001Oh, wenos. Yes. Good morning everybody. Thank you so much for being here on this lovely Saturday morning. We're going to go ahead and get started. I'm going to start with roll call. We have uh Miss Ays, Miss Gibson Mlean, myself, Mr. Jones, and Miss Marquez present. And did I hear somebody online? No. Sorry. I thought I heard something. >> I thought there was too. >> All right. And then we're going to go ahead and get started with our first portion which is the data walk. This is a very important um process to our student outcome goals. So the first time that we did it back when um since we have two new board members in 2023. We started off um kind of with this process looking at the data seeing where the biggest gaps were
002and that's how the board was able to create some of the student outcome goals that we have now before we took it to our community for feedback just because academically we all needed to be on the same page of you know historically through years what has been the gaps what do we need to do to ensure that we're staying focused to bring the most vulnerable children up to speed and Then eventually everybody starts growing from there. So that's how it kind of started in 2023. I think since we do have two new board members and we have a different makeup of a cabinet team, um it's important for us to go through this data walk again so we can kind of see the process of how we started this where we're at right now from
0032023. I'm also excited to see if there has been any um gains or what we've done since since we did the last data walk. And we have I know Mr. Man here and Tyson and our lovely coach that will lead us into this data walk. So I will go ahead and turn it over either to Mr. Man or Coach um Ramos, Dr. Ramos, so we can get started on this portion. >> You want me to? >> Okay. I've um so so it's going to be a little bit this data walk will be a little bit different than what we did last time because we were working from a complete void of goals. So we were looking to establish goals. So, what we're going to be looking at today um is really kind of reorming for
004this next year based on the progress that we've made to date and then also digging into um looking at so we if you if you think back historically and I know there were some reactions to we've been doing this since 2023. We did that first data walk if I remember correctly was like October of 2023, right? Yes. >> And that was our first year. We held ourselves accountable to goals for that year, but we actually fully established those goals in May and then turned around and held ourselves accountable. Um, last year, um, we really focused on getting our interim measures in place and we had those in place I think September the board adopted them and then we like ran like heck to try to meet those interim measures throughout the course of the year.
005So, one of the things I'm very excited about in our work today is that it is still August and we'll be looking at um proposed interim measures not only for our goals but also for all of our guardrails today um in addition to the data sets that drove the recommendation of those particular interim measures. And um the hope is that we'll get feedback from the board today. we'll make any adjustments and then we'll bring those interim measures back to Tuesday's meeting and we'll actually be able to um start only 3 weeks into the school year, you know, and we'll we'll already know what those measures are cuz we we met with our principles last Thursday. They were all very agitated like when are we going to know if these are the final goals or not,
006right? like um cuz they're they're rocking their roll and and we make sure that we're setting ourselves up for success by being able to create clarity around what we're all working on this year. So that's for me that's the most important thing is I want to make sure that we're designing the system so that way we are allowing everyone in the system to be able to achieve success because we're giving them clarity around what we're doing, why we're doing it, and how we're doing it. So, um, so that's kind of my intro. Um, and with that, I'm going to turn over to Dr. Ramos for the facilitation because he's really the expert on how this process will work. We in your packets today, um, there are sets of data and also the interim measures and
007our progress monitoring reports um, from throughout last year for goal one that we'll use later in the day um, as we talk about improving our question process. Thank you, Mr. Man. And before we turn it over to Dr. Romos, I do want to set some ground rules that this is going to be an open conversation, but also we should not be looking at the data as a good or a bad thing. Literally, this work is for us to see where our students are, what we need to do to make sure we're moving the needle for them, and have these candid conversations, but also not use this data as something of, oh, people haven't been doing their job or whatever the case is. That's not the space for this. This is really for us to collaborate,
008come together, and really focus on the data to make sure that our students are going to have the tools they need to start moving the needle on their outcomes. So, I just wanted to ground that. And with that, I'll turn it over to Dr. Ramos. >> Yeah, that's fine. I I believe it is on. Yes. >> And and before Dr. Ramos starts, I just want to thank you, Madam President, because you know me, I always have to sneak in the phrase vertical articulation, right? So um what you just described you know so I've learned a lot about data wise from Dr. Pombo and our team. And so what you just described is also the data wise approach that we use with the staff because rather than looking to seek blame and shame, we look to
009determine what our problems of practice are because if we truly want to focus on improving student outcomes, we don't do that by pointing fingers at people because I am the genesis. We do that by um determining what can we improve, what can we do better, and what inputs are ultimately going to provide us the outcomes we're looking for as measured by the outputs that we're that we're watching, which is why our work with our interim guard rails is going to be so important today. So, sorry to kind of jump on that, but I just I was kind of touched by like the alignment that exists there and that, you know, we're really trying to create that alignment throughout the system. And I'm so happy that we have an actual data framework or set or program
010that already has that. So it's really aligned to the work that we're doing here on the board. So thank you for sharing that, Mr. Man. Dr. Ramos. >> Yeah. Well, good morning everyone. Um it's good to see you all. This is an opportunity to try to break this down into like the simplest of terms, meaning um as you've got your board goals posted. question that I'd love to ask you is, are you on track or not on track to meet each goal? And that's a question I'm asking. Do you know if you're on track or not on track to meet goal number one, which is eighth grade students that score minimally proficient on ASA math will decrease from 73% on August 2023 to 48% by August 2028? Do you know the answer to that question?
011>> I do. You do. What is the answer? >> No. And do you know why not? >> Um, yes. There's a couple reasons why. And I think one of the biggest ones was I think the assessment that we had and the coaching that was being involved with our own teachers in math needed to expand, but it it had a lot to do with the curriculum and the professional development that we were doing. >> Got it. Okay. And that and that's really the way I'd love for you to enter these progress monitoring sessions when you're at the board meetings. It's for you to for you to walk out of here knowing are we on track, not on track. And if we are, why? And if we're not, why not? And then of course, if you're not,
012you're likely going to be asking the questions, well, what's what's the plan?