March 4, 2025, Governing Board Meeting

001schools is located on the ancestral land of the oam dud and Akim people who descended from the hokam and have inhabited these lands since the time of Memorial theam whose name translates literally to people are a vibrant culture and Community sping countless Generations into the past contining to thrive in the present and carrying a powerful Legacy for Generations into the future with this acknowledgement the kraton school for District formally recognizes that the traditional caring keeping of these lands by indigenous people is an aspirational model of community stewardship that we are committed to honor with practices policy and human relations and Dr Lauren will lead us into the pledge of Al Allegiance I pledge allegiance to the flag of the United States of America to the Republic for which it stands one nation under God indivisible

002liberty and justice that brings us to 1C which is our roll call we have Miss Katie Gibson McLean online she's not present with us today we have Miss SS myself Mr Jones and Miss Marquez that brings us to 1D 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 Miss quis if they wish to speak to an agenda I 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 the open meeting law board members are not allowed to address items that are not on the agenda and that's per policy BH that

003moves us to 2A approval of the agenda I move the governing board approve the agenda as presented second thank you for seconding miss all those in favor hi hi any nce hearing none motion is passed and that brings us to 38 which is governing board reports and Miss Marquez I will like to get started with you today to see if you have a board report for us tonight just a couple words I just wanted to um say I attended a couple of our meetings that the district held um in to inform our families about about their immigration rights and obviously with everything going on nationally and Ice um it's good to see that we're being proactive and um that a lot of good information is going out to our families it seems like there's a

004it's well received there's a decent turnout and I know there's a few more um coming up and um because you know I had had heard from a few parents that you know they're they're scared they're concerned um and so hopefully they all can can at least make it to one and get that information um so again I'm just you know happy that that's taking place and yeah that's it awesome thank you Mr Jones uh yes thank you uh good evening everyone um uh just two things I'd like to mention um I'd like to really thank the board and uh the members of the administration for hosting the study session we all attended on the 22nd um I think it's going to have a real positive impact on our district and since we have open meeting

005laws and can't hang out on the weekends it's a great way to get to know everybody a lot better so and then uh this past Thursday I was very fortunate to attend a Teach for America celebratory and uh a number of kraton's teachers were there that are core members we have 15 and um I just like to mention that two of our teachers were honored and I don't want to screw up their names but uh Miss Perez Montoya and Miss Utley who I believe both teach at papao but um that's all I have thank you Mr Jones Miss SS I think tonight um the one thing that I want to talk about is a little bit about what's happening in my district as most of you know um we've been taken over by a receiver

006and I just want to express my gratitude for everybody that works so hard um to make sure that we are far from that situation I feel very fortunate um to work with the exact team we have um I always talk about you guys because I think um you guys are like the kindest group of people um and I just am really happy to be a part of um this District because I do believe in kindness and I do believe that it really does matter um and I just want to thank you guys for doing all your hard work um it has been a real horrible experience um everybody is stressed out all the time um so thank you board also for making sure that you are highly informed um about what goes on because we

007also need to make sure that we are doing our due diligence to know um things about budgets and ask questions and I think that we do that all the time um and so um I'm happy that um we're in a good place so thank you for all your work thank you so much for those words Miss SS Miss Gibson McAn online do you have any board updates yeah so um first of all I just want to say thanks to everyone for um putting our all into the Saturday study session I think Super fruitful and excited to continue to do this work with everybody um just a second please just a second please um sorry uh I am home because my husband is on a business trip and I do not have child care so there's

008an impromptu movie night and a new more popcorn is just requested but um anyway uh I really appreciate everyone for that um I also appreciate everyone for understanding um our counseling the last board meeting all of us board members attended a meeting at the capol with other board members from around the valley and had really good conversations about possible legislation that's being that's already been introduced stuff that could possibly pass and had a good discussion um with a great group of people about kind of how we can do some work out in in that regard um additionally we met last week for the um student conduct at board advisory committee um we have several things coming up so I know tonight is our second read which hopefully will be passing those um amendments and um

009we're about to you know wrap up our second batch of these um and so we are meeting Monday March 17th which is St Patrick's Day at 5:00 pm Tuesday April 1st at 5:00 pm Monday April 14th at 5:00 pm and Monday April 28th at 5 5m in between there there's also going to be a community council meeting so just like last time we're going to be making a presentation at the community council when I say we obviously Jay and I are ex fio members so the committee members will be making a presentation at the community council to get feedback before we send it off to the lawyer and then present it to the board as a whole so um again our goal is to get this to the board by the May uh meeting so

010that um can possibly get these things through first and second read and adopted before the following school for the for the upcoming school year so lots of work being done there um and if you want to watch us we're they're all still on YouTube including our study session folks if you want to go back and watch our long study session um but thanks again for bearing with me uh while I'm at home this evening and I'll try to be as engaged as I possibly can I appreciate everyone have a good evening thank you so much Miss Gibson and we all understand and appreciate you being present even though you're given circumstances so I appreciate you doing that um for me I know that we touched a a little bit on that is the study session

011was great I encourage anybody to watch those some great things happened in that meeting but one of the things that really sat for me was that we went through the national Schoolboard association's eight characteristics of the a good Schoolboard member right there's certain characteristics of make a what an exceptional school board or governing body does and we checked off each one of those boxes but the real conversation was is how just because we have box checks Mark we still have this data that we have so that we cannot be complacent in checking off box boxes and saying yep we did this Yep this is what we do when in reality our data sits the way that it does so it was a really eyeopener on how we do have to continue think differently and how

012we have to collectively come together to make sure that the outcomes we have are better for our students because it is very easy to get into checking boxes and everything looking nice and party on the outside but in the inside of our infrastructure we have another story being told so I appreciate everybody that was here and um had those conversations too and as everything is going on you know from a federal level to the state level and everything um I was reminded of this no prize speech that Martin Luther King gave when he won the Nobel Prize um and in part of his um quote I'm going to quote something that he said in his speech he says I have the osity to believe that people's everywhere can have three meals a day for their

013bodies education and culture for their minds and dignity equality and freedom for their Spirits I believe that what self-centered men have torn down men other centered can build up and I honestly look at the work that we're doing for our student outcomes as other because we are coming in and leaving our self-centered ways um aside we're changing our behaviors and we're making sure that regardless of what's going on out there that we stay focused on what's true and that's what we can do and change in our institution to better have outcomes for our students who at the end of the day come and have no choice but to Bear whatever we give them or whatever um implement ations we have in the system so again as all the things are going on I I mind

014and hope that everybody would stay along on this journey with us to making sure that our kids get what they deserve um with that being said I'll turn it over to Mr Man for his superintendent report yeah I um appreciate that this Saturday study session was fantastic I still have a to-do item which we will hopefully be bringing back on March 25th which is the amalgamation of the work that the board did um with our executive team um to try to create a theory of action and so we I think we ended with two draft theory of of action and um Dr Ramos has been kind enough to offer to work with me and melding those together so we can bring them back um and currently the intention is to bring those back on the

01525th um for the board to wrestle with and see if it's a fit and um see if it is acceptable um and can be approve for moving forward um something really fun and exciting happened today so um a little bit out of the blue but we have a grandmother whose son is at Larry C Kennedy School nominate um the her grandchild's teacher for a silver and so um News Channel 3 um and desert Financial came out um to present the award to miss Espinosa so congratulations Miss Espinosa and uh um they um presented her uh with the silver apple and also A1 thousand check from Desert Financial so the kids thought that she was a problem because she was now independently wealthy and might stop teaching um but I'm sure as the day went on

016and math instruction continued she explained why a thousand check would not replace her D job teaching so uh but it it was really pretty awesome the kids were super hyped up and excited excited and uh I think the most touching moment was both the mom and the student sharing what a difference coming to that school and having that teacher has made U for their for for uh the child so that to me was like okay this is why we're putting in the hours and the work and the things that we do um and then speaking of the hours and the work and the things that we do thank you to everyone in the district I know everybody's been working really really hard it's um a particularly challenging time of year to even keep yourself healthy

017because you don't know from day to day what clothes to wear what temperature it's going to be sometimes from hour to hour it's completely different um so I'm sure everybody is in need of a much-needed rest and so while we will have some staff members here working over spring break next week um and we need to be thinking about them because you know I we always appreciate them getting things ready for us to return to um I want to wish everybody hopefully a safe healthy and restful spring break and we hope to see everybody um back the week after um safely with us again and then the last thing I have is um if you are into um Miniatures board games we actually have the most unusual School District fundraiser that I've ever come across

018there's a club in the valley called Smite Club they run a couple of different Miniatures War gaming tournaments and they have um chosen kraton School District as their charity of choice to charity fund raise for and they will be um Saturday and Sunday um they will be in the kraton academy gymnasium um having having their uh fundraiser and that fundraiser the funds will go to support programs for us to recognize our teachers and students sometimes we struggle for funds um to do that and our other staff so um those are difficult funds to come by as a district and we really appreciate them putting that effort in last year in addition to that they also helped us cover some remaining negative lunch balances so they've been a very supportive charity and it may um if

019this one goes as smoothly as last year they're talking about moving their Fall fundraiser to us as well which will bring even more fundraising how sweet could you remind us the name of the organization again please yeah it's called um it's called Smite Club Smit thank you yeah what time is it on Saturday Mr Man um I my problem is I have all the operational times that they need to get in at 7:30 I think the doors open at 8 if I remember correctly and programming starts like between 9ine and 10 so but I can um I'll make sure that I um find that out and I'll have Hill to share it out with the anybody wants to pop by so awesome thank you so much for that that brings us to for which is

020our student outcomes Focus governance framework and update just to give a quick overview in the fall of 2023 crankton School District adopted a student outcomes Focus governance framework that we call sofg to ensure a focus on improving student outcomes this infographic oh sorry I'm reading off of the attachment of the bardocks if anybody's following provides information on S SOG and describes the initial efforts that districts has taken to implement sofg framework the student outcomes frame governance framework is made up of six research informed competencies they are vision and goals monitoring and accountability unity and Trust guard rails communication and Cal collaboration and speaking on continuous Improvement we have created goals and board goals and superintendent guard rails today we will be doing a progress monitoring report on goal one goal two and guard rail number

021four some of you may ask what is a progress monitoring report or why do we do this progress monitoring reports is a conversation between the school board and superintendent that provides boards the opportunity to evaluate the alignment between the community's vision the goals towards student outcomes and the school district's reality what's really happening right now with our C our or current student performance while student outcome goals and current student performance may not match perfectly it only becomes problematic when there is no evidence of student growth and progress and even if students aren't yet growing in making progress that's only catastrophic if the superintendent doesn't have sufficiently aggressive strategies in place for increasing growth and helping students make progress these are the fundamental concerns of monitoring does reality match strategies in place for increasing growth and

022helping students make progress are these fundamental concerns of monitoring um is there growth toward the vision and is there a strategy and plan in place sufficient to cost growth towards the vision and this is why we have these progress monitoring reports with that being said we're going to go ahead and get started on our goal number one and this is report three and I will turn it over to Dr dupin for these conversations thank you president prio members of the governing board and fellow members of executive team good evening apologize in advance for my voice just a little horse it's just allergies I'm fine the says so so this evening we will be reporting on goal one um before I begin I just want to acknowledge uh a conversation I had today which was I

023was part of a panel discussion about um education Trends and one of the questions I was asked caused me to think for a moment and it was what is something you've seen someone do um particularly a a coach or a teacher that really inspired you in the last few months and so I was thinking about our coaches which uh four of whom are here tonight um and curriculum coordinators and you know we've gone through this whole journey to restructure our coaching support team our staffing our model the schedules everything related to coaching has changed in this District uh within the last eight months or so and so as I was reflecting on it I thought the the people who went through that process and chose to stay with us who chose to reapply reinw and

024re commit to the important work of instructional professional development in this District really have inspired me over these months and so I just want to acknowledge the hard work of our coaches and curriculum coordinators because without them all of the uh inputs that were discussing the outputs and the continued work yet to do it just wouldn't be happening at the rate that we would we we certainly are seeing now or that we would like to see in the future so with gratitude thank you for being here this evening and to all of our coaches and instructional leaders who support this work thank you um so goal one focuses on our eighth graders and their growth in mathematics specifically decreasing minimal Proficiency in math the goal is that the percent of eighth graders that score minimally

025proficient on double ASA math will decrease from 73% in August 2023 to 48% by August 2028 this year our annual Target is to get from 77% down to 71% Ona in pursuit of of that goal and I just want to remind everybody we do have slides with your uh integrated questions and the team's responses but if at any time you want to interject any of those questions or introduce dialogue we're happy happy for that to happen here um so we're we're looking really for this year to get to 70 1% minimal proficiency on eighth grade math that's our endof year annual Target our current measures focus on eth grade students DNA math benchmark scores I'm getting down to 77% minimal proficiency as well and our fifth grade students getting from 86% to 79% minimally proficient

026on their DNA math benchmark assessments uh Mr Man and I had a good conversation about these numbers here so it looks kind of funny when we know that the annual Target says to go from 77 and I don't know if you can see my little cursor here to go from 77 down to 71 but the star for last year is at 70 so I just want to clarify why that's that way when we were developing these annual targets last year we were you know kind of early in our learning about student outcomes focused governance and we had had set this at 70 but our actual proficient our actual percentage of students at minimally proficient last year and eth grade was 77 so this is what we had said we didn't meet it but we instead

027um set this year's the 2025 Target at 71 so we're trying to go from 77 down to 71 so this star right here represents where we thought we would be at the end of last year what we had intended to be we didn't need it our actual was 77 so I hope that makes sense we've tried to break these down into um more or less equal chunks building in momentum as the years progress um but we just wanted to provide any clarification there in case in case there was desire for that and I think um Miss Marcus that was a question you had asked me the other day that I was raying on about why the numbers didn't match up so right this table reflects the percentage of eighth rate students scoring minimally proficient in

028math on interim Benchmark 2 now interim Benchmark 2 was taken in December so this data we're looking at there has been some time some time has passed since these assessments were collected so um we've been doing a lot of work since then but what we want to highlight here is that that we are starting to see some differences open up among the schools there there is change between inter Benchmark one and Inter and Benchmark 2 we're seeing some adjustments as students have the opportunity to engage in learning um at 8th grade so in December the rate of eighth grade students scoring minimally proficient on interim Benchmark 2 is lower than it was in the prior two years so as of December 91% of our eighth graders scored minimally proficient on their benchmark the December of

029the prior school year 2023 24 we were at 94% the year before that we were at 95% so we actually have our lowest level of minimally proficient students in eth grade math in the last uh three academic years um the rate of eth grade students scoring minimally proficient decreased by 12% in 2223 and by 15% in 232 for this year to get from where we are to where we intend to be we need to decrease by 14% additionally by the end of the year so for those reasons we predict that we project that we are on track to meet this interim this current measure 1.1 now we'll turn our attention to uh measure 1.2 which is our fifth grade students in math once again this is the percentage of students scoring minimally proficient in math

030on interim Benchmark 2 by school and by subgroup in the highlighted column in yellow we once again are starting to see some um a little bit of of difference open up between the schools but very little very little and we in fact rece continue to receive reports that the fifth grade Assessments in particular are extremely difficult and and they're challenging both to students and to teachers in terms of Designing aligned lessons and making sure that students are fully prepared so we're we are not seeing the dis the the widening of range of score in minimal proficiency across our schools in fifth grade as we examine the trajectory as of December in fifth grade our student scoring minimally proficient was 97% and that was 1% higher than it was the prior years so in 22 23

031we were at 95% last year we were at 96% this year we're at 97% um now that said we do we did see substantial decreases between the pre-test and the post test in both years so with that in mind even though the trajector is trajectory is relatively flat in fifth grade we are predicting being on track to reach in measure 1.1 because it's within the range of what we had been able to decrease in Prior years we acknowledge that there you know this is not heading in the direction that we would like to see when we look at each one of those interims um we also acknowledge that given the complexity of the assessment and the rigor of the learning that it takes the entire year before kids are really going to be ready to

032show what they know on that fully on that end of your benchmark assessment excuse me just real quick um that last bullet point should that say measure 1.2 are we looking at is this m Marquez you are correct that is supposed to say one point okay actually the one above it as well so we'll get that corrected we'll fix that okay thank you now I'm going to introduce our team to highlight the inputs uh We've really been working to align our inputs and provide them in in more clarified and smart format so that we can be more accountable to the implementation of the inputs and the results that we are intending to achieve good evening um I know you've met the math team before but we want to introduce them again so um here's Marie

033twist she's our coordinator for Math and do you want to introduce our coaches that are here tonight good evening um we have Patty Lockwood our math coach at Papo and excellencia Maria guire math coach at L molinda Kennedy and Mackin and Sarah Lin our math coach at Gateway and mon Vista our coach um Casey Aken at bore prep and the Katon Academy was unable to join us tonight but wanted to be here okay so our our um first input is is the math Cadre and um for the math Cadre they've had eight hours of professional learning through book study discussion and practice and three rounds of collegial coaching teachers observe each other integrated the new learning provide feedback to each other and gather new ideas and in this qut I had opportunity to observe teachers

034doing this so they sit with Marie and the teachers are all at one table together they talk about what they learn and they're going to go observe another teacher um implement the strategies that they learned and they are in the classroom observing that teacher and then they come back and debrief so it was really um exciting to see them collaborate and talk to each other and give each other feedback about the math strategies that they're learning um so that what that's what math Kad looks like and that's prob how many times in each quarter there are nine learning sessions eight or nine learning sessions over the course of the entire year it's a big commitment teachers commit to coming we meet at 4 from 4:15 to 5:30 on a Thursday night throughout the entire school

035year for two years and then every teacher participates in a halfday collegial coaching cycle where they have a sub and release time and they're in Triads or quads and so throughout the year within that Triad every teacher has the opportunity to teach a lesson for their peers and every teacher has the opportunity to observe two or three other teachers um so throughout the year for so most teachers get to teach one and observe too is that a practice that we've had um for a while or is this something new that's been happening since the adoption of goals this is a practice that we've had for several years okay thank you um and then another input is 25th and eth grade math teachers will receive content specific coaching from math and teaching learning coach by January

0366 20125 um this was a reallocation of the coaching since August and then uh five district leaders will complete 25 years of profession I mean 25 years 25 hours of professional development and math uh pedagogy that promotes student Thinking by April 2025 um district will conduct 17 hours of classroom observations in 21 Fifth and eth grade classrooms to gather Baseline data on instruction by March 28 2025 so the ones before were just the PD we have talked about before that we're continuing to show teachers um the best instructional practices for our math classrooms um and then the last one is something that we just we instituted recently where Maria is going to all of the math classrooms across the district for fifth to e8th grade and talking with our Math teachers to see what types

037of supports we need to plan for for this upcoming year and then also um just to see math and in all of our classrooms because when we do the learning walks I might see one math classroom she might see one math classroom but to be able to see all of the fifth through e8th grade in the district so she's still working on that um and I want I want to clarify I would love to have been able to be in every fifth through eth grade math classroom but um it's actually just been fifth grade and eighth grade math right now no that's okay um and it's been again when we go in for learning walks we're there for 10 to 15 minutes but these observations have been a full 45 minute to an hour lesson

038so I've communicated with teachers ahead of time that I'm coming so they know that I'm coming um and I sit and I just script I just script and listen and learn and watch kids and we're really looking for for those bright spots and what is working and also trying to gather a little bit more information about where where we might have some needs so that we can make decisions from a really informed place instead of I think we might need this I think maybe this is happening so that data has been really important for us and really interesting and that's that's what we did last year with our seci classrooms we observed all the classrooms to determine what types of needs they need this year for professional development and coaching so we're replicating that um

039with our math U math and we want to do the same thing with literacy and then the last one is 85% of the teachers enrolled in math crate and professional learning will complete eight hours of professional development and building conceptual understanding by April 16 2025 um and then this past Craton professional learning that we had I observed the sixth to eth grade in training and I told Marie oh my gosh there's only like 20 teachers in here we got to help these 20 teachers become a really strong team and strong uh group where they're working together and collaborating together and that's 20 Math teachers throughout the whole District fifth through eth sixth through eight sixth grade sixth through eight um yeah sorry Dr pumo I just wanted to point out like I loved your comment

040about SEI but I think the reason it's important that we're trying to replicate that practice is it was that SEI work you were describing was part of the methodology that was used that allowed us to hit almost three years worth of goals with our aella goal last year and so that's we we found that to be a highly effective strategy which is why the team is looking at replicating it um with the Math teachers so I just wanted to give that extra context sorry to interrupt and remind me what SEI is Structured English um emersion so it's our uh emerging multilingual students yeah I didn't know if that was clear so that's why I wanted to point out and well the other thing to add to that is based on the observations from last year

041the PD that we have now the teachers really love it because they know that that's what they needed and that's what we talked about last year that they need support on um teaching language acquisition so we're coming trying to come up with the same thing for math like what specific Math training do they need for next year based on these classro observations and talking to teachers I got a question some since we're on this page um says uh 205th and eth grade math teachers will receive the Contin content specific coaching um are those from like from all the schools are they like what where were those teachers got oh sorry about that yeah I can speak to that there are there are 21 teachers in the district that make up the the teaching and learning

042for these goals okay out of the out of the hundreds of teachers we have we have 21 um fifth grade and eighth grade math teachers so those teachers all receive coaching from our math content team that's something we've really highly prioritized this year and Miss Marquez if I may to build on um president koo's earlier question math Cadre is a structure that we had have had for a number of years where teachers choose effectively choose they opt in they want to grow their own practice in math one of the things that we learned since the adoption of these goals is that the that kind of General professional development is important and it has a place but it's insufficient to reach these goals so we've clarified that for all of the teachers that Mrs twist referenced

043if you're teaching F and eth grade math there is a specific coaching protocol and process to support your growth and efficacy in the teaching of math so over the course of this year we've gotten more tightly focused on supporting those 21 individuals who are um driving schools okay um so my question how always find this interesting um so I know that we target Fifth and eth because that's our goals but what kind of vertical ulation is going on like for other the previous grades before them to make sure that these kids are successful because we know a lot of the times when they're coming in if they don't know that content it's very hard to like try to do catchup time so what's being done um in in that aspect yeah I think that's a

044really valid question um and so it's sixth through 8th grade receives a lot of professional development in math because they are departmentalized but your question that you submitted to us ahead of time regarding fluency and what are we doing how are we building their fluency and their skills in the lower grades to make sure that when they get to fifth grade they're ready and we're still learning more we're still working on implementing plans um we have plans for professional development and coaching in some fluency strategies specifically for teachers next year and creating a math cohort of experts that could could also include possibly some elementary teachers in addition to middle school but we're still working on it because you're very right that our fifth graders especially like those our students who were home during covid

045and really suffered from it and some of them are missing some foundational skills but I would also say that our math coaches do plan and PLC with a lot of teachers outside of fifth through e8th grade so they're still getting some coaching support do you want me to explain vertical articulation really fast um yeah you can if you want yeah go ahead just for the other on so vertical articulation is really talking to the to the grades like either at um before they come to a gr the next grade or working with like what's going to happen in the next grade so you're kind of planning so you're having these conversations with hey like if I'm a fifth grade teacher conversations with fourth grade saying hey I really need these kids to know this um

046before they come so they are successful in that area we do it a lot within our own school um to help prepare them you know to be more successful because if they're coming in below grade level then you're always trying to play this catch-up game do that make sense Miss Marquez um not all the way okay um well one of the things that I'm going to point out real quick is that I do see and that what is working is that I did see that 38 of the third through e8th grade math teachers completed eight hours of focused professional development in math and I thought that was something cool that's basically helping that area out because I'm noticing that they're focusing on third graders and fourth graders not necessarily just our fifth graders and getting

047that eight hour extra professional development for those lower teachers and I know that we're spec um talking about math real quick but maybe you guys can elaborate on this last time when we had student Congress when we were talking to the ELA coaching teachers she I mean instructional coaches they said that something different that they're doing to is that Math teachers are now gaining also some Ela goals in their coaching because they're noticing that that's also something that's not working for them is that sometimes kids because they are not fluent in speaking the language it obviously affects their math so I like how they're now crisscrossing even though they're math they're they're putting themselves in goals that have to do with Ela is that true or what how how is that working I would say

048that one of the things that we work really hard on with our teachers when they're working with students is a focus on being able to explain their thinking so being able to clarify their own thinking communicate their own thinking about math Orient to other students thinking and really be able to listen to understand and have actual conversations and discussions about math and all of that can't happen without language development so our Math teachers are really focused on things like like using a sentence frame to help scaffold language for students um and our coach Patty wanted to share a little bit about the additional work that the coaches do with some of our elementary teachers awesome so one of the things we do within our planning is and getting ready for asasa is making sure that

049all of the students have all of the standards exposed to them and after that priority it's what do they need to be successful in the next grade level so really focus on those High leverage standards and making sure that we are mastering those with all students before they move on to the next grade level awesome thank you we've been pushing just to emphasize Miss twist comments a little bit through our learning walks and the planning process one of the things that we've identified for student engagement and and learning across the curriculum is the importance of ensuring that we are planning that teachers are explicitly planning for every lesson regardless of content time for the students to think read write and speak so those very four four very you know kind of simple functions have become

050part of our mantra for Effective lessons that fuel good student engagement boosts language and literacy and it boosts the opportunity for students to internalize the concepts that their math lessons are are intending for them to learn so so time to think read write write think read write speak and also listen I think I missed that one the first time around so the next slide is what's working and What needs more attention Okay um we already talked about this but the 21 Fifth and e8th grade math teachers are working with the math coach we have over 300 hours of direct planning and coaching support we increase teacher capacity data analysis and use of resources 383rd through 8th grade math teachers completed eight hours of focus professional development math instruction and teachers have created action plans targeting

051math instruction utilizing the datawise process so part of the datawise process is examining your own instruction and practice and then based on that you determine a strategy that you want to implement and then create an action plan um and then continue to monitor that action plan so all of our schools have created action plans and then um teachers have created action plans what needs more intent attention is increasing student engagement and opportunities for practice so just what Dr dupin just shared when we do the learning walks right now a lot of the teachers doing most of the instructing and we want our students doing most of the work um and so trying to to flip that um in our classrooms and then also um so that has to do with engagement so the students are

052listening a lot we want to change it to Reading Writing now I forgot Reading Writing and speaking right and listening listening too but there there's a lot lot of listening um and then um just more opportunities for them to practice and then the other one is analyze the scope and sequence of math unit guides to ensure critical content covered earlier in the year this is something that we've been talking about planning um looking at our curriculum guides and our pacing guides to see do we have it in the right order do we need to change things um we want to look at just like we hired the language consultant like hiring a math consultant to look at our uh pacing guides to see if we have if we need to adjust or change anything u

053based on the standards and also the state assessment is going to have essential standards now which will be most of the tests and so looking and making sure those are matching our pacing guides um and then many fifth grade teachers are behind pace and ibm2 was one month earlier this year so that was another uh the MSE that needs attention which I think we talk about later in some of the questions um so here are the question we had questions so I'm going to read the question and then our respones then Maria can add sure add to it um and we also had well Mar Bri was with us when we happen helped answer some of the questions because they're closer to the teachers and what's happening in the classroom so um the report shows

054progress and lowering the number of eighth graders with minimal proficiency what teaching methods or programs are helping to make the Improvement and how are we checking that these methods work so obviously students have been exposed to more of the curriculum at this point and this assessment was in December and now we're in March um we're doing a continued focus on the adopted resources to meet the rigor of the standards schools have engaged in action planning um with ibm2 to focus on 8th grade math um but we still are seeing like just a tiny bit of progress like it's not enough progress to say that the thing these things are working or having impact but we are seeing a little bit of progress um anything else okay any followups or anything on that question okay good

055um Maru gonna talk about this question because it's about math Cadre absolutely so the question was is there any data like surveys that Express the positives and things that may still need to be addressed from the Educators who've been in math quadre um looking back we take end ofe survey data every year for math Cadre so I looked back over the last few years and 98% of participants gave it a five out of five to the statement participating in the math Cadre has deepened my understanding of the math practices and how to teach mathematics and I have to say the one other person was a four out of five so um some of the comments that were were on those of your surveys were learning to love teaching and seeing the capabilities of my students

056on another level having my students be responsible and accountable for their learning their construction of ideas and confidence in their own ideas how my understanding of math has deepened and how it impacted my students into deeper understanding math Cadre has helped me gain so much confidence in teaching math and has led my students to deepen their understanding of math concepts these strategies have elevated my classroom and the level of learning happening not only in math but in every subject so and I know you've had an opportunity to preview all of them but math country is really um it's a special group because it's teachers who are very high will they're motivated they're committed and the structures are built in to support each other and also there's a there's a loving accountability built into that type

057of professional development when you know I'm GNA attend these four after school sessions but it's my turn to teach soon like we were at um William T Mackin today in M Ares classroom for a third grade lesson and she really pushed herself to teach something a little bit more conceptually a little bit more Hands-On a little bit more focused on student vocabulary and speaking and listening because because we were coming we were coming to observe and encourage her and at the end of the day she was like I really needed this I didn't I didn't feel like things were going well and it was just really reaffirming and really encouraging to be able to hear from my colleagues and from experts like these are the effective things that you're doing keep doing more of those

058and also a little a bit of feedback there were things that she wanted help and support with from other teachers in the classroom other coaches that she doesn't normally get to work with so it's special thank you I love that feedback because one of the things through this journey as well as a governing board member they've continuous told us that it's hard to get the work done when you don't have a coach by your side helping you giving you feedback giving you construction I mean um constructive criticism so I'm glad that at least this is starting to get implemented and I'm really excited to see how this turns out our outcomes too because from the responses when I was reading this feedback it really shows that it also centers the student voice component in it

059a lot so as we strengthen then I guess this math Cadre I'm I'm excited to see what it does because at the end of the day from just reading and what I'm hearing it sounds like it really also allows the student to take ownership of their own learning so I I love that well I think that's really important so one of a book that the math coaches and I have been reading lately is called building thinking classrooms and a quote that really stuck out to us recently in our discussion was if if students could just learn math by being shown how to do math nobody's nobody's results would look like this the state average wouldn't be 41% proficiency if kids could learn math just by being shown how to do it everything would look really

060different and so we need to think about how do we adjust our teaching to center student thinking student voice student problem solving and grappling with that productive struggle so that kids can start to genuinely make meaning of the math concepts and apply them to novel situations and use them in their real life and see themselves as mathematicians and problem solvers and that's really hard I think a lot for like I'm just going to use me as an example for people my age who was just shown math right and then um now like having to experience math and figure out math um I think that was hardest for me as a teacher because you're not used to it you're used to your way and then this new way um is very difficult and and the need

061to step back and let your kids do that productive struggle when you want to help them so bad um is I think a really hard thing for teachers awesome thank you any other questions or comments I know that we have one more um board member question and answer okay okay um how off paace are the fifth graders what is being done to support these teachers and making sure that their students are ready for the end of the year testing since we see a drop in scores between the test what extra data or teacher student feedback could help us adjust our methods and how might this information guide further teaching teacher trainer teacher training or changes in the curriculum um so here are some of our answers and you know we're still exploring the fifth grade

062because it's a big difference between the fifth grade and the eighth grade and how they're progressing and so um these questions are helping us think about how do we what's going on with our fifth grade um in our fifth grade classrooms and our fifth grade teams but the five out of the five of our schools are within a week of the pacing calendar four schools are a month or more behind three of them have had significant Staffing challenges with teachers starting later in the year and some resigning recently coaches have helped teachers to re reprioritize the most critical standards Consolidated less critical content brought in spired math review and implemented waggle with some teachers to help close gaps some teachers have been less receptive to these suggestions four out of 15 fifth grade teachers are

063mid-year hires eight out of 15 are early career compared to one out of nine eth grade teachers what can you elaborate for me what that means what does early career mean like they're the beginning like new new teachers okay so they're just um so like for the fifth grade the eight of them are are new teachers in the first three years of teaching and in eth grade there's one out of nine teachers okay thank you now I was going to ask what's considered a new teacher so first three years that's how I defined it I was like what do we what do we what do we consider in a first year teacher somebody in the first the experience in within the first three years for these numbers that's what I want got it yeah okay

064thank you and then like I said already we're still conducting a need needs analysis through classroom visits and Al obviously talking to our teachers um and Marie completed 13 out of 24 okay do we have any other questions or comments uh I do about uh something Dr dupin had mentioned at the beginning of the presentation uh it going back to that slide with the uh percent of eighth grade students uh Benchmark 2 scoring um and you were comparing it to the fifth grade students saying that we had disparity between the schools and that that was a and if if I'm this is part of the reason I'm asking because I don't quite understand was it that we are seeing the effects of this uh instruction and the disparity in the schools because we know which

065schools are following the guidelines or and the fifth graders are just starting out or is it just because this is the beginning of testing for fifth graders and eighth graders have gone through four years of it it raises a number of questions for us so is this the table that you're referring to yes so the this is the eighth grade score and when I was talking about or set of scores the column that's highlighted in yellow you see a range from 67% to 89% to 92 to 95 so there's much more variation across the school yes which indicates potentially a number of things the complexity of the the assessment might be different the students have had more time to become accustomed to the way these concepts are tested in a standardized manner um to miss

066A's point about how grades build on each other these kids have had more time potentially had less disruption of their foundational learning as a result of covid you know they had more skills in place when covid hit um so we do see more of a range for eth grade but then when we look when we advance to fifth grade that range isn't the same I think our lowest is 89 to 97 98 and up to 100 so it's much tighter which means more of the kids are in fifth grade locked into that minimal proficiency even after the second Benchmark so it speaks to some the need for additional um targeted support and flexibility for these fifth graders as they move up into second to sixth grade this group of kids and the reason we're looking

067at them this way is because these kids are going to be the eighth graders in 2028 when our big goal is our five intended to be reached so this is I mean our eighth graders right now are very very important these guys are going to really show the long-term impact of our work so our hope is we see start to see and soon more variety opening up here like we're seeing at the eth grade okay does that help yes I wasn't sure if you were trying to specify like a direct correlation between like the the difference in the uh you know scores at the schools or and the looking at the variety of scores at the school level is helpful it can be helpful especially when you're trying to determine things like how well a

068program is working or if Staffing changes have had a significant impact but when they're so close and there's no range across all the schools it really doesn't tell us much about what's happening at the school level okay I just you know we I think right now we're highlighting this so that we can get in the regular practice of paying attention to it and asking the kinds of questions you're asking yeah what does it look like at the school level why is why is performance looking either significantly higher or lower at one school than others and what might contribute to continued success so that's what this is intended to to communicate okay I just wanted it was rolling in my head and I wanted to make sure that I had understood it correctly the first time

069but And to clarify for people and the audience viewing at home thank you yeah I think you know the other thing that's important about this fifth grade data is it's kind of concerning right so when when you're seeing those numbers and this is your target group for eighth grade it really kind of puts the spotlight on that there's a need you know for us to really drill in and support teachers and helping these students you know not only move but also to catch up any foundational skill sets that might be missing that are holding them back um and I think you know comment I kind of wanted to make at the end and this dovetails perfectly into it and it's really an Insight that I had at the study session um if we were not

070doing the student outcomes focused governance work we've always looked at data but we at least in my experience unless the other people in the room tell me otherwise have not drilled into Data to the level of depth that we are now um we haven't had thought Partners you know asking questions and it is sometimes really powerful to have people who are not steeped the work ask questions about the work because we you know when we're deep in the work you end up with um two really kind of challenging things one is because you've been present for the whole thing sometimes you make assumptions about things and the other one is that when you work as a team together sometimes you can fall into group think so when you have people asking from outside and they're

071observing things sometimes those outside observers go this number looks weird what's going on here and we would be like what do you mean that number oh yeah that wait a minute that number looks really weird right and then when we drill into it we get insights and we find things that we wouldn't have found before we talked about this a little bit in the study session the level of appreciation we have for some of the insights that we've been able to gain by doing that so I'm way too long-winded tonight but the point I'm trying to make is I don't know that we would have recognized to the depth that we need to the work that needs to be done to support these fifth grade students to have them reach the goal we have set

072for 8th grade without having things like the progress monitoring reports the student outcomes Focus governance goals and the concept of not only picking your goal group as they appear in the current year but looking at that goal group in the year they currently exist in so for to me this is really powerful practice and even when I get discouraged because the numbers aren't where we want them yet I try to remind myself at least we're digging in and we're doing the work and for that I have exceptional gratitude to this team because they're the ones that are that are doing the heavy lifting in order to try to figure out how to move all of this forward so sorry for the long window no it's not it's much needed um obviously the data doesn't look

073pretty but this is what this whole framework is about is US figuring out what's going on we can't go back this is not a good or bad thing this is where we're at it's a reality and what are we doing now having these conversations having people think out of the box and be like oh yeah you know maybe we should try something different so this is what this is all about and just a reme you know reminder that this is a whole system change of almost 4,500 students over what 300 staff it's a big system change and we've only been maybe progress monitoring for the last four to five months so from where we started to now I think we've made huge strides and always it's important to give gratitude where it's due to because

074I know this is a hard LIF I only show up twice a day here and expect to get all this information back but at the end of the day you guys are the ones that are internalizing the work and this is what really is going to make the difference is how this is getting internalized as it starts streaming down into our district so I don't think it was longwinded it's much needed and and appreciated and and needs to be said um do we have any other comments or questions specifying to this specific goal Miss Gibson mlen you okay yeah I was just saying I agree with all that so I appreciate it and I it's it's I think a sentiment that once we get into the next one would be similar as well obviously so

075awesome thank you um Dr dupin or uh Miss twist or Dr Pomo any other insights or any other wonderings on the specific goal okay I think um for this goal I specifically have the answers that we needed I think we're moving in the right direction and finding information so with hearing no other questions I'm going to move the governing board adopt the progress monitoring report for goal one and it's progress monitoring report three second all those in favor I any NS oh sorry Katie I hear no Nays the motion has passed and that brings us over to goal number two progress report number three goal number two Builds on the work outlined in goal number one and the focus is on increasing Proficiency in math for students for our black students in eth grade specifically

076the percent of eighth grade black students that score proficient on ASA math will increase from 0% in August 2023 to 28% by August 2028 we follow the same structure as in goal one uh with the difference being we're looking for that upward trajectory of an increase in proficiency over time we're following uh for this year our goal is to get to 6% proficiency um by August of 2025 our current measure focus on our eighth graders and our inim measure focuses on our fifth graders who will eventually be those eighth graders in 2028 so one of the challenges with this school which we've discussed a number of times is the fact that the numbers at each individual School site are very very small so when we present this table and um Mr Jones this is the

077one I was the same one we were talking about before the difference is we still pull in the all students because it's it's if we if we were looking at just this subgroup we might be running the risk of identifying specific individuals um so the good news is when you start to get a little bit of a range of proficiencies then you might not know who it is but if there's only one or two students in this group at a particular site it might it's kind of like you're having the conversation about that child so we're still looking at this group in an aggregate way just for this look but we're being very intentional about our black eighth graders um specifically so we again see a very you know very little range in where they're

078at in terms of proficiency overall as a result of the end of inter Benchmark 2 which was in December so in December the rate of our eighth grade student scoring proficient on ibm2 is the same as prior years we have this consistent pattern of 0% passing um the percent of eighth grade students scoring proficient increased 4% between ibm2 and the post during the 2324 school year so we we hold on to that but at this point unfortunately I report that we are currently not on track to reach current measure 2.1 by the end of of this year for our fifth grade students again even the same pattern holds true the numbers are tighter but again there's virtually no range in proficiency for black students in fifth grade across all schools within the district we see

079that same consistent pattern of 0% proficiency playing out on the interim Benchmark uh and post assessments um we did have a increase of 5% excuse me between pre- and post in 2223 uh but we would need we have not had a demonstrated history of increasing by 6% in these years so in fifth grade we are currently not on PRACK to reach in our measure 2.2 so with some specific information about the inputs related to these students I'll again turn it over to our teaching and learning team so you can see we have the same inputs except for the first two um the first one is research five Equity based mathematics teaching practices do you want to talk about that at all just that we're researching we researching still in the definitely in the early phases

080but learning more about what Equity based math teaching practices are out there and how they connect with the National Council for teachers of mathematics General best practices in mathematics instruction and there's a lot of overlap and then the other input is 75% of eth grade students will use waggle to demonstrate progress in on scaffold skills towards the eighth grade standard so we just we we we acquired waggle this year and so it's just an opportunity for the students to practice um the skills that they um are lacking so that's one thing that we're implementing that our coaches are working with our teachers on and if I may can I elaborate on that just a little B I was just gonna say the same thing so oh yeah I just said what with the end of

081our pandemic relief Sr funds we were we wanted to make meaningful Investments that could be used to to deal with the lingering effects of learning loss so Renaissance is the company that brings us all of our benchmarking assessments they have a lot of different products waggle is one of them so what it is is Dr Dubin yes I just want to make sure that um that we're clear that Freckle Freckle is the part the one that we have that's part of um Renaissance that was purchased with our Esser funds and is also valuable and teachers are also using it but waggle is an embedded part of our adopted math curriculum hmh into math and so we've had that for the we're in our third year of implementation with that but not all teachers use it

082consistently so that's something that we've worked with our we're working with our coaches to support teachers to leverage a resource that they already have that they're familiar with that students know how to use because we know that we don't have a lot of time left in this year to make changes but Freckle is also great and I think that you should definitely tell them about it well we don't need to talk about Freckle anymore but I um I want that was my mistake wag and well there are two different products in that but they serve and they kind of serve fundamentally different purposes but Our intention here was to do something that was different for this group of students in particular but that also didn't call out this group of students in particular like hey

083you're part of this group you need to use this tool so we have the intention to boost all kids in eth grade but we really want to make sure kids in this subgroup have additional targeted instruction and practice and so waggle helps us do that because it's an it's a online system that allows I'm gonna let you explain exactly what do I would love to thank you um waggle has a couple of different purposes and it's very easy for teachers to use but it's also it's very grade level appropriate so one of the things that can happen sometimes when you're working with adaptive on with online platforms apps things like that is that students who are showing skill gaps that are significantly below grade level are sometimes given tutorials activities games that are very Elementary

084very primary looking and feeling and that does not feel good if you have a mustache so um waggle being part of our core resources things are scaled for middle schoolers so even if we have students who are working on some more foundational skills the tutorials the lessons their practice still look like middle school work um it has two things that it can do one students take a growth measure at different points in the school year it's not part of our benchmarking system it lives within the curriculum resources but that way it'll place them on a learning path based on the things that they have already showed Mastery at it's going to skip most of those and focus on skills that they need the other thing that it works for that we're really encouraging teachers to

085use is Teachers can assign specific skills that their students need but with eighth graders rather than having them say gosh this student really needs their multiplication tables I'm going to assign them more multiplication table work let's think okay what might be a sixth grade skill that can support them with the eighth grade content that they need so not going so far down but but what things what are the small things that are close that if we could get these skills they could apply them to their eighth grade work and so that's something that depends a lot on teacher expertise teachers have to know rather than just putting them on their adaptive path what skill could I give them to support them in their grade level learning and that's one of the things that our coaches

086are able to help them with does that help so as we've identified the students who are in this subgroup we've really put an EMP we've put an effort and emphasis on their coaches the coaches working with the teachers who are working with those students specifically so that those kids get first access to the path and they're part of this overall eighth grade effort for the ongoing practice and instruction that Mrs twist is describing using waggle wag you want to elaborate on any of the other inputs specifically and we've already talked about most of them all of them I'm I mean the other the new one is we're just researching um five Equity based mathematics teaching practices and um they're listed there Marie's been doing like more of the research than like we were trying to

087find a way how can we address um that we have 0% of our black students um proficient and obviously that's not that's not acceptable at all so what can we do differently so we're researching that we're also um looking and for a possibility of having a a math consultant help us and one of the ones we reached out to that Marie talked to um actually teaches at the University level like freshman and she teaches kids that um are I guess in a remedial um math for college that didn't um get what they need in high school or Elementary and she said most of the students that she has in that class are black and so she's been researching it and understanding how to meet their needs to help them um you know acquire the math

088the math standards and so we're researching different ways that we could address um this goal so that our students are proficient board members do we have any other questions comments or wonderings no Katie you okay okay um for me um and this is one thing that I'm going to you know let the board know sorry yes I'm okay okay thank you is that especially when we have progress monitoring reports that say that we're not on track to meter goals we really have to think about if we feel that team has given us enough reason to think that the last many things that they're going to do will try to move the needle for students because at the end of the day we have to adopt these progress modern reports and the outcomes are going to

089be we're going to be held accountable to these outcomes too even though we're not directly um in the weeds of it because we are adopting them um for me the major thing that did it for me to lean towards adopting this goal even though we're in the progress of not um meeting the goal was specifically what you guys just touch spased on I feel like that's a different strategy that hasn't been done before especially look into the cultural competence part of it because I think at one point we had a discussion that not all our black students in the district are from the United States that we have from other countries so I think you guys taking the added on step and doing the research might bring you know some new awareness to specifically that

090issue so for me this is what these conversations are about and the fact that you guys are taking that added on step I I feel confident that we are taking the um strategies needed to identify how else we can add on support to our students specifically in this group that's just my way of reasoning and thinking and making sure that I I think I'm okay with adopting this um this progress monitoring report I don't know if you guys have any questions or comments based off of that Miss Marquez actually yeah I do that just led me to think um do we know uh how many of of this these particular students are in um SEI or perhaps uh multilingual Learners we do 15 of our 45 black eighth graders are multilingual yeah so it's it's

091a um you know it's a big number and I do feel that going into this deep dive and seeing what other resources are out there and you guys reaching out to this um teacher at the univers or professor at the University level all those make me feel like you guys are taking the steps to really get down and figure out how we can do added on support to get our outcomes met um so with that hearing I don't believe we have any other questions or discussions on this Dr dupin anything else to add or Mr man we just I think we had the um there were four I think board member questions oh yeah that's right I apologize and you know we don't necessar like if everyone's comfortable with the responses that are that are

092presented we don't necessarily you one of the things I was taught as a much younger man U when my hair was really dark black uh was that um you know PowerPoint slide deck isn't necessarily meant for us to read it to people like the information's there and then we can answer questions and extrapolate so if what's present in those slides are understandable as you know adequate responses to the questions and we don't necessarily have to dig through them individually um but we could certainly fi any questions anyone has or any remaining wonder I agree and the reason why I like that we add these board member questions is that when we're having these conversations I never wanted to be the assumption that we're not having these conversations we not in the day obviously we are

093asking the questions we're getting the team to think about it and it's up on the board agenda in case public or anybody wants to come see that we actually are engaged in asking the questions and we're getting you know the feedback but I also agree if we don't have any other added on questions questions or comments then we can move on to the next one um okay I don't believe we have any added ones so I'm going to go ahead and make the motion that we adopt um goal two progress monitoring report so I move that we adopt goal two progress moning report three okay Miss Marquez and Miss SS fought for that one all those in favor I I I Katie yeah she might be putting her kids to bed okay so we'll do

094a hearing no nce but Miss Katie was absent from the vote thank you miss wattis all right and that brings us to our next report thank you guys so much I appreciate all your work everything that you guys are doing to ensure that we're removing the needle for our students I I really am grateful for your guys' time and everything you guys are doing I appreciate it thank you um that brings us to guard rail number four report number one this is great Mr Man yeah this um I think is uh we haven't had a lot of superintendent's guard rail reports so far um this is one of the first ones I am still going to turn it over to the team because of course because the fundamental mechanism behind this the hard um work

095and heavy lift and I was going to thank the coaches too so please relay the thank you to you is our massive learning walk team because we like we put learning walks on steroids this year like last year we had a small team that went out and did small But Mighty that did learning walks and they were able to get to a certain number of classrooms but now with the new methodology that's used last or this year with a larger team and I think the team's working pairs um going into the classrooms and we by and large cover most of the classrooms at every school so I know one of the questions kind of putting the cart before the horse one of the questions I received was well are we looking you know same teacher

096to same teacher as as we look at this data here and the and the answer unless I'm told otherwise is we're really there may be a time when a teacher was there the first go around and was absent the next go around or time when we don't get to a specific teachers's classroom but the team by and large is hitting such a large swath of the campus that we are seeing the same people again but in addition to that we're also catching up the people we didn't see the first time so um so with that I'm going to turn it over to Dr dupin and Dr pombo to talk a little bit about um this guardrail and why it really is a very effective way that we're measuring adult convenience but before I do that

097I'm going to a very brief story and I apologize I no no no no don't ever apologize go ahead I forgot to tell this story this morning or this morning the day is blending forgot to tell this story during my superintendent report but miss Espinosa our teacher that we went into her classroom to present the Thousand check I guess because I hang out with all of these education Geeks while while we were in the room Emily and I were looking at wow she has a really great um learning targets and success criteria on her board and so we were like you know everybody's like excited about the check and we're checking out the learning targets and success criteria so what was really kind of cool about that is you know in a random pop into

098a classroom you can immediately see whether these teachers you know are really kind of embracing this and what I'm beginning to notice and I'm not in classrooms as much as the rest of the team is that it's not just at the consistent is getting better the quality of the learning targets and success criteria at least to my less trained eye seems to be improving over time so well and that's why to allude to that that's why I love this guard rail and I think honestly it's one of the most important guard rails is as we look into this information the whole idea of the adult convenience part is not if we're making it easier or harder on anybody is what are we doing in our own practices and actually changing and causing people to be

099the next level of teachers leaders principles administrators or governing board members to get these outcomes so it's really what are we pushing people to do differently in the system to give us different outcomes because we all know in any aspect in life we can't expect different outcomes doing the same thing that just doesn't make sense and having this as a guard ra is a consistent on Forefront it's like okay but what are we doing differently what are we doing you know differently to obtain these goals so thank you for sharing that and I'll turn it over to either Dr dupin or Dr Pomo well since Mr Gutierrez is in the room we were at Gateway yesterday we saw 27 classrooms out of what 32 so the only ones we didn't see were people who were

100absent that day and that's pretty typical of seeing everybody so just to Mr man's point the intention is to divide up spread out and see everything and that way we really do have a comparative uh you know like a a baseline for comparison and also a thorough understanding of what the learning experience looks like for kids schoolwide across the campus I was just going to add that um we've been in in 719 classrooms um and last year it was 600 at the end of the year so we're already like a 100 ahead and the third quarter so and it has generated I think a culture of I'll speak based on my observation it's generated a culture of of curiosity a culture of interest and and to some degree some competition like there's a we have

101a desire to surpass our goal and so while we are acknowledged that like with goals one and two goal two in particular we're not seeing the immediate progress with the students when we look at this data we are starting to see changes in adult Behavior which is inspiring and encouraging and we believe we can build on these changes and they will eventually result in changes at the student level so it kind of plays out what is said which is student outcomes don't change until adult behaviors do we have a lot of evidence of adult changes happening and they're changes that are for the most part happening willingly because teachers want to get better they want to serve their kids well they want to do a great job and feel satisfaction in that work every single

102day so it's exciting this is one of my favorite parts and do Dr dupin and I had a conversation this afternoon one of the realizations I had he probably was just humoring me and it wasn't a new realization for him but you know this these indicators are what I would call leading indicators whereas the student data change is really more of a lagging indicator so you know it's kind of like you know when we look at economic indicators if you notice that tourism's down um you don't necessarily feel it in the state budget yet because it's a leading indicator you can see the evidence of what's coming and then it just takes time before that impact happens you know on the economic data in the state and the the expectation is in that same way

103seeing this this leading indicator data that the team's about to share with you it really should be telling us that following this data we should be seeing um an equivalent Improvement in student performance in the system so while it's a guard rail that's really intended to be about adult convenience it also is kind of like a you know buy buy one get one free kind of thing because it's also an indicator of whether we're making progress in changing practice which should ultimately then have an impact on those um other uh educational results the outcomes for our students so for this guardrail we have two interim measures 4.1 uh focuses on the percent of observed lessons that reflect a score of three or greater on the learning walk rubric for learning Target targets will increase from

10426% in March 2024 to 34% in March 2025 so all the colored indicators on the right hand side those are all those are the six areas that we look at when we're in classrooms for learning walks and you can see the green area is the learning targets associated with inner measure 4.1 inner measure 4.2 is associated with the blue area which is Success criteria and and the measure is that the percent have observed lessons that reflect a score of three or greater on the learning walk rubric for Success criteria will increase from 12% in March 2024 to 20% in March 2025 so overall the percent of lessons that were observed um during learning walks that reached a level of three or higher in learning targets increased 177% districtwide from quarter one to quarter two and

105you can see that struggled the after the first round of the end of quarter 1 we were at 21% we made it to 38% by the um end of quarter 2 in December um which I just said and that actually exceeds the interim measure so therefore we are currently on track to reach interim measure 4.1 and we're not done yet we have I don't know if we have any left this week or not we might have I don't know if we have any left we might be done but we haven't counted them up for quarter three yet but I'm excited to see how that goes for interm measure 4.2 the percent of lessons that reached a level of three or higher on success criteria increased 133% from quarter 1 to Quarter Two so by the

106end of December 26% of observed lessons reached a three or higher exceeding the interim measure so we are currently also on track to reach interim measure 4.2 Dr pombo you want to jump in on the inputs yeah so um what's working as professional development and coaching resulting in teachers more frequently writing and communicating both their learning targets and success criteria during lessons um teachers are developing systematic and authentic ways to integrate learning targets and success criteria through a lesson so uh at some of our schools the coaches have dedicated like a whole day where the teachers come in during their preps and they bring their lesson plans and they get feedback on their learning targets and success criteria or the coaches help them with their planning of their learning targets and success crer IA um

107during their planning sessions at all the schools um and just a quick clarification because I know when we did our study session I explain what learning targets and success criteria are but I'll explain it because we have some new board members so learning Target is like another word for like what's the goal of the lesson so if for instance if the goal of the lesson is to write a summary like that's a standard um then the success criteria is what the kids look at like as a checklist or rubric to determine if they met that goal so for summary would be you know they have to make make sure they have a topic sentence and three supports and a concluding and they have to have the gist of the of what they read and they

108have to have evidence from the text and those would be all the things that they check off to say oh yeah I did write a summary so that's their success criteria in sosg our goal is obviously the student focus our goals that we have and the success criteria is all the rubrics that we have um to measure how we're doing um as or as the governing board has your own rubrics to measure how you're doing on sofg so that's what criteria it's just kind of a checklist or rubric to measure how you're doing on that goal do we have any questions or comments specifically to that okay perfect okay thank you Dr combo um so what needs more attention to effectively meet the level three criteria for learning targets students need to be actively engaged

109and reflecting on the Lear learning targets and success criteria and they should be able to explain not only what they're learning but why their learning is important so what's happening is on the rubric a one means they don't have a learning Target or success criteria a two means that they wrote a learning Target success criteria but that's it and a three means that they communicated the learning Target and success criteria to their students but it's still teacher directed um and a four which is awesome if we ever see a four is that the students know what they're learning why and how and the kids can say okay my goals to write a summary and this is what I need to do to get a summary and the kids can do their own checklist so right

110now if you look at our classrooms most of them are ones and twos because we said 177% is that threes now something like whatever what we just said I think for Success criteria we got to or learning targets 26% 26% so if you think about there's still like 74% of our classrooms don't have um learning targets and and success criteria or that was just learning targets right um and success criteria is getting better so that's one thing that needs more attention is having our students um interact with learning targets and success criteria um to effect effectively meet the level three criteria for Success criteria it's what I just said to the students need to engage so they to have a checklist or a rubric or they have to co-constructed a rubric or checklist with the

111criteria and students are comparing strong and weak examples to their work um and they have some guiding questions as they're comparing their work to the goal of the lesson so those are things that the students are interacting not just the teacher giving it to them and then and stopping there it kind of goes back to what I said with the a characteristics of a Schoolboard right just because we're checking off lists doesn't mean that people are actually internalizing our understanding and when I read this what needs more attention I thought this was beautiful because I think part of not think I honestly believe that part of this sofg work is s students feel empowered about their own learning and they feel like they have some say and they have some kind of power over their

112own learning so the fact that we're making sure that no the kids need to know why and how they're doing things is amazing to me because we're opening that door and having that now that dialog dialogue with the students who are actually being impacted by the way that teachers are teaching so this even this whole two-way communication between teachers and students and how we're ensuring that they all understand EX versus just checking off boxes is I think amazing so that's really awesome to see do we have any other comments or questions before we get into the actual questions okay perfect so the first question is um were the observed lessons during all different subjects and I put in here there's 17 different subjects because we try to go into every single classroom um like superintendent

113man shared our goal is to gain an understanding of teaching and learning throughout the entire curriculum and allowing us to ident strengths in areas of growth across all subjects so we go into PE and art um our reading intervention our seci classrooms this is just a sampling of some of the classrooms we go into um and just to give an example one of the one of the schools uh the special areas didn't have learning Target success criteria so they asked us to come back because they were going to work with their special Area Teachers on learning Target sucess criteria we came back a few weeks later and um observed just the special areas to see if that training and communication improved learning targets and success criteria so we're looking at all all of the areas

114on the campus pombo can I elaborate real quick on this one I promise to do it accurately we um this year one of the intentional additions to the learning learning walk team was to ensure that we have members of the exceptional student services team in on on board and so Miss Kaiser Miss green um who else Alan yeah so uh our brand new person Dr Eustace joined us yesterday for the first time and that allows us to make sure that we really are taking that holistic look and we can then break down the data for resource classrooms regionalized self-contained programs as well because these expectations are not just for third grade fifth grade or eighth grade these expectations are for all and that's a key piece of our work okay the next question is will

115this data you collected lead to Future PDS to address what needs more attention um and data from the observation learning walks is used for professional development planning through the data wise process where we examine our own practice and create action plans based on learning walk so step five is examining our own practice examining instruction and based on I put the steps here so after we do the learning walks we debrief and reflect um the datawise team and the school leadership team we talk about some trends that we saw positive Trends in areas of opportunity then then we discuss some next steps like do we need more professional development do we need coaching what support do they need from the datawise team but also what supports they need at their school including the datawise team is

116the coaches and the coordinators and me um and all different parts of different departments um and then uh they the the school shares the results with their teachers and then sometimes they talk to their teachers individually about their scores to talk about how they can improve their scores and look at the rubric um and then they have PD planning um and coaching and then we come back again and we see whatever their goal was so sometimes when we start the meeting we'll say last time our our score for learning Target was 2.0 and our goal for this quarter is 2.5 or something and then we'll start with the beginning and see at the end of that learning walk if they met that goal or not if they improved in in the areas that they were

117working on um so that's kind of like the cycle of the learning walks um anything else on that question on that one so are the scores shared with the teacher then by the their principal or by their coach or how the principal the principal shares it and and some just share like whole group like this is what we got as a school and some of them share with them individually and meet with the teacher and sometimes we have people reach out directly and ask us like I had a teacher today say how' it go yesterday can you share my scores with me individually so that's what I mean by like a culture of curiosity around the work we're starting to see that happen a little bit more frequently we give each leader a snapshot of

118their of their spreadsheet we don't share the whole big thing with everybody because it is Teachers practice data but we give them a snapshot that they can then use for those individual follow-ups and conversations and then each of our curriculum coordinators also prepares a set of feedback slides to show progress over time that the leaders can use with their um their teachers on each campus and to go along with this PD like just to go back to the um our training for the multilingual emerging multilingual students is that the teachers because I go to the PD with them not not all of it but a lot of it they ask me like come in my classroom for the learning walk I want to see my score and so it is changing where they want us

119to come in and give feedback and see how their scores are um the next question is with lesson observations now meeting or exceeding our targets what parts of the recent teacher training or coaching have worked best and how can we make sure these practices practices continue across the district um so I just share that each all the schools have action plans that they're implementing um we it's a collaborative environment of support with the leaders and the coaches and the department um working together for depending on what their action plan is when they were um implementing their action plans on their campus with their teams all of us went out to different campuses support um the data wise process on their campus um now the challenges which I talked about a little bit is everything is

120still teacher directed and compliance driven and so we need a deeper understanding of uh why it's so important that our students know and understand the learning Target and success criteria and interacting with it um and our future focus is our students to have understanding and ownership of learning Target andx criteria um and transferring all of that to our students and then um this is just example of the rubric so when I explain a one means they don't have it a two means it's there but it might not be alive or um might not be written correctly um or the students don't know know it and then the the three is the learning Target is align to the state standard written measurably and communicated to the students um and then four is includes all the descriptors

121learning Target and the students are able to articulate what they're learning and why so that's a difference between the one and a four um another any other questions about that so do you guys talk to the students on the learning walks too like hey what are you learning today that's part yeah really good question so we always ask them uh what are you learning and and sometimes they're like I don't what's your learning Target do you see and we we keep asking questions ask them what's your success criteria um you know how do you know you got that Target and we try to get down so we don't look because they don't know us like look at we look intimidating coming in so um yes we talk to now they like oh I saw you

122last time no I had the I had a student well yesterday I think were you with me mar a student like come give me a chair like sat me down like came gave me it was a eighth grade student so was really nice yeah and I think beyond that it shows our students that we're willing to hear from them to help them better understand things and it builds this trust right I think it's hard for us to get anybody to learn anything when there's no trust build and this is also a culture change of like no we're here to listen to you guys nothing that you guys are doing is wrong it's how do we as the adults make sure that we're understanding where your gaps are so we can provide those resources and help

123you so I love that we're focusing on making sure our students know where they're at that they can explain because the more empowered and I'm always going to keep saying this the more empowered they are the better that their education is in the system so I'm again I'm in awe of hearing all these different things that we're doing to make sure that we're reaching our goals and our guard rails thank you for that and I I just want to really be very clear and honest about the the future focused piece of this while we are excited about the growth and progress that's been shown this year we're still in the high 20s to low 30s like 36 so this this work isn't going to really show up for kids in terms of our other our

124goals until we get to 80% and above until 80 % or more of the lessons every single day have all these criteria we're not going to see the academic gains that we have established as goals for ourselves so that's the work leading into next year um and then there's so much possibility and opportunity with this talking to the kids I me when we ask them to tell us what their learning Target or success criteria are the range of answers is vast I mean and a lot of times it's very low level not sure they don't exactly know they're like well I I'm learning math today yesterday I had this conversation with a student I'm learning science like well science is really big what part of science are you learning right now they're like well uh

125the sciencey part so so there's a lot to do to get to the point where we are 80% at a three or higher when with learning targets and success criteria so I would encourage the team to stay the course with this because it's it it is a it is defin it definitely touches adult convenience because it's hard work it takes time to do this and to do it effectively and we've got a long way to go before it's going to really result in those academic gains but you just beautifully also translated why we it's important to have guardrails that also reflect on how we're going to access our board goals in the outcome and that was a perfect depiction of that because of this guard rail it directly ties in onto how we can get

126to our ultimate outcome of the goals so this all ties in together um Miss Marquez did you want to say something um yeah I I know were Mr as well I just had a quick question the you I think you said earlier that these are all announced or planned with the classroom with the teachers they are scheduled in advance they don't know typically teachers know that we're going to be on campus but they don't know at what time of day we're going to be entering their classroom so they know that visitors are on site but they don't know like from 10:15 to 10:30 we're going to be in your room okay yeah and um the question I had has to do with so like the the rubric that they have are all the teachers um

127is that passed down to them like from from the principles or or how are they you know is this something they learn in like the you know onboarding or they they all have it and then they also have done PD on on the rubric um and then sometimes if the action plan just focusing on one part they'll just use that one part of the rubric I mean sorry that one part of the learning walk um if they're just working on learning targets they'll just use that and sometimes they even make it more detailed for them but they do it in PDN coaching okay and it is a what we did with the to create the learning walk rubric is pull out pieces of what's in the Danielson framework for teaching which is our teacher evaluation

128system so it's very aligned to what everybody's trained on and evalua ated on we just picked very specific parts to focus on because of their leverage or their value so it shouldn't be new um to anybody there's we put it out we put it out in the newsletter as well we've given examples we share pictures we really trying to emphasize the the the content and how to access the expectations in the rubric if I could add um to the question about the um you know do the teachers know if if the team's coming when the big team goes out they do because you know it's and that is the data set that we're looking at but those are not the only um times that administrators are and coaches are in the classroom evaluating teachers so

129it's you know I only throw that out there because it's not like we're only we're you know this data is completely opposite of data we have from other observations right so because one of one of the criticisms we heard years ago is well they know when you're coming that's you're coming that's the only time they're doing this right U not necessarily to these specific items but that came up as a concern around earning and so um I think it's important to be aware that there there are other times that people are coming in to observe classrooms and so there are other snapshots of time and sometimes those snapshots of time are unannounced so we do have other ways to well it's not to the level of detail that this is it gives us a way

130to correlate or coroporate that you know this isn't like a one-time behavior that there's a little bit more consistency to that behavior um the next one is um well this is a really good question like because we talked about this how do the improved scores and lesson observation relate to real gains in student learning and we talked about how we're not going to see that yet but I also can share which I shared earlier is that in quarter two because this is what showing Quarter Two 145 classrooms are still at a one or two out of around 200 classrooms so it's still most of our classrooms are only at a out a one or two and we're still at uh that compliance level and our students are not interacting with it yet so part of

131the focus needed is going beyond that compliance understanding practice and coaching support student engagement ownership and student need more more opportunities to interact with the learning targets and success criteria so that's our work that we're still working on some of our conversations from the last round were on like um if it's an intervention lesson or a small group lesson that's focused on foundational literacy skills or foundational numeracy skills how do you effectively create learning targets and and success criteria for a lesson like that that's intended to move quickly in a routine fashion so those are some things that we can clarify for specific groups of our teachers because it can be cumbersome if you're trying to do a whole whiteboard full of learning targets and success criteria for some very specific skill-based lessons like that

132at the same time if it's important enough to do during the school day there should be a learning Target and some success criteria so we've got some really good examples popping up across the District of how teachers are doing that just with little laminated cards and they kind of write them with the kids okay so the goal for our lesson today is we're going to do the long eyes sound or whatever and then we'll know we're successful when we've done this and this and this easy so we just need to replicate those kinds of practices and I think that'll start to help lift those ones and twos into three territory and I love that idea and thank you for sharing that because as an outsider in like you said sometimes we have different perspectives to

133me that makes sense to be doing that because on the small stuff if something is not being understood you can nip it right then and there versus it going so much long and then by that time you have all these different elements that led to them not understanding why they're doing you know a are in sux criteria or whatever that looks like so thank you for sharing that that's that sounds very valuable um do we have any other questions comments or wonderings on this specific guard rail I look up like I'm I'm good okay perfect I thank you for all the information and with all that being said I move the governing board approve guard rail 4 progress monitor in report number one second all those in favor I I any nay hearing none motion

134passes once again that concludes our student outcomes Focus governance um progress monitoring reports I appreciate every single one of you and this um dialogue back and forth on how we can make things better for our students that brings us to item 5A public comments Miss quadis do we have any public comments okay thank you that brings us to item number six approval of consent I'm going to do something a little bit different today I'm going to move the governing board approve consent agenda items a through F and H second all those in favor I I I any nay I'm sorry Katie was that an i or an a it's an I thank you yeah it sounded like a Nay so I just wanted to clarify and get that on the record thank you so hearing

135no Nays motion passes what we're going to do with G which is the approve the award of RFP 25003 I'm going to ask the governing board actually um move this to maybe another future Ed agenda item there's certain things that need to happen still that we're getting in the work or are getting worked on and I had a conversation with our superintendent and at some point if you guys would like to follow up with him you can but I'm going to for the moment um move the governing board um I think I think Miss War said the language that we need is to pull the item okay perfect so I just just leaves that like that and then we're just going to discuss it in as a future correct so that's all I have to

136do and that's fine thank you madam president okay thank you all right that brings us to 10A which is the fiscal 2526 budget projection and I'll turn it over to Miss Shapiro thank you me get set up with our projection I was actually expecting some Applause well done Mr um Madam president governing board members and superintendent man I'd like to uh share the fiscal year 2025 26 budget update this evening um I did want to just uh talk about the budget very quickly uh especially for our new board members we're in um midcycle so what happens with uh with our budget is that we have some statutory guidelines of when we propose and adopt our budget we do that in uh July June and July uh and then through the year we would revise that

137budget to uh take into account information we didn't know when we were proposing and adopting the budget so I'm we'll be working on this in the future and we'll be sharing a lot more information on the budget process so you guys are kind of coming in midcycle I'm starting to prep and prepare for next year's budget that I will be bringing to the board in June and July and I do this before we have any kind of information and before students show up so a lot of this is projected information and uh fortunately through the budget process we are allowed to revise the budget so we have some opportunities during the year December we brought a revised budget to the board um and at that point in time we knew that we had some student

138data that had not gotten into the um calculation of our budget and because of the way that it works we were required to reduce our budget even though we knew those students were here and that they were going to be recalculated in we then have additional opportunities to revise the budget to be as accurate as possible and captures much of the allocated dollars uh to kraton so that'll happen in our final revision uh before May 15 and just to point out some of the interesting things that happen in the budget timeline I just think it's interesting you have to be very careful so in um we have to propose and adopt uh propose by July 5th adopt by July 15th we have to revise by December 15th but we have to revise before May 15

139so you really do have to pay attention to the statutory language uh to ensure that we don't meet you know mess up the deadlines uh for that so I just wanted to kind of go through that and then this is the process that we use to um start talking about the things that will IM impact next year's budget so I do want to um point out some items of note as we're as we're working through this process um we definitely have a continued alignment with the student outcomes focused governance and we're doing that at a deeper level in the budget process than ever before and I think that um a part of what's leading to this is very exciting uh myself as a CFO for kraton I'm participating in a a student outcomes focused governance

140cohort and that's bringing Just deeper and deeper understanding of how we can connect and align our resources it's a very important process in sofg uh so that's adding that I'm already excited about budgets I talk about account codes and this is just been um even better because being able to connect the things that I do on a day-to-day basis with direct correlation of student outcomes is exciting and we're doing this with deeper conversations with curriculum and aligning with that progress monitoring that we just spent quite a lot of time uh we put a lot of work and effort and so the conversations that we are having are leading to some very focused budgetary choices the entire budget is student outcomes focused right um and we have to really be careful about additional expenditures and how

141we align it so what's interesting is it's a lot of work at the beginning but what we're doing is we're working on a framework a framework through the budget process and this is happening through things like procedures and written processes um of forms that allow uh any entity to request budget and then when they do that request how does that tie in to student outcomes and so these are changes that we're making on kind of those deeper levels at a framework so that it's kind of like Brea if I have to stop every time somebody says something I have to say Okay how does this you know where does this connect and how does this affect goals and how how is this supporting guard rails so I I want to be very efficient so that's

142part of the excitement is building that framework so it's like breathing the framework is already set up it's already in alignment so the processes and procedures the end users are understanding what's going on so it's a lot of exciting stuff happening uh in the budget process that not happened before and just to add to that in case anybody didn't know Miss Shapiro and Dr pombo are doing theg 9month cohort so I think this is where all this excitement is coming from because they're actually going through the implementation cohort of how this looks like on a more District level implementation with our resources and with all the work that we're doing so I want to give added on gratitude for that because that's an added on thing aside from what they're doing here in the District

143what they're doing it's it's not like a paid internship so I appreciate you guys taking the time to go into that 9-month CER to really start aligning everything at the district level for our resources and working together it's awesome to see our CFO and then our curriculum Department working so hand inhand to ensure that we're getting these guardrails and these goals met so I appreciate that thank you yes and it is exciting because in that cohort there are a lot of curricular uh instructional folks and not very many budget people um so I get to have a voice in a different way and to me it's it's exciting because um being able to see that direct connection is not something that is typical in a budget process so that part uh and that alignment I

144think we're just we're kind of at the Forefront and the the choices that we're making I'm being very careful because those could be choices at other districts as they come into this type of framework or um an so FG focus of student outcomes I want to be an example and I want to show uh the good uh choices that we're making especially when it comes to a framework and foundational and an operational standpoint um the other thing is that enrollment decline is something that we always have to have on our on our radar and something new that um we all know the impacts from from the immigration changes that was a little difficult I'm already have a pretty good process to kind of uh use a um a formula to anticipate enrollment Decline and there's

145reasons why you would want to be a little harsher with that enrollment decline or a little less and in the budget process it has different impacts as to how those numbers end up at the end but you really want to be as close as possible you don't want to SW so sorry swing one way or the other uh but with the immigration changes that kind of brought a new element that I had to add in mid stride and I was looking for some research based processes to give me something that I felt pretty comfortable with um so we did go back and we looked at some of the impacts directly on kraton with s sp1070 which is when we had this type of scenario happen before and I thought it was pretty interesting I I

146researched from uh school year 20067 to 20242 and um during that time and we're going to talk about ADM not enrollment so we have to project declining enrollment and then do a calculation to turn that into average daily membership and I might have uh shared this in past meetings but what average daily membership is is it a mechanism for them to assign a dollar per pupil spending amount um but I explain it like this we are funded on the first 100 days of school if a student comes and attends all 100 days we have one ADM if a student comes and attends 50 days we get a half of an ADM if another student comes and attends the other 50 days we get a half of an ADM so now I have three students who

147all three needed resources but my total ADM for funding per pupil funding is two so ADM looks very different than enrollment uh I have to na navigate both numbers to project budgets and so when we're talking about this enrollment decline I am looking at ADM uh our our published ADM over those years so what's interesting is when that SB 1070 came in 2010 we saw the second highest decline of 287 ADM from the previous year we dropped that was the second highest in that time period between 20067 and 2425 the next year after it had been implemented we saw our largest decline of 472 ADM very impactful we range an average between 180 and a little over 200 on a normal year with no other impacts to that so is it's a high amount it's

148a high amount I mean and it's something that we have to put into that calculation um so we did adjust that enrollment decline taking that into a factor and I added that to my formula we also have to take a look at all of the risk assessments those are the things that are happening in current events we know that we have Frozen federal funds um we're anticipating that we'll be able to finish out the year with our awarded and allocated funding sources so far um federal funds and Grant monies work on a reimbursement so what that means is they say you've been awarded a million dollars you're allowed and allocated to spend a million dollars when you spend it we will give it back to you so I have to spend the million dollars first

149and then I request a reimbursement of the million dollars and then that's how grant funding works so at this point time we have about $800,000 that has been awarded and allocated but has not been reimbursed because we haven't spent those dollars yet we spend until the end of the year so that's staying on my radar because in those competitive grants uh if for some reason it comes down that we we're not going to get our allocation uh that's a part of my funding formula right now taking into account we may need to to cover by $800,000 if for some reason we aren't receiving the monies that we have already been awarded and allocated for this fiscal year so it's a little scary um for next year it gives us a little more time to plan

150we're anticipating a 25 to 30% decrease in Federal grant funding as we go through this process um but we're also anticipating to 20% decrease in state grant funding that's um pretty much directly affected by our poverty rates and in the state of Arizona those poverty rates are decreasing or what I think you know a lot of it is obviously housing is going up and so you have to be at a certain income level to afford housing here in Arizona it is definitely affecting poverty rates we have a future Bond sale um that will need to get a credit rating for uh inflation is also a factor right now in the state of Arizona we receive a 2% inflationary increase each year to our budget or the lesser of real inflation inflation right now is tracking

151less than 2% which means if it is less than 2% we will get a less than 2% increase in our budgets that's gross it's a very interesting thing but they don't they don't compensate for when it's more than when it's 19% during Co can you please explain who they is Arizona legislature thank you um maintaining adequate fund balances uh is something that has become very important during these riskier times and it is also directly I have been asking for um a fund balance process from the board we've had study sessions discussing why it's important to the district's future fiscal Health to have a savings bucket that we can deal with any types of emergencies it's not necessarily going to solve it but what it will do is give us space to come up with Solutions

152in $800,000 potential uh funding allocations that we might not get so those are the types of things that the district would uh utilize fund balances for I also had about a 500,000 in Lost budget capacity in December uh my anticipation was that we would receive that back through uh getting that student data up to the state uh there were some struggles with that there were some changes that were outside of our control and that kept us from getting that student data there again it's a timing Factor so I needed to have some capacity to cover that until we figured out the problem so that's what fund balances are really important um when I started here in kraton I wanted to make sure that the governing board knew that I was going to be adding that

153to the budget process it's been uh nice to bring forward something that we did discuss in a committee uh talking to that committee we determined that a 10 to 20% range for a fund balance policy is adequate to allow us to go less in years that we don't have as much risk assessment going on and then go more when we have more things that could potentially uh affect the budget so um I'm pretty excited that we've put that in place it is a part of the budget planning and I apply that range based on this risk ass assessment each year that I share with the governing board so um those are parts of the pieces that affect the budget so this is taking into account our budget that we already had and then we talk

154about what's going to come into next year's budget and what's going to come out so it's a plus and minus and we go through those factors and then come out with our Surplus or deficit there's a adjustment um I have to pass 100 the 100th day and get that data that happens in January we don't get the new numbers until February so in March I finally can adjust this number I feel very confident with this number this is the number that our budget will be revised in May to recapture these dollars so this is a a a variety of things this was the Lost student data that have recaptured um this is our finalizing our enrollment projections because I'm trying to determine what our enrollment is going to be in January a half a year

155behind or ahead um so this is when we just kind of make it all right I feel very confident with this number our uh 2025 26 projected enrollment decrease was increased from the last time we saw this slide um that is factoring in that immigration impact so that uh inreased that negative number that'll be coming out of our budget um I also adjusted the base support amount that's that 2% inflation or the lesser of what actual inflation is just through 1.5 at that right now um that will solidify as we get closer to the projected budget process or in July and June our medical cost increase came down a little bit uh they refactor that and they try to give us the best deal possible that is now at 4.73% are inflation cost of goods

156and services so the inflation cost of goods and services are going to be what we anticipate um items that we normally purchase the increased cost to them what they cost last year may not be what they cost next year so we do apply an inflationary increase to those goods and services just out of curiosity where do you get that rate um there is a tracking method that you can go online and see Arizona's actual um inationary current projections they're usually three or four months out uh so they project forward I try to just kind of go current and then I update each month as I watch their Trends so I can send you that website please yes um the Arizona's retirement system uh it's the we had a decrease of 0.27% that is that um

157ah I should have put the total number I think we're at 12 .2 sounds zero yeah I think that's where we're at right now I think we were 12.47 and that's the percentage that goes into the retirement system that is the employer paid cost and employees it's the exact same so we uh 100% match what employees put into that bucket um I try to add into the budget when I feel like we might have some attrition and because of the declining enrollment attrition is just positions that are going to no longer be needed so some of those or we can't fill the positions through the year so we have an open position and that those dollars come back into our budget since we didn't spend the money so I'm anticipating um that amount there that's

158just a a formula in my budget process it's been pretty consistent I don't change it very often um and it seems to be pretty on point with what happens each year our budget balance carry forward this is a very estimated amount what this is is the dollars left over after we get done spending for the year so I'm trying to project out how much will be left off what we didn't spend in our budget so if our budget is $47 million uh we anticipate that 5.7 million of that will be not spent we'll be carrying forward that amount in the budget balance carry forward that's very estimated because we're in March we're not done with the year we will be spending up until June we then have two months of incumbrance to clear up those

159invoices um like utilities you don't get the cost until the next month um so we'll kind of know what this is by October 15th when we file our uh annual financial report which is the ending report that says how much do we spend any questions about I this one's um so the reason that it's estimated is because right now let's say I think I'm going to spend $1,000 at Office Depot this year I put in a purchase order for $1,000 throughout the year I spend a little bit here and a little bit there I need some paper pens pencils at this point in the year maybe I've spent 200 of the thousand in the financial system that whole thousand is kind of holding out over here in case I need to spend it so by

160the end of the year I will know that I only spent 200 the 800 will come back and then I'll be able to calculate what that budget balance carry forward number really is our meet and confer um this was a very interesting number last year we had recommended $200,000 go to uh trying to address the compression issue that we have in the district there's a variety of ways that compression occurs we took this out to the compensation and compression committee we did the initial dive into compression and all of the complex things that are affecting compression compression can be um somebody brand new uh starting in the district is making very close to the amount of someone who has been in the district for five years that's one form of compression uh there could be

161compression within job duties so maybe I'm uh supervising someone and I'm making less or very little more than that um there's a lot of different factors that affect compression the the committee after doing a pretty decent deep dive into compression and all the different factors determined that the quickest way to affect compression in this year would be to roll the 200,000 back to the meet and confer process and they're recommending to put that towards longevity longevity then allows senior staff to have um a stien that goes towards their base pay and I can't remember the levels we at um Dr Lauren is it 1,000 2,000 4,000 and 6,000 are the different levels for longevity pay and that 6,000 is 15 years or more so you get a stien for 6,000 if you've been with the

162district for 15 years or more so they're recommending um that the meet and confer process take a look at adding that 200,000 to increase those longevity stiens well and then um I'm going to skip over the meet confer recommendation real quick but I wanted to point out that um at this point in time we've calculated in a 15% fund balance Reserve in the minino fund that's part of that fund balance that we've talked about a few times that kind of comes out first even though it's at the bottom so that we can maintain that and then um that communication that we were talking about with alignment with our sofg goals and the Deep dive we've been doing with curriculum some of the processes that we have found to be super successful we want to expand

163and um so that has been identified through that deeper level process of um aligning the budget increase so this is a new expenditure into the budget that has a direct tie to governing board goals so that's kind of how that process worked through and it was pretty fantastic because uh Dr pombo and I worked through that had uh really solid conversations of how we connected those um developed interim measures to ensure that we can monitor and ensure that these additional expenditures are doing what we anticipate them to do so it was a fantastic dive into what the process should look like when you're in alignment and you need new expenditures to come out and then after all of those things were uh put in place it did leave us some balances to take back out

164to the meet and confer uh process which as I stated the last time I shared this Slide the outcome looked gloomy I was being very conservative and I also had stated at that time that a lot of these numbers were unknown so because more of these numbers are known and I feel more confident in them it allowed me in the budget process to determine that 750,000 would be a fiscally responsible number to bring to the committee um and that we would be able to maintain those dollars ongoing these are ongoing dollars these are not one time either the microphone is muted or something is it all right I can hear you now okay sorry there you go Katie can you hear me yes I can hear you now okay good um um so that 750,000

165H is just I don't know what will happen with that that's just the dollar amount that has been taken back to the meet confer process but I did want to give like some reference of what that amount could cover um I know that we had some concerns because we had used one-time dollars to change the student teacher ratio from 20 27.5 to 25 to one um this amount of dollars could cover a 26 to1 ongoing to uh teacher student ratio so that wouldn't be onetime dollars this would be a a ratio we would be able to maintain moving forward um or this could potentially fund it right now it's like a 2 point 2 1% salary increase that's across the board if every staff member were to receive an increase um or this could be

166a combination of other items that meet and confer comes to through their interpace negotiation process and so there's a lot of things on the um table that they're discussing that they feel would be very impactful to align us with meeting our sofg goals so um I'm not sure what it would look like but that's the dollars and those are some of the things it could fund I'm sure at the end it'll be a combination of of those those items any questions on the slide do we have any questions or comments okay heing N I do have a couple of questions or wonderings um first my first question is is this 15% fund balance Reserve from previous slides um it was my understanding that we had about 7 point something million dollar in that is this

167$5 million in addition to or does it restart everything and it would only be $5 million in reserves moving forward it it's uh restarting and um so moving forward so in our previous budget we had a reserve of about $7 million with this new proposed we would be taking a Reserve balance $2 million less yes and that was because last year we put $2 million into salaries and that was what funded the um salary ongoing salary increases last year so we knew that our fund balance Reserve was a little high and um this is a calculation of previous year's expenditures and what will be left over for this year so that's the 15% and that's why it's 2 million less than what you would have seen last year is because it it changes on the

168slide okay and then okay that's the first one by last year do you mean December or do you mean the last cycle the last budget buget yeah which is this current one I guess oh since this is not I did something um I know the computer died but I don't want to can you see your your slides or no I can see them I just didn't I'm not sure what happened dang it I just couldn't get through a whole night we're getting there my next question is on the money um m&o budget surplus deficit um let's say we did all these things right that only leaves us with a with a surplus of $79,000 yeah and again that number is going to change that is not a hard right number and it it's really minuscule

169when you're talking about a 47 million dollar budget so um let me go back to that it's just math right now what I anticipate is that budget balance carry forward estimate that estimated number that's going to affect that additional dollar St there um I could have just rolled that up into some other number right now again I still have numbers on this sheet that are unknown uh and as we get closer to the known numbers I'll be able to better determine if there's a surplus or deficit so one of the things that I recommend when we're in the meet and confer process is that meet and confer um because again I'm trying to Crystal Ball this what's going to be happening next year there is a potential I mean the governor just came out talked

170about how she wanted to fund prop 123 um they're talking about putting some of those dollars into classroom site fund classroom site fund that particular bucket of money has supp planting rules so I'm going to be interested to see how they determine that uh it's a restrictive funding source it doesn't allow me to just use it um so we'll see how all of that pans out but I anticipate and hope that that will actually give us some additional dollars into our budget so in the meet and confer process one of the discussions that we have is work on contingency language so that if we have additional dollars over and above the fund balance Reserve that we need for district fiscal health and all of these other factors that we need to pay for our budgets

171or our expenditures next year um we work in contingency language so if there's additional dollars on the table we talk about what we would do with them and what meet and confer would recommend okay thank you for answering those questions so I have a couple of concerns with this budget um one of the first concerns that I have is that our identified sofg prioritized teacher support professional development training has a lower um dollar amount added to it than the me and confer recommended budget of the 26 in one ongoing teacher student ratio um I know it's not a big dollar difference but if we are going to be serious about adult convenience and really changing practices in our system I believe that our budget should reflect more of prioritization on those sofg identified um you

172know mechanisms that you guys talked about versus the the increases or that kind of stuff that that's this is just me speaking for myself and after I give my point of views other people can share their thoughts so that's one concern I see that um by this budget it doesn't for me personally it doesn't give us enough of a like no we're being serious how we are really going to align our budget to these certain priorities and also um the National School Board Association Federal advocacy which we were just there in January um in Washington DC put out a statement and um I'm also concerned that we're being less physically responsible with our carry forward money because right now in federal legislation um particular and I'm going to read off what this says this ISS

173of particular interest with what's going on in the budgets at a federal level it really impacts K through 12 communities what it's basically saying is that there are instructions and plans in the house education and Workforce committee to find at least $330 billion doll in funding Cuts as part of the wider process so$ 33 billion dollar they can assume and mostly do believe that it will be cut in Medicaid supplemental nutrition assistance program which is snap school lunch programs which I want to remind everybody that we do have a Federal grant right now that allows us to have free lunch and and breakfast for all our students so that's something that could potentially be cut and student aid programs we don't know what that looks like but with all the ricord that we've been hearing

174it it could directly impact the stuff that we're doing so with all these outside factors going on I would hope that the meet and comer team is taking really account to those things because I don't want to be in a position either where we say hey we've been able to carry this 7 million carryover we can be a little bit loose more things have been you know good and dandy but in reality we don't know what we're going to face in these next six months to a year so I would hate us to be in a position where we have extra dollars and we're saying well we should spend them just to have them um I understand what having too much money may look like you know to other people or all those ins and

175outs but we're really in a in an interesting time that I don't think any of us have been in before and so and and especially here locally all the attacks on public education like we're really going to have to start getting really smart and really conservative and I I'm I'm it's almost interesting that I'm using that word when it comes to our budget because we don't know what's going to happen and in order for us to really focus on these goals and really make sure that we are giving our students these resources knowing that you know in the next month our Federal grant can go away to feed our students so there's just a lot of things out there in play that I really want us to sit and think about and those are legit

176concerns that I have I don't think that we should be having our carry forward balance less knowing that we have greater dangers of funding getting cut than other years that just doesn't make sense to me um so those are just my personal thoughts of seeing these things I don't know if anybody else has any questions or thoughts on that but that's where I sit on this um it's only March 1st and there has been so much that has happened already and unfortunately the majority controls that narrative right now at a federal level at a local level we have some hope with the governor that we have but even then everybody's you know playing a game of who gets reelected or not and at the end of the day I'm not into this work to get

177reelected I'm into this work to see where we can make the most impact to make sure our students are not giving you know that we don't have this data anymore and a lot of that is going to come from these conversations in the budget because if we don't have the money then we can't do implementation so those are just my thoughts and personal feelings on the concerns that I have moving forward with this type of budget I know nothing set in stone and I know that this is why we have these conversations but those are real concerns and wonderings that I have that I think at this time we need to be a little bit more conservative when it comes to our finances and uh Madame President I do want to uh point something out

178on the meet and confer recommendation that is based on an sofg guard rail for the superintendent I believe that's number three um so I didn't lump it together with the other sofg alignment uh process uh because it was a new process with a curriculum so I I I'll take responsibility and apologize for the fact that I did separate those and it it made it appear like it isn't part of an sofg alignment um but I do believe that the dollars that we are taking to meet and confer is in order to support that guardrail so um in my mind that is also s sofg um the whole budget is uh in my process so just taking that into consideration that is why it was separated out um and I absolutely am hearing you [Music] um

179I'm already pretty conservative in my processes it has been a factor in my career in 25 years of school Finance I agree that we need to be conservative I do want to assure you that there were percentages included into this calculation um I am accounting for the dollars we could potentially lose in this year in this budget I'm also accounting for the 30% that we've kind of fallen on with that Federal impact the the Bild you know I I have to go somewhere with it and 30% is higher than I have ever calculated uh for a federal funding decrease I also added a state level decrease for State dollars of 20% um and again I've never calculated in a separate decrease amount in my budget formula so I do want to assure you that I

180have been uh factoring that into the budget formula um it may not be enough uh but I'm hopeful um but I'm taking everything that you're saying into a huge consideration I do want to assure you that um it is a conservative budget and I do feel like it's a fiscally responsible budget I feel like as we move closer to adoption and we will have a lot more information and I can um firm up some more of these numbers I stand ready to change this and bring this back to the board if uh additional information comes to light so at this point I'm feeling very confident in this budget and I am taking everything that you're saying into consideration okay thank you um do we have any other comments or questions from our board members okay

181oh yeah go ahead Mr johnes yeah I I think this budget tracks and um I recognize you're being conservative and uh when you're talking about when other people see this this is the first time the public has seen it now I believe I brought this out before when the numbers were a lot different yeah with these numbers so there will be some members of the public in our community that will see like uh president Korea was saying uh concern for for the meet and uh confirm number being higher than the student out student outcomes number of 650,000 750 to 650 I think there's going to be a lot more members of our community that are going to look at that 750,000 for meet and confer and what did we say that 2.21% and then you

182look at your number for inflation the one I brought up earlier I mean we're all going to be paying that number yeah and and I brought it up because I think it's low yeah so um that's probably going to change with what happened today in the news another you know Great Piece of new I know so that leaves Ming Target so in reality I mean what we're talking about for the teachers is half a percent or somewhere around there so I don't see it as uh necessarily or other people in the public aren't going to see it as uh hey we're slanting our budget to making teachers happy only or you know not changing adult outcomes if it's explained right I I think they'll understand so uh so far this is a good conservative budget

183I appreciate that thank you any other comments or question questions thank you Mr Jones all right I don't believe I hear any thank you so much Mr Shapiro for all these updates and I know none of this is easy especially in the times that we're in right now so I I appreciate you staying on it I know that we've had even other conversations about stuff that's going on at the legislator that would impact our finances so I always appreciate that ongoing communication that we have and us really trying to work for what's best to get our goals met thank you all right that brings us to our next agenda item which is 11a and it is the new policy first read JB which is our policy on safe and inclusive School environments um as we

184all know we have also um hired Copper State education Alliance and they're a nonprofit that helps us with our policy work and the way that they help us with our policy work is making sure that our policies reflect the needs and the values of our community because at the end of the day we that's how what we're supposed to be here at the governing board is that we're a straight reflection of the values of our community and I'm really happy to have this conversation and about the inclusive School environments I I applaud Copper State education Alliance for bringing this forth and also applaud our attorney for working hard on this and not only revising it but actually getting some help from an actual immigration attorney I know that it was a co-op between copper between

185our attorneys between immigration attorneys and this is what it's all about is getting the most amount of resources that we can to ensure that our communities our parents and our students overall feel safe in their schooling environment regardless because that is their fundamental right is to show up to school and receive an education with no fear and and that is like one of the major things that I think this policy will also Implement and lead the district is to make sure that we're all staying on the same level the same processes are going from the top bottom to ensure that um we all are on the same page when it comes to this especially given everything that's been going on with you know misinformation about ice coming into schools and hearing all these things um

186I hope that everybody read this thoroughly and then we can have a conversation of any edits that we would like to see or any comments so with that I don't know if Mr Man you have any other added on comments and if not or if so after that I'll go ahead and turn it over to our board members yeah thank you very much Madame President I I um am very appreciative um to have the opportunity for the board to consider this policy um I know they you know one of the conversations that we've had is that um a lot of what's in this policy is actually captured in other areas of policy because it it ties directly to protections that are in State Statute but I think what's important about this particular policy is it

187pulls all of the critical pertinent pieces of information into one place and also makes it a lot easier to communicate the governing board's policy-based stance with members of our community and our families because one of the you know there's really two challenges we're facing one is um the potential for inappropriate levels of enforcement but the other one is regardless of what happens the fear that gets created for our families which um becomes an impediment to their ability to have their kids in school comfortable and learning and so this is just a way for the for the board to um verify and make very clear the district's stance on this and Empower um the district Administration to know exactly how to handle these situations and it actually just creates a lot of clarity for us we

188haven't had specific situations that have come up yet but we've had a couple of recent scares and so just the work that we had been doing in relation to this really kind of helped create Clarity for us on how to engage when there were concerns uh around these issues so this will just create even more clarity and that's one of the things I want to highlight that I'm really glad that the Administration has taken it upon themselves to try to implement this in the system because you know we do have this communication in all board members and the respective schools that these issues have happened at um that there was some processes put in before this policy was implemented so that just shows me that the administration is hearing what we're saying and even though

189it took us this process to go through an immigration attorney and our attorneys and after copper created this and all these different factors our Administration has been listening to us and making sure that these things are already living in our system without the policy being done so I'm I'm thankful for that too um so at this point I will turn it over to our board members to see if you guys have any questions any added input or what kind of discussion you would like to have Miss Marquez yes um so I do have a question and then also a recommendation or Amendment um uh DSO so District safety officer is that something that we have a position yeah so this um it's a great question um Miss Marquez this is not a specific position we

190have in the district this is a way to indicate to staff who the responsible party is that they reach out to and so um when we look at board policy one of the things we talk about a lot is often it will specify the superintendent which means superintendent or design very often or it'll it'll specify principle which can either mean only principal or princip principal and designate um and so it was important for for this policy to have that DSO designation because there are times when certain people aren't available and we want to make certain that our teams at our schools know who that designated person is and who their backup is and who the backup's backup is so when something happens um there is somebody that is available to them so I'll give a

191great example we have a couple of team members who will be at a conference um in New Orleans this week so if that designated officer is offsite this way this policy is structured it's not in that person is available those people are available by phone but just in case there was a reason they couldn't be gotten a hold of the policy doesn't specify a specific individual it specifies a specific role which allows us to make those adjustments or if someone were to leave the district we could go ahead and let um the administration of the schools know who the new DSO is whereas if we said well it's always the assistant superintendent for teaching and learning and then if that position is vacant at any given time then they don't know who is it that

192I'm supposed to be reaching out to to get support with this issue okay thank you um so then um I also had a proposed addition to um sex uh sorry section six so um and this would be just to kind of tighten it up a little bit because you know have being out there talking to to teacher staff families um I think it's you know it's important that that it's more than just the administrators registrars and front office that get training so the bullet point the the wording I drafted up would be so the the next kind of main bullet point would say something along the lines of all District employees including any contracted workers and then the sub bullet from that shall be made aware of this policy and then after that if deemed

193necessary by the superintendent or School principal shall undergo training to ensure proper adherence to this policy and this is um for instance any any staff member who could potentially give access to a student so for instance a bus driver if ice is there at the bus stop and they're like hey we need to get on here and find Bobby or whatever the bus driver knows like no you can't or they they know what they got to do because if they're okay sure hop on there it is um or if like a cafeteria worker is is coming in for their shift or a maintenance workers is coming in and the doors open and Ice just happens to be right there and they're like uh okay come in um so I think just to really tighten that

194up and cover those bases and then um the reason I put contracted workers on there is because we've got for instance like YMCA might be there after school after hours and what if again Ice shows up at that time and then you know this contracted worker doesn't know any better and gives them access to the kids or so that was my my thought and my recommendation on that I'm happy to hear any thoughts or feedback on that board members do we have any comments or feedback I have some things go ahead Miss Gibson McLean okay so I think that well one I'm I it's interesting to look at this it's just super it's organized a lot different than all of our other policies and so I guess that's a little jarring um number one is

195we have the policy and it starts at number five safety and privacy measures so am I missing something where's one through four no I I um I think something got okay this started with number one so we need to get that corrected that that that was number one in the in the original draft that I remember seeing so somewhere along the line in working with the file I think the numbering the numbering um string got broken gotcha I think that if we're going to keep things as is as written that we'd need either to if we want to keep things as is then we need more definitions or we need to change some of the terms further on in the in the policy and so what I mean is um for example excuse me I

196think um sections currently seven and eight um are conflicting with other um policies only because we are referring in these sections to law enforcement even though further up it seems clear that this is only dealing with immigration law enforcement however there there's two issues here right like we have ice or Customs and Border Patrol there's a bunch of different law enforcement that could be involved and then given the situation federally and here in Arizona we could be dealing with a situation where County Sheriffs or local police are deputized to um enforce immigration laws so things start to get hazy but what I'm saying is is that for example we just passed um ji or we just passed jic tonight and we also passed jic I'm sorry not jic but jic and then I think I

197didn't look through every one of the ones that we passed I'm sorry but I just know oh maybe it's in JK yeah so essentially what I'm saying is is that there's some things in this new policy that conflict with what we've already said in terms of um permitting law enforcement on campus contacting law enforcement or depending on then this is where I'm getting to definitions what we mean by access do we mean access to physical property access to people or just access to information I know that there's an access control kind of definition there and it says controlling access to school property but it also seems like access could be defined in a number of ways in this um in these sections of SE in in section seven um so I just have some wonderings

198there about what all this means because in my mind if I were to look at number seven it says response to law enforcement on campus and so for me that would mean literally any law enforcement and request for Access or information is very broad um what does that mean I don't know I get that it's kind of explained a little bit further down on the third point maybe but I just feel like this could have a little bit more of a narrative like in the same format of our other um policies to give a little bit more information or guidance um just because I think this is and then we you know we haven't presented jih yet but I know it's also gonna it's also going to conflict with jih in terms of you know

199there are laws obviously where we have to contact and give information and access to law enforcement depending on the situation right there's that but other than that I would love to and we've tried to adopt in these policies kind of a a thing like this where um um and if if one of those if the uh if a serious offense hasn't been committed and there's no mandatory reporting required then I would love and I think it was the intent of the committee that law enforcement not be permitted on campus unless they have a warrant to search something at the school premises and then also even if they have an arrest warrant that we work with them to try to arrest a student outside of school hours or off school premises now um given that those

200are the things we were kind of moving in the direction of and these other policies I would just want to make sure that everything's kind of driving together because right now I know I'm sorry I'm not it's 8:45 and I'm tired so I hope I'm not just repeating myself a million times I just feel like there's a little bit of work to be done here to clean this up to make sure we're all clear on like is this only talking about immigration related stuff or is this going to interfere with other law enforcement issues uh in other policies so anyway that was a lot of the same thing over and over my apologies I'm tired no it's okay and I think you bring up some good point so this is part of this discussion and

201what we can do I think is to make it a little bit easier is we can obviously not take any action but what I would love for us to do is send maybe helda and Mr Man an email with those added on things so as we're continuing to work at the student conduct um information we can match it with this and then maybe when we come for a second read especially with what your input was send an email Mak making sure that that stuff does get Incorporated because I do feel that this shouldn't be just the principal in front office thing it should be a pipeline down for everybody anybody that has any connection to students should know what is allowed and not allowed of these entities so these are really good points and this

202is why we have these discussions so if we can send those in an email and then as we're going forward bring this as a second read and hopefully that um interplay and give our attorney a little bit more time ALS also to incorporate what does that look like for all staff or what Katie just brought up um I know there's some urgency with this however um given you know obviously I have a job that has lends me some Credence in what I'm saying here but at the same time we have a meeting on March 17th for our committee and I'd really love to get their feedback because I wouldn't want to be the only one giving feedback in this instance um even though I have obviously some things that inform that there's some other things

203that don't inform them so I'd really love if we could FastTrack this to at least discuss it a little bit um if I could get some help with some of the feedback that I'm providing just so that I'm not the only one sending an email yeah absolutely that that works too and yes this is obviously of you know we need to get the ball going and get this done but I'm also going to stand back on what I said earlier that I'm just really confident that regardless of this policy or not and how long it takes us to to put it in writing I feel like we do have the internal mechanism already set up that they're listening to us we're we're making certain statements and we're making sure that that integrity at least from

204what the governing board is moving towards is not being you know overpassed while they're in in in school so I do appreciate that I do understand the urgency in this but I do feel that we should cross all our tees and da eyes especially as we're moving forward with the revamp of our student conduct policies I asked one clarifying question really quick so I know Miss Marquez you were looking for that training to be extended to you know the all all staff and to those contractors I don't know that we have the ability to provide training to those contractors so what we've been doing in lie of training is providing the information to our partners so that way it's disseminated would you feel like that's adequate because very often what's happening with our teachers is

205they're not specifically named in this policy because we're training their administrators who are then relaying that training onto the teaching staff so I think that's why it was structured the way that it is um because we've even gone an extra layer we had a teacher reach out um from one of our schools saying well we have concerns about how do we support kids in the classroom who are stressed out about this and so you know we took the next step to put together actually members of our curriculum team worked on it um and they moved very very quickly um to pull together some support and then that was rolled out for our teachers as well I would never claim anything we do is perfect but very often it's kind of ahead of the power curve

206of where others are and so we want to stay ahead of that curve but I'm just concerned about making a policy that's requiring a training that's for every staff member in the district that may be difficult for us to actually deliver right yeah and so I just wanted to to maybe read it again but I did word it in such a way so so they should all be shall be made aware of this policy and if deemed necessary by the superintendent or the principal because sometimes there's group on campuses that only work on that campus and if the principal is like yo this YMCA person needs this training right you know and then and then not like you know I I think the training would be whatever that principal feels need if that makes sense

207so not like a full-on training program or if there's like a teacher who's like I really want to know this front and back you know then that can be you know a sit down with the principal so yeah no thank you for that clarification I just didn't I didn't pick up on that nuance and that Nuance feeds directly into what my concern was so I appreciate that Miss SS I just have a clarifying question because I was thinking about this with the response to the law enforcement um that Katie just talked about isn't that like what we already kind of do though even on all law enforcement levels like this whole section because we can't give out that information without parental consent right yeah no that that is correct and and as I mentioned earlier

208much policy is reflective of of content that's already in other policies this one is really intended to be more specific to the immigration concerns and so um I believe the language was was was broadly used as law enforcement here because of some of the threats at the federal level to use local law law enforcement to um Implement immigration warrants and um detentions and so um there may be a way that we can create better Clarity around that here um at this point I think and just to add sorry to clarify I'm not just saying the law enforcement part I'm saying on the very first bullet point staff will Direct all requests for Access or information information I understand is protected by fra but access does that mean people does that mean property what are we

209talking about that is not clear in this policy and that's what I think also conflicts with other policies that we have and in what situations because in our other policies we're not requiring people to contact the DSO or the legal counsel in those situations necessarily and so that would put on added on burden in those situations that's not already there right right and I don't think there's an intention to add that burden because you know that that is to some degree part of normal school operations that certain things like that happen and people are already very well trained and they already know who they reach out to if they need additional Authority or to clarify something I think this is very specific to the limited scope of um of these immigration concerns and and I'll

210just throw this out there one more thing I think then I get the title of this and it's a nice title I think that the title should be more straightforward than just safe and inclusive School environments I know that's very I I understand that probably there's a place you're coming from but I think then given the concerns that I have and given how broadly that title could be adopted um I think we should be very directed in what this policy is then I don't know what that looks like but I think the language should be clear in terms of the title of the policy I agree yeah and we're not married to the title it was the title that the original recommended policy came to us with and it's all right do we have any

211other comments or that and thank you for that back and forth conversation and we'll continue going through that back and forth and making sure that it is aligned and we get some feedback from the advisory committee as well any other questions comments yes Mr Jones just a thank you to miss gobs and mlan for putting all those discrepancies out it's good thing we had a lawyer look at it this is also why that committee loves having her ex officio yeah just write my name on your arm if you're ever scared you're gonna get arrested you call me at any time all right perfect well thank you for that meaningful conversation on the safe and inclusive environments I don't believe I have any other questions or comments so I'm going to go ahead and move to

212our next agenda item which is 12a future agenda items do we have any other future agenda items um yes I would like to add one I want I want to start looking at policies um based around like diversity equity and inclusion especially with like lgbtq rights in schools okay perfect thank you um Miss Marquez did you have a future agenda item um well I had a question from the one that I submitted last time oh the cell phone policy one yeah was well that do I need to bring that up sorry just I I guess it depends on what your question is um okay I guess will that come up then on a future meeting do I need to resubmit you don't have to resubmit anything what happens moving forward from this is when stuff

213is put in future agenda item um myself and the superintendent create the agenda so depending on where we are at times we have discussions and that's how we start putting stuff back on the agenda so um it just got put on last time we thank you yeah but no that's a good question on clarifying how future agenda items work no that's a really good question all right hearing no other future agenda items I will move over to 13A which is our motion to adjourn I move the governing board adjourn second all those in favor I I any nce hearing none motion passes thank you very much W noes everybody drive safe I don't know about y'all but I could say nay we could hang out I'm on my computer you're not good night Miss Gibson

214McLean good night