001e e e noes thank you for everybody to be here we are going to go ahead and get started crayon School District understands that our community of schools is located on the ancestral land of the odam jid and eam people who descended from the hokam and have inhabited these lands since time in Memorial the oam whose name translates literally to people are a vibrant culture and Community spanning countless Generations into the past continuing to thrive in the present and carrying a powerful Legacy for Generations into the future with this acknowledgement the Kon School District formally recognizes say 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 do you mind leading Us
002in the Pledge of Allegiance please I pledge allegiance to the flag of the United States of America and to the Republic stands one nation under God indivisible jce thank you that brings us to 1C which is our roll call we have Miss Gibson mlin here miss s myself and we have our new board members Mr Jones and Miss Marquez which I'm so excited about 1 D so we want to welcome everyone to tonight's meeting and remind the audience of the request to address board cards that must be completed and submitted to the board secretary if they wish to speak to an agenda item board policy provides for two cards White cards to be submitted in order to speak to an agenda item and blue cards to be submitted in order to speak during public comments
003due to the open meeting law board members are not allowed to address items that are not in the agenda and this is per um policy beb with that that brings us to to a approval of the agenda I move the governing board approve the agenda as presented second all those in favor I any nce hearing none motion passes all right and that brings us to 3A which is the reorganization of the governing board for 2025 so I will now open the floor for nominations for president I'd like to nominate Sophia Kio second thank you well I accept the nomination thank you Miss Marquez um we have a second do we have any other nominations for president any other nominations for president all right and I'll go ahead and take a roll call um individually for
004the um nomination so the nomination is move the governing board approve myself Sophia Kio as board president for 2025 with Mr Jones as the second Miss Gibson McLean how do you vote sorry I just wanted to point of clarification in terms of were we correcting the time period tonight or were we doing that at a later date uh in which case we would have to have another election again oh I think the question is about whether it's a onee or a two-year term I believe it's a when does that get discusss it's a two-year term we had said it could be a two-year term okay it's just the way that the the motion was worded I just wanted to make it clear because I didn't I just want to make sure everybody understood so to
005your turn it would need to be clarified to when did it turn into a two-year turn a couple of years ago so the revised Statute changed and so it does say that um once you have new board members which is every two years we have new or once an election is taken pass which is every two years because I don't feel comfortable with that okay um so we can do move the governing board approve Sophie board president for 25 and 26 would that be the motion and you can vote no if you want if she can am it reiterate it or with the change sorry okay so a motion to um nominate Sophia Kio for the next for a two-year term as president of the board thank you so with that Amendment do have a
006second second okay so then I'm going to go ahead and take a roll call for the vote Miss Gibson McLean hi Miss SS no and I'd like to explain my vote of course no yes um I was talking to Dr Ramos and I know that there's going to be maybe some um work but I feel like there needs to be um opportunities for other people to move into that position and maybe that there is um uh a way for people to like transition into that and so like there can be a transition period so especially with the sofg framework um that other leaders can emerge from that and so that's why I'm voting no because I do not agree with a twoyear thank you Miss SS myself I Mr Jones I miss Marquez I motion
007passes original um motion since it was on the floor gets voted down since it was made it's a motion that's on the floor okay she can she resend her motion it was already seconded oh that's right okay so you know we'll have to vote on it even if still vote no on the 2025 and then the yes one that just passed T in place okay so going yes for that one that's what she want okay understood so um on the original motion that was made is the move the governing board approve myself Sophia Kio as board president for 25 um Miss Katie Gibson McLean no Miss SS hi myself no Mr Jones uh no and Miss Marquez so thank you for that and thank you for that clarification miss wattis all right this brings us
008to item 3B which is the reorganization of the governing board election for governing board clerk which will now be vice president for 2025 um and 2026 I move the governing board approve Miss Katie Gibson McLean as board clerk vice president for 2025 202 do I have a second I second thank you having um the first motion and a second do I have any other nominations for governing board clerk which is would now be vice president I would like to nominate Heather SS for vice president perfect thank you Mr Jones so we have two nominations we'll go ahead and get on the roll call for the first one which is move the governing board approve Miss Katie Gibson McLean as vice president for 2025 2026 Miss Gibson McLean how do you vote Miss SS myself I
009Mr Jones no and Miss Marquez I okay that's a three to2 vote motion passes second did you miss Marquez no on the one where Mr Jones recomended oh there wasn't a second there wasn't a second so we need a second on that one if anybody would like to second that motion Miss Eris has second um the motion now we go for a roll call vote for move the governing board approve Miss Heather SS as vice president for 5 26 Miss Gibson McLean how do you vote no Miss SS myself no Mr Jones I and Miss Marquez motion fails all right um with that we'll just have Miss Gibson McLean and Miss air switch over votes I mean seats my apologies that brings us to item 4 a which is governing board reports and Miss SS
010I'm going to go ahead and get started with you I do not have one tonight thank you thank you Miss ktie Gibson McLean um we had our first uh advisory committee meeting of the year last night um we actually kind of used it I think as what I would call A regrouping time um we didn't get a ton done in terms of substantive discussion um as far as policies go but we have our next several meetings planned out with dates and we also have a um a road map as to where we're going with in terms of which specific policies we're going to address at our upcoming meetings um our very next meeting is sorry I've already forgotten and it was just last night it's going to be J January 27th at 5:00 p.m. in
011this room so two weeks from now um and we still have quite a few policies to go over that are in addition to what's being presented tonight so um again those are live streamed and you can come in person and their public meetings so you can give comment um and and we would appreciate that if you do have any um moving forward um I'm excited to start my third year on the school board um halfway through my term I'm eager to continue the work that we've been doing in the committee um proud of the work that we're doing with the student outcomes to against governance um just proud of the culture changes we're making at the district um and just so happy uh to have everybody that's on our team that we you know have
012right now I think I'm one of those people who just always believes that like people are in the places they're at and we're at the times that we're at for a reason and so um just really pleased with everybody and just happy with how we're moving and everything with with every change comes growing pains and implementation pains and that doesn't matter where you're at in the public or private sector or in education or sales or whatever it may be and so I know that um what we're doing I have faith in it um if I if I didn't I wouldn't be doing it because I'm not that type of person and so um and and if people have forgotten also I'm an Alum of this District I've lived in this District my almost my entire
013life um my my oldest son will be starting kindergarten in the fall in this District because I believe in public school to my core and I believe in this community because it's the one that raised me and so I don't come here and make these decisions lightly or do anything on this board for clout for political reasons or anything of that nature um it's mainly for uh people that I grew up with who didn't have that chance and so I hope that no one out there questions what I do on this board or has any um inkling that I'm here for something else and if you do I'd love to have a personal conversation with you and I'm not saying that in a threatening way but I think you maybe just don't have the whole
014story and so I just want to make sure that when I'm signing my name to to something and committing myself to something an agenda it's because I actually believe in it and I think we're going to be doing something good and so I hope that everyone can know that as we're moving forward um I really truly believe that we can change lives with what we're doing if we stick to it it's about planning seeds and and watching those grow and sometimes it takes a lot of sewing and a lot of tending before something Sprouts but I know that if we just keep at it and we stay the course we're going to do great and so that's just happy to be here and continue to do this work thank you Miss Gibson McAn Mr Jones
015good evening uh I'm just excited to be here and uh to be working for all our kraton students parents of the district and our community as well um My Two children attend Belmore Preparatory Academy in the district and uh they're my main reason for being here but looking out for all their friends in the district as well all our students but other than that I have nothing to report thank you thank you Mr Jones Miss Marquez hello everybody and um I wanted to first off thank everybody who supported me and helped me get into this this place um you know started off a couple years ago doing a PTO and now I'm I'm here and um all along it's just been about wanting to build community and and you know make make things better for
016my my kids my neighbors our students and um I look forward to getting to know everybody here our our teachers admin principes obviously more kids families and um see you know see the great things that we can do I know we're doing a lot of good things here in this District I know the board has um you know set us for a good trajectory to improve our outcomes for our kids and to to create better Equity um in our communities and you know I I have a personal belief that you know there's um you know who who knows what the future holds and really what we have you know whether whatever happens in Washington you know it it's not going to matter as much as who your neighbors are and what you're doing in your
017own community and your own backyard so um you know our schools are are anchors of our our society and our community and so much hinges on that and um that's why this work up here is so important so um yeah that that's it I look forward to to seeing what we accomplish as a Bo I think we can be brilliant together all of us up here and of course with our our staff and our teachers um you know out at the schools so I look forward to meeting many of you and getting some work done thank you thank you Miss Marquez um I have a couple of things first I am honored to be the president again one of the things that I've learned now this is my fifth year going into the school board
018um here at kraton is how to bring people together and make sure that we find Common Ground regardless of what you know ideologies or political beliefs or whatever it is that that we have um it's one of I believe the strengths of this board is that we've been able to look past that and make sure that we're focusing on what really matters for all of us here um is our students I always say that I do believe we're the last line of defense for our students here in Kayon so I look forward to working with our new board members um to make sure that we're setting everything at the governing board at the top and Trickle it all the way down to make sure that our students are being um put first our data is
019the data that we have and it's amazing to see all of us working together to make sure that our students have the tools that they deserve to maximize their learning in this District um with that being said I am also really thankful for the leadership training that just happened I heard that you guys had a half day of Mr Mastermind AJ krael himself and Dr Ramos I really appreciate to all those who attended I know it can be a very vulnerable scary place I I've been there in a 9month cohort of you know almost nine months of this rigorous training I'm about to go back to Fresno to make sure that I deep dive more into this training and um obviously one of the biggest things that we say is you know student outcomes don't
020change until adult behaviors change and we are the Genesis of change so I appreciate everybody who attended um and it this is not a right or wrong thing this isn't or bad people or good people this is just really a reentering a refocusing of what we have the power ourselves to do to optimize their students learning so I'm thankful for the administration team and all the leadership that was there um to go into this um type of training and I'm hoping that one day we can get you know our teachers and more staff involved because it really really does does matter um recently you know Monday was opening day at the legislator so congrats to all the homies that I know that just got elected to the representatives and Senate seats that's great to see
021but some interesting bills were coming in um today in education committee one of the big ones was the facilities board oversight bill that's trying to come through so I'll be attentive to what's going on at the legislature I also do believe part of being an elected official is having conversations with our Congress with our legislators regardless of what aisle of um the realm they're in because at the end of the day Arizona has a student outcome issue we have about 40 you know a little shy than 45% Statewide passing any literacy rates and that's a problem um so I look forward to building those relationships and seeing how they can um combine those forces with the student outcomes that we have here in our district and with that being said that's my report so now
022I will turn it over to Mr Man for his superintendent report thank you Madame President um first off I um this is not in any sequence of priority but just sort of in the random order um but uh parent conferences are next week so just a reminder that we'll have early dismissal Wednesday Thursday Friday and we're hoping that um our families will um take advantage of this opportunity to connect with their teachers and talk about how we can work together to help support their students being successful so did I get the date wrong I noticed it's I'm sorry it's this week oh sorry I said next week it is this week it starts literally tomorrow so thank you always count on the amazing staff we have to keep me from really messing up that um
023I'd like to reiterate president cio's um thanks you know in relation to our leadership team spending some time with AJ krael it was amazing um one of the things I was most proud of is the level of participation that the folks present put into the process which I think you know my belief that what you put into an experience is what you're able to draw out of it and so seeing the level of participation um makes me hopeful that we'll we'll get good benefit out of the time well spent um in addition to our conversations around student outcomes focused governance we sort of had our entry foray you know it's something that's been in the district in the past uh restorative practices are very important to this board the community and and to our district
024but the conversation um was around a new book that Mr krabble has um are tools they deserve which is focused on um student Le restorative practices and so that was a very um interesting initial conversation in that Arena and then Dr CTO Ramos who is our um the coach for the governing board here in the district then also spent time with our leadership team um kind of taking us through some of the mindset exercises and other work that the the board and the leadership teams had an opportunity to do um as as president kuo mentioned this is important because ultimately we need to create a vertical articulation that runs from our governing board all the way to our students and so this is sort of maybe phase three right so the board's been exposed to
025the work leadership team's been exposed to the work now we've extended it all the way through our principls assistant principles and coaches and then the hope is next step would be through our teachers and then all the way to through our teachers and staff and all the way to our students so um with that it sounds like everyone's been doing a lot of hard work people are going to be working hard this week with parent teacher conferences probably could use a day off so um that will be Monday um as we also honor the memory of Dr Martin Luther King and so um hoping everyone um has an opportunity to enjoy that day and then we only have 49 more days until our state testing our aasa so as we talk about student outcomes Focus
026governance I think it's important for us to keep our eye on the ball and that is the all that we're keeping our eye on and this Friday January 17th is our 100th day so another big milestone for us so and that was a lot real quick but thank you for the time to share all thank you Mr man that brings us to 5A which is our student outcomes Focus governance update we will be looking over progress monitoring report goal three and guard rail 2 and three and just as a refresher in the fall of 2023 crayon School District adopted a student outcomes focused governance sofg framework to ensure a focus on improving student outcomes what is student outcomes focused governance work it is a framework that is based on the idea that student outcomes don't
027change until adult behaviors change using this sofg the using sofg the crayon School District board aims to create conditions that support improving the sofg framework is structured around six research informed competencies vision and goals monitoring and accountability unity and Trust guard rails communication and collaboration and continuous Improvement vision and goals describe the community's vision for the future direction of the school district it distinguishes between inputs outputs and outcomes and pertain only to student outputs and outcomes and our goals and vision are smart goals formatted which means that they're specific measurable attainable results focused and time bound our guard rails which we'll be learning it today in um our board I mean our reports are based on Community Values that strategically plan the vision and the goals they identify specific actions that the district leaders may
028not use or allow in Pursuit Of The District's student outcome goals and they do not undermine the district's ability to meet goals but often required leaders to accomplish them in a different way with the progress monitoring some of you may ask why do we do that too often in public education leaders do not pay attention to what's working and what's not working the results can be a revolving door of initiatives programs silver bullets that drain resources frustrate staff and fail students breaking the cycle requires having clearly agreed upon data a predictable Cadence of reviewing the data to see what's working and what's not working and the expectation that this information impacts what happens next this is the purpose of monitoring goal monitoring is a conversation between the school board and the superintendent that provides boards
029the opportunity to evaluate the alignment between the community's vision for student outcome goals and current student performance growth which is a reality while goals in reality may not perfectly U match it only becomes problematic when there is no evidence of student growth and even if students are yet growing and making progress that's only catastrophic if the superintendent does not have sufficiently a aggressive strategies in place for helping students make progress goal monitoring is beneficial because we lead by example what happens in the boardroom is more likely to be echoed in the classroom board Behavior sets the culture for an institution if board members want a culture where teachers are open and reflective in their craft they set the stage for that by demonstrating what it looks like for the board and superintendent to be open
030and reflective and it's grounded in student outcomes data it clarifies strategies communicates expectations and forms evaluations and with all that being said we're going to go ahead and get started I do have uh I guess something to say I breached my Integrity this week with our superintendent usually we have meetings about this stuff a week in advance in our one-on-one meetings and it is expected that I you know that the board submits questions in advance because life happens and we all know that happens um I did not submit my questions on time I submitted them this morning before the meeting actually this afternoon I don't even think it was this morning so if my questions are answered I really appreciate the team for doing that um but I also know that me not being prepared
031in submitting questions ahead of time can be a disruption to actually get information on what we're doing and not doing for our students so what you guys can expect from me moving forward is that I will not leave my questions and reviewing of the documents to last minute with that being said I guess we will start with um our SG goal three progress monitoring report and I'll turn it over to Dr dupin thank you president thank you president CIO can you hear me okay thank you president CIO members of the governing board and fellow members of the executive team goal three Focus is on increasing proficiency for our emerging multilingual students this evening our team of leaders is present here this evening to help respond to questions and provide int insights and context Dr Lorissa
032pombo our director of curriculum instruction and assessment Dr Pomo will you int introduce the remainder of the team um president G and members of the board we have Sarah Beth George she's our coordinator for language and literacy um and then you want to introduce our coaches I would love to all right I am very excited to introduce um two of our language and literacy coaches we have Jessica soloro who coaches teachers at the kraton Academy and builtmore Preparatory Academy we have TAA Stanford who coaches teachers at Gateway Elementary School and Mont Vista Elementary School so in the spirit of authentic conversation I've invited the team just to stay up here and be present after we go through some cycles of this you're going to know everybody's name we're not going to keep doing uh new
033introductions but in the but in the spirit of Welcome to our new board members we wanted to make sure everybody felt included and part of the circle so this team is part of really the the one of the most critical elements to advancing the inputs associated with this goal which is that the percent of emerging multilingual students that increase one or more levels on a Zella will increase from 25% in August 2023 to 40% by August 2028 in service of this goal we have established for this year an annual Target which is that the percent of emerging multilingual students increasing one or more levels on a Zella will increase from 28% in August 2024 to 31% by August 2025 we actually did exceed that number uh with last year's work so a lot of the
034input um we the work that's going on around this goal is being continued to maintain that increase that we that we experienced even as we address some of the challenges that we'll continue to speak about we have two we have a current measure uh which ties back to our DNA benchmark assessments the current measure 3.1 is the percent of emerging multilingual students that increase one or more levels on the DNA English language arts Benchmark assessment will increase from 10% in May 2024 to 20% by May 2025 and I just want to draw out in your board packet you will recall in October we updated some of the timelines on some of our interim measures so in creating this for your initial draft we didn't capture the change so the draft materials that you have received
035said had the old date of of by Jan anary 2025 so this presentation has been corrected to reflect the adopted uh revision to the to the goals and interims which was made in October so again trying to get to that 20% uh of students increasing one one or more Levels by May of 2025 and then the second interim measure ties to aella which is the state test Arizona's L English language learning assessment the percent of emerging multilingual students in grades 3 through 5 that increase one or more levels on aella will increase from 33% in May of 2024 to 35% by May of 20125 the rationale for selecting grades three through five is that those are critical years for language development the younger you can we can allow students to reclassify to reach English proficiency
036the better in grades three through five there's a pivotal opportunity to do that before going into Middle School where content learning becomes more challenging academic language becomes more challenging and English language fluency becomes even more imperative to school Success so in focus on our current measure which is again the DNA Benchmark assessment we have by school a some data to highlight today these are the students who the percentage of students by school who increased one or more level and one of the things I want to highlight about this particular conversation this particular inim right now we're talking about DNA assessments that were taken in October so we're going from the preest which was taken in August to interim Benchmark one which was taken in October when we come back to our next round of reporting
037we'll integrate in data from interim Benchmark to which was taken right before winter break so I'm G to pause just to see if there's any I have a a question on the interim um testing is that something that's done um districtwide or is that's something that's mandated do we get to choose how often we're doing this interm benchmarks we do get to choose the calendar for these assessments we choose the instrument and we choose the timing okay and as of right now the inter benchmarks are happening like every two months about I mean the end of each quarter so the in October December and then we have our um State assessment and then we don't take the the last one until May perfect thank you and we also have that preest that's at the very
038very beginning of the year so we try to spread them out evenly uh across the the duration of the Year perfect quarterly is pretty standard and of course it aligns with the sofg prce there have been at different times and I imagine I can't cite it off the top of my head but there have been different times based on either federal or state level School Improvement requirements that the district have a a plan for benchmarking assessments and I know for move on when reading there are requirements specific to third graders and reading proficiency which we use these assessments along with the fast bridge to comply with state law so some of it there are some requirements but for the most part we do have a a broad degree of latitude in the instrument and the
039timing okay thank you so at this I'm to turn it over to the team to jump into some of the current data so you want me to go over the the data do you want me to jump into it or do you wanna yeah I then I can answer some questions about it okay so this highlight this goes back again we're trying to highlight three years worth of the of this progress data and this goes back to the beginning of our use of the DNA tool we adopted that um in the 2022 2023 school year and so what we're observing right now is that from 22 to 23 2223 school year to 23 24 school year the percentage of emerging multilingual students who increased one or more levels um from the pre to interim Benchmark
040one grew by 1% from 2324 to 2024 25 the percentage decreased by 3% so you know we're following following that then from 2223 to 2324 the percentage of emerging multilinguals who increased one or more proficiency levels from pre to IBM to remain steady at 10% so going across the top that's kind of where we're we're topping out um over the last couple of years so to reach current measure 3.1 by that should say may 2025 we need to see a 16% increase from where we were in October um in order to reach that 20% goal by the post test in in May so at this time we do not feel that we we're not confident that we are on track to hit that 20% by May uh but we are are seeing some progress that
041we're going to highlight now okay and I I just want because I know we have new board members and we had the study session about the DNA assessment and DNA stands for data and assessment and it's the assessment that we use to um test grade level standards so if you're in fifth grade it's testing what the kids should know by the end of fifth grade if you're in fourth grade what you should know by the end of fourth grade and the test is um the pre-test as uh tests obviously the test for the whole year every single time so it's not like it's uh adapted throughout the school year so it's the same test just different questions every time they take it um and so when we're looking at our multilingual Learners with the DNA
042it's testing them on grade level standards so just to give an analogy about that if I was um in Japan and I'm learning Japanese um this has given me a test on fifth grade Japanese standard so I'd have to be able to read Japanese write Japanese do everything at that grade level to do well on this assessment so that's why you see the very low um well moving levels and then also in our data you'll see low proficiency for our multilingual Learners now the aella assessment which is the measure that we're using at the end if we met our goal that's measuring language acquisition so m I learning Japanese do I know how um do I know the letters and do I know the sounds and do I know how the language is structured do
043I know what the characters mean um in the alphabet so those are looking at language acquisition so when we look at our students being tested on the DNA assessment they're being tested for something that they don't haven't acquired the language yet and so the aella or language acquisition is something that would come first before they would uh master or do well on our DNA assessment or the state assessment and what we don't have right now is is assessment that is directly aligned to language acquisition so that's something that we want to look at for next year and the DNA is something that is looking at grade level standards but it's not directly aligned to language acquisition but that was the closest thing we had to look at for this year um and one of the
044questions that President C Kio asked was if you look at last year we were at um seven uh 7% of our students were able to move one level and this year we're at four %c and so asking why is it you know what's the difference between those two and why that happened um and I just want to share we looked at the numbers and last year we tested um at this time 694 students but there's 1,5 multilingual Learners and out of those 694 students 53 are the ones that moved the level and the levels are pre-emergent basic and intermediate um this year at the same time we tested 890 students um out of 968 and 37 were the move levels now what we didn't have a chance to do during the time um when we
045got your questions was look at are they the same students are the same students are these different students that are moving um we would have to look at each student to see how they did last year to this year and that could be done at the more like the school level but we can also get each student um so that's the difference between the two because the only only way we can get the data is if we have the student take the pre-test which is in August when they first start and then the test in October if they didn't take the pre-test and they started late we don't have those kids in the number or say for inst they took the like the one in October and then we just took it in December if
046they didn't um take the October one then they don't get counted or they if they only took they have to have two points but if they took um the October one and December one then we can compare it even though they didn't take the preest to see if they grew or move move levels on the DNA assessment does that make do you have questions for before and I'm just going to reread the question so they have Clarity on what the actual question was it says what insights can be drawn from the decrease in DNA assessment proficiency among emerging multilingual students from 2324 to 2425 and how can these findings guide adjustments to the instructional strategies and resource allocation to meet current measure 3.1 that was the question that that I had asked um and I
047know that I gave it to you guys light um late notice so in the future if you do start finding a little bit more answers to this question if we can just put it in a board update that would be great one of the things just one of the insights as even just this afternoon as we were considering the question we had a really good conversation about what it means to calculate growth from pre to ibm1 so in order so what Dr Pomo mentioned is very important in order for a students's score to count on on this graph they have to have taken both of those assessments and so we went in and that analysis revealed to us that there's a possibility that we're not fully and effectively capturing all students in in both assessments
048so what we don't know is why that is possible contributing factors could be we like at this you asked about compliance testing so for the state assessment we have a requirement to reach a minimum of 95% tested if we don't there's negative uh ramifications for school letter grades and so we pay very close attention to that we and I what I mean is I don't have not given that same level of focus and attention to the participation rate in these assessments so if we're only testing 70 or 80% we're missing a large number of students then potentially so that's that kind of in that is an Insight that emerged this afternoon when we were looking at these like oh we really effectively capturing all students or if we are are there some factors based on
049attendance or communication with families that help these students know and understand the importance of this assessment or their ability to to feel confident in doing well and given the size the actual number size of some of these student groups it can significantly potentially significantly impact the difference very much so so so that could be a difference now we are are so as we move into inputs for the remainder year we've discussed a little bit with you and we'll share a little bit more shortly the work that we're doing to engage the families of our emerging multilingual leaders so this suggests a real strong need to effectively connect with those individuals so they can make sure that they you know they know the importance of the assessment how we're using it and then how it's shaping
050what the learning day looks like for their children so so what I wanted to add about um inputs like after seeing this data in October so I know we're kind of talking a couple months later just some things that we um observed and noticed is that the one thing if you remember we and we we reported last time we said we would adjust our coaching and so we adjusted our coaching I'm gonna have TAA talk about that real quick how we adjusted our coaching the last couple quarters to address um our multilingual Learners you want share real Qui hello um so some of the things that we have done to adjust our coaching as language and literacy coaches is we recognize a need for a deeper understanding of the English language proficiency standards um excuse
051me and then also how to capitalize on the resources that we have within our curriculum to support that um and also we have been receiving outside consultation from Heidi kosy which has been um really Paramount in supporting our teachers with understanding language acquisition as opposed to literacy um and as Dr pumbo mentioned they're they're not the same and so um how can we support our students with with um language acquisition and um the next sort of level of that was the implementation of the the strategies that Heidi kosy has provided Us in the training um both in our district professional development but then we have a small cooh cohort of targeted teachers or teachers who are teaching targeted language acquisition to students um and supporting them with what that will look like in classroom and
052again just a deeper understanding of language acquisition as a whole thank you thank you um and the other thing I wanted to add is that during that coaching the last the the last quarter um we noticed our teachers were time out with the planning and part of that planning has to do something that Sarah Beth and I talked that we need to do is that our um seci teachers were going to our unit guides and going to that um unit guide to teach that standard and then they have to do a couple clicks to get to our ELP standards which is to address our language acquisition and so what we're going to do with our work is and and that's going to take time in the summer is change it where they can go straight
053to the ELP standard and then it leads them to the unit guide for that grade level um the other thing we're going to change is the for our seci teachers they're getting a lot of training on verb tent study and so we're going to create a pacing guide like you teach this lesson and this lesson and kind of a Continuum of when to teach the lesson based on the grade spans and also the um proficiency level and so that's something that our teachers are asking for too that we're going to we're going to be working on um based on when we're doing these planning lessons or planning meetings that the support that they need is there anything you want to add that I forgot or okay yeah go ahead hi um so in addition to
054so we're talking about inputs here some of the things that we're doing to support our teachers in um teaching language acquisition strategies so in addition to the verb tent study and that scope and sequence for grammar we also have um an additional resource that we've some teachers at different campuses have started it's sort of like a soft rollout um The kraton Academy we've got a couple of teachers that are really going ahead with it and those who have done it really love it but it's for small group study it's a program specifically for certain grade bands by proficient proficiency level so that when they're pulling small groups during that targeted time they can really Target by proficiency level so you have your whole group lesson where you're teaching structure and phonetics and all the things
055necessary for learning a language and then we target even further in small groups with you are um a brand new English language learner I'm going to give you this type of instruction for additional um support those in the middle are Basics and then the intermediates which is one step below proficient with the goal of bumping them to proficiency so that is another input that we are working with this year um and then well I don't know if I should say this but Eric we we know that some of these inputs are you can go ahead and say it okay but we we just last week analyzed all our new data from December and so we know it's not where we want to be still but this this quarter we have nine% of our students um
056moved up a level and so we know that some of those are working and then we made new plans for this quarter to reach our goal by 20 by um May for for our grade level standards just so just to say it another way in from 2223 to 20 pre PR ibm1 to ibm2 there was a 4% change then last year it was a 3% change this year we got a 5% change so we'll celebrate that again when we come back for that with that data set but we know it's still short of the 20% goal so we we we're very acutely aware but we're encouraged by that the ability to make that change happen in that short period of time um and I was going to add I'm famous for analogies or metaphor I
057don't know which one which one is which but um is that this is all a process and we've done a lot of inputs and so when you think about an egg there's all and there's a chick that's gonna be born there's all these things that are happening inside so many process and changes but we can't see anything we don't see anything changing and so sometimes when we look at down like we don't see anything changing but we're doing all this stuff to help and so it's going to be messy it's going to be a process going to take time but then finally you see the chick and so we're hoping um with all the work we're doing by 2025 of course our goal is that you will see the chick come out but right now
058we're we're all during the process and when anytime everyone's doing something new their practice is new it's going to be harder before it gets easier and then my other analogy is like when you're working out it once you start working out like you're you're really sore and you can't work out or lift as much the next day but you're getting stronger and we're getting stronger it's just not you can't see the results yet and obviously I that's why I appreciate you know having these conversations and I appreciate you guys attending that leadership training too because now that I think most instructional coaches and admins are on the same basis of what the vision of the board was there's a better understanding and that can fill in the Gap so I'm just glad that we even
059have these conversations of me being able to ask questions and hearing all the different inputs because it sounds great and it sometimes it's sitting up here in the board I assume certain things are being done but having this addinon explanation and even you guys pivoting from what you've been doing to new strategies obviously it's it's it's the work in itself working right that's what I'd like to see it so I I appreciate it and I know that this is why we did fiveyear goals because I know that system changes is is hard and sometimes it takes longer for people to get on board but I I'm just a no of what I'm hearing so I appreciate it um board members do you guys have any other questions or comments I'm sorry I didn't mean like
060just in this if you had anything else I know we have more of the presentation but that's a lot to intake at the moment just want to know if you guys have any other questions or comments before they proceed sure uh just um I know you may not be able to say it here or uh that's something that's back inside the egg to go back to your comparison but are you looking at reasons why that you can't just break or you are unable to break that 10% barrier I mean is it something you're watching and well the number one with research and then also with observation is instruction so that's the number one input that we're trying to improve is improve instruction so last year we did a lot and this year too a lot
061of observations in our seci classrooms and we're we were finding that our teachers needed support on how to teach language acquisition because they were teaching the how to do reading and writing in the grade level standards compared to doing how do you acquire a new language and so that's what we've been working on this year is uh training and providing professional develop to our teachers and our coaches and to all of us on how to help our students um be proficient in English thank you I would just add um I forgot what I was gonna say sorry if you think of it please don't hesitate to no uh now I know what it was it was a question for you all do you feel supported by the administration of the district yes y onot be
062honest um 100% honestly yes um I have really enjoyed my job this year um the teachers are so excited with everything I'm speaking so I'm say am I saying we and our a lot um my experience at my campuses has been extremely positive and the teachers that I'm working with are very open to it very enthusiastic to learn are implementing it and like Lorissa said um are going through those growing pains because they're trying and they're taking risks and they're learning from it and they're getting better and better every single time I go into their classroom so I'm actually super excited for that egg to crack yeah you wantan to add um I would also just add we through observations we all have a like administrators and coaches um we have a collective understanding that
063this is something that we need to work on and so they have been very supportive in how um Jessica and I have potentially had to prioritize or shift how we've been coaching so I'm very fortunate in that um we share an understanding that this is this is definitely something we need to address and the inputs that we're putting in and being strategic about how we're doing that so yes I I 100% thank you I would also like to add so I'm in the middle right I'm coordinator and one thing that I would like to share that I've experienced this year is laser focus from Dr pombo and Dr dupin and Mr Man on these goals and making sure that the work that I do is very much aligned to these goals and very often in
064education our jobs become other duties as assigned and oh you're good at this so why don't we also need you to do this project that project and this project and so my particular position is has acquired additional projects over the years before I even started in this position and one thing that was very intentional this year from my leadership was looking at all of the projects and selecting which ones will make the most difference for students aligned to these goals and allowing me to focus entirely on those and so that's my answer to your question I feel is one very significant positive change that has been very lovely glad to hear it thank you Mr Jones anybody else before we proceed okay can I I'd like to add a little more information yeah of course
065on this slide so when we're looking at this particular page we and in reflecting on board president Kio your question from this afternoon we this also ties to your um question governing board member Jones about are we looking at why we're at this 10% and we have been trying to answer that question we've got a lot of things going on a lot of inputs that we're working on inside the egg and one of the things that we did this afternoon was we D drilled into the actual student numbers and different facets of who is represented in this graph and one of the things that was interesting I think is I'm hoping is helpful to you in interpreting this graph is that what this is showing us is the percent of emerging multilinguals that increase one
066or more levels on this DNA assessment and the levels that they need to increase are directly aligned to the levels on the state test and so that's minimally proficient partially proficient proficient and highly proficient and when we think about the analogy that Dr pombo shared about learning Japanese versus learning the content of Japanese language art at grade level we're this graph is showing how many students are advancing in their academic content and we looked at the we were interested in knowing where this the are emerging the multilinguals were in their levels of language proficiency and so we looked specifically at are third through e8th grade multilingual Learners who are represented in this graph and in in our language acquisition levels are measured from the lowest level of language proficiency which would be pre-emergent emergent the
067next one basic the next one intermediate and the next one is proficient and so while we know that not all of our language Learners so not all of our language Learners took are represented in this DNA assessment but what we do know is that this school year so 2425 19% of our multilingual Learners are at the intermediate level which is just before Proficiency in English 80 so that leaves what 80 oh yep 81 I questioned my math and the moment I had it written down right here I couldn't find it fast they our language experts yes yes 8 1% are below the intermediate level so 40% are at the basic level and 41% are at the pre-emergent emergent level and so those are our language acquisition levels and those students are being measured in this
068graph as to how many levels they're increasing academically and so the that piece of the Japanese analogy is helpful when we're looking at that hopefully that was worth your time yes absolutely was thank you so I'm just going to jump in ahead um the the interim measure ties back to AEL which is the state assessment and that our inter measure 3.2 is that the percent of emerging multilinguals in grades three through five that increase one or more levels on a Zella those language acquisition levels that uh Mrs George was describing will increase from 33% in May to 35% um and you can see here the percentage of students in those grade levels by school who who did increase um so for example um the number of student 17% at built more 30% at excellencia 28%
069at Gateway uh 39% at Lolinda just to highlight a few 43% at manav Vista who went up one one proficiency level we also have students who increased by two proficiency level so when when you're actually using a language assessment to measure language sorry oh when you're using a language assessment to measure language progress you see much more encouraging results so that and we don't we don't have that yet because we won't get that until we get the aella data back staff are actively involved in training for a zala Administration as we speak the zala Administration begins when February 3rd so it's right around the corner really and so then when we get that data back we'll be able to speak again about uh interim we'll be able to share information about interim measure 3.2 and
070we'll be able to populate this graph hopefully with with an increase uh in our student growth on language so we've talked a lot about these inputs I think what I would say is that we I'm going to let you highlight the changes since our last report but you know one of the as we reflect on inputs two things are true one is after our work with AJ and last week we got some really good insights in how to make these inputs in much more smart format so when we're talking about how to calcul or how to really focus and create Effectiveness for instructional coaching or um the Prof the professional development activities we have now some greater clarity about how to reformat these to make them really tight and I think s m SB has
071done a great job of getting us to where we are but now we have a vision for how to make that better uh moving forward so please anticipate tighter more focused smart go smart format inputs for the future um I love that by the way so thank you well AJ gave us a big set of examples I was like oh I mean I personally was like oh that's what it could look um and then there was another thing about the inputs that was true which relates to the assessment we're really grappling with for for this goal in particular the role of DNA as a grade level standards test versus the role of aella as a English language development assessment and then what you know what is appropriate in the middle without adding a whole bunch
072of testing so we at we we were just discussing this before if we add a new formative assessment for language that's going to really has the potential to increase the number of Assessments that our students are taking particularly our students who are learning language if we opt them out of the Benchmark assessment then that could really affect our awareness of how they are progressing on grade level academic standards it may also really throw off any predictive validity associated with our benchmarks when you consider how they affect the whole school whole District so there's a lot to consider around the assessment process and the assessment products so we're really we really are grappling with that and we we don't have answers but we we are we're very thoughtfully thinking about the the relationship in assessment and
073cresting that 10% to reach to our goal the if I could just add to that the other thing that I think is helpful in conversations that we've had with Dr Ramos this is also a perfectly normal place to be actually he said I think he said we were a little bit ahead of the curve but it's a perfectly normal place to be at this phase of the work that we're doing because what happens is when you when you start working on student outcomes focused governance the goals are set you're looking for what you can use as interm measures and you're working with the tool sets that already exist within your system so it's it's difficult initially to be absolutely certain how effective they are um from a correlative or a predictive level until you've had
074some experience with them number one and until you're steeped in the work you heard a lot of the ahas from the team here over the time frame that we've been doing the work already like if we had tried six months ago to go out and select a replacement tool set our level of understanding of the work we're doing would cause us to not be truly efficient or effective in selecting that correct tool set but as we develop facility and understanding if it does become necessary that we truly needed a tool set the criteria we would use and our understanding to be able to properly select that tool set would be much greater if I've misstated any of that please correct me and how how much time do you think using a certain tool set would
075be needed for you guys to realize if it's the correct tool set for the outcome that we're looking for I know six months to a year may be a little bit shy but do you give it the full five years do we look at a um a precursor or you know I how does that look like for your guys's expert opinion so are are you asking like if we picked another tool how long we would how long it would it take to yeah for example if we notice that DN a maybe isn't necessarily the correct tool set for emerging language learners but maybe there's something out there that could be SE I don't know what that looks like I'm just wondering it at what point do you realize that this certain tool set's not giving
076you you know the outcomes that you need and when do you start having conversations on if you need to shift gears for that because it may be working for English you know for our non- multilinguals but what I guess how long of a time frame do you give that to see if it needs to be changed for that specific goal I don't I don't know if there's a specific goal but I would want to look at least a couple years like does it align to is this assessment helping us adjust our instruction to be able to make an impact on our summi of assessment and so okay that would be inclusive of making sure people know how to use it effectively right which is you know we've been on that trajectory with fastbridge we've been
077on that trajectory with um BNA just the initial the initial Pilots I think were like a quarter maybe a semester so we made the decision relatively quickly but then to get to full implementation it takes longer time but we one of the things um SB can I put you on the spot so we talked about fast Bridge a reading so what we're we're kind of thinking about and I'll let sth explain it is looking at something we already have that we've been using for one purpose that we might like and it's incorporated into one of the other goals if it's having the effect around basic literacy skill measurement maybe it would be more appropriate here so instead of getting something that's all new and teaching people how to do it all again maybe we can
078use something that because these like Fast Bridge has lots of stuff in it DNA even has lots of stuff in it so there's there's there might be it might not be as radical a transformation as we think to get to something that's more precisely aligned can you elaborate on that just what just what we were talking about with think you hit all of it I one of the things that we talked about was that we really want these tools to help measure our growth toward the goal right our goal of our multilingual Learners advancing levels in their language proficiency and we are noticing we're in the conversations right now of you know this measuring their academic growth on DNA is really not translating to their language proficiency growth BR to find out to to tell
079us really if we're helping students during the school year and so like Dr dupin said if we if we add a like let's say an aella mimic so something that looks like the aella in the middle of the it and then students then have to take an additional assessment many times like several at least twice during the school year and in fastbridge we have the the assessment called a reading which includes basic comprehension includes some phonic skills it includes um vocabulary I think one more I can't think of right now um and our wondering and this was really just a conversation this afternoon was our wondering is would student growth on that assessment that they already take three times a year would that provide us information about their growth that is more aligned to language
080proficiency because it includes more foundational skills and it is a it is designed as a screener to show level of risk of ability to meet grade level standards and so that potentially could be something where we're not adding anything on to our kids or our teachers we are using something that we already have in place K8 all year and the the question is is that something we can look at would that be useful so what we might be able to do is leverage our relationship with Han Handover or internal expertise to look at that relationship with this year's kids so it wouldn't have to take a whole other year to like try things out right and it would even allow for a comparative between the measure we're currently using and if we shift it to
081that measure which ones appears to be more predictive based on the results that we get at the end of this year and like complete transparency we do assess okay we assess all of our students K8 on Fast Bridge three times a year we really as a system only spend time looking at our K3 fast Bridge results um because those are required to be reported for move on one reading for state legisl for state legislative requ requirements and we're already we're looking at DNA right for our grade level standards and because fast Bridge really is a screener it's it's used at an individual student level so when I say systemwide we don't really look at it that's we don't make these big graphs about it for fourth through eth grade and we don't look at trends
082of growth what we do use it for is identifying risk levels of individual students and using that to differentiate instruction the classroom so it would be interesting and hopefully helpful and enlightening to really start looking at looking at that as looking at the trends at the systemwide level so I like what I lot going on so thank you for a great goal thank you for challenging questions they really do make us reflect on our input so sth if you wouldn't mind and team just highlight us on some of the changes since last we spoke about these inputs yes okay so everything without a yellow arrow is exactly the same as you saw our previous um board progress monitoring report and so the updates are um in terms of professional learning we are staying the course
083we are continuing those processes in instructional coaching we're continuing our training with Heidi kosy and then of the five days of intensive training with the Arizona Department of Education our language and literacy coaches have completed four of those days so they went once in the fall we had a three-day conference um in Glendale actually at the um with the Arizona Department of Education so we have one Training Day left in the spring and actually at that three-day conference is when we had a ton of conversations we had we learned a lot and then we had a lot of conversations about these what's happening in the egg and and how can we advance that so our chick is as beautiful as we need it to be um and then so in terms of instructional materials Jessica
084was Miss was sharing with us that she has a couple of teachers at TCA who are using language power so that's the new instructional material that's referenced here and so we when we presented in November we had six targeted SEI teachers using it and targeted SEI meaning it's a type of instruction it's not that we're targeting those teachers it's that they are Del delivering targeted instruction so it's English language acquisition instruction only to English language Learners that's what targeted instruction is so as of the beginning of January really should have been December we had seven teachers now we're at eight teachers so when she referenced that soft roll out that is what's happening and it's starting to gain traction it's more of like an organic like oh my gosh did you realize this oh if
085we move our student groupings around this way so we have students all at one level in a small group we can use this resour so that is exciting that that's growing um and then the when we talk about family engagement we spent some time at the last progress monitoring report talking about our family nights and so in addition to an update we've also created a new smart goal or a new input goal around this so our goal initially was just to have the nights so four nights once a quarter per School total of 36 so we've now div veled we are going to by the end of this school year we want 250 of our emerging multilingual students represented by caregivers attending the family nights and so we'll be able to report this by quarter
086so in the quarter one we had 135 students were represented so that could mean two parents come for one child or it could be one parent comes for three children we're counting the number of children that were represented by the caregiver not necessar we're not counting the number of adults in the room right so and then second quarter we actually increased the number of students who are represented to 189 which I think is also really exciting because I know that there were concern that we that family night was on voting day and so we had a lot of conversations about how we are still allow like absolutely people can vote we have early voting we have all we have a lot of different um opportunities for that and so there was a concern that families
087wouldn't show up and they did more so than they did in the first quarter and we actually received an email from um a staff member so the the CEOs so the community engagement and Outreach specialist also formerly known as the parently aison at each school she was sharing actually from one of Miss L School the Katon Academy that the teacher who was facilitating those family nights was so excited the second quarter because she feels she was sharing that she feels like she's actually doing something for families and she had families bring their friends to the second night and then those friends that came the second night said oh my gosh I'm going to tell my neighbor and we're going to come back the third night so we are excited about the momentum that that's bringing
088I love that and I I want to thank you guys for making sure that the community is always on the Forefront because I'm a True Believer that it's not the parents don't want to show up it's not that parents don't have the time obviously every parent is interested and invested in their children's education it's just that meeting them at where they're at and bringing the information to them so they don't feel so confused by the system so I love and I even love that that you guys did it in a smart format this is like making my heart so happy so I appreciate all the effort and all the work that's being put in this so I think we've talked about all of all of the points that are reflected here um you know we
089I still want to highlight just under what needs more attention we are being we are being very intentional or just we're acutely aware that this is the team um that is and there's one more Co two more coaches so picture two more talented humans standing right there but that's the group that's responsible for doing all of this capacity development and and they they are not only focusing on the needs of emerging multilinguals and the development of the teachers who support them and the leaders who support them but they're also focusing on our goal four which is third grade literacy and the development of our dual language programs so that's a lot to put on and and to highlight sb's example that that role coordinator for literacy and language I mean that's just very broad so
090one of the thing glob languages and literacy that's right so we wanted to like we moved and I think we discussed this we moved the Native American Family program that was one of her initiatives so she was responsible for um with the team but she was responsible for reading move on when reading and language development plus Native American Family programming and so we've made that adjustment plus dual language so we're really trying to get much more focused and aligned but that it's still it still feels thin to be honest so when when we think about the some of the most important work that's happening in the district that supports student learning in every other content area language reading multiliteracy that's what's going to get the job done so that's something that we're continuously is this
091enough what else might how it doesn't necessarily mean more people but it might we don't know yet but that is one of the things that needs more attention in this regard awesome do we have any other questions Miss marus uh just a couple kind of random points and a question um I brought this up to Mr Man when we met um but just on on this slide that we're looking on I was a little confused where it says under with higher needs it says and now makes up 49% and then it says and now makes up 47% um and I was like wait is it 49 or 47 then he clarified for he's like no this was for December and this one was for for November so just a little wording thing like and in
092this month made up um so so that's just a little thing there um I had a question because um so if we go under instructional materials we went from six targeted SEI program teachers to seven implementing the materials how many SEI teachers are there alog together many more than that I don't have the exact number off the top of my head but it is a much larger number than that and so one important also when we're talking about capacity the reality of this particular program is that it is designed for specific language proficiency levels so it is if you if you have students who are all at the pre-emergent emergent level that's the program that you can use the vast majority of our targeted SEI classes include students at the pre-emergent the basic and the
093intermediate level and so those materials are not relevant to those classes um we work I and Dr pumble we work really hard in the spring of each school year to prepare for the next year looking at Staffing and figuring out how we can how we can organize classes to create the most opportunities for homogeneous groups of language level students for that targeted time which is 60 minutes a day for K5 and 50 minutes a day for 68 um one thing I also want to point out about that number of six and seven three of those teachers are actually providing this instruction during tutoring it's not actually during the school day so I imagine you were thinking about during the school and that number six or seven teachers it's actually four right now okay okay and
094that kind of um I was gonna say to add to that sorry to um so last year was the first time we applied for a grant to get more seci teachers and um we got two we how many we one and a half we got one and a half so we'll apply for that again but the reason why we need more seci teachers is because of the grouping but also for um the scheduling like it's hard to pull students for the targeted instruction and not have them miss any other part of their instruction during the day so Master course scheduling is something that Sarah Beth and I work on with the principles um and the assistant principles to help make sure we get the minutes that we need for for all of our students okay
095that kind of answers my my next question which was B basically addressing the bottom Point under what needs more attention about not all multilingual Learners receiving the required number of targeted minutes so that that makes sense um and then my last thing is just a kind of a suggestion or recommendation I love that you're doing the family nights and that that's getting some good traction um Mr man knows as everybody kind of knows I'm a huge proponent of trying to get parents into the schools to volunteer and help out even in the classrooms and I think you know we have so many families like parents that would love to learn English or you know might even be taking English classes at through through the district but you know if we can maybe encourage some of
096the teachers to to maybe recruit some of the parents to to like be a volunteer in the classroom I think you know obviously then they get that extra adult those extra eyes the adult presence um to help with the kids and whatever else might need help but then you know the kids see another adult like wow they're learning too like just kind of you know I guess I think encourage them and give them a little more you know pride and eagerness to learn like if this grownup is learning the same thing I am well then I can put extra effort um and I just you know again just it's it's part of community building and I think that could be you know another way to you know because obviously the more parents are involved the
097more the kids learn so just a a suggestion yes thank you for that suggestion and I want to share that that can actually be done very easily as you were talking I was like oh how perfect because the family the SEI family engagement nights I over I I do in coordination with our director of Community Education and he is the one that oversees our parent volunteer programs so we already have an existing relationship on these family nights and volunteers so that that will be very easy and I know he'll be really excited and I know just from my experience working with some of these parents on the PTO like they you know any opportunity they can to like help their kids and even you know themselves to learn the language like that's that's huge so
098thank you any other questions or comments from other board members all right I appreciate all the explanation and all the hard work thank you thank you so I will go ahead and make a motion given all the information that we have um just know that every time we do a progress monitoring report we do have to have a motion and vote on it and it's based off of you know the administration convincing us that they are working on the inputs to make sure that our outcomes are moving in the right direction so I will go ahead and make the motion that I motion the governing board approve the cranon S SOG goal 3 progress monitoring report second all those in favor I I any nay hearing none the report passes and again I I'm so
099thankful for all the information I every time that we do this and we go through more progress mind reports I feel more at ease and understand what's actually going on so I can make better decisions um up here so I really appreciate all the hard work I know it's not easy you know making changes so thank you so much that brings us to our next um report which is the crayon sofg guard rail 2 progress monitoring report thank you president Kio members of the board our guard rail 2 focuses on the following the superintendent will not cause or allow conditions practices or procedures that are inequitable or insufficient for students this guard rail has two interm measures the first is that the percent of observed dual language immersion lessons that reflect a score of three
100or greater on the learning walk rubric for curriculum use will increase from 37% in March 2024 to 45% in March 2025 the second inim measure is that the district's access equity and inclusion work will focus on anti-racist practices increasing from zero standardized District trainings for staff as of June 2024 to one provided training by June 2025 so using two data sources for the guard rail the first is the learning walk observation rubric the second is participant attendance in anti-racist professional learning experiences so when we focus first on interim measure 2.1 I want to start by orienting everyone to the uh up on the upper right hand corner what we look for when we're actually talking about curriculum use there are four very specific areas the first is that it aligns to the kraton curriculum unit
101guides the second is that it aligns The Learning Experience the lesson aligns to the Katon curriculum pacing calendar the third is that the child's learning experiences align to the desired instructional outcomes of the Craton curriculum resources which tied to the state standards and then finally that adopted kraton resources and materials are being used to support the learning and I will say that over the course of this year and engaging in these learning walks when we started the focus was just kind of on like just open the darn book let's make sure that the res you know to kind of be flippant about it let's just make sure that the materials and resources that we've purchased are being utilized by the students whether they're in hard copy or digital format let's just get that out but
102over the course of the learning walks and the conversations we've really broadened our understanding and our emphasis on all four of those attributes so not just having the materials out but also making sure that that alignment is there so um president K if I just may share your question to start us off the question was asked what factors contributed to the Dual language immersion lessons scoring three or greater on the learning walk rubric and how do these practices address gaps in our curriculum alignment so what I'm uh report able to report today is that the percentage of dual language lessons at a three or greater for curriculum resources planning and preparation has increased by 52% s since March of 2024 and that is inclusive of all four of these areas um adopted materials and evidence
103of alignment to the unit guides and pacing calendars is being seen with consistency in the Dual language classes and we are currently on track to reach interim measure 2.1 when we first started what we were seeing the the Gap in alignment was really around two things one is did the kind of timing like what were the lessons appropriately paced to to get through a Year's worth of content study and and we weren't seeing as much of that and two are the is the learning outcome aligned to what the standard would require so now because we're emphasizing all four of those areas we're seeing that alignment tighten up substantially and the evidence is is is here for your consideration the um the work that the coaching team has done in supporting teachers in initial planning has
104been significant the work that the principles and assistant principles at the two dual language campuses have engaged to help Orient their teachers to all four of these attributes of curriculum use has been significant and then Dr pombo mentioned our data analys analysis and action planning process through data wise we have two important pract I mean there's a there's eight steps to data wise but in that set of steps one thing we do is identify a learning centered problem that's centered in in around the children's experience of learning and the other one is a problem of practice associated with my leadership and how my leadership affects the children's experience of learning so each school has a plan of action to address both of those and to continue Drive improvements in this area so it's it's I
105will be honest and say it's it's exciting to see and to be able to report this kind of an increase B because what it shows is the capacity of the adults in the system to focus on experiences that are meaningful to the students and to advance the curriculum um so before I move on to anti-racism I want to just emphasize a little bit more um well I I have a slide for that I'll get to that in just a second but before I do that I'll pause for any questions or discussion just on this one do we have any questions or comments I'd just like to say that looks really good and thank you for all your work Dr Doan it's a it's a team for sure it's a lot of work and it's a
106lot of continued emphasis but we just completed a round of learning walks yesterday we saw I think our number was like 47 classes yesterday in two schools um one of them was dual Language School one of them was not but we really got some good examples of students using academic language tying back to to the curriculum to the standard so kids are help are starting to drive some of this as well and that's where we know the next opportunity is to continue forward when we're talking about the guard rail four which addresses learning targets and success criteria the kids and their engagement um really is is vivid but we're seeing some very encouraging signs any other questions or comments all right we can proceed thank you so inter measure 2.2 ties to our District's access
107equity and inclusion work and providing anti-racism training on a systematic and continuous basis so our updates to date include our partnership with Dr eoma ononuju Who has provided an introductory presentation to community council members on November 21st 2024 we've also established an anti-racism and student support committee that includes staff and parents I wish I could could and Miss Marquez be making me think of this how many people are on this committee and what groups do they represent I don't remember but I could get that information for you um that committee has met several times and created a scope of work um and a set of desired attributes and a request for proposals was initiated so because of the co the investment threshold for this project uh we did need to go out to the broader
108community and make our intentions known to seek this kind of professional development training so we have been active over the break we I think with our procurement manager we we issued maybe four amendments along the way based on questions we were receiving from interested vendors and that's a good sign because it means that people were looking at our request they were considering our request and seeking clarification in order to provide a response that was going to meet our needs so the committee is going to come back together at the end of this month here in just a couple weeks to review all of the submitted proposals and bring to you a recommendation of a partner or Partners to engage with to have more systemic uh anti-racist training say Partners there's a possibility for more than
109one or what yes we explicitly structured the RFP to have the potential for a multi awward and the scope of work we wrote it so it would have activities for engagements for staff for students for parents and community so some entities do a really good job with maybe a couple of those groups some groups are like super focused on community some people are like I'm all about working with teachers so we wanted the flexibility to be able to potentially divide it up based on expertise okay and that Insight I think came from our initial work like we thought we'd just go out and find somebody and so as we were talking to several some buies to find it was very interesting because some people were guiding us down One path some people were guiding us
110down another path we knew from the board's direction from the conversations that we had directly with parents and from the and when I say conversations with parents I mean over multiple years and the insights we've received from parents students and staff that we really wanted a multi-tiered approach where we were um I don't like the word targeted but we were focusing on all of the um the different individual groups that we would need to partner together to make us successful in making systemic change which included teachers and staff leadership um parents and community members and the students themselves and so like Dr dupin said since different individuals have expertise in addressing different types of groups it may be to the best interest of kraton um for us to uh partner with more than one of
111those potential Partners um and with that being said I do want us to be cautious of picking too many vendors too one thing that I've learned through the SG framework is that one who focuses on a lot focuses on nothing and sometimes when we have too many pots in the hand it can create other unattended consequences um especially with this type of work I know that this type of work is new to the district um it's something that you know we've been trying to do and kick off um throughout the years especially the years that I've been here but I really want us to try to stay focused on on and ensuring that the vendors that we do choose will be the maximization that we can to get this stuff implemented but you know focusing
112a lot on the back and forth and the Amendments I know that can create delays in the system and to me this work is is something that should not be delayed it's it's the work that directly impacts the student that we're servicing and if students are not feeling you know valued just like you know the adults in the system if they're not feeling valued or if they're not feeling like they're they're being heard when this racism or whatever it is that's going on in the classrooms and we don't have the teachers equ quit for it that's obviously going to impact their learning because they don't feel Brave in their in their education system so um I'm I'm all for it for right now but I just want to make sure that the subcommittee and um
113the administration does know that sometimes when we have too many people in it giving different directions it can cause a whole bunch of worldwinds as well and this is something that I believe me personally is a priority to me because I want our students to feel Brave and empowered um in in the classrooms so those are just some thoughts that I had thank you for the feedback we did incorporate into the RFP a language around an expectation in the event multiple individuals or entities were awarded that there would be an expectation of collaboration so built into the cycle of work would be an intentional bringing together of those groups so that the work could be coordinated in with our goals and intentions I I would say that I hear you because I'm often the one
114that has to in this context coordinate all the people and I definitely believe less is more when it comes to that for efficiency and effect thank you thank you for the feedback um I'm not trying to get in the weeds of what the RFP had in it or any of that stuff what I will say is when I am presented with something um given my experience uh professionally working with with um with vendors in the past in the education setting in an anti-racist uh uh whatever that may be space um I am Leary whenever I'm like being uh presented with folks who are like white folks who are running or centered in like an anti-racist like curriculum or something like that and so if there is somebody who's like answering the proposal and their entire
115like staff is white and the leadership is all white I will be leery of that and have a lot of questions so I'm just putting it out there um you could probably already sense that I might have a red flag on that one but I'm just putting it out there I don't know what things look like and I obviously can't know and don't want to know but I'm just putting it out there in case it becomes an issue because I know people do capitalize and I'm just not interested in feeding into that thank you and we will thank you for the feedback I we will absolutely take it in so in in these kinds of decisions we obviously have to follow all the laws associated with procurement I would say that and we understand the
116value of culturally relevant and aligned providers and practices so for sure thank you and we do have a a policy that also kind of reiterates what Miss Gibson said about women and um minority owned um businesses just just to put out there too that it also goes into one of the guardrails that we have and it also um validates the policy that we have and we We Will We Will Follow all applicable state and federal laws related to procurement um but we have a concern regardless of the makeup of the Staffing like and I and I I hate to say this this way I am always concerned about the risk of people who are interested in the money related to the work that's being done or the opportunity versus Partners who are interested in the
117outcomes that we are seeking and in creating Improvement for for our district and I it is my belief that by using those filters we'll be able to make certain that we're bringing you partners that you you won't have any heartburn with working with certainly I appreciate that thank you it is 8:30 you're more eloquent than I at this point I we appreciate the opportunity to run the RFP because I feel like ites it has given us a a we were reflecting it the other day and I was kind of saying gosh I wish I I wish we I wish maybe when we started some of the work we had had maybe gone into an RFP process to get a more broad um P A Wider net I guess but the the reality is which I
118appreciate Mr Man for helping me see he's like well we wouldn't have necessarily even known what to put in it yeah so now you know as a result of our work to date we have a much clearer perspective of the fact that we must involve kids we must involve their parents in these ways we must involve teachers and staff and so on so it's a much more informed process it's much more rigorous it's subject to our laws and policies in a different way so it definitely um reflects progress and we're excited to bring to you a recommendation and thank you for the feedback so we can be sure to within law and policy highlight the alignment of the recommendation yeah and that outcomes part is really what's at the core of it especially given how
119many both in the private and public sector are having to move away from these types of um contracts um I could see that they're clearly being a huge market for people that are hurting maybe even to try to fulfill these types of proposals or wanting to seek them out I was surprised by the number of of kind of inquiries and just and that reflects nothing other than my being surprised but there did seem to be a a great deal of Interest any other questions or comments regarding this guardrail all right hearing none I will make a motion for c um for the I move the governing board to adopt crayon s SOG guard ra 2 progress monitoring report second all those in favor I any nay hearing none report passes thank you and that brings
120us to our sofg guard rail 3 progress monitoring report guard rail 3 focuses on the superintendent not allowing the district to operate without a system to recruit and retrain strong teachers by empowering staff through culturally relevant and differentiated professional development we have two interim measures the first is attached to the number of teachers sponsored by the district through H1B and J1 Visa programs our Target is for the to increase from 11 in 2324 to 22 by 2425 so this reflects an increase of international teachers to address not only um to adequately staff our classes but also to ensure that we have teachers who reflect the backgrounds shared experiences and potentially language of our students the second interim measure is focusing on the percentage of teachers with three to five years of experience who report positive
121responses on indicators of school climate on the Panorama survey our goal is that they would increase from 50% in May of 2024 to 55% in May of 2025 so in our inter measure 3.1 focusing on International students International teachers there are 20 currently 22 International teachers on H1B and J1 visas currently employed by the district these teachers were hired between 2122 and 2425 so this reflects the kind of the growth over the last three years of those actually more than that one five years of of of international teachers working in our district to reach that 2022 sorry that number 22 my tongue is getting tired can you tell um so we currently are on track to reach in our measure 3.1 we have that that group of 22 uh teachers and before we move on
122from that I'll ask Dr Lauren is here to answer any questions that you might have about this specific process um misso we did receive a question from you if I may share that at this time absolutely what specific strategies are in place to support and retain International teachers on the H1B and J1 visas and how do these strategies align with the goal of increasing culturally relevant professional development thank you for the question I think there are a couple of factors one is to kind of think a little bit about what culturally relevant instruction uh professional development really reflects uh in our and our understanding so we we really when you look at a international teacher program you're looking at how to bring uh a increased cultural sensitivity to people in our community uh with instructors
123that reflect who they are culturally right so looking at the breakdown uh of our International teachers we have one teacher that is from South America from Chile uh one te teacher that's from the Philippines and one teacher that's from Spain the rest are from Mexico uh so the international teachers that we have that are J1 and H1B Visa teachers are really reflecting predominantly the cultural relevance of the experience of our students um as well as many of our teachers and our community as a whole um as far as how that then supports the retention piece is that there's a requirement for J1 Visa te teachers to really have a cultural exchange component it's a it's a requirement of the Visa program uh the J1 Visa program is a cultural Exchange program uh so that's why
124the the the way that that is implemented looks a little different than an H1B Visa program which is more about require or qualification um so with that requirement that can look at a a couple of different things one is how do they provide that experience for their students and this is not just for those students in dual language programs which we have quite a few uh teachers that are in that International teaching group that are teaching in the Dual language programs uh but also in the general Leed curriculum uh at schools that are not dual language schools in the district U Mackin comes to mind they have quite a few teachers that are on the Visa program that are at Mac in school so I think when you talk about when that and how that
125structure of those cultural exchanges are happening that's not only related to a teacher sharing their experience of their own culture it's also inviting students to connect with students from their home country um creating dialogue in whatever way that is I know back in the day it would have been pen pals and now it's probably more aligned to maybe Zoom calls or other avenues for that connection to be made um and it's you know in incorporating their experience of their profession in their home country as well that they bring to those conversations in professional learning communities in our schools so when a teacher comes to us that's from another country they're not brand new teachers uh they're generally experienced teachers they have a minimum for the J1 program a minimum of two years of experience so
126they bring their best practices not only uh in regard to how they express their culture but also in how they instruct students so there I think there are a lot of different benefits and different ways that supports that becomes empowering for that teacher as well to be able to share you know this is how we handle these kinds of learning challenges or or um work with students with their behaviors or or connect with families um as far as how they experience their experience my tongue sorry M Dr D and one question I just thought of and this is you don't have to answer it this is just a thought is um obviously the United States is not the great an academic achievement um so I'm wondering how much of of their voices are we creating
127and the implementation of all of our other stuff because they have an experience from an out you know a different country's education system um so I'm just wondering how what that's looking like or what their experence with the educational system that they have from that specific country that they're coming from um it's obvious that any other country has better outcomes than the United States has um and data shows that especially in Mexico I know that they have um High academic success so how we're incorporating those Futures that we have here to you know have them be part of the of the voice when it comes to thinking of other strategies or or that and that's just a thought that I had as you were speaking just going to say one of the great things about
128these programs is that they do they involve a multi-e commitment which takes which allows for the development of relationships for which allows us to to ensure that they are fully integrated in all aspects of the district's work so whether it's um opportunities include being a grade level lead being um and serving on the design studio work in the summertime those are just two that come to mind which would really be so your your question stimulates an idea which is to explicitly ensure that these folks know and have access to the opportunities that exist um I just skipped ahead a couple slides I'll go back but one of the things in terms of needing more attention is we know that they these teachers are in the process of learning the differences and similarities between their educational
129system at home the cultural system how teachers and students interact what student student student to staff interaction looks like um and they're making those adjustments and then they're working on building their social connections with people in a network here while also maintaining connections with the past but that's great feedback that could be very very helpful because we believe in particular when thinking about our the expertise that exists within our Spanish-speaking teachers who are part of this program and the needs of the Dual language curriculum um math instruction when it takes place in Spanish being able to have those planning conversations in Spanish is significant most of our protocols most of our documents are written in English so that creates in some cases a barrier so there's an opportunity where these people not only could fully
130integrate but but uniquely create a quality outcome for the district thank you for that I was going to mention uh also that one of the models that I'm looking at or support for the teachers is to create a Cadre uh outside of their home school so that we can create some camarad and some connections among the international teacher group um I think we're a little bit behind the eightball on that this year just because we kind of jumped into this process uh late in July um and so starting the school year we had some of the teachers that we had hired that weren't starting with new teacher orientation they'll attend new teacher orientation next year uh so there are some other areas where that support uh can be solidified um and that's something that we're
131looking toward for support in the future uh I would also mention that the J1 Visa teacher program we have intermediaries that we work with so we have a an agreement with a group called iag and they divide their allocation of J1 Visa uh applicants between different intermediary groups so we have two that we work with one is called in trxx and the other one is called greenart they both offer support for teachers for um professional development and they have webinars and they have meetings that those teachers can participate in as well that are really focused on one of the things that Dr dupin mentioned is culturally being in a classroom of students in the kraton district looks very different than it does probably in their home country as far as their behaviors their needs the
132Moray the values um all of those challenges that could be part of that transition and so that's part of what those intermediary programs can help us with as well awesome thank you go ahead I know you guys don't have the answers to this but have you had any ponderings or thought about contingencies for um slower processing times for H1B visas or higher demand for J1 visas given that in that possible or likely circumstance and and our ability to meet these goals if there's drastic changes in those programs well for operationally what I've uh thought about even before uh in the last six months uh is to start this process earlier um and to make sure that we're being more intentional in our needs so that we can communicate those um we were talking today about
133expanding our International teacher pool to maybe incorporate teachers from uh other cultures that aren't represented by the teachers that we currently have on international program so that those are things that we can consider and the partnership that we have with iig is very specific in how to recruit from different countries so that will be a possibility as well and I think we can't predict what the future will be for the Visa programs I think the J1 Visa program is very popular um and very successful as an exchange program um we hear a lot about the H1B visas more related to the tech industry currently um but I also know that it would be a challenge to staff vacant teacher positions across the country if we didn't have a robust uh system for bringing in additional
134support from International teachers well I certainly hope that's priori Dr Lauren has done an excellent job of of making sure that we're we're planning ahead to get started early yeah so that we're for next year ahead of the curve not behind it because of all of the potential barriers that might might start to crop up and because of the need to be able to fully integrate International teachers into our Summer Orientation activities and other things that we do to make sure that they're ready to to start strong that's really great that we have the partner and that they have the additional like supports that's really great and I do I do want to shout out she's not here this evening but Marie twist um was in charge of our new teacher orientation program this year
135she made a PowerPoint presentation and had a packet of information that our International teachers could access even before they arrived uh so that they could start to get a sense of what some of the um again the value and the systems that we have in place in the community that is Craton uh even before they were um you know here as as immigrants awesome that's awesome I also know that beyond the work that Dr Lauren's done um at the school sites um there's been a lot of work to make sure that there's you know welcoming environment for our teachers as well and I know um Dr Ramos is with us in the audience tonight and she's one of the people who not only helped us recruit a number of of the teachers but um I've
136I've heard from people on her campus what an amazing job she's done U making sure people feel welcomed and uh integrated into the site and all the support that she's put forward for them so and she's one of our amazing success stories of someone who joined us in that way many years ago and is now a leader within our district awesome sorry sorry to call you out this late at night and you're still here with us at 8:45 I've got a question on the J one that's okay so for the J1 visas because it says it's like a cultural exchange like I just think back to like exchange students where like they swap like do we send somebody to the other no no okay and then what's the like because the the the H1B is
137three up to potentially six years how what's the how long do we get to keep a J1 teacher J1 are between three and five years uh the distinction is that the the home country has to agree to extend their visa so um there are some countries that are a little bit more liberal in their uh um allowing that visa to go forward and there are some countries that are very focused on making sure that their teachers come back to them for that required year or two that they have to to then reapply if they choose to do that in the future okay is there something on our end on the J1 where we're like selling what we're exchanging in the marketplace of ideas and culture to them or how do that are we writing this
138down how do like what I just can you say that again so I mean we're obviously not exchanging a human being but there're supposedly going back with something is there some place where we're having to like sell ourselves to these people or something or the whole program is meant to be a building bridges kind of thing um you know to they don't necessarily have we don't have to provide teachers from Arizona equal to the number of teachers that we get but I think I think it's uh you know really is up to the person the person who's going to apply for a J1 Visa's cultural exchange is a person who really is passionate about making those connections and really passionate about coming to have the experience of teaching the US and generally wants to return
139to their home country and have that exchange and build those bridges and there's a lot more opportunities for the other visa to become a permanent resident and get a green card rather the J Visa that's not really and they can transition too we have some employees that or some people who have got finished their J1 visa and then start their process for an H I think a concern I would have is that in three to five years boom We Lost 22 teachers um because they had to go back so I guess one thing I would like to see perhaps a little more of is um yeah whatever I don't you know I'm sure you're doing a lot and like you know this is part of being new but like you know we're what are we
140doing to find our local teachers and get them but obviously picking are slim these days and um that's it for that okay thank you any other questions or comments all right hearing none I will go ahead and move the governing board adopt and accept cran SOG guardwell 3 prog PR monitoring report um we haven't gotten to the Panorama part or discuss that oh my my apologies thank you Miss Marquez because we kept that kept going to the last slide so I was like wait what I just moved it ahead because I wanted to highlight a couple of those pieces about the Visa program but the other interim measure ties back to retaining our teachers kind of Miss Marquez to your point we don't want them to just leave so we want to look at those
141teachers within that critical three to five years of experience and and take feedback from them about how their experiences of climate and culture are reflected so the Panorama survey tool is one of the instruments that we have that allows us to do that and the questions in that are in that survey are actually tied to um they're tied to student outcomes so the they look at student student behaviors as a reflection of climate and culture on a campus and then ask the teachers you know how they feel about that or how often they see those behaviors in action so for example um students modeling convers or students having conversations or using language techniques to process their emotions um would be an example of something kids do that would indicate a healthy climate and culture students
142able to um kind of moderate their own behavior engage in self-reflection engage in calming so when teachers see that that's a reflection and of uh of growth and progress in this area um when teachers see things like like kids engaging in a community Circle or restorative process that can be an example of a healthy climate and culture that a teacher might reflect on this survey so what we what I've shared with you here are since the 2122 school year when we started collecting this data the perceptions of teachers in that area so we are currently at 52% of our teachers in the fall 52% of teachers in their third through fifth year in the district are reflecting positive so that takes us back to where we were at the fall of last year so you'll
143in in other years I'll just kind of float along the screen we increased over the course of the year then new teachers come in we kind of start fresh and rebuild um last year was kind of interesting in that we actually decreased over the course of the year we can trace those back um to some specific instances now we're we're back on trajectory so it is our goal and our expectation to to reach that 55% positivity um by the end of this year the spring administration of Panorama so this puts urgency to the um selection of the new academic director who we hope to bring a recommendation to you very soon uh that is supporting um that is will be in charge of student support and inclusive practices the further implementation of ruler the the
144further implementation of armony because those are all tools that will allow students to engage in the work that creates a healthy climate and culture on campus that teachers can see and reflect in this survey I hope that makes sense please let me know what questions you have um I was wondering if we could um maybe get a copy of the the questions on that survey yes I can provide you with those in the next update any other questions or comments I am kind of a a wondering here uh so because we're we're in measure 3.2 it's specifically looking at the replies from the 3 to five years of experience um you know and I I would think that you know it's like the ones that have the less experience that we want to make sure
145they're having a good experience to stay on so I don't know three three to five years was actually intentional because that is and this is kind of ironic considering our just previous conversation right so we talked about how there was that three to five year window with the with the H1B and the J1 Visa teachers and the concern of what if we lose them you know after that five your window this is the window we lose people in so this one of the things that we know statistically and correct me if I'm wrong dror Lauren but like where we see a lot of our loss and not just from leaving kraton from leaving the profession is in that three to five year window and that's why we targeted that specific window that's correct thank you
146thank you for that explanation and I I feel really hopeful for this intome measure just because I believe the more aligned we are the more paralel parallel processing and vertical you know the word they um Mr man likes to use vertical articulation vertical articulation I think that this will start going up more just as we all get um on board with all the student outcome goals that we have um just because I do believe that we burn out our teachers a lot of the times based off of throwing them 10 15 here's a new initiative go for it here's another one here's another one so I'm really hoping that especially with this last leadership training and now that it starts pipelining and making its way down that teachers do feel that there is a common
147goal in all the district and that we're all moving forward in the same and it causes it alleviates that stress and it also it alleviates that burden of continuing to throw more things onto our leadership and to our staff when in reality we're not even giving them the opportunity to shine the way that they need to because we're so busy throwing new initiatives at them so I'm very hopeful that with all the systems that we've been putting in place that this next time around with this Panorama survey it starts going up and I'm hopeful that we beat that 55 that's just my my projection for next time and I'm going to stick to it and I think that's very insightful and I think one of one of any teachers that are listening to this um
148hopefully watching the recording tomorrow not up late with us tonight um but you know my hope is that they hang in there with us and they see the value and what we're doing because I think two things there will be two outcomes if we can do the work with Fidelity one of those outcomes is we'll see the Student Success coming back which when you're a teacher that's what fills your heart and soul so so the work that may sometimes not be as fulfilling as it should be will become more fulfilling as we're able to achieve those measures but the other piece is you know the things that we're doing to try to help support our students with um you know their own understanding of their own emotional regulation executive function skills and actually to be
149quite Frank to help our adults with that especially after the highly dysregulating events of the last half decade um I think as we start to see the results of that the dayto day for our teachers and staff will get a bit easier right because the burden right now is you know dealing with the levels of disregulation that are out there is is draining and when you're not having those positive outcomes come you know when you're not able to see those positive outcomes it's hard to refill that bucket and so if we can both drain the bucket slower and fill the bucket faster I think that will um in the long run and you know people who stay with us that's going to be the reward down the line think in the long run we're going
150to be a rare District where people are going to truly see that fulfillment in their career because of that go back to my words vert vertical articulation and the parallel processing that of the board's leadership and as that trickles down through our system I agree any other questions yeah go ahead Mr Jones since we're not going to see each other for almost a month go ahead and bring up my concerns uh just to clarify that this survey has only been in we being used by Katen for since 21 the data we have1 uh I would just say when I look at this graph it doesn't look like anything's changing which I don't know as a parent is concerning and if the public when they see this that that would be their first impression too I
151would guess so to me it seems like the teachers are feel like the climate is not changing but um I think having the data is good it's a very fair uh observation and and that's why you know to credit the board that's why this specific guardrail was put in place to kind because to get to this point we looked at a lot of different data sets over time and this was one where board was like yeah this is an area where we really do want to see changes that are specific to the experience es of teachers to support retention so um you know I think it's a it's a very accurate um observation and so the inputs that we've been describing are intended to create a meaningful change and also just to add um to
152that the sofg framework that we've been doing hasn't been implemented since 21 and I'm hoping that the more training that we get from the pipeline you know top down um we did have a a very long period of time where it was just that administrators that were kind of um developed into this work and then just recently even almost a year after we've implemented our instructional coaches and our administrators and principles and assistant principles were part of that so that could also be a lag that's why that's why um I'm just hoping this is why I said when that vertical articulation actually starts happening that this will increase because you're absolutely right and through even years before the 21st when the Panorama survey did didn't even exist it was even worse um so I'm just
153hoping that those changes do have an outcome and that's why we do these interm measures right because if it's not working then we need to figure out what needs to change more in order to make sure that our staff are feeling supported and um in the district so yes and also I'm just hoping that now that we're getting more training with more people we're getting more igned to the end goal if I may add one of the things that we value about this this particular survey is that it does have National Norms so we can compare our results to people across the country and so if if the board has interest and if there's a desire I'd be happy to share that that data as well so we could kind of see I I would
154like to see that how it relates and in some cases we're a little bit better than the national norm and in some cases we're off any other questions or comments I mean I'm not here to make excuses or anything but just a reminder that we're like very early on in this process and also this is the first time we're looking at at this progress monitoring goal um and so I think and you know like Dr dupin said the goal is to continue to do this progress monitoring and adjust as we go if needed but otherwise as long as we're sticking to what we've um what we've committed to we're hoping to see the growth grow obviously absolutely any other comments or questions all right hearing none I move the governing board adopt well I already
155did the first motion and it was second I believe right no okay so I already made the motion if I can have a second please all right all those in favor I any nay hearing none that concludes our student outcomes Focus governance portion we move to public comments Miss quadis do we have any public comments thank you that moves to um item seven which is approval of the consent I move the governing board approve consent agenda items a through I in accordance with policy bb- second all those in favor I any nce hearing none motion passes and that brings us to 8A which is the revision to governing board policies recommended by the board advisory committee um and this reference basically all our jics and ji um policies and I'll hand it over to Mr
156M and Miss Gibson McLean to further have a discussion on this um Madame President members of the board I just want to thank the board for putting forward this this work um having had the opportunity to work uh with the committee their work's been amazing um really solid and really focused on the values of this board and as as it represents the values of our committee um having Miss Gibson mlan as an ex aicio member has been sort of lynchpin as we were re kind of resetting for our work in the spring one of the things that everybody realized was we've been depending on her to kind of get all the initial structure set up um and she's done an amazing job we're know about amazing well you have done an amazing job I just
157will say I can definitely improve on making sure I'm timely well and the beauty of it is we as we submitted all of these uh policies to um for additional legal review from an education attorney there were like literally maybe six small adjustments I've never seen anything submitted come back that clean before and I think a lot of that is because of the The Upfront work done by by Miss mlan so um very excited that we're bringing these forward I know we have myself and Miss Gibson mlan who are ex officio members but we also have uh Mr James Diaz our assistant principal at Gateway School and also chair of the committee who is getting the um hang in their baby award for tonight um staying with us this late to to be here to
158answer any questions that you might have and yeah I if you weren't going to say it I was just going to say thank you so much for all that you've done on the committee I've really appreciated your leadership and all the time you've committed and contined to commit um I want to say kadus also I believe that you know all the the work that we're doing we need we've historically have been saying for years that we're more on retri we want to move away from retributive practices and do um other types of things but our policies weren't matching that we have a lot of policies especially under student conducts that are outdated that do not match the vision or where the board is going so I really appreciate all the hard work that's been doing
159this um into this because now they're going to become crance policies and they're going to match the needs of our community and our students to reflect all the work that we've been doing um with that being said Do we have any questions any comments any information um or any add-on information this is just a first read so the way that it works is that we have a discussion about this um her policy we do a first read we discuss whatever changes we think we need to be made and then after that we will have another board meeting where we'll have the opportunity to actually start adopting these as our actual new policies do we have any comments or questions and the way that this work started too um just so everybody knows is that I
160I had originally went in and worked with a policy um person that helped us restructure some of these and based off of that feedback the the committee was created and it was in more an indepth um change to these um policies so by this time around going here it's been almost I want to say a year of of work since the first initial set of revisions and it's gone through three different policies and attorneys so um a lot of work has been put into this and it's close to a year and a half oh a year and a half but part of that is because there was also a lot of Engagement so I know last spring there was engagement with Community Council um with our assistant principal group so one of the things that's
161been great is the committee has been engaging other stakeholder groups to ensure the alignment of the work you know not only to the community's values but also that it would be aligned with the other work that's going on in the district related to our shift away from retributive towards restora and one thing I'll just quickly add to that I know we've had a presentation but um you'll notice not only is it that aspect of retributive to restorative but it's also just some of the way the these policies were worded were just like really Curt and like robotic and I think what um you know what Allan did a great job at word smithing and Adriana um particularly those two are really good at word smithing and trying to make um some of these kind of
162conform more to just our district culture and have a more friendly feel than kind of how they read before yeah and one of the biggest um tasks that we have as elected officials of the district is passing policy that reflects the community and also the vision of the district so I'm really proud um because we can go sometimes years being stagnant without new policy being um passed or really looked into so again this just Double Downs on the great efforts of the governing board as a whole to make sure that our policies are matching what we're saying it's very difficult to get people on the same track or get everybody on the same boat when you're saying something but then your policies or your operations or mechanisms in the district are opposite from what we're
163saying so this just aligns um everything a little bit better Miss Marquez yes thank you um yeah so I I got got was able to be on this committee for a period of time and I think no it was definitely a lot of work looking at it in this um kind of like main rough draft form um you know I see so I'm thinking about you know looking at the time and and and and everything as far as thinking about process of going through it together as a first read um you know there's there's small things that are just kind of like um you know like commas and word smithing I guess um that I see in some of them and I just want to I don't know I don't want I think going through
164everything like bit by bit is a lot for right now and I don't know I'm trying to think like what's what might be a good way to kind of address those kind of like little things because I think overall tone wise um it's obviously it's great we did a great job um do you have a way that you could share those like in a document with Hilda and then she could distribute that to all so I I had her print them out and so I just tagged it up with a pencil so I'm like oh man I probably should have done it on the computer but I could you can just scan it in and then email it yeah so I think that might be a good way for for those little things um and
165[Music] then because this is opportunity if you feel really strongly against a certain policy that was created or something that you think would work best that's it but when it comes to you know like more of the technical stuff we can do that like on a one-onone or or do it in some other format there was something else I guess this is kind of regarding tone wise and so this can be some feedback for the committee and um I intend to pop back in at least to a couple more meetings before the final stuff's done um but because now we're you know we're in a new day and age where it's like cell phones and pictures and and and I think working in there as far as like if kids are taking pictures or using
166their phone for that like con consent like getting consent kids must get consent to take pictures of their friends something like that um because that's something that I've been been hearing about you know I just was listening to NPR I think it was today or yesterday and they're talking you know about kids using cell phones and and starting fights and recording the fights and so I think um yeah and I think this might have so like the last 18 months is like a mush in my brain and I can't remember exactly when you joined us cuz we did have a lively discussion about something similar to this topic right and so there are I think it's not right so when you're in school you have limited rights as we know right however at the same
167time um it when it comes down to policing some of these smaller things with students it becomes a lot very difficult and tedious on like on the teacher and administrator's end but also on the end of where we're getting into these gray areas of what um what is infringing upon like you know what you have rights to do and when you're in public spaces it's considered that there's like a free use of Photography and things like that right now again you have to sign a release to get your kids stuff published somewhere but for example if you or I were to just be standing out here and some Rand comes up and takes our picture there's nothing we can do about it unless they start doing it in a way that's harassing or intimidating or
168stalking right behavior and that's where we got into the conversation in the meeting about where is that line how do we draw it legally speaking and it's kind of a weird tight rope to walk and and I don't know that there's a definite answer and so I think it's hard to put that in a policy in a way that's going to like work even most of the time and and I think if I remember correctly where we landed was it probably more lives in the electronic use policies um because we do have more control when they're obviously using District property also rather than their own property to do those things as well or using the District internet Hardware software Etc right but if it's like their personal phone right obviously you can regulate when they
169can have it out at school but if it's at a time when they're I don't know if they somehow take a picture with their own personal phone and then even like let's say I mean are we going to prove what IP I mean we're getting into some convoluted stuff about who posted it when and did they use the school internet versus they went home and did it so I don't know there's just a lot of of grayness there yeah and then the other thing is we just kind of as a point of order we need to be cautious what policy items we're talking about because we're posted to discuss these specific policies um and and that's probably not within the purview of these policies so uh it's one of the challenges of the limitations of
170open meeting laws we we can't just have open discussion it has it has to align to right you know what we're actually posted to talk about okay you mean this was at least related I don't think we drifted too far so yeah any other questions or comments yes the changes though that does have to be made is on ji and G i-r because they the headings do not align yes so um the committee had changed it to expectations but the regulation was left with title of responsibilities and we had a little discussion last night about this and kind of landed on wanting to probably just remain with expectations but wanted to bring this to your attention that either way the committee's intent was to try to get this to be consistent with whatever the board
171ends up landing on obviously the committee intended to change responsibilities to expectations on both of them okay so okay for when I bring it to Second that I change J i-r to expectations we couldn't change it because at that point we were already within the 24hour window because we just met last night okay yeah and that and that makes sense to me so changing jir and ji to read student rates and expectations versus responsib abilities just on those two yeah the already expectations okayi D and they should match because that's the regulation to the policy okay makes sense um do we have any other questions or comments regarding our student conduct um policies revisions I really don't have any added on comment I've you know watched some of the board meetings I mean some of
172the committee meetings which have been great I really want to double down on the efforts of actually including our community voice in this we did we're very very intentional I'm going out to the community and figuring out what was important to them and their students so I'm really happy to see that and I'm also happy to see that some of these changes actually align better to some of the guardrails that we have when it comes to social emotional learning so um I I'm just very happy with this work and can't wait for the second to read to actually start adopting this and one surprising thing was I think the most anticipated policy was the student dress policy um in which we probably got through the fastest of all of them because it seemed like we
173were all pretty much on the same page for that so that was nice and there was like actual comments for that but then it ended up not being like super contentious I think there was a lot of misunderstanding out there about um The District's uniform policy and how that works districtwide versus at the school site level and so I think the presumption in the past has been that that's been housed in this for some reason but that's just not the case and so I think you know with more communication and um I guess how we kind of make this available to people then then that can just be kind of dispelled in the future either way now this has also been brought into the 21st Century 24 five years later so I've got sorry just
174so on um jic if you flip to page four so item four and item five so it talks about um you know the reporting of incidents of harassment or bullying and the principal shall ensure student um so those two so I'm wondering if because don't and maybe correct me if I'm wrong so here's the the new coming in um do do the assistant principles handle a lot of like discipline stuff right like CU I'm wondering if in those two sections we put the principal and or the assistant principal shall ensure that all reports of bullying or kind of spread that workload and this was something that was part of the conversation as well it's important to know that in policy there's only a few identified like individuals and when their titles are used what it
175really it doesn't necessarily mean that person what it means that person or their design okay so as an example and you know not to make this like super dramatic or anything but but in in policy the board has only one employee which is the superintendent so when the board guides me that we're going down an sof G pathway I don't go well that's all me none of you get to do any of this work right like it's um in being embodied within the superintendent means the whole District like staff are are are guided in that direction that would be entertaining though right right I have yeah it would not be so entertaining for me um it's the superintendent's responsibility to have the oversight for that and so in the same way in a school the
176principal is like the superintendent of the school right so so things that are that are designated to be handled at the school level are typically designated to the principal but they might be handled depending on the circumstance by a designate who's an assistant principal um in the past we've also had Behavior Specialists on the campus so there's any number of Staff members who might support student conductor Behavior or investigations on the site and in point of fact there are thankfully relatively rare times where we even bring in an outside investigator to be involved in something if if we need to separate staff from from that investigation um you know often that's less less common with student to student issues but sometimes if there's teacher to student issues or teacher to teacher issues so thank you
177any other questions or comment for this first read all right awesome I look forward to actually adopting these policies and and streamlining them so I appreciate all the hard work that brings us to 9A which is the board initiate Direction meet and confer regarding this is regarding um our policy HB and HC so we um had executive session and we talked about um a whole bunch of of different things and I will reflect back with either Mr Man or whoever you think it is to initiate this conversation and then we can open it up to um the board members to see if we have any recommendations or things that um our Mee and confer team need to no yeah Madam president I don't know Dr Lauren if you'd like to take it if you'd like
178me to take it sure uh we had uh discussion typically during the meet and confer process we asked the governing board to provide guiding principles for uh the work that the team will be undertaking uh we are in our second meeting coming up in the end of January here next week next Wednesday uh in this room um and uh thanks to the the board's guidance this is uh some of the information that we discussed that would be the guidance for the team moving forward for this this year do we have any comments questions or recommendations from the information that we were given and from these guiding principles that we would like to make now I don't hear any for the moment but one of the things that I am going to be very adamant about
179is alignment with student outcomes focused governance goals I uh really want to make sure that the me and confer has some kind of response to What mechanisms will be in place to monitor whether the changes proposed are actually working when there it comes to tiered races com um compression adjustments or recruitment strategies and how those directly impact our student outcomes especially for historically marginalized groups so as these conversations are happening in me and confer I'm really going to me personally I'm not sure how the other board feels but when these recommendations are coming up I'm really going to be looking at the adult convenience part and making sure that that's not being prioritized over our student outcomes and to have a little bit more of I guess a tracking however that looks like that these
180changes that are being asked for or the changes that we approved last year how is that really reflecting in the student outcome data that we're having so that's just where my mind is at um I know that there's a lot of stuff that we did um propose last um last year that was a lot of you know technical stuff um for me personally I want us to move away from that technical stuff and really focus on how these recommen recommendations are actually adhering to the budgetary recommendations that we have right now we're not going into some sticky situations where funds are not being properly dispersed and tying them directly to our student outcomes yeah the only comment aside from the stud acon spoking government that governance that I've had on my mind is that um
181for years um thanks to Jay thanks to Vanessa and thanks to the whole team that does our finances um we are in as good of a position financially as we are given our our district size given the political landscap we are in and given um the cultural and demographic shifts in our Geographic small little area um it's remarkable and I think that we have to continue to just uh follow I think the very last one is is also important and also because Vanessa from what I can see is already working in a way with her team to make sure that the budget itself is is trying to align with sofg as well and so I think those go hand inand in making sure that we're getting getting where we need to be and we're also
182being financially stable and responsible at the same time any other comments or recommendations all right I thank you for the time and I know that we went over at our executive session but it was much needed information that the board needed so I appreciate that patience that brings us to our next agenda item which is 138 future agenda items um as you look at the screen for our new board members these are items that we have asked to be put on future agenda items you can see them right here and eventually we will work them on the schedule if you feel like there's something that needs to be touched on or something that interests you you can always place it as a future agenda item and then the president directly works with the superintendent to
183make sure that we get the information that you need and how we present it at the board for future meeting um these are the things that we have in place as of right now Justice transparency the CBS and the cgb are all policies that have to do with the evaluation of the superintendent um just because we're been in this work of the sofg we haven't really been able to get there but that's what those policies been it has to do with the superintendent eil but other than that um do we have any other future agenda items that we would like to place or see go ahead Miss Marquez um I'm not sure if this would fall on us or superintendent but I would love to visit the cell phone usage so perhaps like I don't
184know if that's in policy but you know some kind of restriction of use on on cell phone cell phones for instance the the school my boys go to they they they lock up their phones like and so and we can just keep it brief that way we don't have a full discussion of what that is but we can put it on the future agenda item if you would like like um cell phone usage in the district and that's blatant enough and then miss htis will send you an actual form and in that form you can explain your rationale what exactly are you looking for from the administrators um but that's enough um blanket statement of cell phone usage in the district so we can put that as a future endend item no problem and it
185would definitely requ Poli any other future agenda items all right hearing none we move to 14a I move the governing board adjourn second all those in favor I thank you very much BU as notes to everybody drive safe was a good one I still need I got to