001e e all right so I just wanted to take a moment to to both introduce this portion and and give some sincere thanks to um Dr dupin and Dr Pomo and their teams because they've spent a lot of time um trying to pull together some information for us and then also to Dr Ramos for being flexible in the sequence in which we do things because one of you know we're on this Learning Journey with the board right and one of the things that we've learned along the way is that um we use a lot of jargon and we have a lot of tool sets and things that we use in education and not only are some of these tool sets brand new to you most of them are fairly new to us and so if
002we get into doing the progress monitoring work we're going to talk about a lot of the tools we have and that's not going to mean a lot to any body unless we talk about what those tools are why we have them what they do for us and that way we can set the frame of reference and the groundwork for them so so that's a big chunk of of what um the team's going to walk you through right now um but I think the other piece that's been really an important piece of learning for us is that we are trying to shift away from what I think is a natural human predilection and we just did this in our mind mindset work from excuses to no excuses and from a u maybe we can sweep this
003under the rug not that anyone's in this room has been intentionally sweeping anything under the rug but sometimes it's easier to shy away from the brutal facts than it is to embrace them and make them very evident so one of the things we'll be doing you know as we go through this is we'll also be pointing out a place where we think we made an error at one point and it may be something that we want to correct down the road or we may choose to live with the error and just understand what that what the consequences of doing that are like what the difference it makes so but I just appreciate the board and with Dr Ramos's Guidance the ability for this to be a brave space for us to have those conversations without
004it being a judgmental space because no one had any intentions to do anything and in fact um the intention is in being open about it is to make certain that we're doing the most we can for our kids and to accomplish these great goals that we've set for ourselves so now I'm looking at my chart in my mind of why am I talking I'm done so I'm going to pass it on to Dr D I think what I'm gonna do is beg the Indulgence of the board for just a minute I think we'd like a table in because we need the mics and stuff and one thing I'm going to take the liberty of pointing out just reminding everybody if you don't know Dr pombo is heart of hearing so she depends on hearing through
005the mic and reading lips so is really helpful to to to know that and so I'm advocating for her so she we can communicate effectively so give us just a sec to pull up the table um in if sorry um if you guys don't mind while that's being set up I just kind of want to go over why this stud study session is happening in I know some people will probably jump in online eventually or afterwards and I just want to give a little bit of an explanation when we go into this jargon terms and what we're doing so in the fall of 2023 crayon School District adopted a student outcomes F governance framework which is sofg to ensure focus on improving student outcomes this infographic which you can find online is the information about
006the sofg what is the student outcomes focused governance frame workk is based on the idea that student outcomes don't change until adult behaviors change using sofg the cron School District board aims to create conditions that support improving student outcomes we have vision and goals the vision and goals in an effective s so framework describe the community's vision they distinguish between inputs outputs and outcomes and they are smart goals meaning they are specific measurable attainable result focused and time bound today we on study session we will be reviewing our goals and what interim um goals we have done with those goals and having an understanding of the reports and how we will um start looking at keeping progress of we if we're meeting the goals that we have set for our annual targets and overall what
007the process looks like to attain our overall five-year goal so I just wanted to give that introduction real quick and then I'll turn it over to Dr dupin and Dr Pomo all right yes thank you so we we believe that the most one of the most critical steps at this time was to ground ourselves in a shared understanding of all the all the data sets that are aligned to our assessment that are aligned to our goals our annual targets um our interim measures and our guard rails so what we're going to provide you today is an opportunity to get some in-depth understanding of each of those tools and to answer so that we can answer any questions that you have about those because we know that they're going to be a topic of conversation throughout
008our sofg work and we want to make sure that we've done an effective job of communicating what all those are and and fully satisfi the questions that you have so with that we'll get okay get started so we wanted to start with um the school improvement process that we're which is a datawise framework and it comes out of Harvard um research on the school improvement process we started this work last year with our leadership team and then this past summer um our ed services team went to Harvard and and studied for a week how to look at data and school Improvement and part of that embedded in there is equity work like how are we making sure that we're meeting the needs of all of our students so this is just the uh the process
009it's eight steps um and I'm not going to go in detail I just wanted to give an overview that this is the process that we're using um and the essence of data wise is that so each student thrives and it's really important that that each is highlighted there because sometimes we say every student and each student means that we're paying attention to each student instead of every student kind of gets glossed over and so that's the why how are we doing that and dat wise is really grounded in Educators collaborating and doing this together as a team and building that collaborative team to um meet the needs of our students and then lastly how we're doing this is do the data wise process which is the eight steps and part of the datawise something real
010quick when we're work what we've what we needed was a way to take our sofg conversations from this team and operationalize them with principles assistant principles teachers and staff so the data wise process is a way a a set of strategies and practices that help us move from conversations at this level to conversations throughout the whole organization so the work can get done yes and interrupt anytime okay okay um and the first step is trying to build that collaborative team and it's similar to what you were doing Dr Ramos we started off with everybody um in our leadership team the principles assistant principles and the coaches sharing their why like why are you here and um education and we took that and with what everybody said we combine that to a common why so this
011is our shared why that we did on leadership seminar in the summertime which is we do this work so our students thrive in a culture of belonging and opportunity because we want every one of our students be able to do whatever their dreams are and be able to compete and be prepared for whatever they they want to do in life the datawise shared why which we learned this summer which is very similar Educators collaborating so each student thrives so that's their uh why and then also this is our definition of Equitable school where every adult in every role believes in and strives to ensure that each student feels respected and celebrated for who they are we talked about that our personal experiences it was kind of for was it two days two days of our
012personal experience of being a student we want to make sure every student is respected and celebrated each student is known and spoken to by name each student has access to rigorous learning opportunities and student outcomes are not predictable by demographic data so that's our definition of Equitable school and that's what we're striving for and those are our students if you see that picture so I have just can you go to the last slide please may I have just a little bit what do you mean by student outcomes are not predictable by demographic data so the demographic data shows that the students that are um not meeting the standard or below grade level are usually students of color and we don't want that we want all of our students to be able to um be successful
013and be at grade level or above it's it's almost exactly what um Dr Ramos stated at the be just a few minutes ago like we don't none of those factors should economics zip code language race um Family circumstances those should not limit what our kids are able to do thank you for ver verbalizing that in I guess in words and making sure that people know that this is what we're working on because it is imperative and it's important to have that same messaging so I appreciate that that was Tak this it's align to the second goal too like about making sure that our black students are proficient um so it aligns to everything that we're doing and it's interesting we're doing the datawise like this aligns a lot to um our student outcome Focus governance
014work that we've been doing that's a really good point the other piece is that our Equity work over the last three to four years has had um you know it it it has had some impact and it has had some limitations and so this using data wise creating these clear statements of of belief and commitment are a way to transfer the equity work from conceptual and philosophical to practical and tangible and so we want to make sure that that through line is very clear so when we're building strategies to respond to the hurtful comments you know the the experiences that were described from two weeks ago that ties in here that shows up in how we show up for our kids and so that Equity piece the ensuring that each child's needs are met is
015very much a part of why working with our leaders we're making this um work have that relevance thank you yes um forgive my ignorance but how long has District sofg framework we adopted it officially Sophia when did we adopt sofg yeah November of 20123 and um I have a clarifying question just because we are in the study session Port of where we're talking um I just want to clarify if non-school board members can communicate back and forth is that possible okay good just wanted to make sure that we're not um but yes it was in November of 2023 when we actually adopted it but there was conversations and stuff happening even before then but it officially got adopted of November of 2023 I think it's important to note that while we adopted this in November
016of 2023 the goals and guard rails that we're operating under were not adopted until June of 2024 and so um I just don't want to create a false expectation that because one of the challenges we had last year was that our we held ourselves accountable to goals that we did not establish until May so that created some additional challenges for us and this year one of the challenges that we'll be working through is that we still have a couple of guardrail inro measures that need to be adopted so as a team we're trying to not again it's a no excuses approach so we're not saying hey you know this came late so we're not held account accountable to this we're still holding ourselves accountable to it but just for clarity of the time sort of
017the the timeline of when did we start the goal and where are we at with the goal um the goal itself the goals themselves were EST were fully established in May because of all of the community outreach in between November of 23 and may of 24 I just wanted to one another clarify statement yeah and datawise which is a tool we're using separate from sof G but but compliment you know complement it when did we adopt that datawise um we started using it not last the summer before this summer 23 July of yeah and and with the anticipation with the anticipation of the student outcomes Focus governance work and um and I'm sorry I'm gonna I'm gonna hopefully not embarrass you here but um in Dr pbo's finalist interview one of the questions we asked
018was if you could only do one thing to move student achievement in your first year with us what would it be and she didn't I don't recall if you specified datawise or not but it was Bas basically having a data framework was part of what she shared and there were many reasons that we wanted her on our team but that was without a doubt um a lightning rod for this is the right person to help us lead this work so thank you for that thank you okay it's hard for me to present sitting I'm just going to stand for a second because it's but then the microphone doesn't move right okay um because this one this is a little bit like I'm if I don't explain it right please ask questions okay you can hear
019me okay are are you sure oh okay let me oh yeah what okay all right um okay so when we're looking at the data we need to look at it in several different ways to get the whole picture and so we have um to make sure that we interpret the data correctly we have to make sure that we collect data at each level there's different levels I'm going to explain real quick um disaggregate quantitative data by race gender social economic status we have to collect CL qualitative data interviews writing work samples of students um and then we have to look for what's working well asset based um perspective so an example would be instead of me I'm hearing and paired I would say have a superpow I can read lips and I can turn off
020sound whenever I want my turn my hearing aids off so it's always about asset base like what is positive what do we see that's going well and then what would be our next level of work I forgot why we put this right here but one thing that we've been working with um in our I okay I'll just talk about it um one thing we' really been working on is teacher Clarity when we're in our classrooms and I just want to share a little bit about um Hattie's work he's done a a study of what's the most effective strategies in the classroom to get the most growth in the classroom and so if you see the 04 effect size that means it would be one year's growth if that if you used that strategy so the
021student will would uh grow one year and if you see that teacher Clarity has to do with learning targets and success criteria and that effect size is 084 which if you look at that that would be twice as much as 04 which means it a student would have two years growth if we were implementing teacher Clarity in the classroom and then recently I went to a training on success criteria which is part of that and they said if you have clear success criteria in a lesson it's the effect size is 1.13 which is like about two and a half years of growth and so if a student is in third grade and they're um in first grade level if we have teacher Clarity and success criteria we should be able to grow that student from
022first grade to third grade in one year if we really focus on your Clarity in our lesson so that's something that we're focusing on in our learning walks did you want to add anything about it so what what we're sharing here in these two slides are you know it's administration's responsibility to make recommendations to the board about what the strategies are what the you know the interim measures are for each of our goals and guard rails and so we really take that responsible responsibility very much to heart so these are the data sources or the like the EV based resources behind the recommendations that we have made and then we're able to further use those those research-based recommendations to work with our administrators and our teachers so when we talk about which later on we'll
023get into like the learning targets and success criteria the reason why we're so passionate about making sure that those are are recommending those as for the guard rails is because of the significant impact on learning and when we look at our in measure in how far we have to go to reach our annual targets and to reach our overall goals we need to get two years plus of growth and this is a research-based way to to to move us to make that happen and I'm um I apologize for interrupting but um I think the other thing that's really important to note is like we were just talking about um the demographic component right and the um the fact that we don't want to have any excuses around oh well if you look statistically we don't
024have the luxury of taking soft strategies we need to choose strategies um because we know we have this distance to go we need to choose strategies that have not only This research behind them but have a correlative effect Dr R shared a study with us a couple weeks ago about you know correlation and so this is one of the ways that we're able to kind of get some of that correlation like are we choosing things um that are going to show up that these things are going to not only show up in our outputs but they're also going to show up in our outcomes and that they're going to align the the inputs the outputs and the outcomes that we're using and so um so making that connection I think is is of particular importance
025and then the the other piece with this is that um and Dr pomba was very eloquent in how she shared you know we're we're pulling this into the system system we're bringing the sofg down to the teacher level in one of in that um really interesting but very long um document that Dr Ramos gave us to look at the um the uh thesis study or or dissertation um one of the things I found very interesting in it is that it talked about how for us as educational administrators we have a ton of tool sets and resources that ground and connect that we can tie into to say well if if we want y input X will have this effect or input s will have this effect and there's not a lot of that for boards
026which is one of the reasons that we're choosing student outcomes Focus governance because that creates some of that framework for boards so we thought it was really important to not only for the administration down through the teaching level to the students to have their set and now we have for the board the student comes Focus governance set but one of the things that this slide is trying to illustrate is that we're also trying to make the connection between the two so that way there's um I think Dr R calls it a through line right the the ideal we talk about vertical articulation in education like from preschool all the way up through you know post college right and lifelong learning um but we also need a through line all the way from the student and
027the family up to the board and it needs to loop back around again down from the board all the way down to the student and the family so sorry to take so much time with that I lost my chart about not talking oh no no and just and just to to define a learning Target success criteria just really quickly learning Target is what is the goal by the end of that lesson that we want the students to accomplish and the success criteria is like how are you going to get there so just to give a quick example if the goal is to write a summary in the lesson then the success criteria is something that the kids can check to make sure that they're reaching that goal of writing a summary so it might have
028what's the J I'm going to make sure that my summary has the gist of the passage that I just read I'm going to use evidence from the text I'm gonna have a topic sentence and three supports and concluding sentence and that's kind of like their checklist of what they need to check to make sure that they met the goal of writing a summary so that's what the success criteria is and it has a huge impact because the kids can monitor what they're doing to reach that goal yes yeah rubric is an example of success criteria M and so the there's different levels of data that we look at there's the satellite data which is kind of like the big overview big picture map is kind of in the middle and then there's a street data
029so I'm going to give you examples of the different types of data we look at so the satellite data would be something like the state assessment where we see look at how we did on the state assessment and it's getting given at the end of the year and it's how we did overall map data is kind of our formative assessment the DNA assessment that we kind of check along the way which Dr Ramos talks about how we checking along the way and then the street data is how we're um getting down to the students in the classroom so looking at student work student interviews classroom observations that we talked about the learning walks um fastbridge could also be example of the street data because we're looking at each individual students um score to see how
030we can support them in instruction small group instruction so those are the different levels of data and then the other thing that we do is we look at types of data so types of data could fit in those different levels so in order to get a clear picture of the student and to tell a story so we can address um how to support the student student learning data the purple circle is stuff like the test like DNA the state assessment fast Bridge perception data is survey data that qualitative data where we want to understand um the perception from the student perspective parents perspective teachers perspective student demographic data is like attendance data disciplined data um it also looking at groups of students if we wanted to look at our students that are multilingual that's demographic
031data and then the last type of data School process is the the red circle which is our learning walk data like examining the school process at the school looking at curriculum that kind of stuff is school process dat so to put all of these together of how we are looking at data for sofg is we have the satellite data on the top the map and the street and you can see that most of the data that we're sharing with you is going to be satellite data because that's kind of like the overall view of the district um and then some of the inter measures under the map data and then the street data we're not sure that's more like specific to students so that's why you don't see Street data as much but to give
032an example under the student learning column we're going to be sharing um the state assessment math for goal one and two the Aela data for goal three the state assessment Ela for goal four the school process data which is the learning walk data that's for guardrail 2 and four perception data which is our surveys a listen for family survey for guardrail one Panorama survey for part one and three and these haven't all been adopted these are just putting in the categories um and then demographic data we're using um the Vista programs participation for guardrail 3 and we're using examining data by subgroups for uh for goals two and three um and then the map data that's kind of we're checking along the way so you can see we're using DNA map for goal one and
033two DNA Ela goal for three and four and fastbridge Ela for goal four does that chart make sense do you guys have a question of all the different types of data and levels yes so and I was we were trying to figure out what's the best way to share this because there's the levels and then there's the types and then where do everything fit that we have added to our sofg monitoring progress monitoring we can get copies out to you um the other thing that I wanted to point out about this is we're we're wanting to ensure with staff that they have an active understanding of the different data sets and why they're used you know I've been in kraton a long time time some people have been here a long time and remember different
034reasons why data were used and sometimes it felt like data was weaponized against teachers weaponized against kids and we know that can happen so our perception based on the intentions of student outcomes focused governance is to ensure this isn't something that's being done to people this is something we're doing in that collaborative sense so the whole first part of data wise is about organizing for collaborative work where we're empowering people to understand people at all levels kids the teachers staff all of us so that they understand the types of data that are available and the reasons why they're relevant in certain circumstances and not others to guide our progress so this is this we anticipate being a really big part of our future conversations with with our community and our staff and our students and
035when we were proposing that what how to measure the guardrails and the goals we were looking at making sure we had all areas to be able to tell the whole story and triangulate down data and so that's and that's why you see it in all areas especially in the satellite data because that's more a big picture of the district the map and street is like more specific to the school or the classroom or the student or Heather I thought I heard a comment I was just gonna say I think you know what's important about laying it out this I have a teacher Voice come on um what's important about laying it out this way I'm going into my teacher brain and I think you nailed something which is the connections right everything's connected I think
036also we see a lot of areas where you know this one piece of data is addressing multiple guard rails or multiple goals and I think that's really important because one of the number one things we hear from Educators is this is something else on my plate and so I like how this is laid out to show how everything overlaps how things are connected it's not as overwhelming it's not this giant multi-page list of Assessments and things we're doing it's all woven together and it's manageable right it's approachable I just want to share two things first of all um daty ways I believe was implemented even before s so was and to see the similarities of How It's supporting the sofg framework is outstanding in itself so I'm really proud that our Administration and cabinet team
037Whoever thought this was the best or the conversations that happened even before we into this already showed me that we're moving in that we were already thinking about this kind of stuff we just needed something where it could be a little bit more framework um what I love about this data wise too is that somebody like me I do not come from an education background I'm not a teacher and I didn't go to you know School I've learned everything through governing board and trainings and professional development and having data wise with this sofg framework really brings out the different types of of Assessments that we have and until I actually learned what you know a formative qualitative quantitive assessment was it wasn't until I started connecting the dots and I believe a lot of the
038times we don't equip our our our teachers or staff on really refrigerating that so the fact that this data wise is already implementing that I I can already see what it did to me and my understanding on how I effectively ask questions how I'm looking and monitoring so the fact that this is already happening in itself with this with this framework of data wise is it's very inspiring to be honest it's it's making me feel like oh my gosh you know it's not that we've been doing bad or good decisions and it kind of goes back to a book that Dr Ramos has mentioned in the past I I think Paul's or Paul principal or I forget what the name of the book is but the book basically T Peter Principle and it talks about
039how we put people in sit um in positions but we don't give them the tools to actually get their get a hold of their job and with this it's really understanding and getting it and it's aligned perfectly with s SOG that's going to get us the answers or the questions or the work that we need to get our students to that next level so I'm just really appreciative and thank you for taking so much time on doing this and it's all making sense and that's that's what's important because for me personally it's going to help me be a better um um governing board member when I'm sitting in the dis looking at information so thank you well I feel the same way you feel because whenever we're in audience and you guys are talking like
040oh my gosh that's align to data wise oh that's align to data wise that we're doing the same thing and I we're Partners in helping this happen for our students um part of the beauty of what's Happening Now is that there's there's a a very tight shared focus at all levels and it's you know there's still work to do to improve Clarity on our end with the team but the clarity is absolutely is is is developing and that's something that excites me as a leader so the next thing we thought on the slide is just to look at the goal and then what we're using to monitor that goal so our you know our first goal I'm not going to read it but basically is to decrease minimum minimally proficient in math for all eighth
041graders and then the second part of the goal that aligns with that too is increase math proficiency for the black e uh black eth graders and so we're using DNA to monitor throughout the year but then we're using the state assessment at the end like I forgot your football analogy but the end did we win the Super Bowl right um yeah um so this is just a little graphic to explain what the DNA is it stands for data and assessment and what it is it measures the Arizona academic grade level standards and the purpose is to measure student standards proficiency to inform instruction so it just kind of of gives us how they're doing on that standard for that grade level and to predict how they will do on the state assessment um the DNA
042assessment is it has a pre-test and a post- test the pre and the post- test are exactly the same so it's like the pre- test is what they're supposed to learn by the end of that grade level so if it's sixth grade but with and so we have it two more times throughout the year to see how they're doing on those standards throughout the year so that's why it says August we have a pre-test then October December and May and every time we have new data from the DNA we go through the um our goal is to go through the datawise process those step those um eight steps which is to make an action plan like what are we going to do about the data what we just got um and then it's composed of
043math third through e8th grade level standards and Ela is uh third through eth grade level standards um and it has optional first and second but we really look at uh third through eth because we use fast bridge too for the younger younger grades yes when you say optional it's optional us as a district or teachers have autonomy right now it's we have it in place and it's turned on at the district we have a couple of schools and I can't remember which off the top of my head that are are are starting to dabble but we're being you know everybody's super mindful about how much testing to put in place with young children in these tests are um the feedback we're receiving they are quite r ous they are harder than aasa so we're really
044careful about using it with the younger kids but it is available and we do have a couple of schools that are starting to to to go into it so one of the questions we'll have to Grapple with at some point depending on how we're working in our goals three and four is whether we want to dip down into second grade systematically in if we're not seeing the results that we want in our third grader in our third graders which is fourth our goal four I was thinking about yeah the power of the second grade and catching some things before I was also even thinking like maybe there's individual students that we need to gather more inform I'm also about over testing but you know would this be a compliment to fbd if you had a
045student couple students you needed more now I'm done sorry there's another mic over here too oh yeah okay um and the other the other obviously assessment we're using to measure goal one and two is the Arizona academic standards assessment that's what aasa stands for um it's a Statewide achievement test for Arizona students in grades 3 through eight all Arizona public school students in grades three 3 through eight take the grade level State assessment in English language arts and Mathematics and the purpose of it is to measure student Prof efficiency and growth on the Arizona state standards for Math and English language arts and it's given in April um and the assessment components I only put the eth grade math because that was the goal but in eighth grade math it does function expressions and equations
046geometry statistics and probability and most of the questions are at do2 which means like just a higher level than just basic um questions and just like uh Dr dupin said the DNA however they do on the DNA assessment is usually um they do better on the state assessment than they do on the DNA assessment so on goal three yes this one or yeah that one um I just have a really quick question so on the assessment which one has the highest percent of questions those are the ones I put the top three but which one is like the highest oh I I can look at up you know is it fluency or have to look it up oh okay I'll bet it's expressions and equation okay geometry is like less than 8% usually it is
047like I know in like the younger grades it's always number number sense so I was just wondering they give you the blueprint I would assume based on all the lessons I've seen it's probably mostly expression and equations so for for goal three um increase English PR proficiency for our emerging multilinguals we use we're going to be using the DNA uh to monitor throughout the year and aala um is at the is basically in February March time frame so the aella is a standard-based assessment that meets both state and federal requirements to measure students English language proficiency the purpose is to determine if students whose first languages other than English need to be placed or continue in the El program Asel is used for both placement and reassessment purposes um it's given upon enrollment for initial
048placement and then also annually in in February and March and it assesses reading for K5 foundational reading only writing listening and [Music] speaking there's also a monitoring of fully English proficient students once they reclassify for two years so they actually can take a Zella they actually do take a Zella even for two years once proficiency is achieved because the intent is that they're not losing the proficiency once they've reached that level and we are accountable at the state for proving that or showing that we have continue to monitor those students say that again that's correct yes I thought I thought the FPS didn't have to take ailla anymore you had to show evidence that you're monitoring in some way they we do and and isella is one is the okay so for goal four increase
049reading proficiency for all third graders we have um fast bridge in the state assessment because we're also looking at our kindergarteners for that we're monitoring our kindergarteners because they'll be third graders when we are at the end of the goal cycle so fastbridge is a screening tool for reading the purpose identify students who need extra support evaluates their progress towards specific skills for reading intervention and instruction so it just really looks like what area or what skill does the students already know and then what are they ready to learn next that we need to address either in whole group or small group or individual instruction it's given in August November and April and these are some of the things that measures by grade level so kindergarten first grade is phological awareness which is like rhyming
050and syllables phonics which is sounds being able to sound out words and then site words and then you could see first through e8th grade is fluencing accuracy second through e8th grade they have comprehension questions and third through eighth grade is decoding and vocabulary so those are types of things are measuring on fastbridge Dr Pomo real quick I'm gonna check my Integrity Lindsay I'm gonna go back and research what you said because I may have made an assumption about Pro using it to monitor so I'll go back using a Zella to monitor Fe ones and two CU yeah because I know like the the expectations regulations whatever you want to call them around our f P students have flip-flopped a lot like three times in the past like five years um but we were not required
051in my previous District to give the aella to our Fe students we did however have to submit documentation that showed these are other ways we're monitoring so for example we were giving NWA so we pulled out specific NWA data pieces to show this student is staying on track in the areas of reading and writing but we did not submit our kids who are Fe to have to keep taking the aella because that was an option provided by the state so I'm I'm not saying it's not a monitoring tool but if we're not required by the state and that's causing more anxieties and there's other ways I would like to explore that what I made a giant assumption to in the moment so I'll go back and clarify what our practices are relative to that so
052that we're not no no no I by all means that's what this is for so we're all you know fully in yeah okay okay for guard world one and these haven't all been adopted so I'm just going through what we had proposed so far um the superintendent will not neglect student social emotional health wellness and development so that's the listen for good survey and the and the Panorama survey so listen for good survey is um a survey customer service feedback for the um Family Center and the purpose is to amplify community voices and utilize families feedback to improve programs outcomes and promote and Equitable practices when the date it's collected in April through May and October through November and it just has survey questions we have examples of what the surveys are later in the
053in the slid show but that's a listen for good survey I'm not familiar with that but I know yvon is familiar with that and it's basically it has it's it's a requirement of the first things first that funds the Family Resource Center just new for this year so our desire to have a metric around satisfaction and and results for the Family Resource Center aligns well with that Grant timing so it has it's going to have a a range of questions on it but there are five or six that are required which are what is it called Jay net net promoter so it's like um and I think we do have the samples degree of satisfaction that you did you would you recommend this service or this place to anybody who was seeking these Services how
054well were you treated those kinds of things so we'll be able to report on that and then basically anytime anybody receives engages with the Family Resource Center we'll be able to use the survey to gather input on how that experience was for them and the other survey is the Panorama survey it measure what is it student competency and well-being measures and the purpose is to gauge students feelings in the areas of relationship social awareness self-management positive feelings and culture awareness and action that's given in October November and May and it has some we'll have samples of the survey questions and then anyone On th that for guardwell one okay guardwell two and four we're using the same um well for now I mean this is what we proposed The Learning walk and observation and the
055rubric so it's the superintendent will not cause or allow conditions practices or procedures that are inequitable or insufficient for students and the superintendent will not allow adult convenience or preference to take priority over the academic progress of students so the learning walk rubric is um what is it's classroom observations conducted by the district datawise team coaches and site leadership the purpose is evaluating and measuring the essential components of high quality in classroom instruction based on the Charlotte Danielson framework for teaching it's once per quarter so once per quarter our team about between five to 10 of us depending on who's available um go to each school and do learning walks and this year we've been able to go to Every classroom that's available when we're we're there so we've been able to do if they
056have 20 teachers be able to go to all 20 teachers if they have 30 sometimes 28 of them but as many as possible when we're there and then it we have several areas that we're looking at curriculum resources um which is under planning and preparation physical student learning environment um student learning environment which which is the classroom management engagement and rigor and then teacher Clarity the learning targets and success criteria so those are the areas we're looking for when we're in the classroom so that is for both those other any questions on the rubric we're going to show you an example one later but do you have any questions on it um just so this is this the type of information you'll be bringing back like a general overview of what you saw like during
057the RCs okay and then also for the initial um observations you probably have those going on right now right formal observations we've done how many 16 we've done 165 the learning Ro walks okay um but then the like your um observations for like formal observations like that principles are doing is that a part of this as well no it's separate so this is not part of evaluation process at all this is just monitoring um or not monitoring but kind of getting a snapshot what's happening in our classroom so we can support um the school with what they want to focus on based on the learning walk data so for instance like some we'll show them the data um and at the end we'll see like hey most of your teachers have great classroom management which
058is awesome like an asset based but then we notice that you know most of them do not have learning targets so what are we going to do about that and so we make up a plan for the next quarter of what we're going to do to address learning targets and like what do the teachers need like professional development do they need coaching what do they need to be able to do that in a learning walks typically 10 to 12 minutes and then we input the data um it's we were looking for those six attributes and then we have a four-point scale for each uh again we'll share this and then so we use it as kind of like that overview data but the it feels really important to keep that separate from teacher evaluation yes
059because we want them know like this is a learning process we're all learning from each other and trying to get better so it's not part of the evaluation at all and what we'll share with you is a satellite data so we'll show you our district data but with the school leader they have their school data and then the specific teacher data so they can work with the the all the teachers obviously some teachers want to see their specific datas and they work with that teacher but obviously we wouldn't share that we'd only share the overview um I think it is important to keep it separate from evaluation just because there's there's feelings right with when you're being evaluated um so I think it's more likely to give you a truer picture of the dayto day
060um that being said I also appreciate that the learning walks are based on the Danielson framework and I think we use Danielson to evaluate because we are legally required to evaluate teachers that being said the intent of Danielson is a growth and learning model and so I think this is just really powerful and that we have this happening frequently to help teachers make the connection that yes while this tool is used in a different way for eval th this is good teaching and this is how we get there and what it looks like feels like sounds like um and in a low stakes environment to be able to have those conversations yes we definitely want it to be about growth and that collaborative um culture and partnership and I think it is slowly starting to
061get that way I'll just give a quick example we did some training on um explicit language instruction for multilingual Learners and I was in there with a group of teachers in the learning walk I happened to go into one of those teachers classrooms and she's like Lissa come in I need you to see because we did I was in the training with her and then afterwards she said uh the principal told me she went to her right after and said how did how did Lura rate me because I want to work on that area that we did in the training so I think it's slowly starting to get that way well that was with a teacher that we went through training together and so that was probably why it did that a teacher doesn't know
062me probably wouldn't do that but I think it was it's still a growing growing time um so guardrail 3 the superintendent will not allow the district to operate without a system to recruit retain strong teachers by empowering staff through culturally relevant and differentiated professional development and we're using the Visa program participation and Panorama climate survey um I don't think I put anything about the visa on there I just put the Panorama survey which is uh staff leadership relationships and school climate and the purpose is to measure certified and classified desite staff feelings in the areas of Staff leadership relationships and school climate October November and may it's Anonymous survey it's a Liker scale ratings and open uh response questions and I didn't have anything for if you have any questions about the Visa program participation
063just seeing how many teachers are in that program right that we hire yes I guess just one thing I want to say um for the Visa program participation I think it would be great to see information on um like overall not individual people but how successful that they are being in the classroom um as teachers because I feel like we're not taking a look at that to see um if you know this group of people are being successful and this group of people aren't being successful um and how that's affecting because it's great we have people in the classroom but we also want quality people in the classroom um and having the Visa program is great to have people in the classroom but sometimes um it Al always doesn't lead to Quality instruction um so
064I would like to see like the correlation between that um as data Maybe moving forward because I know we want to keep people in the classroom but it do we want to keep quality people in the classroom and how are we getting those people that's a good point I agree with Heather Katie oh I was like what Katie out of nowhere from The Ether Heaven thanks Katie she just said that Katie you can continue if if you need to say something oh no I was just saying that I agree with Heather feel better yeah feel I was gonna say we could um take the learning walk data and look and see separate that data and see like so we'll have to yeah modify which is good that's good feedback because this is as we go
065into Quarter Two we'll make sure we differentiate the form so that we're able to disaggregate it by anything we know we want to look at we were already trying to do that for special education and some other subgroups [Music] okay so the next section is basically just samples of everything that we just um went through so you could see what they look like so this is a link to the sample State assessment and a zalas if you want to see what types of questions um are on there and I can show you how to get on there in a second the other um we I also printed out the DNA uh sample test for third fifth and eighth grade third grade ELA um Fifth and eighth grade math but they are um I don't know
066how to say protected and so you can look at it and then I got to take them back um because they're the same questions that the students will get so I have to like shred them afterwards to make sure um and then the fastbridge if you click on this link um it has sample questions like the second page on this link has sample questions of what the kids get um on the fast Bridge assessment um and then this is these are links to sample questions from all the surveys so I don't know right now if we want to take time to do this or what do you or at time a possibility would be we um can give you the sample questions that we printed out and kind of use that as part of our
067working lunch just to skim and scan if that's okay with you and if there's questions then we can discuss and then I know I don't we'll make this slide deck available to you and the links will be live so you'll be able to go through those um and review on your own the learning walk rubric if you open it I just want to explain it real quick when you read it just to um so the learning walk rubric has the areas that we talked about if you know the Danielson framework it's very comprehensive so we just took the main things that we were looking for in our classroom based on our goals and so at the very top where it has the blue that's the success criteria for that um area so if they have
068a b c and d that would be a four if they have all four of those if they have one or two you can see how it's rated one two three or four um in most of the areas a one means they don't do it at all a two usually means that they attempted to do it a three means they did most of it and the four means they did all of it so when you look at the success criter is at the very top of each section and so if you go to success criteria I don't remember who asked but on there an example says they have a rubric on there here's learning Target and success criteria so right there it says success criteria a checklist a rubric co-constructed with the students uh students
069compare a strong and weak example a series of guided questions examine the quality of their work so those are just examples of success criteria so you can it gives you what to look for in the classroom in the blue section and the teachers also understand we're only looking for evidence there's no opinion so to give an example would be if I'm in the class an opinion would be the class is out of control they're not good classroom management of an Evidence base would be there's 20 kids in the classroom 10 kids were up and out of their seat or 10 kids were off task or something like that so everything is just what evidence can we find to support the success criteria and that's been an important part of of trying to eliminate Observer Bias
070so they're not making judgments about what's being seen it's simply capturing evidence of what is being seen in numeric ways direct quotes from kids direct quotes from teachers that support or align to the attributes that we're seeking and part of data wise which is another section of it is all about evidence like make sure you're always looking for evidence or data um not using opinions and then the after the learning walk oh is just it's just the timeline just so you can see when we give everything like if you a picture view of all the assessments we just described so you asked about when we bring forward data one of the things you'll have the opportunity to consider on Tuesday night is our progress monitoring calendar so we've we've built a progress monitoring draft calendar
071for the remain like till 2028 for the term of our goals and it aligns to this assessment timeline so that once we have data aligned to goals inter goals and guardrails their interims will be able to bring that new data forward and share an update of what the data say and how our what our plan is for response and these are when the learning walks are which every quarter and then the uh Panorama surveys and staff surveys and then that's just the graphic of everything that we just talked about and I think that's it unless you guys anyone have any questions this helpful yes this is super helpful I don't know I don't think I have any see any questions or comments but one connection that I just had is that um in the student
072outcomes focused governance framework we as governing board members have a framework that we have to follow us well to make sure that we're meeting sen criterias so it's just I I just go back to the parallel processing and the way that I'm seeing at this time is that the institution was pily processing was started that kind of behavior already without us even knowing and the fact that now I'm connecting that dot that now it's now we're as the governing board members are being held to kind of like I guess you want to say a Danielson framework but instead of it for teachers we have it for us so I'm just loving all the synergies and I'm loving how the explanations because now I'm understanding what's happening in the schools with the tools and how you
073guys have beautifully connected it to the goals that we have and the guard rails so with all that being said and you know the last three years of being on the board this is I feel like we're light years ahead and it fell for a while that we were being stagnant but with this just portion of the study session just tells me how much work has been put in in intentionality to make sure that everything is staying to what the governing board has decided that our main focus is going to be and it's amazing to see how it's embedded even down to the principles the schools and the teachers so thank you so much for that and thank you to the administrators that for these years they've been held to this certain standard and the
074governing board was not holding themselves to the same standard and I'm glad with this framework we're both now being held accountable to certain you know Frameworks and standards of what we can do to make sure that our students are getting what they need to succeed thank you and you're referencing like the rubric right like you guys have a rubric and I'm referencing the student outcomes Focus governance rubric that we as governing board members have to follow and a lot of the stuff that we do is in this you know governance Bible that I like to call it and it's just a parallel processing now that started within the institution first and now we're as governing board members finally adapting to the same standards that we hold our administrators and employees to so that was just
075a connection that I made and I'd like to offer gratitude to the board as well because the focus that the board has placed on this work has allowed us to move faster and with greater Clarity than we would likely have otherwise been able to move there is a lot of you know we're a big system we have a lot of personalities and preferences and you know a lot of people know a lot of things and don't know a lot of things and so if we were trying to address address all of those we wouldn't be making any of this progress but because the board is creating this Clarity and focus it allows us to then Infuse Clarity and focus into our practices and that that is extremely helpful I'm really glad that I'm able to
076be here and and be a part of this and I know some of the concerns that I had had um was about like the stand Ard I testing and how our goals were so heavily focused on that but I like seeing how you know you've put up there how it relates how each thing relates to certain goals and guard rails and now I can see the the feedback I was getting well you know well that's baked into the guard rails the guard RS will will counter some of these concerns and so now I can see how how that's working you know so as a parent and as someone who had the concerns about being standardized testing heavy like like this this really helps like helps me understand it better and recognize how we're going to
077be able to hopefully not you know yeah go down the I'll just leave it at that thank you do we have any other comments questions yeah yeah just um I appreciated the the comment about all the work that's been happening in the background one of the things we picked up in that October study session with Dr Ramos was kind of what was down the road and um you're pretty lucky because I think these folks are way more competitive than I am so um you know they were like oh we we are so going to be like the model for the country like on this so um and and I'm like well don't kill yourselves people like we got it's it's a long race you know tortoise in the hair but um you know very often
078one of the challenges in education is to get movement right like we're a very heavy weighty stagnant system and um for the last year plus a little um we've really been a duck and the reason I use duck is my analogy is everything seemed all common placid on the surface to a degree but man those feet were p and a lot of the feet that we paddling were the team that that these two amazing individuals lead um but then also our principles anyone's listening I want to give a shout out to them because um along with their their leadership teams on their campus and their teaching teams they've really been trying to embrace this everyone's in a different place and it's not perfect right but Perfection is not the goal incremental Improvement is the goal
079to to move towards getting better and us getting better for the purpose of our kids so I'm going to take us back to our chart from earlier in the day the they do I see I do they see that also applies to what we're doing with our instruction the whole concept behind datawise is to stop looking at what other people are doing and start seeing what we're doing and how it impacts those outcomes and um listening to our school teams get into a room and identify a problem of practice based on observations of what's happening and not opinions about well this is just a bad person who doesn't want to help kids move forward or um you know they just don't they don't know this or they don't know that all that's set aside and
080it's like well what do we actually see what is actually the problem what are things we can put in place to address the problem and so which is very much like the work that we're doing with sofg so again like I said earlier the vertical articulation is going to be where our success is going to come from and I thank both thanks to both of you even me seeing this presentation and this framework versus you know having read through it when you shared it with me like has even opened some new thought processes and clarities for me as well so thank you both I know this was a lot of work and um during a Time window when a lot of things were going wrong so a lot of this work happened during extracurricular hours
081and so thank you for making that sacrifice for our kids there's a lot of work that people that aren't in this room that have a hand in everything you're seeing um all of our coordinators Tyson has pneumonia he he would have been here today and have been supporting our team of curriculum coordinators um principles as Jay mentioned and then we have this group of teaching and learning coaches and I shared in my reflection before about my thoughts on that change and what I've learned um and the people that have stayed or joined our teaching and learning coaching team and are now fully invested in this work are incredible and we got to see two of them presenting to kids Congress yesterday about math and they're just they're so deeply committed to the success of the
082teachers to the to the success of the children and community and to the profession as a whole and that you know so we're trying to honor their role in Student Success as well and and offer gratitude for their hand in making this this work yes I Echo that uh Tyson and Marie who's in charge of our our math coordinator and um Sarah Beth who's our literacy they worked a lot on this too so want to thank them and their [Music] time I just want to say from a school board member perspective I think this is like the best professional development for board members than that I've ever seen you know we have broken up with Arizona Schoolboard Association and that's that really I never have seen anything like this there it was for the past
08310 years okay let me just pick and choose what sounds interesting to me and every now and then something sounded like it would be great here but for the whole time I've been here um in the past we've had a superintendent who would not Implement anything that that we've discovered at a conference so it's sort of like what was the point of all of that um and spending all of that money um so I think the board has never really had a focus like this before and I I feel like it is making a huge impact um but I I you know everyone needs to be patient I think to see the results that we're trying to get but I think that we're really on a the right the right track and have the right
084team in place for this right now thank you I don't see any other comments or questions I'm going to turn it over to Dr Ramos okay so what we're going to do is we're going to take a break we're going to go ahead and take a lunch break which is not recorded correct and then we will come back on when it's time to move to agenda item 1.6 which I'm really excited about and it's going to be our governance progress monitoring report so I'm excited to actually look at some data um Katie if you want to step away we will do I was going to make a joke about how I don't get to watch you guys eat that's unless we stay on because we were saying we were GNA work and eat at the
085same time to make it quicker so I'm just gonna stay on so it's fine we'll just I'm sorry we'll just stay on we're gonna have some discussion probably and then eventually if we move fast enough so we'll eventually move over to our govern in progress monitoring but for now let's enjoy lunch and co-work together well I thought we were working oh yeah so it's 12:35 I I say like 10 minutes to go to the bathroom grab our food and then come back and get ready to eat and work okay so we'll do 10 minutes thank you e e e we've all came to the agreement that we're going to go ahead and eat and work together um the next portion of our agenda is the 1.6 which is the student outcomes Focus governance progress monitoring
086report that I am so excited to finally get into oh are we going to go over the test first okay my apologies um I'll go ahead and hand it over to Dr dupin and Dr pombo to go over some of the preest that we were talking about when we were going over um the governance data and what tool sets we're using thank you president K so what we propose you have three I apologize do we have Katie Katie are you there I'm getting a thumbs up yes okay thank you sorry I didn't mean to interrupt no problem so we have given you three sample tests these are secure assessments we pulled them out of our item Bank from DNA so they're not like the publicly available practice assessment which is why we have to secure
087them after our session today but we have a third grade ELA a fifth grade math and an eighth grade math aligned to our goals so what we'd like to do is invite this side this table you guys take the third grade test not take it but like go through it what we're going to ask you to do is just share a notice and a wondering as you look through this assessment and um if you all would take the fifth grade math assessment and we'll give our our professional teachers the eighth grade assessment not planned um but you don't have to take the questions you you could you may choose to do a couple if you want but uh really just a noticing and a wondering will give you about three to five minutes to peruse
088the the items and then we'll we'll just reflect on what we see e e e so one of the things that I I notice I have the practice a form there's a portion in the multiple choice section that has circles and it says choose one there's other parts in the test that say they turn into squares and it's choose to so even that in itself if proper reading like me sometimes I like to skim things and I and because of the way that my brain operates I I always get ahead of myself and if I'm not actually paying attention to the extractions I can see how either I could do two on each one and invalidate my test because now I just did even the simplest thing of just paying attention between what the circle
089and the square difference is square means there's two options Circle means one even that minor thing can throw that so it brings a lot of other Awareness on even the simplest things as what the square versus the circle means in a testes I just noticed that some ask to do two some ask for one so that's good that's a good strategy though too and that is a skill that teachers do have to teach I've had to teach that is that you know they have to go home they have to go through and read the questions and even though it's bolded even though it may be Capital like sometimes they still don't answer two if it's asking for two so then they miss it so it's just paying attention to like that detail and so that's
090something that a teacher may not know maybe even a beginning teacher that that's going to come up right because it might not appear anywhere on any practice test until they get to the asset next is wrong we don't yeah this is wrong there's no half yeah oh let me let me take it over there have all the mics on the table one thing I've noticed with um especially my middle child is he's rushes through his homework he's just always so wants to get it done and get it over with and I could see a kid who's trying to rush through a test get caught up again not not reading that information appropriately or rushing through thinking like Oh I'm a smart kid I'm just going to oh this this answer is right and then not
091read the rest so I think like Heather was saying like yeah it's important for the teachers to kind of ingrain that in the kids you know read the question carefully slowly don't rush because that's how a lot of mistakes get made um Le with my kid so we also kind of noticed that there might be some vocabulary in the third grade test that won't be accessible to all students uh so then how do you how do you plan for that and I I know that for in students that are language Learners uh or emergent um dual bilingual students some of the vocabulary would be unaccessible and I know that at certain points they're not counted in the scores because of their language acquisition proficiency the number of years they've been in the country Etc um
092but that also is really just indicative of the maybe some of the biases in the test so knowing for instance the I won't divulge too much but there's a word dabbed that appears in one of the passage and if you've not experienced that vocabulary term in context elsewhere then you're going to lose the meaning of the passage so and I'll just build on that I have um 8th grade math and there's I think one thing I do appreciate is it's not like a whole bunch of texts like the any problems where there's a situation given um it's like a sentence that being said some of these contexts are things that only adults would have like renting a car like like it's just like and and I get like the math is in there but like
093like I think things like that can trip a kid and that has nothing to do with language Learners or you know like if you're in eighth grader like you could be like what what like you just get tripped up by that because that's an that's an adult task and situation and there's multiple of those in here well just to highlight one example in the passage so for the on the front of the third grade test the directions are read the passage below and answer the questions that follow so the second sentence says setting aside his homework Joe was ready to eat a snack he cut some he got got out some pretzels and a cup for juice he poured himself a drink at the table the cup teetered and Juice spilled onto his math paper
094oh no yelled Joe so you know the word teetered I don't know that that would necessarily I don't hear it used commonly among um people in my home let alone I I I don't know it's just a common place it's not a common place I wanted to follow up with that just as a teacher perspective um we know that a lot of our students um have a hard time with vocabulary and you can see it on these State tests and the reason why they're filling vocabulary is because we say use context clues and things that they know but when they don't know what the definition even means of that word when you give it to them because they have no relation to that word that's why our kids are fing at vocab because they don't
095have those experiences to connect it to that word so it's very hard to teach context clues and be like know the context when they don't know what the context is so you can even give them uh you know I can think of something to have them related to because I'm an adult but for them to do that by themselves during the test is not going to happen um I just love the opportunity to look at this stuff because it's really bringing up a lot of the questions of what we can do as a governing board member or when we're asking when I'm asking questions when we get into the progress monitoring it gives me a better understanding of what the teachers are dealing in with the classroom and what kind of support systems I guess
096I will be wanting to hear from the cabinet to make sure that these gaps that we all know are existing and what steps we're taking towards filling those either if it's common language I don't know what that looks like and I think that's why it's I loved getting all the data sets and what a walking rubric and all that stuff was because now I'm starting to see the connection on how even those walking rubrics can bring up and maybe fill in some of these gaps where we're noticing that this is not happening in the class it's not aligned over here so again I'm seeing all the connections now and it is just really connecting the dots and making sense to me so I appreciate all this time and effort on it and the what we're
097doing here is an example of the kind of work teachers will do at the end of each assessment cycle so they'll sit and start to develop what we are calling um learning centered problems so it might be something like accessing specific kinds of vocabulary or for knowing how to support an answer with text based evidence I'm better at the ELA examples than the math examples but um then the problem of practice becomes a problem for the teaching team what do we need to do what what do we need to do as teachers to ensure that that learning centered problem is addressed and that's through the datawise process how those conversations uh roll forward on I mean what this does for me is brings me back to when my kids were you know third grade and
098them and all of their classmates were highly stressed about taking the test and I remember um a teacher telling me my son would just freeze and couldn't get through it so I just want us to be you know really remember that part and we've already heard complaints you know about incentives for testing like that's my only fear with this work that we're doing is um that the stress level is going to rise is for teachers and then you know back to students so um yeah they need the instru clear instructions on you know read the question but I think we just need to be cognizant that that they're easily stressed over these things and so culturally you know as a district we just need to be aware of that and really work hard not to
099create that culture again well and kind of goes back to something I was saying to you earlier was like I appreciate that this has a slightly higher rigor than the state test because I think then we avoid having kind of false expectations um I'd rather be happily like surprised at the end um even if it you know as we go through the year we're like um they're not scoring well on this but maybe but um that being said I think having the conversation making sure that teachers are having the conversations with students of setting that culture of you might not know everything on this and you might face a question that you don't understand and that's okay um and just really emphasizing that because you know there are concerns about stress but if you're creating
100that culture where the teachers are very explicit and you can be explicit to a kindergarten about it this is just for me to see what you know and see where I need to help you more and it's okay if you don't you know and and they need to hear that every test every time um and I think that's really important my other wondering I appreciate like on the eighth grade math that there's a mix of kind of more foundational questions and then there's some that are much more application and almost inference in in different context my wondering would be how much I appreciate you saying that the teachers will do this as reflection because I think it's important to look at does how much how often does the curriculum have questions situated in that manner
101because what we don't want to do is a week before we're like suddenly giving kids these types of practice questions so they're used to that format or presentation like but maybe you know if we find that our curriculum maybe in the providing materials doesn't always you know include kind of multi-step inferences with a math application you know are there pieces we can supplement throughout so that it just becomes part of all of it and not something like let's PR you know practice for the test this way like because I think that can increase anxiety too and I think too in the materials we read um to prepare for this meeting I mean it's very very clear that in sofg work um the data is the data like it's not a judgment it's how how are
102we going to improve you know and so that's I think you really do have a board that believes in that and um is not going to be judgmental um as we go along you know so I wanted to reiterate what Dr dupin said so part of the data wise process step four is determining that learner sent a problem and so to give an example of what we did with that with these assessments is it tells us on the reports um what standards the students were able to master in this in this assessment so um one example was the standard has like three or four parts and so on it was a seventh grade test um they had the students got most it was like 50% the kids got one part of this one standard but
103then it has all the other standards and then at the very bottom that same standard was the a part that they did not get so the teachers will investigate like okay here's the whole standard they got part A and B of this standard but they're not getting C and D I wonder why and let's go look at what the type of question it is asking let's look at the standard um you know how it's uh how it's written to see if we're teaching to that standard and so the tests also really help and form instruction and find out what the students know and then what are they ready to learn next based on how they did on the assessment so telling the students like this helps us plan our instruction this helps us pinpoint what
104we should do next in our in our lessons um so it's not like it's more about this is helping us help you grow in your seventh grade standards or math standards um so that's the step four and then step five is the problem of practice like what can we do look back at ourselves of how we can support the students with whatever challenge are happening and set for like what they're having trouble learning thank you Dr PBO and we were having a side conversation just at lunch so part of our learning just from this morning was around just kind of the comments we had about the gr the grid that shows all the assessments their the purpose and the alignment to our goals and we were wondering how helpful it would be just to have
105that conversation with all of our teachers like especially with the number of new teachers we have have we really paused to say here why we here's here's what Our intention is here's our why and here's our how through these assessments and then our purpose for using that data and then further wondering is what if we had that conversation with kids so your point about anxiety you know if you know why you're being asked to do something and how that's going to be used to help you in the long run that could help help you feel better about trying even if you're not fully confident that you're going to succeed so those are those are just insights just from today's conversation that we're like oh okay I think we could parents too you know I think
106that could be a community council type of thing um because um you know parents don't want their kids tested all the time so I mean I think this is very organized way to show them this is the reason why and and we don't want your kids to be stressed so don't let parents add to that stress either because you know um because that that happens as well yeah it comes back to all that common language understanding and if we're doing it at the governing board and we find the importance to teach our administrators and spend all this time then I that it's prudent to spend that much time that our teachers have the same understanding and our students kind of that parallel processing um portion of it and one of the things that I've realized
107too um in all this is I find the term English language learner very interesting just because I I am an English language learner every single day I feel like I learn a new word every day so for us to think that there's a specified of student group just that I think nobody is born knowing English so maybe that can cause less anxiety like no I'm an English language learner too we're all in this together we're all learning together and sometimes the purpose practive and how we come about things can reduce you know anxiety can reduce and and brings more understanding to to everybody so I love that you guys shared that Epiphany because that's that's great and that's what this work is supposed to do it's Thinking Out of the Box thinking of things that
108we haven't done before and it's awesome that we can have all these innovative ideas but we know what the goal is and the overall goal is the five you know academic student outcome goals that we have and we can be as Innovative and collaborative thinkers as we want but now we are focused so with that being said um I'm really excited to go to the next thing which is the progress monitoring report because I feel like all these conversations we have been having and the back and forth has actually led to real life almost progress monitoring as if we were doing it because we were asking the correct questions we understood what inputs and what outputs were being used to get us to our overall goal so I'm really excited that we've kind of been
109doing that without knowing what it really is and I'm glad and um excited to learn a little bit more and go into more in depth to this First Progress monitoring that we will be doing before we or as we transition if sorry as we transition everybody could turn these back into Dr pombo so yes absolutely one two three so so is everyone turning that in thank you for that staff team wonderful wonderful job thank you I've learned a lot here myself today too so um excited to say the least I just wanted to make sure that we're grounded on the same vocabulary that we've gone through before um I have found it to be helpful to go through these again as we're going to talk about progress monitoring um so president G you'll have to
110wait just a quick little second more before we get into that fun part so I'll ask the same questions we've asked before um let's pretend that you're the owner of a Major League football team what is the outcome that you want Super Bowl yeah Super Bowl want to win we want to win the championship so before the game even starts what do I need to win the game goals players coach players coach equipment St determination Stadium Stadium we need a football we need sponsors we need food we need transportation we need all that fun stuff and so how does this relate to school systems would someone please read what an input is resources and activities invested in a particular program process or strategy usually knowable at the beginning of a cycle great so in school
111systems what are examples of inputs teachers teachers classrooms books curriculum supplies classrooms books supplies all of that budget support yeah supports very good and all of these are usually knowable at the beginning of the cycle which means board again the leadership team and the superintendent are very likely talking about this year round and especially as they prepare for the for another Academic Year so they live in the world of inputs and then what do we know at halftime how far we are to getting to our not good what's working and what's not what's to do better what's working well uh and how do we know that the score very good and so that's where this is important for us and so someone please read outputs for us theread go ahead outputs the results of a
112particular set of inputs usually knowable in the midst of a cycle a measure of the implementation of the program process or strategy very good so in other words are all of our inputs working for us and we want to monitor this at least quarterly we don't want to wait till the end of the football game or the end of the game to make changes we want to make changes during the year during the school year and so what are examples of outputs even though we've been talking about them pretty pretty cool conversations what are examples DNA is an example of an output fast Bridge fast bridge look see aella well aella yeah well aella is that an output or an outcome outcome okay so let's go ahead and go there then why do we say
113that aella is an outcome an annual sumita Sumit say this one at end of the year because they don't T right a summative it's ass summative good so it tells us what they know by then that's right tells us is what they know so would you mind reading that for us the impact of the programmer strategy usually knowable at the end of a cycle a measure of the effect on the intended beneficiary very good so everything we discussed somewhat theoretical when we first did the two-day workshop we talked about inputs and so who typ where do inputs typically live at responsibility the superintendent or the board superintendent why the superintendent because that's who I hired for them to do it the expert why he's the expert he's who you hired he's who you evaluate as
114well right so he is primarily but doesn't the role have a role in this what is the board's role with inputs to make we're accountable to those inputs to make sure and accountable and the board approves a lot of that's right we make purch questions about them ensure that they are connected to the work we're trying to do that's right all of that is correct so if the board is monitoring its inputs asking questions vetting them and you're approving them along the way um and then you find out that the outputs you want to know if the outputs are being effective or not just as what the staff has been going going over with us today then whose primary responsibility is the outputs between the board and superintendent that's still the superintendent still the superintendent
115how so why because they bring the data to yes and as we've learned today they've been I love the duck analogy I'm taking that one with me right and in and so sometimes in what what what in in the different types of research sometimes there can be assumptions being made about who's doing what and who's not doing what I think today if there were any of those those have been dispelled because those you you've made a connection to me right and I statement this is where these Alla moments tend to happen for working teams okay so you you are watching the inputs and you are monitoring with your outputs and so yeah you're going to bring that to the board and board as they bring you outputs which actually is part of what's happening right
116now with the with the guard rails you're vetting them and if you approve them then you're saying that you're you're going to roll with it but you also want to monitor because if they're not working you want to ask questions like what's the plan and not just a small plan but you want to ask for an aggressive plan because time is of the essence so just like in a football game if we're falling behind we need to stop we need to call a timeout we need to figure out what's going on on because adjustments need to be made now not at the end of the quarter so good so then outcomes who's primary responsibility for the outcomes we're all ultimately accountable for them yes and who primarily is responsible for the outcomes governing board student
117outcomes superintendent and then I heard governing board I'll give you the answer it is primarily the board and here's why because you've been appr proven inputs and outputs and if you're not monitoring them then you're typically waiting for the end of the year to find out if you wion or lost the game and what happens in unhealthy relationship superintendent situations is board members go into the common pretending to say ah superintendent you really let us down this year it's your fault and so that's why you have the average of less than three years of superintendant sitting in those seats versus when you live into your row of monitoring or or asking questions monitoring inputs and outputs what you're saying to your community is I have been vetting and approving and sometimes you may need to
118vote down sometimes if you're not convinced and maybe that means that just like you said Heather maybe I'm going to go sit down with superintendent help me understand is probably one of the best questions I love to hear from board members superintendent man help me understand I want to support you but I can't just blindly approve things I need to be convinced that this is going to move the needle for children and so that's why it outomes yes absolutely he's the one driving the vehicle right and you're also the one that's approving resources time in and time out fair enough yes so now we can go to what is progress monitoring let me go there so thank you all um if you if you were not able to do some of the pre-work no worries
119I'm hoping that you get really fired up and excited about what's coming your way next week but I want to make sure we have this definition so that we are clear on what and why progress monitoring is important so here we go about gold monitoring what is gold monitoring it reads too often in public education leaders do not pay attention to what's working and what's not working the result can be a revolving door of initiatives program 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 and so gold monitoring this is I want you to
120Envision what this is going to look like for you as as early as next week gold monitoring is a conversation between the board and the superintendent that provides the board towards the opportunity to evaluate the alignment between the community's vision to student outcomes which we call goals and current student performance growth which we call the reality while goals and reality may not match perfectly it is only it only becomes problematic when there is no evidence of student growth and even if students aren't yet growing and making progress that's only catastrophic if the superintendent doesn't have sufficiently aggressive strategies in place for helping students make progress does this resonate with you at all so this is a document you have I would highly encourage you to check it over and definitely before your first your next
121meeting because it has some kind of like things for for the superintendent I'll just read them out to you real quick quick tips we have for the superintendent for Effective superintendent participation we say don't hide the data second thing don't sugarcoat the data third thing align monitoring with managerial election fourth superintendent be prepared and fifth this can be hard sometimes for superintendents but I think superintendent man's pretty good at this don't be defensive and for boards it's do your homework means that as they're going to be working overtime to get you the materials ahead of time do your best to set some time aside to read the packet and come prepared that also is going to help you because I am going to ask you to try to submit one or two questions before your
122board meeting to the to the superintendent based on what you're going to see in a little bit in the progress monitoring and the reason is it helps with that second of the last one of no gotcha governance what is an unhealthy behavior of boards is when they do gotcha moments and gotcha moments typically it can be for a lot of different reasons but I'll just be honest with you some of them usually begin with I didn't come prepared at the board meeting so I'm going to pretend that I'm overprepared and I'm going to do some gotcha questions um and that's unhealthy what's better is if you send one or two questions about the progress monitoring report ahead of time that way the staff has a time to get you the actual factual information and they
123can come overprepared to the board meeting you know what happens board when you do that they come less with less anxiety to your board meeting because they're not anticipating having to do a data dump for you to give you hundreds of pages of data that you're probably not going to read or look over but it did take a heck of a lot of time from them to prepare that material so the reason that the progress monitoring report is going to look the way it's going to look right now it's because it's anticipation of preparation from you as a boort and then the last one is hard my friends but trust me it's like building the muscle don't offer advice and what we mean by this is this it's if if you insinuate of about an
124input or using a certain output um now I think this is a brave space team so I think that there can be some push back from the leadership team to say well you know I I get your perspective on this input um and we appreciate that but that shouldn't mean that they're going to go and implement it just because you recommended it they they are the ones who you are charging and they're the ones he's the one you're going to evaluate so that don't offering advice can be difficult now that doesn't mean that if you hearing something in the community that you don't bring it to them we said this earlier your superintendent wants you to bring issues and concerns to him you also want to be mindful of when you may distract him and
125P him away from what you're actually waned him to get done so now I think we're ready for Progress monitoring unless you have any major questions no the not giving the not giving advice piece like it like you said it is challenging because we jumped to that right offering Solutions but just being I think what's helpful for me is to be mindful because I think in some ways it's almost harder because I'm an educator and so like I'm like oh yeah like I compare it to like what we did in this District or this district and but it's helpful to me to remind myself that you know there's a lot of solutions out there and a lot of them are kind of generic um and you know common knowledge among Educators but when they're coming
126to us with their Solutions and proposals it's because they've accounted for a lot of different factors that we may not know and so just reminding myself like I need to assume that they're making this instead of this other thing that I would have thought of and I'm going to make the positive assumption that it's because they've taken into account other factors yeah and one last thing I'll say to that too is that what's helped me is that I'm very good at giving advice um and one of the things that I've worked really hard on being on the board is stepping away from that but what's helped me understand that too is that this is why we hired our superintendent they are 24 hours a day in the in the ouns in the nose of what's
127going on I only have a certain vision of it maybe seven hours a month so when you put that in perspective it makes it a big difference you know that I'm only hearing and getting a certain amount of information in those eight hours sure I personally put more hours but in retrospect we're up here speaking and having these conversations basically almost eight hours a month versus what my superintendent or his team are a 8 9 10 11 12 hours a day so that's what's helped me put on my hat of more being a strategy and I know we'll talk about that more focused question versus putting my opinion of a a five or maybe two% of what is really going on out there just one thing and um just as an aside to both comments
128which I thought were really helpful and Powerful but you know I have a joke that I use a lot because very often when there's a perceived problem there's always you know a series of perceived Solutions and one and and if you were to look at my inbox you would see probably on an average day about 40 different vendors trying to sell us some way to solve something right so so my joke because when I see that I'm like wow you know there's this many today my joke that I always tell myself I think I've even maybe um verbalized it to the to the leadership team too is well clearly the problem in education is we suffer from an inadequate number of ideas you know if we just if we just had more ideas then everything
129would be better and what what I've come to learn in this role in the in the time frame that I've been in it is that to a large extent the the biggest problem we have is too many ideas and too many solutions and so when I talk to our teachers they're just drowning in all these things right and so one of the things our team team is working on right now which will probably get us in some hot water is an initiative inventory and what we've been doing is evaluating everything we're doing because I don't think we will get better by doing more I think we will actually get better by doing less and doing it exceptionally well so what a great transition to the part of what you could probably expect is that as
130he just stated the inputs and the outputs may get narrowed down and so what we are seeing with districts that are doing sofg is that they they're assessing which outputs are probably no longer needed and so it leads it should lead to probably less assessment and less testing because they're fine-tuning and so it uh one of the videos that I asked you to watch was from doto Texas we just had a workshop the other day where they have really narrow down their outputs and the feedback from the teachers were we we have too much we have too much testing we we don't have enough instructional time so it just it was it was a inheritance of outputs that they've now done a really thorough assessment and there's going to be less but it should be
131predictive of the outcome and so the narrowing of focus as you just described is ideal and that's what we're going to be pushing towards the last one I'm going to give you is a little cheat sheet of a form that's in your the documents that I sent you which is still on the same one of the pro effective gold monitoring to get off the ground um as Dr dupin and the team are going to walk you through your First Progress monitoring to kind of give you an example if you were able to watch Phoenix elementaries and watch the SOS they started with these questions you'll notice that the first three columns are focused on current performance questions in the first page the document describes that board members typically want to go to the fourth column
132you want to start talking about future performance what's happening I'm going to caution you and also advise you to really try to live into the three first columns first because you want to understand how did you get here what happened how did we get here if I'm looking at that data what H what's the story attached with that that's why this should be a conversation between you and the superintendent and if you spend about two-thirds or three4 of your time finding out how you got there then you're going to be better prepared to talk ask the questions about future performance um so again it's it's it's a muscle that you'll work on I want you to have fun in progress monitoring um and we'll worry about fine-tuning your muscle into these but you'll already have
133them ahead of time you do have the documents about smart questions you have the document about technical tactical and strategic the same language here those first three columns are going to be a lot of Technical and tactical and they they're necessary and you need them and then your last quarter would ideally be more strategic so now I think I've held you long enough for your progress monitor report dark dup and I'm going to let this one go and then if you would give it a if you all want to give it a shot of going through progress monitoring report and then board members start thinking of what question you might want to ask or you're going to ask about what you're going to see related to one of your goals thank you for your patience
134while we get reconnected [Music] while he's pulling it up you'll notice in the progress marit report that there's a guideline of we we say it should be the sixth grade reading level we say that it shouldn't be more than five pages I I suggested to the leadership team to not here to the five pages for the learning opportunities but they'll eventually get to where it'll be fine-tuned the five pages but I think you'll understand why it's a little bit more just we want to make sure being real thorough on the first one all right yeah there's definitely some of the elements you know it's either condense them into one page or make them big enough to read so we were kind of using that as a filter uh with some of our data and we're
135open to any and all feedback necessary to make this as useful as possible so thanks for your patience with progress monitoring report number one so we begin with a uh reminder of what all four of our student outcomes focused governance goals are and the first goal which is decrease minimal Proficiency in math for all eighth graders is the focus of progress monitoring uh report number one goal two is to increase math proficiency for black eth graders goal three is to increase multi increase English proficiency for emerging multilinguals and goal four is to increase reading proficiency for all third graders so as I said before the first goal is specifically the percent of eighth graders eighth grade students that score minimally proficient on aasa math will decrease from 73% in August 2023 to 48% by August
1362028 our annual Target for this year is the percent of 8th grade students that score minimally proficient on ASA math will decrease from 77% in August 2024 to 71% by August 2025 and we've laid out the annual targets for this goal on the graph that you see with the intention of having proportionate decreases in each of the years of the term of our goals so for this year's work we built in a current measure and an interim measure and you'll recall that we when we discussed these upon adoption current measure was based upon looking at at the eighth graders consistently every every year or every assessment period what's happening with our current class of eth graders to get a sense of what's what's happening programmatically at the eth grade level the interim measure is designed
137to look at our current years's group of students who will be eighth graders in 2028 so this is our Target cohort if you will of students who will eventually be that 2028 group who are part of our terminal objective our our big uh goal and then one of the things about the structure of this report that we've done is to highlight what the data sources are that we're using so you'll notice anything tagged with orange The Orange Box the asasa data are the that is the assessment that is being used as the measure anything tagged with the purple box is uh the data source is coming from the DNA assessment for the interum and I'm happy to pause for questions comments or feedback at any time and I'm just gonna point out one I'm sorry
138lindsy if I just wanted to point out real quick there's an oddity that you'll notice that we are trying to decrease but there's an increase from 2024 to 2025 that was an adjustment that was made because we did not make our our uh Target for last year sorry that's what I was oh sorry double sorry then and over time with subsequent monitoring reports will play with how to how to either lay onto this graph or in a separate graph the actual progress relative to those annual targets you'll recall we had when we tried our first draft of a progress monitoring report we had all kinds of uh lines on the graph and it was really hard to read and confusing and so we're working on making sure that it's succinct and clear but we'll um
139provide progress as we reach points when annual Target data have been collected so this is our breakdown by uh student group subgroup and this is the percent of eighth grade students scoring minimally proficient in math across all of our schools and across all of our demographic groups so what we notice some things that Stand Out is that even among our gifted and talented students there are still locations where 100% of the students are scoring at minimal proficiency uh we have two I won't call them bright spots necessarily but brighter spots in that the gifted and talented students at builtmore Preparatory Academy and at Mont Vista and at the kraton Academy are at slightly lower rates of minimal proficiency in math so just so I understand this correctly when I'm reading the builtmore Prep Academy all
140section where it says 79% that means that only 79% of those students are minimally proficient that is correct the column for all is all the eighth graders who tookest and then all the columns that come after that are the groups of students that are within that all category you are you're 100% correct is there any way you guys could present this so I can see it or oh I'm sorry I thought we were oh no it's okay he's giving us okay I can see it now thank you so our Focus for this current measure is in looking at all our all students are all eth grade group so that's the highlighted column here um one of the challenges for us is that the there's very little range at this time of year in the the
141percentage of students who are at minimal proficiency so it's not possible at this time but a future qu or a question is going to be or as we evaluate these data we're going to be looking across the schools for places where the percentage of students at minimal proficiency is decreasing at a rate faster than at other schools so we're going to be looking at bright spots and highlights the next interim benchmark the DNA assessment for this goal is actually being taken on Monday and Tuesday so we'll have fresh data very soon that will give us um a comparative because this is based on the assessment that students took in August F my iPads I'm getting it Angry um uh yeah I think having you know it's hard right now to like ask any questions because
142we don't necessarily have comparison or Trend data at this point um I do want to just point out one thing that I'd like to keep an eye on um for future correlations which is um 79% of El's um at BPA which is a dual language and we're looking at math and so I'd just be curious like keeping an eye on that like and you know that's potentially win for how is our dual language model being effective in math instruction so and that's a great point because most most of our math instruction in the Dual language immersion program is facilitated in Spanish so that's a helpful observation thank you for pointing that out cuz I just noticed the next best score is at the kraton Academy so our two best scores are at our dual language
143schools so perhaps there's something to that if anyone's listening multilingual brains are brilliant and we're all English Learners right yep what was the word we learned this morning there was a no there was another more heart Tamil catastrophizing yeah see that's a new and my mom knows that word and she still does it to herself she's like I'm catastrophizing again like yes you are yes you are but at least you've named it now and what we anticipate being able to do and and I guess this is feedback we're seeking this table is potentially going to get really long especially as we start adding you know in Benchmark one in Benchmark two but we what we anticipate being able to do is bring you future reports opport where we'll highlight those kinds of examples based on
144our analysis to help inform your analysis and of course your analysis will inform our actions Eric did you want to address the January 2025 thing while we're still on the slide you know I think I'll do it with this next slide um but this a great segue um this next slide is in intended to show with with an excellent progress monitoring report based on the feedback and the materials provided we want to be able to show the three years worth of data for the reporting for the for the measure and so we go all the way back with our DNA inter and Benchmark data for 8th grade math to the 2022 2023 school year so what's presented here are the percentage of eighth graders that were scoring minimally proficient across each Administration of this assessment
145and this this in the 2022 2023 school year that's when we started using DNA we moved away from exact path which would had been kind of our hold over from using ATI Galileo a couple of years prior to that so that's the beginning of available data sets and what you'll notice is that this percent proficiency seems to be very consistent for The preest Benchmark one and Benchmark 2 so going from and I think I have little pointer here so I can highlight on the screen we start at 96% minimally proficient then it actually jumped for the interim Benchmark and then came down one and then it's at the end of the year post test that the most dramatic reduction in minimal proficiency is observed and then that so then new school year starts new group
146of students come in and it goes back up because they're starting with new their eighth grade standards and then it stays relatively it's the same then reduction of a little bit and then another decrease at the end of the school year and then now we're in our current reporting period we just you know this the assessment that was taken in August we're back up to 97% minimal proficiency so what that suggests to us is that students are coming in with they're entering the grade level on that preest with this with a a high level of minimal proficiency and to some extent that is understandable because it is content that the students are seeing for the first time as they enter that grade level um the highlighted the blue number here the 84 that is what's
147highlighted in our current measure that is actually where the kids who are this year's eighth graders where they finished on the post test as seventh graders so the seventh graders finished at 84% at minimal proficiency last year so we're really trying to get that group of kids to our um to reach this Center measure which is 77% J's excellent point is when putting this together we realize that this current measure is framed as a January measure and so with that in place that's when we will take in our own Benchmark two the thinking at the time was okay well that'll give us time to act and make instructional adjustments prior to them taking the aasa test when in fact this if we look at what we've done over prior years at interim Benchmark to they're
148still the students are still consistently scoring at in the '90s of minimal proficiency which leads us to conclude that we are not on track to meet this interim this current measure because the time window that we've set up is my word artificial to the to the growth we're actually trying to capture which is a full Year's worth of growth so um the other thing I want to highlight is that the reason that we typically see this we actually do have a reduction in minimal proficiency from the 2022 2023 school year to the 23 24 um these assessments are comprehensive so every time they take them it basically tests a whole year worth of Standards so it's not until the post test where they've actually had the opportunity to learn all of the standards that are
149on the assessment which creates some challenges when you're trying to extract meaning from the interims but it does account why at least in part for why we're seeing those decreases from the interim Benchmark to to the post assessment a quick question because um I assume we will be I mean obviously in board meetings going to be discussing this but um in the future like will this be shared out like at Community councils as well and things like that I have a response to that and With Us site councils that will we will be putting in in our monitoring calendar it's up to the governing board to go out to the community and have that two-way communication and that's where we will be updating our community on exactly these things that are happening so yes and
150it is up to us to set those up and go out um so that being said I just think I just want to double down on your point because I think it can be really disheartening when people you know and so just really making sure we're very clear when we're talking to parents and families um and especially when we're providing translation about all of this information to be very clear that this is an assessment that tests all of the standards for the whole year and you're it is absolutely natural to see that progression and then um with all this information I'm going to give I guess a practice question and if I can have some guidance or feedback on what should be changed but giving all this information one of the first questions I would
151ask is obviously we have this analysis that in 2023 and 2022 it kind of stayed the same rate from what I'm reading they were minimally proficient in 97 97% were minimally proficient and then within the two prior years we stayed in the 90s we're expecting to see almost a 20% decrease by January given all the information that we heard earlier about the new things that we're doing what what do you see that was not working in those previous years that maybe now we're doing that could maybe just give us a different option in your opinion would be something maybe that I would ask like right I think I'll start and then if you want to add anything this year the 2223 school year was our very first year with the hmh into math brand new
152Adoption brand new set of input and so what you what we what might be occurring is that the first year of implementation is very much a year of learning a year of becoming comfortable with the materials and learning how to make the meaning make the content meaningful for the students so that could account for the Improvement shown between 2223 post and 2023 2024 post which they we actually reduced the minimal proficiency by 4% because in year two now teachers are more comfortable with those materials students are more comfortable with the materials because it's comprehensive covers all grades K to8 and they are uh better able to have meaningful lessons at their instructional level so I think that is one input that that is that is working that we can lean into to expect greater Improvement
153in the future now my second question is the 2022 2023 post usually what month is that done in where we have the 83 drop it's typically done in May and when is the because we obviously jump high again and we go back to 97 when is the 2324 pre given when school starts again in August okay so um maybe for especially when we're giving proper um Community guidance maybe we can add months into the 2023 post because in 83 they were just the whole year with us right so when we took that test they had been actively in it what when we're giving this feedback it's obvious that from the 22 2023 post to the 23 24 we had summer break so I I think that puts a lot of things in perspective when we
154do those dips in those highs it's like yes we see that we did really awesome we lowered it by four but then summer happened you know and that's why we were back at 97 so maybe we just add the months so it brings some kind of perspective to okay they they went almost three months without every day you know whatever was going so it just brings a little bit of more clarity when we add the months of when like the pre and the post and the IBM when is taken can I make a point of clarification so the August 97 is a new group of kids oh God so it's not the same student like it's not it's not sopia had an 83% and then in August because of the summer slide had a 97
155is that correct um my wondering though to aside from that clarification to the point um of of kind of showing more clearly showing that time I don't know adding months might just add too much I'm wondering if there might be another way with either color coding or maybe just a vertical line after the end of each year some way to visually separate each year without adding too much stuff yeah and then again going back to the messaging making sure that we emphasize cohorts of students versus same student yeah and I think yes I love I think yeah and in addition to the cohort being new the standards are new as well to each of those cohorts because like let's say we weren't looking eighth grade to eth grade even if we were looking seventh grade
156to eighth grade you might make an assumption that there was learning loss over the summer but what they're being tested on isn't the seventh grade standard now it's the eighth grade standard so it's it's a whole new set so y but but it is a great question because we always worry about learning loss over the summer so I I was just going to go back to your first first question but I don't know if I'm answering it but this is what I was think what I was thinking about when you were asking that question I obviously I don't have experience for the previous I only have for last year but last year we implemented datawise with just the school leaders and so they were learning it last year this year is the first year it's
157going down to the teacher level but it's not at the teacher level yet like in the this next quarter it will be at the teacher level because um we were teaching the leaders this first quarter like how to implement it with the teachers and so I'm predicting that we're not going to see change until on the assessment until May because they're going to implement action plans this quarter for the first time and then implement it the second or the third quarter and the next assessment we are taking one obviously next week but then the second assessment is in December um when they only done their action plan for a couple months and so then I don't think we're going to see a big change until May so it might look the same well I'm going
158to say it probably looked the same yeah and that's perfect clarity for what I was asking because you let me know what's being done different and obviously data wise was a major input that I think we just started getting a hold of that's really going to make an impact on this so yes that was perfect that's that's what I was looking for so building on that point we may a recommendation might be to change the timeline on this current measure to make it may because if we do that then we'll be giving ourselves till till the post assessment in May it'll be comparative to when we've given the post tests in Prior years it's also the most comparable or predictive of aasa results for the long term so a recommendation would be to change the
159timing on that current measure 1.1 so that it matches May 2025 which you'll see we did in the next one um there was another point I wanted to make about this I don't know maybe I'll remember but and if we were in a board meeting and when you had to vote on this you literally just convinced me on why these changes need to be made and I think that's what the beauty of this is that it brings up your guys's reasoning with my understanding and it's like okay I am sold that maybe we should change XY or Z but that's exactly what these conversations do is we can edit they're not set in stone what's working what's not and that brings us into the different um did you have a question um I was I
160just had another wondering about a different kind of chart to go alongside this one maybe because we are like um following these the fifth grade students um up until this point couldn't another chart be like following the fifth grade students and how they're progressing as well as that cohort so that's what 1.2 is that there's we have another we do have that chart but it's is this the same group of students fifth graders every year this so one current measure 1.1 is about the eighth grade students regard the functionality or the impact of our eth grade program on different groups of students every year so this is three this reflects three different groups of kids yes current or interim measure 1.2 is about our fifth graders so we're following those that core the same but
161we're following from fifth grade to sixth grade to seventh grade to eth grade in 1 point two is that what's happening three groups of fifth graders that one the way it's graphed is it is still it is still three groups of fifth graders that was the question is as a supplemental might it be helpful to see follow the same cohort of fifth graders in 2022 showed those kids as sixth graders and 2023 showed them as seventh graders and 20 I think we had talked about this before um in one of the other board meetings and we had said because of following C hers I believe it was superintendent J Man or Dr dupin that said that because they changed so often it's hard to cohort it the tests are hard they because the standards each
162grade level are different it's hard to show a trend across all three of them but we could try it's it would be easy to try and see if it is valuable one thing I do want to point out I remembered what I was thinking about before is that because current measure 1.1 the goal is to decrease minimal proficiency that means that we want to eventually see a trend line going down and when we when we typically are talking about test scores the goal is always to increase so people expect a trend line going up and if they see one going down it feels bad but actually in this example going a trend line going down is what we want to see so to go from 83 at the post in 2223 to 79 and then
163to this year's in current measure 1.1 which is 77 that would actually be a very good it would be an indicator of the progress that we are intending to achieve so that's one of the benefits of keeping the assessment the same over time as we're showing that our impact is improving relative to the goal over time with kids that age I think it's important like these should be the primary ways to display it just might be interesting to also see if we're seeing that across cohort and it is I think to your point you know it's not something like the NWA app test where it adjusts and you can actually see a trend of performance on a RIT scale so it will still be a little wonky if you follow a cohort and again probably
164shouldn't be the primary way that we're displaying and sharing the data I just think it would be an interesting supplemental piece well the other thing that we can consider for one point two this is three years worth of fifth grade data but the the inim measure sorry the annual targets for this goal um no sorry I'm getting confused oh I lost my train of thought again um just trying to keep track of the different groups and where they move but um we somewhere we recommended that so next this year we're looking at fifth graders but next year we're going to look at sixth grade and next in the year after that we're going to look at seventh grade and then in 2028 we'll be looking at the eighth grade we will graph that whole process
165so we actually will see these kid this will we will see this group of kids that's what I thought like I know we it it will be well we can you know we can we can we're gonna we're gonna plaster timeline gra thank you for your patience I just had to connect my I had to catch up with yes these this is three years with a fifth grade data but we're going to continue to follow this year's fifth graders as Sixth and seven that yes so if I could just kind of elevate what's happening right now because of the questions and the way your minds work they're taking notes and the idea here is to mer to close that gap of of understanding or like maybe PPP possibly lack of understanding but also for them
166on how they were going to present the data and even though it's a progress monitoring report of like no more than five pages as they pick up a pattern of what you're looking for they there's predictability Now versus they're feeling like they have to go run another report later on they can just go ahead and get in front of it because of the way you're asking questions and how you're understanding would be put in front of and one of even the effective questions on here that we did without anybody asking is what did we learn from the last three-point data and we literally just had a conversation of what we learned and what we're going to be doing differently so even within itself an authentic effective goal monitoring conversation happened without anybody even asking so
167it's obious that we're simultaneously connecting those dots um Katie do you have any questions or anything to add or I don't not at this time okay um any other questions that we have I think we understood um interm measure 1.1 I understand me interim measure 1.2 do we have any other additional questions or for concerns on how inter measur interam measum 1.2 will work a question on how it will work but just looking at the fifth grade data um as I mentioned earlier keeping an eye out you know for the El subgroup and if that multilanguage instruction is having a positive impact um I also just want to highlight that we have at multiple schools um much lower numbers uh in our special ed student subgroup so at BPA at lck at Monto Vista so
168like just an something what's working there especially because that's a subgroup that is faced with additional learning challenges so yes go ahead um one piece I want us to be uh I just kind of want to urge caution on is um I'm trying to think of what the term is ah now I remember sorry it's going to be a big word it'll be a new word for today also um I and I learned it from Joe Riley um it's exogenous variables right so an exogenous variable is a variable that's not evident in the data set that has an impact so um one of the I think there is an exogenous variable here and I'm going to rely on my experts to like check my my level of understanding here when when we look at fifth
169grade we need to be cautious not to presume that because we're seeing better results at that grade level that that will necessarily reflect a future Improvement at e8th grade because there is a significant and fairly steep shift in the difficulty and level of rigor of the question sets and and the typ of content as they as they change between Fifth and eth grade and so um earlier you heard Dr Pomo refer to um do2 right with the eighth grade um math um you know the types of assessment questions and what do stands for is depth of knowledge and so um we there's different depths of knowledge that you look at in relation to um some of the difficulty of these questions that students are looking at and basically they own level of understanding and moving
170to depth of knowledge too is also a significant shift and I don't know for fifth grade if it's also do2 or if it's I suspect it's probably not but um but regardless the question sets themselves are significantly more challenging at that eighth grade level so I just didn't want us to your points are exceptional and and I totally agree with them I mean I think if we were to look back at other years of fifth grade we are are making improvements but I but there won't necessarily be a onetoone correlation of those improvements from fifth grade to eighth grade no I absolutely agree and my question was more just a you know something to keep an eye on when we're seeing subgroups that historically have underperformed and we're seeing and this is not Trend data
171by any means yet at this point but it's an inlan of if we continue to see um a trend here let's really focus on on what those teachers and what those classrooms are are looking like sounding like and and what's helping um and then an additional question to the do I just want to know flat out like I would assume in fifth grade like if the assessment is intended to be I know there I'm sure there are do level one questions regardless yes at eth grade they are higher level standards with more rigor but um are their do2 and above questions on the fifth grade tests there are I do think that the standards become much more complex and that is reflected in the types of questions that are asked and you know even some
172of those like we're pointed out where you have to have one that applies in math too like select one if this is true select two one is like which is the right answer and one is explain which sentence best describes why or best justifies why this answer is the best one so even in math sometimes they have to have two responses in order to have the response be considered correct overall and that gets to much higher levels of thinking so one of the things I want to point out about 1.2 before we move on is that we are currently on track to reach our interim measure and I this I found an eror that says 1.1 it's supposed to say 1.2 um and the rationale for that is that the minimal proficiency decreased 33% from
173the pre-test and to the post test during the 2022 2023 school year that's represented in the first portion of the graph then the following year um we reduced by 24% so starting again at about the same place as in Prior years if we maintain that trend of reduction by you know 20ish percent we are on track to exceed our interim measure for this year now I would like to personally see this graph start to Trend down again because we're looking for a decrease in minimal proficiency which will then to Jay's Point ensure that when these fifth graders move into sixth grade they're going to be more prepared to handle that increased rigor of the standards and the increased rigor that are aligned to those standards yeah I have a question um are is the eighth
174grade sorry back to eth grade for a second are there algebra questions I mean I know we're te teaching to the standards but we don't really have algebra districtwide or at all I mean is could that be one of the things that's going on there are algebra questions for sure on the assessment can you add anything yeah there I know there's algebra questions on there but we also have algebra this year we have students taking it online that were um that their teacher recommended that they're ready to take out okay so but the ones who are not taking it would they would they be um at a disadvantage on the test if there are it's kind of like the beginning of starting to understand the equations in Algebra that they would have as eighth grade
175standard okay yeah I say there's a different set of standards for eth grade algebra that are not just the eighth grade math standards and also algebraic thinking is taught as early in kindergarten in the standards so there's standards about around algebra and conceptual understanding the whole way so in terms of our inputs and what we believe at this time are the items that are working is that curriculum use is becoming more evident during learning walks and that's data which we'll present when we're sharing learning walk evidence as part of our guardrail progress report um targeted and differentiated professional development for Math teachers is being provided I mislabeled this we don't call them Affinity groups anymore we call them kraton professional learning so we've redesigned the kraton professional learning sessions to more specifically and explicitly Target
176the student outcomes focused governance goals with a heavy emphasis on math and reading um so one of the pieces of adult convenience that you might hear about is that there's a little bit less um Choice involved like teachers not necessarily always choosing to the there's still some choice but not like we had had had been offering in years prior this is very much more about like if you're and if you want to elaborate on the content that'd be fine but um you know very much more aligned to what you're teaching here's professional development to support what you're teaching so that your students can Thrive is that would you like to add anything or did I capture it you don't have to no say that's right like in including um to address our the emerging multilinguals
177is one of the tracks is explicit language instruction like acquisition and so we have a group of teachers doing that too so all the professional development is lyed to our action plan for the goals and I appreciate that um explanation because it gives me a better understanding on when we are hearing wonderings out in the community and having that shared vision of like okay but this is what wasn't working and it's been told To Us by our experts that this may be something new that is going to work so we have to give it time and it gives me as a governing board board member a better understanding of what's Happening that way if other stuff tries to get Whirlwind in we at least know and have that Comm in understanding it's you know that's
178one of our strategy questions what has not been working before and I know that we didn't get to talk to about it today but that kind of sounds like almost like a theory of action where we're now moving more into a standardized you know cron universa thing because there was too much anonym going on before and goes into like certain theory of actions so I I like that and thank you for that clarification because I know how to better handle these situations when they do come up in the community you know because there I know that there's some resistance with change and it just helps me clarify and solidify why that's being done the initial feedback of the change has actually been pretty positive because our teachers everybody likes to have choice and input and
179nobody wants to have their time wasted so teachers really appreciate having opportunities to professional development that's going to make them more effective in the feel more effective in the classroom the very next day so this really does align to that um that intention okay thank you and then as Dr pombo pointed out and I just have to give tons of credit to Dr pombo because she as Jay said brought datawise into our conversation and just has been a wonderful champion and we went through a session with leadership on Thursday and I was just doing some reflecting through that session and coming away with just such immense gratitude when you when you bring people into the team it's great to bring people in who help you learn and I am learning so much and just I'm
180grateful for that so the datawise process has identified a focus this is actually just as of Thursday based on our learning walk data with our leaders we landed on success criteria across all grade levels and content areas but as being um a necessary area of focus so we've identified that as a problem of practice for our um for ourselves as leaders that we need to be more effective at supporting our teachers so that they communicate success criteria effectively to students to provide that Clarity can I also just quickly share some feedback that um Thursday night I spoke to several of our leaders and they were like my brain hurts and I say that like as a good thing it was very clear you know they spoke about their their day and leaders ship and the
181depth of work that happened so so I'm not an educator um I had never heard I never knew what a rubric was until my kids made it to ASA um so that tells me like that's not a Craton thing so that's what the success criteria is but the teachers have choices is that what we learned earlier a checklist a rubric and there were a couple other things right okay um and then you'll you'll figure out if maybe some of those work better than others like I I I know they like flexibility too so I'm not saying one's better than another but as a parent it certainly helped me help work with my kids you know and I think it helps students to have that that does not surprise me that the success criteria is maybe
182something um we need to focus on so um I I think what's important is sometimes when we think about autonomy and teacher creativity and flexibility you know we think well um just put them in the room and you know let them do whatever right but that's that actually isn't supporting them either because we're not giving them best practice strategies and it can also be a lot I mean think about if you've ever done creative writing or even non-fiction writing and you start from a blank page it is so much harder than if you if you've built your outline first right so um what what this actually creates for them is there's a a phrase um that gets used a lot what we're loose on and what we're tied on what we're tied on is there
183needs to be success criteria what we're loose on is there's a couple of different ways you can represent that success criteria and you can be as creative as you want as long as the success criteria is posted and then as Dr pombo talked about earlier you know then we have our Danielson rubric and and in that rubric we we're we're not judging you know what color marker you used or whatever we're you know number one you in order to get two points you have to have something you know posted right and then depending on you know how well what's posted align to the CR to the um what would fundamentally be the rubric for Danielson will determine like how many points you're getting there so um so there really is it allows for autonomy and
184creativity while at the same time insuring that the things that are going to allow that teacher to be successful with their students are there which is ultimately going to be more fulfilling and less work for the [Music] teacher yeah and after having this if this would have been a board meeting I would have totally made the motion to accept this because For the First Time I feel like I know what inputs we're using I know what is working and what's not working from the last data that we get give the questions and the explanations you gave and also for the first time uh for me personally as a board member I understand the inputs and the outputs that are being used to get us to the goals that we have so um I'm so happy
185that we did this as a practice run um I'm excited to hear after I hear from my other board members Whoever has something to say what feedback we have on maybe strength the questions or what you saw that could help us build that muscle better as we go into these board meetings because our reality of it is that we only have coaching for S such a long time you know certain amount of time and then we're off on our own so whatever feedback you can also give us to strengthen this would be better so we can start getting in the mode of how to operate um effectively without having a coach all the time sorry something Mr Man said made me think another question um because you were talking about like looking at a blank
186page um is there a plan since a uh such a heavy focus is on success criteria is there a plan for um building some kind of repository or you know Collective resource where especially for our new emergency certified teachers they can go that's aligned with our Curriculum maps and other documents if they don't know what would be an appropriate and effective success CR or representation of it I love the smiles I feel like we have an answer already oh no well so what we did on Thursday with the leaders is they create an action plan um some of them are doing success criteria some of them are doing learning targets they feel like they need to start with learning targets first because what's the goal they're they're not ready to go to success criteria so
187um during that time that's what they were working on creating a plan like what support do we need to provide to our teachers to help them um Reach This goal so they might need PD they might need coaching but they're going to take it back to their teachers and ask them what they need because there's going to be new teachers that need brand new training that haven't done this at all and there's ones that have been doing this for a while and they might just need a refresher or they're like no I got this come watch me and Coach me so every teacher is going to need a different level of support so they're going to take that back and create action plans with their with their teachers I love it and part of those
188action steps will be helping teachers access the fact that the learning targets and success criteria are already written and they are in the unit guides and they're in the hmh materials for math so sometimes it's just they might be labeled a little bit I think I think I forget what they call it in hmh but they're they're labeled a little different and so it's just doing like even with kids Congress yesterday when we were asking them D do you ever see the learning targets and success criteria we had to label some of the other things that the kids might hear that the teachers are calling them like for example some teachers do success looks like and sounds like and it's a list but they don't say success criteria so we had to connect those dots
189so I think there's some of just dot connecting honestly because they I I mean our curriculum team is I think just stellar and the advancements that have been made over the last couple summers are are huge and they include putting those right in the materials and I didn't even I learned this year through learning walks and our debriefs with the principles that the success criteria are already in there I knew learning targets were but then I learned we had already put the success criteria in as well so it's going to be just catching up with the tools and resources that we have through those action plans and if I could add our principles are thinking about this as well and um Dr dupin and I met with one of our principles yesterday and um we
190saw in the background behind what she was showing us there's some tool hiding back there in a spreadsheet and um when when she popped it Forward she had actually built a tool for her teachers that as they were building their lesson plans they could actually literally go into this little spreadsheet and drop these little lists down and choose from among some of the different options that were in there so the so the principles are really looking at how they can help their teachers sort of scaffold for some of these things so um you know and when one of the things that that we're looking for as a team um mostly the rest of the team a little bit with me um is where these bright spots are because you heard Dr pombo talk earlier about
191the asset-based approach what we want to do is find the things that are naturally happening in our schools kind of like what you were trying to point out earlier about well look at the subgroup of students there something happening here let's find that bright spot so that way we can allow our own um teams from other schools to sort of cross-pollinate with with their partners and we actually saw that on Thursday as well one of the things that Dr pombo did which I just loved is um one of our schools Papago was a little bit ahead they were actually your guinea pig I think right yeah so they so they practiced the training for Thursday with one of the schools and so that school was a step ahead of the rest of the schools but
192it was to refine the practice so that when were with everyone it was even better but then that school was able ble to present on their own plans that they had put together and kind of show an example of someone who had already been through this training um that or that portion of the of the training and the learning you know what what the next steps might be and how they might come together which I just thought was awesome so thank you for that and in the spirit of true competition see seeing one of the schools stand up and they're like we have through lines and action plans for all of our grade levels and here's what they look like and you know these are the last steps the rest of the leaders were like
193we're I mean and they're all in different places but like it created a it clarified the success criteria honestly of what it means to be successful with implementing um six criteria across your campus that was very positive I know we talked about this yesterday but can you share any of the feedback that the kids provided if we're ready to go so in the spirit of true competition we so we've been looking at the examples that um Dr Ramos has been providing to us from West leco and Phoenix L and Theo um and I have not found any and I could have missed them but I haven't found any examples of student feedback in the progress monitoring reports so yesterday at kids congress with um Amy we were discussing the possibility of maybe and with your
194permission adding a few elements into the progress monitoring report based on what the kids are telling us so this is that we just got this this morning so I haven't we haven't really had an opportunity to process it but what we did I'm gonna let you explain it because you did such a nice job I'm going to cry right [Laughter] now you want me to talk about what they did like just what the coaches did with okay summize oh okay okay so what the coaches did was they just wanted to get we well as Eric's idea but get get the feedback from them of how their math lessons are going and and what they're seeing in their classroom and so the math coaches went through uh the balance math um framework on how to teach
195a math lesson and so they did the very beginning um like for instance when you start a math lesson you start with spiral review or Bell work and so they explain that to the students also before you start the new lesson you spark their learning and their background knowledge and get them excited about what they're going to learn so they ask the kids if they've um experienced that and if they have to mark and if not like how would this help you if your teacher did this or um just some questions for them about each section of the math lesson and so that's what Eric has on here is what I mean Dr dupin has on here that um the kids how they responded and we had an opportunity to sit at each table and
196hear them talk about their math lessons um and their teachers and what they're seeing and how this would be how the parts that are missing would be helpful wow so again this needs a little bit more breakdown but one of the things that we've done so far is just to kind of highlight some of the areas that were kind of low low you know the sh the kids share that they didn't happen all that often or they weren't um experiencing that piece so like you know somebody said two kids said that rarely does their teacher check their understanding and five kids said that some of the time the teacher checks their understanding so you know of the 18 kids that were there over half said yep they check my understanding at the end of the
197lesson so that gives us useful information as an example about how to help teachers make sure that they close the loop on that learning the other thing that really stood out and I don't know these are the different like tool sets that or structures you might expect in a math class only five of them indicated that there was any use of centers so remember kids Congress are fifth through eighth graders they're older and oftentimes centers are associated with best practice in early childhood classrooms and intermediate grades so that gives us pause to think about how we're how we're structuring the learning in those upper grade math classes um revisit the objective and the success criteria 12 so like a little more like 67% said yep we do um but only five kids said that they
198ever get to review an anchor chart an anchor chart is another way to have success criteria communicated to the kids so an anchor chart is just a poster that or a and basically it's a can be written on paper ideally they're done in collaboration with students so you know when a teacher is explaining a procedure or how to tackle a piece of complex text that there's there's cognitive strategies that that kids need to use in order to do that fluently and effectively so you write that down or draw pictures and diagrams of it then put it on the wall and then sometimes kids add it to their own notebook so that they can refer back you know every like when I'm building this kind of stuff or the report I'm going flipping back and forth
199between my work and the feedback notes and the how-to procedures that Dr R provided kids need to be able to function in the same way so that really stood out as like oh we need to probably focus on helping people use anchor charts more effectively to make the thinking more visible to the students we have a lot of beautiful classrooms with a lot of beautiful things on the wall but the question is how much of that beautiful stuff helps the kids deepen their learning add about the anchor charts um that it is a success criteria it's just a model of and they go back to it but since they create it collaboratively in the brain they remember it better and they picture it and I've seen like little kids go up to the anchor chart
200when they're doing their work to check their work you know and so the anchor chart is so important in you're learning and to have that around there to around the room to remind them instead of a poster that looks looks nice it's it's an anchor right I have a quick question um and it just occurred to me it kind of ties to anchor chart but even like the check for understanding I'm wondering I guess how the students were asked this because I think there's time for check for understanding for example you you can have a very highly effective teacher that the check for understanding is so seamless that the kids wouldn't even know it was happening um and then kind of in that vein like would they might use an anchor chart but they like
201were you just asking do you have an anchor chart like how are you kind of asking because I just I'm curious if some of the lower responses might be because they aren't recognizing what that is that could in some cases be true what we did do was we gave them a they had a handout to work from and the handout had a visual representation of all of these elements and and a little bit of an explanation not in depth so it is very possible somebody's miss you know just doesn't have the same label um but what was interesting is then they because it's not a huge group so they start asking questions so one of the questions we asked was like well do you ever get a chance to use manipulative most of them were
202like what's a manipulative so they were asking when they didn't understand what something was so that you know on that particular question eight of them said yes seven of them said no and then three didn't respond so that means about half of them are not are indicating that they're not using manipulatives and we know that our hmh materials come with a pretty robust set of manipulatives that are appropriate for older kids algebra tiles is a really good example that so the kids start to make algebraic thinking visible so that what this suggests right now is that the the lessons have a lot of the components that are real like cognitive but they are lacking some of the more tangible pieces that make math concrete and visible so I mean that's a pretty big inference based
203on what we saw yesterday with a sample of 18 kids but it also aligns then and we would triangulate it back to what we're seeing our learning walks and we would say that that's true so it's not about blaming teachers for for what is or isn't happening we know that the turnover often is quite High among Middle School Math teachers in particular so it's it's this these are highlevel sophisticated strategies that we're expecting that are necessary for kids to do well um and then we have the burden or the responsibility rather of support to ensure that the teachers do know how to do these things effectively I just going to make a connection from earlier so this is Street data getting it from the student I love I saw that term and I Whoever thought
204of that I was like yes Street data coming straight from the streets I love it oh I didn't know that there's a picture of a book the book on there should you'll really enjoy it yeah but yeah this is Street data because we're getting from the students their perspective um of the lesson and what their experience in the classroom so I just wanted to tie that to so that's not something we normally would report like but it would just happened yesterday so this is my opinion which I know we're not to give an opinion but just to counter what you're saying about um checking for understanding I think kids do tend to be really shy too and they may not know if they understand something or not in that question you know so I think
205that's a that's an important one to keep an eye on and there's different way I see a lot of times there are engagement strategies that sometimes get misapplied as checks for understanding for example if you understand give me a thumbs up you bet I do I want to get out of here no idea what the lesson is about I understood the whole board mean yeah right yeah where or take your whiteboard and write down for me you know do an example do this problem tell me one thing you're taking away from the lesson that they can quickly scan that's a more accurate way to check but it you know that again takes support and practice like I was thinking about like a kid might like if a teacher gamifies the kids might not see that
206as a check for understanding true because it's so engaging and we that's a good qu we could ask about stuff like that we did ask about like Prodigy and waggle waggle is a digital tool inside hmh that can be used for those purposes so you know they like 61% of them indicated that they do use waggle and that's something we've been trying to increase the use of as well so that's a great Point other thing I wanted you'll appreciate this that in the conversation about learning targets and success criteria one of our learning walks we were doing the debrief and we have a relatively new member of the teaching and learning coaching team and just came out of the classroom last year and the great thing about bringing in somebody who's brand new is they
207bring in all kinds of different perspective and so we're talking about different ways to build those success criteria and stuff and she's like well is this a place where AI might be helpful and but she's like I don't want to be Emar I don't what I'm going to say sounds like it's going to be embarrassing but I'm just going to say it anyway what about Ai and so we started playing with some of our AI tools and very quickly we got some really useful um learning targets and success criteria so that's one of the practical ways where we're trying to utilize those tools in a safe and appropriate professional way that still requires judgment and discretion but also helps to be efficient and leverage some of those cool advancements that are Happ sandwich what human
208sandwich human in the loop yes so the quality of your input and then evaluating the output um I just I'm really really thankful that the student voice was taking an account for without any board Direction and the fact that we're just thinking that you guys are taking in the step and just doing that it is just it's just so awesome because my Personal Agenda and I do have a Personal Agenda when I come to the board and do this is that these every single student feels empowered and the more that we include them in this and the more that they see how their voice really is affecting their learning and they're connecting the dots that's where the brave space happens and that's where the empowerment of students happens so thank you so much for doing
209that and I know as more and I feel even now that the kids Congress are a little bit more structured because now we're actually having that two-way communication just like we would with our community now we're having that two-way communication with our students and giving them a place where they can voice their opinion on stuff that we're doing that imp directly impacts them we always talk about speaking to the directly impacted individuals and in our school system it is our students everything that we do and spend on is ultimately for their benefit so thank you so much for taking that and I absolutely love that idea and I appreciate you being there um yesterday so thank you Dr Ramos oh yeah just a quick question about the kids Congress is that like student council kids
210or how who makes up the kids we can discuss that afterwards because that there's a whole process but we can go into kids Congress after um the study session but thank you for asking yeah I just one quick clarifying question so something I did I neglected to think about so the normal process for this and and uh president Cel of course always one step ahead of me said um oh and then if this was so good that I would have said let's vote to approve it but we're in a study session so we don't have any action items so what would your recommendation be Dr Ras do we bring goal one back to our October 15th board meeting do we um I know we're we're still we could still Monday add an item to this
211Tuesday's October 1st meeting and just have a vote since we've already done the review what would your recommendation be yeah if you'll look at the effective gold monitoring document it'll tell you underneath ineffective questions it says after gold monitoring to accept the monitoring report or not okay and so board it's important for you to be mindful of this piece I'll just read it to you to make sure we're all on the same page once the board has completed the monitoring conversation it must choose whether to accept or not accept the report based on three questions and it's on your agenda by the way for today does reality match division number one number two is there growth toward Division and three is strategy and plan sufficient to cause growth toward Division and so if the answer
212to all three is yes then the board can accept the monitoring report confident that the data is accurate and the superintendent is performing two if the answer to only one or two of these questions is yes the board May opt to table the matter and it says go see keeping the conversation going above and then the last one is if the answer to all three is no the board should consider voting to not accept the report board note this vote informs the superintendent that they have failed to meet the expectations of monitoring and on the first page you'll also see under superintendent evaluation it's how is gold monitoring beneficial this is super important for us the board um yes you're going to evaluate your superintendent and here it says superintendent evaluation with each monitoring report
213the board is conducting a micro assessment of the superintendent performance which creates an opportunity for the superintendent to make adjustments as a continuous Improvement strategy providing this regularly recurring feedback loop is a superior approach to the outdated concept of merely conducting annual performance evaluations so you notice we've gone easily over an hour having a conversation about student achievement progress monitoring and you've included student voice and teacher perspectives right so what what you just did right now is ideally what you're going to do at your board meetings moving forward and you all said it earlier I'm exhausted I'm tired right because doing this is hard work you have to be fully present you want to be prepared and so I think because I don't think you've gotten all your questions probably answered and you haven't had
214enough time to digest the report completely I would say still move along and and add the voting item okay as an action um for for your next meeting board members in the meantime um should you be able to choose to make the time to ask one or two questions to send to the superintendent that would be great because then they can actually prepare also I know you we're down to a couple of days but we also knew that our you know backs would be against the wall a little bit on this one but there's been such good thorough dialogue that that is the purpose of what we're doing here is that fair enough yeah that sounds great because then that would allow us to to complete that on Tuesday and then um we'll be bringing
215go two to the o October 15th meeting um and I feel like we have pretty good feedback on you know how that will come forward to the board um and simultaneously we want to make sure that we get the goal two monitoring report to the board with the board update on October 8th so that way we give you a full week with that data set to be able to submit those questions in advance of the board meeting that's awesome so would it be appropriate first because we did this kind of with today to just like on Tuesday you know if more questions come up obviously answer them but maybe just reference and say on Saturday we spent two plus hours you know really having this conversation just for transparency sure absolutely folks who maybe didn't
216tune in today so they don't think we're just yeah zooming through it on Tuesday but like we also don't need to spend an hour doing a recap of today you know find the balance unless you find that you have more questions and want to have more understanding absolutely I think all of that is appropriate and it is am I correct that you're going to do your first sport self EV Val when not yet we need to discuss that okay so I do recommend that you all you all are more than ready to conduct your your board self EV Val when you choose for that to happen I would highly recommend it happens sometime in October but it depends on what's on your monitoring calendar for proposal okay and the reason I say is because you'll
217notice as the sofg manuals up on the screen everything that you all seem to be really passionate about which is about students and teachers and Community it's embedded in the framework and so the first time that you did this you got zero points across the way because it starts with the board has to have adopted goals the board consistently demonstrates the ability to distinguish between inputs outputs and outcomes you I I ask you to have Grace with yourselves because this was a new framework to you and at the end of the day you're not even technically supposed to have been H been able to have access to it because you're not part of the Council of the great City Schools although we welcome you now as you know as friends to the council so with
218that as you now do have those things you're going to move through each pillar and I'll work with President Kio but I'll say this to you to not take any more time do not move from one column to the next unless you check every single item and it's this is called an Integrity instrument so it's to say you may catch yourself saying oh well we kind of did that well if you kind of then I'm going to say as a coach then don't move forward go ahead and pause there but then also determine where might you be in three months so here on the right side you'll see it says the board used a process that included students parents staff and community members uh in a way that leads them to express ownership of the
219adopted board goals and so that's the reason why you invested that time in the community and and that's the reason you're going to continue the two-way communication cuz you're going to notice here that this isn't a one-time thing I'm going to go down to the last one of continuous Improvement you makes a little bit bigger you mention in students is so is music to my ears as well because by the way look to you get to this meeting student outcomes Focus the board has hosted and the board members have led or co-led at least one training session on student acoms Focus governance during the previous 12 months this means that I want to work with you all to be be so ready that you can do a little bit of mindset with Community stakeholders you
220could do a little bit of mindset with students you could do a little bit of mindset and then really what they end up needing is inputs outputs and outcomes and mindset you do those two things they'll begin to connect the dots as to why you're focusing so much time and energy on what you're doing so you do that and then look at this over here on the right side the board included students as presenters in at least one of the sofg training sessions during the previous 12 months so you all the reason I'm grinning and getting excited over here because you already by the way we didn't discuss this so I'm I'm super hyped for y'all that you're already setting the foundation for when your students have complete understanding as much understanding as they can
221for sure on why this is important and why they matter that's all the feedback I got because I we are going to I do want you to have fun asking questions I want I would definitely encourage you to read the documents I sent you and watch some of those board meetings if you haven't already because you'll see how it can be a struggle actually when you started your question I was like oh president card is going to go straight to Future oriented and she didn't she asked the question about how did we get there and what are we doing right now that's really kind of the part that you'll catch yourselves wrestling with because you're going to be so anxious to get to the solutions but I'm serious a big part of it is to
222figure out how did you get there it's being in the now it's being in the now being presid how do we get here yes absolutely that's all I got that's all I have too um could um um somebody send me that packet so I have time to submit a question if I need since I don't have it yes of course the only thing I was going to say that I've been thinking about I mean I really enjoyed that reading that we did and um and I'm not I think this is a little bit different than being in the now but I know we're going to get there with the policy stuff but reading that doing the reading and just being in my head sometimes I just I would hate to do all this work and
223for it to fly out the window due to politics so I just can't wait till we start working on Poli um like policy stuff that kind of puts this in concrete because I know everybody loves or everybody's dealt with revolving doors with boards in the past and people that work for the district and administration and teachers it's all on the of whoever is making these decisions and so I can't wait till this becomes like a part of our like the actual governance becomes a part of our governance in paper so anyway that's all yeah you know that that reminds me I haven't said one of the most important pieces that I had intended to say today now once you have once you approve the the interim guard rails and you approve your progress monitoring calendar
224the clock has officially started meaning for the board it was as you may recall I said that when you ask questions and you do progress monitoring but it's not directly connecting inputs outputs to outcomes then we would say you're probably just practicing and so when I would play basketball at the recreation center when I was practicing you know I was having fun throwing up a you know shot here and there if I made it didn't really matter but I definitely operated differently when the game was on and when when we're officially keeping score like that's the reason why the framework has a point system it's not just about the points and it's definitely not about checking boxes but I think the reason why we've invested this time is so that we can make connections as
225to why we're doing what we're doing and so the first part that I have learned as a coach is that a lot of board members do tend to struggle with going to this effective asking model because there's a journey in you asking questions around this kind of a report so I do want you to have fun in asking questions and also coaching yourselves and then I'll support you because we'll do one-on-one progress monitoring conversations but that you also read those documents and begin to understand and connect the reasons why uh We've developed the question models and I'll use an nice statement when I was a board member um I like to show up unprepared and I like to shoot from the hips so to speak uh and i' like to pretend that I looked really
226really smart when I actually honestly didn't understand 90 plus percent of what was being put in front of me and I I I spent my first years pretending a great deal I didn't know any better and so we what we've done is we've created a process for those that may need that support by way of those documents so it's really powerful and thank you for uplifting that do we have any other questions or comments yes Miss MC cheffrey um board members if you haven't read um chapter 2 in the dissertation it's really good and um like spoton so I thought it was great thank you for that Miss MC cheffrey and I did and it helps give a little bit more of a understanding why we're in the situation that we're in so I suggest
227everybody to read it and if anybody else wants it we can definitely share it because it gives really good insights on why we're doing what we're doing um any other question yes I'm glad to see everybody here including um I see Nicole there and I saw Tristan earlier but I was like wanting to say I hope that anybody who's a candidate can take a chance to read that chapter too that'd be great perfect and well was see a way that they get it oh yeah they got it yeah they the candidates got it too thank you for that any other questions comments all right I appreciate everybody's time I I officially we're jining the study sessiones thank you guys you guys have a great day thanks y for accommodating me e e