. Just don't schedule your surgery on a Monday. I I heard that there's a saying of minimal minimal Monday. Oh, really? >> Where employees will do the minimal amount of work. >> Sounds like a day to avoid for that. Yeah. >> But imagine there's a flaky Friday, too. >> Now you're scaring me because I'm going in

079on a Friday. That's the quiet day. >> All right. The next um >> the next two in measures are the same ones we had last year, just improving our scores from last year. So the percentage of teachers from 1 to two years of experience who report positive responses on indicators of school climate on the panorama survey will increase from 66% to 70. And then our third through 5year experience um teachers will increase from 70 to 73. And the very last one is the superintendent shall not allow adult convenience or preference to take priority over the academic progress of students. um we really looked at academic progress. So we have three measures are all off of our learning walk um rubric. The first one is all of them we want them to score three or higher.

080So the first one is for our learning targets to increase from 45% to 55% which is a little bit more than half and from March to March. the um for the second one we're looking at the success criteria, my favorite from 36 36 to 46 for three or higher. Um and then the last one is the score of three or greater on classroom management. So from 48% to 58% from March to March. >> You may have noticed on Saturday that Dr. Pombo used her learning targets and success criteria when she um prepared with the board. So, >> yes, it's my favorite, too. >> It's just the only way I know if I'm successful or not. Right. >> Right. Do we have any other questions or comments? And guardrails, we do not um vote on and

081adopt on. So, do we have any questions? Yeah, >> I have a I guess a bit of a wondering Can you hear me? Okay. >> Yes. >> Okay. Um, so I I know I kind of brought it up on sata at our study session Saturday, but I kind of wanted to bring it up again because um going to guard rail 4, all the interim measures are uh based on learning locks and I'm you know when I look at superintendent shall not allow adult convenience or preference to take prior priority over academic progress of students. A lot of times when I think of adults, um, I also think of the parents and like how do we get, you know, finding a way to maybe get them involved and perhaps in the future, um, after this year,

082you know, personally, I would like to see maybe an interim measure that is um, maybe somewhat targeted at at getting more families involved. Um, one thing that I wanted to to that I noted the last couple years, so every every year in May, we've got our volunteer lunchon. I know Ivon Carvajal's team does an awesome job putting that together. And I remember two years ago, I think we had about 8,000 district-wide volunteer hours given. And then this last year it was about 12,000 volunteer hours. So that was awesome to see. And then you know I know studies show that the more parents volunteer and are involved in schools the better academically students do. Um so so anyways I I would just you know perhaps in the future because I know um at least with with

083these interim measures you know the just looking at the word adult convenience I I know it it might be an inconvenience to to perhaps admin and teachers to have the learning walks but maybe some of the parents we could be a little more inconvenienced as well. Um, but anyways, again, it's it's just a wondering. I wanted to put that out there for further contemplation in the future. >> Yeah, we we it's certainly something we could look at. Um, I one thing I do want to clarify is it's not the learning walks themselves that are an inconvenience. It's that we're like it is it is a hard thing when you're a teacher to always have make sure you've got your learning targets and your success criteria every day that you're you know getting high levels of

084engagement in the classroom requires a lot of planning um and intentionality in order to be successful with that. And it also requires a lot of patience because to do like engagement activities successfully with kids, you have to >> give up some of your direct learning time because the best way to teach kids how to be involved in the engagement activities is to start with either low stakes learning or things that aren't specifically learning to to help them get those activities down. So that way when you're integrating the learning into them, they're sort of natural and comfortable, you know, for your student population. And then obviously classroom management is I mean it is >> like without that >> it is a heavy lift and without it everything else tends to fall apart. So that's really kind

085of why we were were digging into those. And one of the things we found last year was that we could see very um clear relationships between, you know, when there was improvements in these areas that those also related to improvements in academic outcomes in the in the classroom. So um I'm that is not in by in any way, shape or form saying we we couldn't also look at how we engage with parents. One of the things Mr. Carvajal and his team is working on in conjunction um with um the curriculum team is increasing the um the number of parent engagement nights we have to help parents understand how they can support their students. So once we get all of those subject areas underway this year, we may have some baseline metrics that we could then

086leverage for next year to be able to look at perhaps some um parent inconvenience. You know, where it's like, hey, give you need to give up a couple of nights to come and work with us so that way we can help you be more effective in working with your kids. So the the input's very welcome and I'm not pushing back on it. I'm just kind of giving a little additional context to it. I was also going to say I thought maybe just looking at this my first impression was always that um the first that all three of them pretty much go hand in hand and that if you're really keyed into the first two that the hope would be that the third one comes kind of naturally. Yeah, they they they are um from my

087perspective and the better experts can correct me because sometimes of myself, but I think they're interrelated and I think if you if you're engagement is strong in your classroom and the kids know what they're learning and what their success criteria are, it helps with classroom management. But but conversely, strong classroom management helps set the environment that allows for strong engagement and and um so they really they really are in my mind they're very intertwined with each other. Um and they're and they're somewhat dependent on each other, but I don't know if you have a different perspective on it, Dr. Pombo. >> Yeah, I I think they all they all go together. Um, and the classroom management is really about when you're is being proactive and being planned and have your materials ready, all that stuff

088that prevents things from from happening. And then once you have all the kids, their attention is having a really good learning target, success criteria. Otherwise, it's going to they're going to get off task anyway if they're not engaged in the lesson and understanding what they need to accomplish by the end of that lesson. It's it's also one of the reasons as we're upgrading our safety systems, one of the things Miss Shapiro and her team um with support from um Mr. Denalt's um team that works under her um we're we're not only integrating a new safety system, but also built into that safety system is um audio enhancement, which basically the teacher wears a lightweight pendant mic. everyone in the classroom can hear clearly because the sound is like shaped and delivered into the classroom. And

089that I think ultimately when we get that deployed to all of our sites, we'll see that have a positive impact on classroom management because much like if I don't know what I'm learning, I'm going to be off task. If I can't hear what's going on, I'm going to be off task. And so anything we can do to improve that tends to improve both um behavioral aspects of what's happening in the classroom and also attentiveness to the to the learning experience. >> You just had me think back to like having to be silent while somebody painstakingly wrote with chalkboard and then getting in trouble. >> Oh god, >> things are so different. >> Yeah. But we're trying to make them different. They're not quite there yet. So, >> so the next thing is the progress monitoring

090calendar or or do we have any more questions on the guardrails? >> I do not. Thank you. >> Okay. So, let me I'm zoom out a little bit for this. You can see it. >> And just for clarity, while you're doing that, this progress monitoring calendar is important and it's going to be open on our website. That way if there's a specific goal that our community or teachers or anybody is interested in, they you guys will know what days we're talking about what guardrail or what goal and we um spread them out throughout the year. So this is very important because it keeps us on track on not missing any quarterly reports, but also it's a very open document for our public to see when we're going to be talking about certain guardrails and goals.

091So the success criteria for the progress monitoring is that we are monitoring each goal four times. Um and then obviously there's the intram measures for each of those goals that are in there. So we have after um starting obviously in September we have one board meeting per month. So you'll see that we have um some months one goal, some months two goals depending on our data when we are receiving our data um to present and also so we have plenty of time um to get the progress monitoring report to you ahead of time so you have time to look at it and ask strategic questions right from what we learned on Saturday um and be able to present that and answer them um before the board meeting. And so it's the interim goals are all

092outlined on that that second column. I mean, sorry, the goals that goes all the way down to June. And June is the only one where we have all four at one time. I know we talked about that on Saturday. And then on the other side is the guardrails when we have data for each of the guardrails. Um, and those are monitored. Um, each of them are twice. I know we um discussed this and I see that this is for both this school year and the next school year right here is what it says, right? >> Is there any way so that we could potentially do better on our board that we could at least even just have a virtual July meeting so that we could meet that aspect of our eval? >> Especially if we're

093voting on this for the next two school years. Are how are we going to have to put this back on the agenda to vote on it again? and and it's this year plus two so it it goes all the way through through the end of the cycle. >> Oh, okay. So, that's just my concern. I mean, I know that we had put it on to like flag it, but I would hate for us to adopt this and then forget about it till we do our next board value. >> And I think we can So, August is another concern, but I think we can fix August if we move that goals one through four prior year results isn't really uh an interim goal measure. It's a endofear measure. So, we could actually shift that one into

094the the other category. Um, and that would at least solve August, right? Um, but then we wouldn't necessarily have a goal or a guardrail we're monitoring in August. So, we might want to consider moving something up into August. And then the um we could add a Jul we could add a virtual July meeting that's sof. I mean, if you're moving that over to other and you're moving everything up one, then you could split what you're doing between May and June. >> Yeah, absolutely. Absolutely. Yeah. >> You just need to edit this. >> The only thing I was going to add that we didn't put on this August one is that we did go over new interim um measures for each goal. Yeah. And I know next year um they'll pro some of them are changing

095because we're going to have sabers and different things. So, I don't know if that's always going to be August is like update our interim measures. Yeah. And and I don't think we can necessarily just thinking about this, I don't know that we can necessarily move things up because if you look at it like goals one and two, those those are the pre-EST screenings, but we wouldn't have that data in time for August. So, >> so maybe the >> Yeah. Um I like those edits, too. And yeah, about July, I know that that was something. So maybe we can revise this and approve it at the next board meeting because we do have to approve these and I don't think it's ready to be approved because we need to make some of those edits. Were we

096able to capture those edits? I miss Okay. >> I just want to make sure that the main edit is June because it has all one through four. >> Yeah. >> Okay. >> And then the other one is moving interimm goals to other for August, right? >> Yeah. Okay. And then we may want to consider finding some way to have something to monitor in August just so that way we don't have a month where we're not monitoring. >> Okay. Um, real quick, I I thought, correct me if I'm wrong, but I believe didn't Dr. Ramos mention that um with that evaluation, wouldn't we be able to at least for that one measure that we're talking about about what was it? um >> not >> that we can kind of we can we can kind of amend

097those criteria on the evaluation. So as far as um >> Oh yeah, >> where it's like since we're know we can put you know evaluated blah blah blah for every every month minus July >> or >> I remember him saying something like that but then I didn't get as much clarity as I wanted to to understand exactly what he was saying like >> are we able to edit it seems weird to be able to edit the tool that's been created. I I think what >> to our own liking >> I think what he said is what the student if you think about it they always refer to student outcomes focused governance as a framework >> and so that framework is implemented differently in Texas than it is in you know Arizona than it is in

098California or wherever. Um and so there is some leeway to make adjustments to the suggested instruments. The only thing I would caution is, you know, you don't want to drift so far because the reason the instruments exist the way that they do is because those are the best practices that were identified by the research that Mr. CrarAl did, the research um I know he worked closely with quite a number of school districts around the country um through the Council of Great City Schools. And so um and it wasn't just like just superintendents or just board members. they brought together superintendents and board members from quite a number of school districts to come to those results. And so, um, I think if we do some light adjustment to align it to what's appropriate for us here,

099that would be acceptable. And we could probably get some coaching and guidance from Dr. Ramos as to whether we're staying in the lines or stepping out of the lines. But, um, I would just caution against, you know, just kind of pitching a criteria. I know that wasn't what was being suggested, but just sort of pitching a criteria out the window. So just to be clear, um then if we were to then go forward and amend our um self-eval criteria, um given the situation, then the only thing we would really need to change on here is moving the interim goals to other or we wouldn't even need to do that because then we're not so concerned with I mean we could for the technicality sake, but we >> the fact that it's four things isn't a

100big deal. >> Yeah. Honestly, I think what I would do is if we're going to do that, what I'd recommend is leaving goals 1 through 4 in August. So we're monitoring some goals in August and then just um in the instrument where it says no more than two goals in a single month we might you know modify that it you know I mean no more than four goals would be kind of weird but you know no >> procedurally speaking or technically speaking like how would we how and when would we then change the instrument for the eval? My recommendation is that we would develop a draft of the change between now and the September board meeting and during the student outcomes focused governance. >> Could you say no more than two goals except for one

101month per year? >> Yeah. Yeah. We could or we could even say with the exception of August and June or something like >> because those are sort of our big wrapup, you know, months. And so we we we can go ahead and help draft that language, bring an updated instrument to the board for the SOFG section of the September board meeting. And then my recommendation, I mean, not that I'm any sort of expert, but I think based on the pattern of what we've done with the student outcomes focused governance work, it would be good for the board to then adopt the the amended instrument. >> Okay, that works. >> Sorry. I know I get in the weeds of things. >> No, it's it's fine. Clarity is kind. >> Yeah. And it's almost like she's an

102attorney or something. >> So, with all that being said, we're okay to approve the monitoring calendar as is then. Correct. Or are we going to come back in September? Okay. Do we have any other questions or concerns regarding the calendar? >> All right. Perfect. So, I will move the governing board approve and let me look at the date. the Crane School District student outcomes focus governance progress monitoring calendar for school years 2526 through 2728. May I have a second? >> Second. >> All those in favor? >> I Any hearing? None. Motion passes. Okay. So, we went through our goals, guardrails, the progress monitoring calendar. I believe that is everything in the section of the student outcomes focused governance framework. We did have the superintendent. >> Oh, yes. >> I apologize. >> I was gonna >>

103And there are no surprises because anyone who's been paying attention for the last year will kind of know what's in that evaluation. >> All right. Going into the evaluation. Um, Mr. Man, do you want to lead us into your evaluation? >> Sure. >> Just a moment here to connect up. Okay. So, for anyone um at home, what's in this evaluation will look very familiar because it's literally a representation of um the annual targets and the measures um that we've used over the course of the last year. And as you heard um Dr. Pombo talk about as we've learned more over the course of this year, we've learned about the standards for interim measures and and what the guidelines are for a good set of interim measures. In our first year, we didn't have that same

104level of expertise. So you'll see in some places here there are only two interim measures whereas typically there should always be three interim measures. And the way that the superintendent's evaluation works is that um to meet standard you need to meet one of of two sets of criteria. Um it is to either meet the ending point for the annual target. Um and the way that the framework works with it is it's either to achieve that or get within 66%. they use 66% as the growth measure that um means that even though you didn't get there that you've made a sufficient amount of progress towards it and then the same thing is true in the current measure. So you can if you achieve the annual target you automatically achieve the goal if you do not achieve

105the annual target um it's twothirds of the current measures that you need to achieve in order to be successful. So, and I think I I kind of made it confusing with that first set of statements. So, that's either achieve the annual target or 2/3 of the interim measures just to create some clarity. And so, as you can see for each of these um goals, this is a summary capture of those results and then an indicator of either met standard or did not meet standard. Um and so in the case of goal one um I did not meet that standard because we neither um achieved the the annual target nor did we achieve 2/3 of the interim measures. We achieved 50% rather than the standard of 66%. We look at goal two in this case we

106see an example where we achieve not only the annual target but also both of the interim measures. And so in this case that would be measured as a met standard. For goal three, same results. Um it's both the annual target that was met and both of the interim measures. So that is also met standard. So goal four is the oddity. It's the one that that sort of bothers me, but I also realized that we're we're improving our practice and how we go about this. And we also had a long discussion at the end of last year about some of the anomalies in goal four. But for goal four, we did not achieve the annual target. However, we did achieve all three of the interim measures. And so it still um is captured as met standard

107because more than twothirds of the interim measures were achieved. And so we do this both for the goals and the guard rails. And so you can see for guardrail one there were two interim measures. One was met, one wasn't. So that's 50% which fell short of the 66% standard. So it's a did not meet standard for goals guard rails 2, three, and four. Both interim measures were met and so all three of those were met standard. And also just to kind of note, if you look at the comments box on each of these, you'll see that um Miss Suarez was kind enough to provide us with a reference to where the progress monitoring reports can be found in our board meetings. So anyone who'd like to go back and sort of review those progress monitoring

108reports, they're both attached in our board doc system to those meetings. And of course, there's always the video for the discussion around those as well. So, um, with that, I present this as the, um, superintendent's evaluation for the 2425 school year. >> Thank you so much for that. And I'm just going to be very frank up here and and and acknowledge the honesty, the relationship that the board and the superintendent have had because historically in any school district that you think of, these are executive session closed behind the doors conversations that they're having. And to me, the fact that we can sit up here on a public board meeting and disclose where our failures collectively have happened, not just on the superintendent administrative team. This is why it's so important that when we get progress

109monitoring reports, we vote on them because the accountability falls on the board, maybe not the responsibility because we can't control what happens in the district. We just set the standards, but we're still accountable to as the top of the board. We're accountable to every single thing that happens in the school system. So, the fact that a school board governing board and their superintendent can have a candid conversation in public and really talk about where our shortcomings were, what's going to happen moving forward. This is just another example of what we here in the district, we're not going to hide. We're not going to hide our data. We're not going to hide how we evaluate ourselves. We're not going to hide how we evaluate our superintendent. And this is what the magic sauce happens to make

110sure that our students have everything that they do deserve to move on to even the next grade before we're even thinking about high school. So I really appreciate you, Mr. Man, that you've been on this journey for us and that you are willingly to just put all the information out there and be like, "Hey, this is what we have and this is what we're working towards and it's not a good thing. It's not a bad thing, but we're working together to make progress." So I'm I'm really appreciative of that. Thank you. Yeah, I think that this um instrument obviously um was very subjective before and I think I mean for me just doing it even my first year is just very stressful. Like I've I've supervised adults before but like uh super awkward like especially

111given that you're doing it with other people who have different opinions of you. I think that's really the element that's strange um cuz you're trying to do this together. Um, and so I really appreciate how much more object um, objective this is and that you've jumped like like all in with us on all of this. Um, and you know have really committed yourself to this and and from all that we can see gotten others to to join us and be all in on it as well. And so obviously I mean if I'm going to be real, you know, I keep it real. Um, I didn't think we were gonna meet any of our goals the first year and that's just because I think I'm a realist and I lose every day at work. So, I

112was like, we're not gonna win any of this. Um, so out of four, okay, look at us. Um, and so honestly, um, just everything that's gone on in the past two years since, um, we've we've jumped into this, I know that everybody has their different opinions of FOFG, SOFG, and and other districts have implemented it and and varying things are going on, but I just really like how we're trying to stick with this with some fidelity and doing the best we can to do this in the right way and and just keep it going. And I think the the biggest part of that is you. And so I really appreciate your willingness to to get on this ride with us. >> It's it's been great so far. >> So thank you, Jay. >> Yeah. >>

113Anybody else would like to say anything or have any comments? >> All right. Perfect. So we will go on to approving this. And I want to say this correctly. All right. I move the governing board approve the superintendent annual evaluation for the school year 2425. May I have a second? >> Thank you, Miss Ays. All those in favor? >> I any naysay? None. This is so great. Motion passes. Thank you, Jay. I appreciate you. >> Thank you. >> All right. And that brings us that basically concludes our student outcomes focused governance portion of our meeting. And that brings us to 5A public comments. Miss Huarees, do we have any public comments today? Thank you. I appreciate it. Now, approval of consent, which is item six. I move the governing board approve consent agenda items A

114through H in accordance with policy 1-302. May I have a second? >> Second. >> Thank you, Mr. Jones. So, those in favor? >> I. Any nays? Hearing none, that moves us to 8A, which is personnel. This is proposed changes and additions to governing board policies 1-203 and 4-45 first reading. Board members, I hope we had the opportunity to look over this equal opportunity and interest base meeting and confer um sections. Do we have any questions, any wonderings, any comments? Miss Ays, >> um I'm I'm really thrilled with this and um I talked with Jay the other day because I haven't had a t chance to talk to anybody from um the local um like Kelly because normally we we chitchat. Um but I'm really excited about um us changing this to IBN. I think it's

115going to be um a lot more focused um like we have been a lot more focused and I feel like IBN will be a lot more focused um in discussing um you know working conditions um in our district. Uh so I'm I'm really happy that um we have done this. >> Yeah. And thank you so much Miss Eris because I know that since we've started on the board this was something that you've worked really hard on. you sat with our attorney and had back and forth conversations along with the superintendent. So, I really appreciate you taking this lead on and and making sure that all portions of our district are working together and this is I think a missing piece that you know we needed to work on. We we initiated it back I think

116in 2020 when we were first elected. So, it's been a couple of years and we grow and we learn and I I think this is the next best step to getting that process going. So I appreciate all your hard work. >> Would it be okay if I just give a quick shout out? So first of all, I want to thank Miss Ays because she was invaluable in this part. She has so much experience with this. So um but the other thing is I want to give a shout out to our CA partners and President Kelly Blakesley. Um you know, they've just been incredible to work with. And one of the changes that's in here that I'm that I know she and I talked about and we were kind of excited about is that the you

117know in the past we've surveyed subsets of staff for part of our IBM process and under the new policy and we'll be working together to make sure that the entirety of the staff has an opportunity to participate in the survey which I think is very powerful. It certainly ties into CEA's values and Miss Blakesley's values and so just working with them as as a partner team has been very much appreciated. >> I just had a question. I guess it was hard to go and look cuz given what's going on with our website right now. So it was I mean with the policy stuff it was hard to go and look and I know that some things have been adopted and amended over the past few years um with regards to this. So I guess I

118was just confused on exactly what was changing other than the IBN like name. >> Yeah. So it's it's a the reason it's a little more difficult is when we moved to the new model policy there there was in the base policy manual there was no uh meet and confer or IBM policy. So it just kind of >> not intentionally but by virtue of the shift was deleted. Um but the old one actually was ours anyway because it wasn't in the old policy grouping either. And so um this one I know u Mr. Castillo when he was working on helping to put together the initial draft that Missys and myself and and uh big shout out to Dr. Lauren who also gave us some amazing feedback that was integrated um looked at was really heavily based

119on what was there before. So the biggest changes that I'm aware of are the shift that Miss helped us with to use more interest based uh negotiation language. Um and then and that's really more of like a uh systemic shift, right? Um and then the other piece would be that change in the survey process to in include um the availability of that survey to all staff members. >> Thank you so much. Any other questions or comments? And this is just a first read. It will come up if for some reason we need to relook at these and have any other questions. We still have time from this board meeting to the next one to adopt. Okay. Hearing no other questions or comments, we will move on to 11 general. Um >> yes. >> Do we

120need to do anything with the just read? Sorry, my my apologies. It's been a while. So, thank you. >> It's okay. um 11A which is governing board um the trust model policy program update first reading. These are I'm assuming a lot of different changes and that have been happening assuming from the last legislative session and these are the updates to stay in coordinates to state statute. Um do we have any questions or comments regarding these? Yes, Miss Gibson McClean. Um, I just know that there was that new law with regard to phones and I know sometimes people have questions about it. So I was just curious for like a very brief update about what you might be thinking about there. >> So So the brief update is the law really just requires us to have

121a policy that addresses it and um that is not heavily addressed in this update because the district already has a policy that addresses it. um we certainly could look at um amending or modifying that policy, but we don't we don't necessarily need to make changes to be in compliance. Um and where that would seem to live from my perspective is with the um student conduct policy group because that would probably be really the best place to have any determinations about um shifts and changes. One of the things that, you know, we've really I know um the board brought up concerns related to cell phone use in the schools last year. And so, one of the things that that we've been taking some time to pay attention to as we've been out in the schools is

122like, is this something that's problematic or a disruption? Like, are students following the policy and and the requirements that currently exist? And as far as we've been able to see with, you know, notable exception exceptions that sometimes lead to, you know, student discipline conversations, um, we're really not seeing this as a as a my voice went out. Sorry. As a widespread challenge, um, in our schools right now, but it is certainly something um that we we could have that team look into more deeply. Um, and we can also have conversations, you know, at the school site level to see, you know, if people are starting to experience some of those disruptions. >> Um, another question that I had quickly, I'm sorry, is, you know, I noticed, for example, there is a policy 5-401 police interview

123notification. That wasn't really a policy that was standalone before and it's something we've addressed within other policies in the student conduct committee. And so I guess my question is is um twofold like one like making sure that we're kind of trying to see how all of this still melds with this the work that we're doing on the committee. Um >> and then you know double-checking like you know is this written in a way that we also still want to adopt? Is it the least restrictive? You know like the things we do on the committee basically. And so maybe what I can do and I'll just put this out there is take a look through this since these are the changes from the last legislative session and um given that it's still within the purview of

124the committee's bounds which I would assume then I could have us maybe take a look at some of these in the committee moving forward as well. >> Absolutely. I mean my recommendation would be um so uh not to get too geeky but um unless something passes with a twothirds majority um usually 90 days from sin die the end of the session is when they take effect. So for us that's September 26th. So my recommendation would be if we we can't review it in time you know to make changes for a second read perhaps we adopt it as is and then take a look at it in committee and make adjustments after the fact. >> Totally. and you have far more expertise than I, so I would love to have your eye on it. But from

125to my level of expertise, what I've noticed about these trust policies and even the updates, they are very tight to statute. So there's typically not a lot of wandering outside of what specifically we require. >> I mean, I can already tell it's a lot less fluffy than whatever we had before, >> which, you know, the upside to that for us on our SOFG journey is that, you know, we're we're supposed to be on a policy diet. One of the first things you're supposed to try to do is pair as much of your policy manual down as you can to specifically statutory issues. So, you know, we kind of I don't know, hate to use this description, but it's almost like we went on like a quick weight loss program, right? And um but now obviously

126sometimes you go a little bit too far. I've never managed to make it too far in my weight loss journey, unfortunately. But um >> but um you know there are probably some things where we may want to add some more meat onto the bones because there are things that are specific and important to our community that we want to make sure are captured in there. >> I agree with that for sure. All right. Thank you so much. >> All right. Any other questions or comments regarding these first reads? >> All right. Perfect. Looks like that brings us to our LB. This is part of our legislative political report. I do not have anything. I don't know if any other members have, but this is something that will be in addition to so our community and

127our members can be informed of civic engagement and that how that will particularly impact Crane as a whole. >> I mean, there's one update since our last meeting that doesn't have to do with the legislature, but it's still kind of political, which is um the ruling in the capital um funding court case. Um, and I have I haven't had time. I got to page 30 of 114 of the ruling. Um, and it's a judge I've done trials before in front of and so it's very interesting seeing a different side of things. But um, it's very thorough is what I'll say and is like so in-depth and um, it will be very interesting to see how um, the Court of Appeals addresses it and obviously the Supreme Court because they're not going to quit. Um, but

128you know, um, there are, just to get real nerdy on the law side, there are justices who just like really love the Arizona Constitution and that's like their whole shtick. They're kind of like local Scalas, right? And so like what that what that means for us though in the education world is that um, a lot of Judge Fox's decision is based in the the guarantees that are made within the Arizona Constitution. And so a lot of times when you're making arguments as a lawyer, if you can base your argument in the Arizona Constitution, even more so than the US Constitution, you got a better shot of of winning things. And so I'm hoping that this decision is the vehicle that's going to get us there. But it will be a long road to see when

129that actually pans out. >> Well, since you have been so open and honest, I will share that I have not made it through all the pages myself either. There have been some sections that I've just skimmed, but I mean in addition to what you described, which I think is really powerful, there's some amazing sort of alignment of how the prior Roosevelt v Bishop case like comes into play in relation to the constitutional ruling and what's happened since Roosevelt v. Bishop and um students first and all of those types of things. So, it is like a history lesson in school capital funding, a very scary one, and a history lesson in state constitution around these issues. And I just like like you, I was blown away by what I've gotten through so far and and the

130accomplishments that the judge has has made in trying to really sort of lay the groundwork for what's the reality here and what should the decisions be even if it were appealed. So, I'm hoping because this acts like a powerful tool set of why we're in the right that um the courts upstream will uphold the same decision-making. And while it does it it isn't a solution for us today, hopefully it's it'll help improve capital funding for public education in the future. Um, the judge also weighed in on one of my favorite arguments that I just love to talk about, which is, you know, there's been this argument in the state for years and years about why is charter school capital funding indexed to inflation, but public education funding is not indexed to inflation. and and the

131judge even took that on and you know basically made the statement that the public school education um capital funding should be indexed to inflation in order to meet the standards of the constitutional protections. So that's good reading. >> Tens of this judge reviewed tens of thousands of pages of exhibits and did a trial, bench trial himself. And just to put it, the people that are going to be judging him at the Court of Appeals and the Supreme Court have staff attorneys and law clerks who are paid to do all their work for them. Basically, this man has no one working with him. You know, you've worked at the judge before. They don't got nobody doing any work for them. He wrote that 114 pages himself. >> So he put a lot of work and effort

132into this. I've got I mean there's times when you get things that are just like denied no explanation or no. So it's pretty wild. If you have a chance and that's your thing, you can get into it. >> Awesome. Thank you for those updates. Do we have any other legislative or political updates? >> Just a question for you, Madam President. Do we intend to do these uh reports as part of the meeting agenda going forward? >> Correct. Okay. >> Until never. it it's always going to be there, especially given our climate. I'm sure there's always going to be something to be talking about. So, yes, it will stay on the agenda. Thank you for that question, Mr. Jones. Um, all right. Hearing no other legislative political reports. That brings us to 12A, future agenda items.

133Do we have any future agenda items? All right. And I think the board self eval Oh, no, never mind. All right. Perfect. Hearing none that moves us to 13A and I move the governing board adjurnn. >> Second. >> All those in favor? >> I any nays? Hearing none much gracias no. Good night everybody.