September 17, 2024, Governing Board Meeting

001e e e hello how are you hello okay I'm on we want to start this good afternoon to everybody we're going to go ahead and get started cranon school district understands that our community of schools is located on the ass land of the oam Jude and Akim oam people who descended from the hokam and have inhabited these lands since time immemorial the oam whose name translates literally to people are a ran culture and Community spanning countless Generations e e e currle e e necessary anymore and I know we have a a lot of them and there's a lot of work to do and there's a lot of redundancy in the system and it's hard and important work to clean all of this up and we're facing budgetary challenges of course but I think this would

002be a heartbreaking opportunity to lose and it's worth making sure we take a second look finally read better be better provides their literally literacy kits to their readers in Spanish and English with tools to help help parents with reading at home I know our parents have asked for help with us they need it they also offer Community Family literacy fairs that could be done at the Family Resource Center these are bilingual as well so this is something we could be doing um at any time thank you and I've got their annual report if anybody wants to see it I will leave it with Mr Man thank you Miss MC cheffrey Miss MB uh no report tonight thank you Miss SS I do not have a report tonight thank you Miss Gibson McLean um I don't

003I have a couple things well first off we finally we had some maneuvering around of our committee meeting and so I just wanted to announce it for everybody to know we were have we had to push out our committee meeting there was a lot of a few calendaring issues anyway so we will be meeting on Thursday October 17th this feels like okay um uh right here in this room at 5:00 pm you can also watch Us online and we'll just be continuing the same work on the student conduct committee um with also the hope of continuing throughout the school year potentially with the staff conduct uh as well um only other thing because it's relevant this week and it came up in in some other things and I talked to Mr Man about this and

004it's an overlap between my personal or my personal professional in this life is there is and I'll just say this to put the community and parents on notice and even students if if you're old enough watching to understand um there was a general effective date last weekend on Saturday the 14th which is when all the new laws who didn't say otherwise went into effect from the last session one of those laws is a law that was um pushed as an anti- swatting law specifically by uh the Anti-Defamation League which is likely needed for um preventing lots of um threats being made to synagogues and other religious schools and institutions and so this went into effect on Saturday that that raised the level of offense from a misdemeanor to a felony if you are to call

005a religious institution or a school and make a a false threat of some sort um that being said um a felony even as a juvenile adjudication is a big deal and then also once you're a certain age depending on your age if your student is in seventh or eighth grade could potentially be charged as an adult with that sort of offense and so I just want to put everyone on notice that's a big deal and to just pay attention and have some conversations about that because making false threats can um put you in some pretty hot water so just want to put that out there but other than that I don't have any other reports thank you so much I only have a couple of things the first one is Happy National Hispanic Heritage Month

006I know that we just kicked that off I am proud um Mexican so I just celebrated Mexican Independence Day so that was awesome and also today is National vo registration day we know that we have elections coming up all the way from presidential to Mayor City counc Council and governing board elections so it was awesome that Nationwide there's this big movement of getting individuals registered to vote so their vo is heard I had the honor and the privilege of being at Camelbeach high school and coding High School speaking to students and motivating them to get registered to vote and it was awesome to see more than 30 kids combined in the schools registered for the first time ever so I love what Phoenix Union is doing making sure that Civic engagement is important because it

007is um at the end of the day those who do not want to get involved in policies or politics they end up doing us some certain way so it's good to know what's going on what issues are important to you and um who are the people who are actually advocating for the things that you like or you don't like so if you know somebody who's not registered to vote encourage them and that's how change really happens thank you for that and I will swing it over to our superintendent man thank you very much Madame President I I don't have a lot either but I I kind of wanted to jump on to what Miss Gibson play shared with us about the change in the law that was one of the reasons we sent a letter

008home uh last Friday electronically sent it out um because we really wanted our families to be aware you know we've been very fortunate um there's been a lot of social media threats over the last couple of weeks particularly this past week um we really haven't been targeted as a district although some of our neighbors have um and and you know anything that's been out there thus far really hasn't been a credible threat um but I just want our families to know that we take all of them seriously and we put effort forward to ensure the safety of our campuses um and the reason main reason for the letter was our concern about our own students because we had this fear when these things get out there sometimes kids feel like oh I'm going to jump

009on this bandwagon and do this too and the last thing we want to do is as an educational institution feed into a child making a bad decision that has that negative impact on their life obviously our goal is to try to do things to you know create improvements in outcomes for kids um and so that would obviously be at odds with that so that was really all I had for this evening thank you thank you so much all right that brings us to 4A which is our student outcomes focused governance update and I'm going to go ahead and start with a quick overview um right now we into discussing and um hopefully adopting our inum guard rails so in Fall of 2023 the crayon School District adopted a student outcomes Focus governance framework to ensure

010focusing on improving student outcomes the infographic which is this Handover one that we have it's accessible online you guys can get it from us it doesn't matter um so this infographic provides information on the S SOG and describes the initial efforts the district has taken to implement this sofg framework what is the student outcomes focused governance work the sofg framework is based on the idea that student outcomes don't change until adult behaviors change using sofg the Kayon School District board aims to create conditions that support improving student outcomes the sofg framework is structured around six research informed competencies visions and goals a shared understanding of what the community desires to accomplish for all students and policy statements to achieve those student outcomes Monitor and accountability systems to determine whether current progress aligns with the goals

011and the guard rails unity and Trust the board leads with one voice in pursuing the goals and uses ethical governance procedures guard rails a shared understanding of what the community considers important that defines actions leaders may not use or allow in pursuit of District goals communication and collaboration transparent leadership that includes stakeholders in the pursuit of the goals continuous Improvement the board invests time and resources toward improving its focus on the goals to implement the SVG framework the Schoolboard must first identify District goals and guard rails through the last year since 2023 we have been actively working and we have adopted five goals and some guard rails you can see them on the left hand your left my right um but I'm going to go over some of those really quick so our board goals

012are that the percent of eighth grade students that score minimally proficient on ASA math will decrease from 73% on August 23 to 48% by August 28 the percent of God bless you the percent of eth grade black students that score proficient on ASA math will increase increase from 0% on August 23 to 28% by August of 28 the percent of emerging M multi lingual students that increase one or more levels of Aela will increase from 25% in August 23 to 40% by August 28th the percent of third grade students who score proficient on aasa in English language arts will increase increase from 18% in August 23 to 41% by August 2028 the governing board has adopted and made sure that no less than 50% of our time will be spent on monitoring and looking at

013these goals to ensure that all our students in this community are re are receiving the resources that they need to um prepare them for high school today we're going to be talking about superintendent guard rails um those are the superintendent will not neglect students social emotional health wellness and development the superintendent will not cost or allow conditions practices or procedures that are inequitable or insufficient ient for students the superintendent will not allow the district to operate without a system to recruit and retain retain strong teachers by empowering staff through culturally relevant and differentiated professional development the superintendent shall not allow adult convenience or preference to take priority over the academic progress of her students as you can see the governing board has taken its time to ensure that students are the center of everything that

014we do here at the board and it trickles down all the way into the classroom just wanted to open up with a little overview on what we've been working on and today I'm excited to actually start into our guard rail proposed interm measures for each superintendent guard rail that we do have um we have some interim guard rails our goals are usually based off of of five years our inter our interms will be based on a yearly to see if we're progressing to that overall goal so today we're going to be talking about our proposed intram and measures if we can have that uh please I know that these um were sent out a couple of weeks ago um I hope the board had enough time to review them ask any questions that we had

015so we can have a discussion I think the way that we're going to do it right now if we're all set with the inum goals we'll start guardrail with guardrail one discuss the intram measur have any feedback any changes and then eventually we have to adopt it and take a vote if for some reason we cannot come to a common understanding that these intram guard rails are going to let us know if certain systems or certain things are working in the system then we vote no on it cabinet will have to go back and think of other intram measures for us to decide on and then in the next board meeting we can adopt them but we can adopt them all today if we all feel that it's clear and vinent information from our superintendent

016on how they're going to honor our guard rails so I would like to open the floor for any discussion for governing board members first starting on first guard rail one is the superintendent will not neglect student social emotional health wellness and development I do see two in measures here the first one is the percent of students in grades 6 through eight bless you who respond favorably to indicate ERS of self-management on the Panorama survey will increase from 62% in May 2024 to 66% in May 2025 I think we should discuss that intome measure first do we have any discussions or any questions and then I would like to turn it over to Mr or our superintendent man to give us any discussion on why the team chose this intome measure do I hear any discussion

017or questions okay um Mr um man if you can go ahead and kind of give us your thr process or what was going on with this inome measure yeah absolutely and um I just want to point out um one of the the people who's been very instrumental in helping devel these is Dr dup and who's not able to be with us this evening um but Dr Lura Pomo is um here covering for him so I may tap into her uh vast knowledge to help out with some of these along the way so um but really the the main reason when we look at interim measure one it was really on the focus of how do we get a sense of the social emotional health wellness and development of the students where the students are at

018Social emotionally and what we really one of the concerns and one of the conversations that I know um you and I have had is about like a y survey data right and um so we looked at a lot of other data types and the challenge that we had with those other data types was that they really only connected with certain subpopulations within our student population so as an example we could look at something like discipline data but discipline data only really tells you about students who have had you know conduct issues that have resulted in discipline you could have you know another child who has other emotional regulation challenges or other social emotion issues that they're dealing with that those issues never result in them being sent to the front office so you really wouldn't

019be measuring what their current state is you'd only be measuring the state of that subgroup of students who act out to a degree um where where they end up in a disciplinary situation so while you know survey data isn't necessarily perfect we do believe that there's a COR a direct correlation between a response to this question and whether we're um taking actions to try to ensure the social emotional health wellness and development of our students um does that paneva survey give us any quantifiable data um I I understand the feedback on the surveys my concern is just that when we focus heavily on surveys they're based off of you know opinions at the moment or how somebody's feeling and that's necessarily an actual outcome of what's actually going with data so um is there a

020way that we can link this Panorama surveys to some quantifiable data measures yeah I think that's a great question I think the challenge with quantifiable when we're talking about social emotional is that the difference is like let's say we were talking about test scores and you know or we were talking about reading Mastery we could ask kids how they feel about their reading and how they feel about it might not be be correlated to their ability to read right so you so in a case like that you wouldn't want to look at a survey measure because there's a difference between a child's perception of their reading and a child's actual reading skill set the difference with emotion and mental well-being is there isn't a quantifiable measure of those things there real it really is what

021is my thought process what is my emotional state it's all sort of internal and the only way to really sort of capture that and get a measure of it is to ask the child and so we could Implement an alternate tool set where we go to something like interview of the child you know one of the challenges with that is sometimes who the interviewer is changes the types of responses that you're receiving and so while I don't consider like an online survey you know the absolute perfection of getting you know an a accurate response 100% accurate response from a child it is probably the most standardized methodology we have to ensure that each of the children are being asked the question in the same way and are kind of responding to the same type of

022stimulus um and and really because I think the only way to really delve into this deeper would be to do something like you know have psychologists on sites do interviews with all the students but the the workload to do that would be difficult to manage especially given the challenges with even finding psychologists these days um you know I know we and the ones we have trust me they will tell you they are fully booked for other tasks um and then the other piece again is the differences in the personalities and the people and the way the questions are posed would create you know kind of variations in data so you know I would love to be able to like run a scanner over a kid and go this kid's happy this kid sad right but

023this this really is probably the best tool set that we have to capture that data until until we find you know there there are some things that we are looking at for the future that might be able to provide maybe over a broader time frame some data reporting so an example would be like as we get trained up on ruler and go through that ruler implementation one of the things that we're going to be teaching kids about is how to identify what their emotional state is more accurately and so there may be an opportunity in the future to be able to sort of create a capture method methodology for that and get sampling of where kids's emotional state is at you know related to self-regulation and some of those types of things so those data

024sets like excite me because I think that may be even more robust but for the data sets we have at this time this unfortunately seems to be the most reliable and accurate that we have okay and um the last question I have for this portion and then I'll turn it over my board members is is there a reason why specifically it was only sixth through e8th grade so the test is different 3dr through 5ifth and 6th through e8th and so when we originally um put this together there were four interim measures two of those interim measures were third through fifth grade two of them were sixth through e8th grade um and we look listen I'm willing to share warts and all on our learning experiences you know we're not perfect and we're always going to

025be working to get better so we brought four exra measures to the table to our coach Dr Ramos and he looked at us and said you can't bring four interim measures like the max is three this is like a one to three interim measures activity so we said well you know getting getting down to three you know we're going to have to jettison something here and ultimately in dialing this in the guidance was till two measures are probably the right place for us to be and um and then the other value from some conversations was we had rolled at one point the family Resource Center which was going to be its own guard rail into this guard rail so we wanted to make sure that we kept an interim measure to be able to look

026at you know were were were we having success with the support and maintenance of of that Outreach to families which has not only a very direct impact on social emotional health for our students in addition to being a value unto its own but it even has um additional social emotional impacts on the community as a whole because we're impacting not only the kids who are in school but the kids who haven't come to school yet and the parents that are supporting those children so um it it felt like it was worthwhile to take 6 through eight and then as far as why 6 through eight versus 3 through five um we leaned in on six through eight in part because that also encompassed a group that was in our um in our goals right so

027we had um for math we had that those groups of eighth grade students that we were looking at and part of the thought process was it's not just the academics that have an impact on how kids outcomes are it's also where's their emotional state so it really wasn't that we value one group over the other it was just we might get better yield that of kind of having that parallel between eighth grade and eth grade awesome thank you and thank you for connecting that interm with one of our goals which is what you know this process looks like and that explanation so I appre appreciate that explanation um do we have any other questions or comments on this int measure for guard rail one yes Miss MB um I guess I just wanted to clarify

028because there is another document um that was shared that's Alternatives yes and so I didn't know we you know one of like this is all that was looked at and then this is what we landed on well those those were those are all what we looked at and then we landed on these and the the reason we provided that document to the board was in case during this discussion and I and though the concern had been raised about you know survey data so it was and and I go I have to give credit to Dr dupin because he did all the research to compile that together but it was really just an exhaustive look at all of the things we could have used and ultimately when we reviewed that we ended up here so when

029I talk about things like well we could have looked at discipline data you'll see that as one of the options in that document um but out of all of the options that were in that document this felt to us like it was going to be the most indicative and the most correlated um we also had the Good Fortune um of Dr Ramos sharing um a recent email that uh AJ krabble had sent out about you know making sure that the data you're using really does have a correlation so we reviewed that as well to assess each of the components that we were recommending to make sure that were confident in the correlation now what I will share just because again like I said earlier we're always warts and all right like we're going to tell

030you the truth even if it's not pretty um we have strong indication of correlation but ultimately as we go through this process over the next several years we will likely find some things that we have indications that they're correlated that perhaps those correlations will weaken over time or we'll discover that they're not as correlated as the data that was provided to us to support that correlation represents so one of the tasks S I think that you have as a governing board is to hold us accountable for um as we're going through this if we're discovering some of these correlations are slipping on us or we're discovering they're not actually valid then we'll need to change these measures over time to ensure that that continues to uh that what we provide continues to be highly correlated

031and that may be something along the lines of um you know us looking at well here's where our data is and here's what this data tool set we're using to look at outputs tells us one thing but the outcomes aren't coming out as a match to the outputs so like I this is a terrible analogy but I kind of look at it like the Vegas booking odds right like so there's all these things that people use to decide whether the suns are going to win by five or whether the Lakers are gonna you know win by five and um and then they make predictions and those set betting odds well how good those are really the way you know is what's the score at the end of the game right and so for us we're

032saying um we're going to watch these certain types of indicators to see if we're on track but Downstream if we're not seeing the results of the inputs and the indicator is either giving is giving us either a false positive or a false negative then we're going to need to adjust what those um what those outcome based measures that we're using are sorry output based B measures we're using are to ensure that they're truly correlated to the outcomes that we're trying to achieve when you referenced that sheet there's one in particular this is access to social emotion and support programs track the student participation in school-based Wellness programs counseling service or other seal relatives right is there my I guess my question is is there a way that we can kind of incorporate that because I

033I see that the measure is percentage of students accessing Wellness programs are resources and then under it it there's like a target of Ensure a specified percentage of students have access to and are participating in Wellness supports by the mid year or however that looks like I'm wondering if something like that makes a little bit more sense to me with a panorama um survey only because I feel through sofg it we really there's a budget component there's an input on your guys's end and if we're tracking how many students participate in those Wellness programs and maybe we find out through there that there is a lack of something that we don't know of because more students need something um I I don't know if that's something that I I really like that one access to

034social emotional support grams but I don't know um yeah the challenge that we had with that one is we don't have anything that shows a correlation between you know the number of students utilizing services and the um you know what the actual state of the students is or or or you know what their level of need is or whether they're receiving what it is that they need because for for some students it may be those services that are in need and then there's also one of the challenges we run into because of herpa and other privacy rights and um and because and thank and I'm really glad that we have this resource but we work with we also work with um K Solis right so in those cases it may not be an inh partner

035like a Southwest Behavioral where we have access to that information we may know that we connected a family with caros Solus but we share the calus information in a really broad range of ways some of which don't connect back to us that we don't necessarily have data sets for so we would we would we would have two challenges one would be an imperfect data set and the other one would be that we don't we really don't know how to use that as a correlative measure like what what a start point and an end point would look like that would tell us that we were continuing to improve things so and and we really wanted to take this one not from the perspective of like when you talk about will not neglect you could interpret that

036as we'll maintain the current status right but we didn't from the conversation we felt the board wasn't saying you know just chill and and relax and let things stay the way they are you know it felt like it was a call to action for improvement and so we we wanted to be able to choose a measure where we could watch for that Improvement and if we see a slippage like if we look at it and it's like it went from 62 to 60 instead of 62 to 66 then that becomes an indicator to us that we may be missing some things in our system that we need to correct then we might miss that if it was oh look we increased the number of referrals by 20% right like that may not really tell us

037that we've like hit the nail it may us tell us that there's been an increase of 20% okay do we have any other questions those are all the questions I have thank you for answering those superintendent man do we have any other questions or concerns comments on 2025 interim measure one for guard rail one um just that I appreciate the explanation because I had a similar thought too I'm like oh well we could try you know if you look at it just flat out like we're not neglecting it we're providing the services but then I started spiraling into yeah like is the data actually used ful is or accurate um just because we're providing the services is it making an impact and so I I agree that it doesn't make sense to have it as

038you know the interim measure I would hope and kind of assume that you guys are still keeping an eye on that absolutely and that's kind of a an additional piece because it does support one of the interim measures yeah in fact we had a conversation in our executive about it today because there were some concerns with some challenges we're having right now with our Southwest Behavioral supports in the schools because um like we're having Staffing challenges the medical industry is having Staffing challenges as well so we've had a couple of places where we there's been a you know there hasn't been a staff member from Southwest who's been available and so two schools may be sharing a staff member and that obviously has an impact on case load so it's it's definitely something that that

039we keep an eye on but um the other component is and this is something you know our team learned from watching this board over the years you know there was a time period where we would bring you what we'd like to refer to as process goals so we'll do this many of this thing right and one of the things we learned is that's not a smart goal because yes we've increased in activity we've done something more but we don't necessarily know that doing it more is going to get the result that we're looking for so so that's that's my biggest concern with like well we can up a number or number can slide on us because of something like there's a staff shortage and it may not be an indication that we're neglecting it in

040fact it may mean that we're working twice as hard on it because we're trying to find other Solutions you know like we were talking today about well how can we ramp up more cure Solus support how can are there other partners that we can talk to so you know so in in a lack situation sometimes there's a lot less neglect because we're really digging in and trying to make sure that we're Bridging the Gap so we're serving our students properly do you have something miss m I like this I mean I know the survey is not perfect I think it's it's good for us for for now we've never followed a survey like this before for years you know so I think it'll bring us information about these kids so and middle school is a

041good good area to do it any other comments or questions all right it looks like um what I'm hearing from everybody is that we're pretty aligned so I'm going to go ahead and make the motion to adopt this inim measure I move that governing board adopt 2025 interim measure one the percent of students in grades 6 through eight who respond favly to indicators of self-management um the Panorama survey will increase from 62% in May 2024 to 66% in May of 2025 for guard rail one sorry second all those in favor I I so once we adopt the intra measures just a little um information next meeting we'll start having monitoring progressing reports on each entm measure and that's how we're going to start talking and figure out the data and really getting into the inputs

042and the outputs of what's going on to see if our kids um needs are being met or not moving along to 2025 interim measure two of the same guard rail the percent of persons utilizing the Craton Family Resource Center who respond favly to indicators of customer satisfaction on the listen for for good survey will increase from 0% in May 24 to 25% by May 2025 do we have any questions or comments on this um the only push back that I have is the same um of the survey especially with the crayon Family Resource Center I think when we were doing our um site councils or our communities and when we were getting feedback the feedback was overwhelmingly that they are pretty pleased with the crane Family Resource Center already and that they do like it

043so I guess my question is the listen for good survey what indicators are in that survey because I have a feeling from what all the data that we've collected already that they've already told us that they are happy with the Family Resource Center and the whole um idea of keeping the Family Resource Center as a guard rail was to make sure that they were getting that the support that they needed to grow or continue the efforts that they were doing there so um those are the kind of two questions I have for this one yeah absolutely Madam President we um so the so just I think it's kind of important to know the listen for good survey is a new survey that we are required to as I understand it we're required to provide based

044on the um grant that we received to operate the Family Resource Center so the the reason first that's the reason why it's starting from 0 perc there's been no negative feedback right so so I don't want to I know Kelly's out there watching me she's got her eye on me she's like what's he doing putting zero percent down so it's just because we don't have previous results and one of the things that we've been guided away from is to say well this will be a benchmark here because it's still not a smart goal so starting from 0% um and we certainly we could set the measure higher than 25 we just picked a large chunk of percentage um to put into there as a starting point for it but the reason that we selected this

045one is because this is an indicator that the granting body is going to be utilizing to determine whether the dollars that they're providing to us are being used effectively and so um when we talk about making sure we can provide resources there are certain things we have control over and certain things we don't so um you know we've we've been working together um with Kelly and her team to try to make improvements for the resources that are available I mean on a wide range of topics including I think even our communication team was meeting with their team to make sure we're doing a better job getting the word out to the community and so those are the challenges those are difficult things to measure but they we're definitely like making sure that those things are

046happening the other big chunk is um there are capital needs for the Family Resource Center that that Grant really doesn't cover and our best mechanism to provide for those Capital need needs is through our bond so we do we do have the Family Resource Center included um in the bond that is on the ballot for November of this year the challenge is like we can set it as a measure for us as to whether that those monies are provided But ultimately it won't be the superintendent and the leadership of the district that will decide that it'll be our taxpayers in our district and our voters in our district who ultimately make that determination so it's difficult to place a me I mean we could put a measure that says you know um prior to November

0479th there was not a bond that had Family Resource Center on it and you know after November election you know the Family Resource Center will have you know X number of millions of dollars of capital dollars available but again that would it feels like a disingenuous measure because that's ultimately we have very minimal control over that um and so you know we we talked about other things like you know doing um number of contacts but number of contacts didn't necessarily feel like that was something that was determining whether we were supporting the center or not it might be an outcome measure because if we provide more resources the team's able to make more contacts but it's really on the outcome side not the input side and so we we were really struggling to find a

048measure that would directly correlate to the resources that the Family Resource Center has and the reason we settled on the listen for good survey is is we know the results of that survey are going to be critical to being able to continue to receive some the basic core funding mechanism that we use to keep that Family Resource Center open and we truly believe that it's also a tool set that we can leverage to go out and seek other competitive grants um and be able to support the Family Resource Center with other funding sources because a lot of times you need data sets I'm pretty sure Kelly can already provide me with a data set of number of contacts and you know some of the demographic data but this gives us a qualitative measure that's not

049the district's qualitative measure where we're tooting our own horn it's this third-party survey from the listen for good people so that was really the logic behind it again I will not tell you it is perfect because you know what I I would have loved what I would consider a more perfect measure but of all the measures that we looked at it was the one that seemed to be the most correlated to whether we would be in a position to continue to maximize resources for the Family Resource Center okay thank you any questions or comments after that explanation no okay I'm going to go ahead and make a motion I motion the governing board adopt 2025 interim measure 2 for guard real one the percent of persons utilizing the Craton Family Resource Center who respond favor

050to the indicators of customer satisfaction on the listen for good survey will increase from0 % in May 2024 to 25% in May 2025 all those in favor oh wait I need a second sorry I got ahead of myself thank you all those in favor I thank you that brings us to guard ra number two the superintendent will not cause or allow conditions practices or procedures that are inequitable or insufficient for students we have 2025 interim measure one the percent of observed dual language immersion less that reflect a score or three greater on the learning walk rubric for curriculum use will increase from 37% in March 2024 to 45% in March 2025 and I'm going to go ahead and read off the next one because it's almost the same except for instead of looking at the

051curriculum it's actually looking at the engagement um and it will increase from 19% in March 24 to 27% in March 25 the only clarifying question that I have is if somebody can please explain to me what a learning walk um is looks like and what what's inside that that rubric so I can have a little bit more of understanding on what this is going to look like please yeah and this this I think is where I'm gonna lean in on my amazing expert next to me here who actually spends quite a bit of time doing these learning walks but but before we go there I do want to point out um when we initially were looking at this measure we were looking at the measure districtwide at all schools and you you may note that

052that it specifies in this case the Dual language immersion and the reason for this was President kuo very correctly pointed out that one of the other things that we had originally had as a um guard rail that we kind of wrapped up and rolled into another guard rail was our dedication to the Dual language immersion program within our district which we know um has you know I think we we we've been showing a lot of dedication to it but uh but we really wanted measurable dedication and so what we did here is we decided you know the measures that we had already set for all of the sites really equally pertain to dual language and it ensures you know in order for us to be able to use a learning walk rubric for curriculum use

053it ensures that we're providing a viable curriculum for dual language right so that shows the dedication um and and that we're providing the resources is to ensure the engagement in those classrooms so one of the things that I think is important to know is while the guardrail interim measure that will'll be looking at is specific to do a language immersion in much the same way that when we talk about the goals you'll be seeing other subpopulations you know beyond what's in the goal so as an example we have a math goal which is like all eighth grade students right well for that math goal we're not going to just show you well here's the aggregate we're going to break out special education students we're going to break out um by racial demographic we're going to

054break out by um anything else that within the tool set we can readily break out and if we can't we're going to be working on figuring out how we can so like one conversation we've had um we're actually talking about it today with Dr Ramos is we'd really like to be able to desegregate our gifted students we don't know that we'll be able to do this this first goar around for you because we don't know that the tool set has the tagging to ensure that we can do that but it is something we if we can't do it now it's something we'll be looking at for the future so in much the same way with this one but kind of in Reverse we've pulled the subset that we're going to be using for the interim

055measure but that doesn't mean that all the other sites get to just kick back and not have these same level of improvements and so in our conversations um with our principles for their goal setting meetings you know that's been the conversation we've had with them if they're not a dual language immersion school they're still going to use an equivalent measure at their site we're still looking for the same level of improvement at all sites and so with that way too long-winded introduction um Dr Pomo you've you've been doing an amazing number of learning walks over the last two weeks I think here so I'll let you describe the learning walk process and the rubric okay yes that's what I wanted to make sure president GAO what the original question was it was to describe the

056process yeah just in a short way like what what is a learning walk and what does that look like and how are we going to be how is this information going to be measured through that learning walk okay um well we have a team we call it the data wise team and we go once a quarter to every school and the people that are part of that datawise team are some directors some of our coaches the uh the principal at that school um the assistant principal is part of that learning walk and um we set Norms to go into the classrooms because we want to respect our learning environment for the teachers we're looking for evidence of learning and so for the curriculum resources we're looking for evidence that our teachers are using um the

057curriculum that we have developed based on the state standards and our curriculum is viable and guaranteed which means that every student has access to the same um content and skills and the state standards and so that's what we're measuring for the curriculum and that um it's used at the rigor that it was written and all of the curriculum was written by our teachers and coaches and our um coordinators and and uh the second one which is the engagement that we're looking for in the classroom is that most of the students most of the time are engaged in the in the learning um and that they're engaged at higher levels of thinking not just at compliance or lower levels of thinking um and that students have opportunity to think independently before they um work with a

058partner or a discussion or engage in the content a different way that they always have opportunity to do covert thinking and think independently before engaging in that content so those are the two things with engagement engagement is really about rigor and that most of our kids most of the time are engaged in the content um and then we rate that based on our learning walk and our learning walk tool is um on a scale of one to four it's based off the Danielson framework and off of research um and so that's what we use that to we look for what evidence do we have to rate it a one two three or four and then afterwards we meet with the school and we talk about what trends we saw and what we need to do

059next to move forward like our great celebrations and then what areas our opportunities to improve awesome thank you so much for that explanation and if if I could add I think this is really important and correct me if I misspeak about any of this Dr pombo but um one of the things that the te that I understand about the way the teams are working is you're working primarily in pairs or or possibly more than two people and part of the reason for that is to um create opportunities to talk about something called interr or reliability and so um I know we have all these special words in education so for those of you who might not be familiar with what integrator reliability is it's just a really fancy way of saying making sure all the

060people who are scoring are using the same set of criteria are measuring in a similar fashion to each other so that way it's not that you know you got me in your classroom and I score everybody hard but then somebody else got Miss skips and mlan in her their classroom and she scores everybody easy and so those you know some teachers get a different scoring mechanism based on who the who the person doing the rating is so the interr reliability means in regardless of which person's rating you we have a fairly high confidence that you're going to be scored the same and so that's really important uh especially because what we're trying to do is our best to get we have a smaller sample last year this year we sending a larger team so we're

061getting as best we can into every classroom at the site right yes and so right now we've gone into about 165 classrooms and this time last year we weren't able to do that and last year just to piggy back off of what um Mr Man shared is that we did about 600 observations last year as a team and we went all together in a group of 10 and some of the teachers probably know like a group of 10 people coming in so that we had that inator reliability so this year we we were able to break off into pairs because we done all those observations last year together to make sure that we were rating the same and at the top of the learning walk is the success criteria so if they get this bullet

062this bullet that's number one if they get this bullet this bullet goes to a two so it's very um we try to be explicit and the success criteria in the top to be able to rate it a one two three or four and I love that because it kind of sounds to me I'm not an expert I'm not in the schools every day but it sounds like me like everybody's trying to shift in a district way of doing things versus having all this autonomy going everywhere and and clearly you know with the data that we have it hasn't really been working so the fact that we're all working together for one common thing and we all kind of know what to expect and what's given to everybody um I really appreciate all the effort and

063all the thinking into it because man 600 classrooms that that's that's insane so I appreciate all your guys's hard work for that yeah that's that's a great Insight because what we're trying to do is hit what are the like District standards right there are certain things that we know that without these things it has a negative impact on learning so if we can hit those minimum standards and it ideally creates actually more autonomy because you know there's there's this old saying there you know what are we um what are we loose on and what are we tied on so we want to be loose on is teacher personality the way different ways that teachers are effective in teaching but what we want to be tied on are those core sort of tier one you know

064fundamental things that need to happen in a classroom for it to be an environment where kids can effectively learn and so so that's really you you'll see another um like here we have curriculum and engagement in another space you'll see what Dr pombo uh was referring to as the success criteria and the learning targets and we know those four things if teachers become effective with those four things it has a significant positive impact on student learning in the classroom awesome do we have any other questions or discussions on these intome measures for guard rail two I do yes um so I understand that we can only pick two interm measures I mean you know Dr um wow Ramos Dr Ramos my brain was going out Dr Ros I know said one to three but two

065is a good idea um and I understand how important DLI and then in terms of um the uh proportion of that population of students is in our district and in terms of equity um I do think that I was just curious about any consideration given to a second guardate that didn't necessarily involve DLI but maybe specifically addressed race racism or those kinds of things directly just because of one of our goals specifically addressing that now I know you did talk about how you'll see other subpopulations addressed um I am and this is like a layered question I know that the learning walk framework is is um our rubric is based off the Danielson components and so um has anyone analyzed those and looked at those from Ane Equity lens or made sure that those are

066things that that when we are using these to address inequities that they are adequately addressing that because I would hate to have a tool that doesn't even address those things I know from what I did to some cursory research it sounds like maybe the Danielson components were updated in 2022 to have more of an emphasis on that that is correct um but I just wonder if there's still a way um to take a look at those and the way it's written for our district and see if it's even enough of an emphasis for us or or in in the way that we want to approach things and so I guess that's it's one thing if we are going to approve these I just want to make sure that the rubrics are addressing these in that

067these issues in that way but also my hope would be that we have a second guard rail that maybe addresses a different issues similar to um How We Do how we have with gold one now I understand curriculum use and engagement are two different things but we are still addressing those for DLI and I do understand we'll see other subpopulations however I would love to see a direct goal that addresses inequities with regard to race or um other issues um that that we have that are explicitly addressed in our goals yeah um I think there's two questions there one is related to our use of the Danielson rubric and so let's start with that one and I don't know Dr pombo if you something you know information that you'd like to share related to that

068well just like you share the updated version does address equity and this one is just really looking at the instruction and when we're in there we're looking at making sure that all students are getting access to the curriculum all students are having opportunity to interact with the um standards um and we do count like how many kids are on task and who are who who are not but we haven't looked specifically at race when we're looking at who's on task and who's not on task um and Miss Gibson mcleen you bring out a very important um topic um these conversations also we don't have to actually vote on them we can always say you know just leave it up to and maybe take that a little bit more into consideration because I do feel that

069the points that you made are conditions practices or Pro procedures that are Equitable or insufficient for all students and if we're not um literally focusing on how Equitable those Frameworks or those tools are then it kind of defeats the whole purpose of why we're doing certain things so with that being said um I will I'll open it up for discussion but I I like these int measures but that's not to say that we can't add or maybe flip one out since they're both almost on the same thing and actually be a little bit more intentional with our intome measure to specifically address you know the inequity issues that we are facing in our district at the moment because we there there is some going around so um does anybody have any other comments questions we

070can table this specific guard room um and just have cabinet think a little bit more out the box on what that looks like with the feedback um I'll turn it over to you guys to see what you guys have to say but that's always an option we don't have to vote on these and I just want to make sure that everybody has that understanding that this is what it is a collaborative um you know effort to make sure that we're adopting this guard rails and we are focusing on Equity because that was a huge thing that was spread out around the district when we were talking to our community as well Miss MB I understand that um by focusing on the Dual language immersion you know we're getting a sample size that is reasonable that

071will um have impacts on other groups um kind of similar vein to what Miss gibs and mlan brought up I was also thinking about the fact that this guard rail also stemmed from a lot of feedback ground our special education students and so I'm and I'm struggling a little more with seeing like how we're really measuring and taking that into account as well and I also don't want to like add a billion inter term measures so I don't have an answer to that um but I just want to make sure that you know when we're talking about inequitable or insufficient there's a lot of groups that have come to the Forefront on that Miss MC cheffrey oh I'm sorry Mr man I was just gonna say um in regards to the special education population I

072believe and and I don't want to commit so I'm I'm going to check with my expert here but I believe one of the things that we're we're able to tag our classrooms for is whether it's a special education classroom or not so we could actually disaggregate this data for special education and because we have that capability um and because we're not like I said earlier the keep in mind the interim measure doesn't mean we're not doing other things and it doesn't mean we're not measuring other things and it doesn't mean the board won't have the data for those other things so one of the things that would be difficult to do with these measures as they stand would be to disaggregate for race because that's individual children like we don't have kids grouped by race

073in classrooms um but we do we do have some specific special education classrooms and um so we certainly could drill down to that special education level you know when when we bring the full data set forward so we'd be reporting on the interim measures themselves but then we would also be providing the U the broader data sets about general student population and then we could provide a breakout for special education um I personally and I you know feel at a loss with um not having Dr Dam present to sort of check him on this but um I would hate to lose either of these because I think they work in tandem really effective with each other and because we have the ability to go to three interim measures um as as much as I know

074that creates a significant extra burden on the system um my best recommendation would be if if the board feels strongly um and I I know I feel strongly that we that we make improvements and movements related to some of the racial challenges that we have in our schools um we could add a third interim measure that would focus specifically on that um I would want some time to develop that to make sure that it's not making the situation worse and it's in fact you know creating an improvement um and so my best recommendation would be if we could adopt both of these with an understanding that we'll be bringing a third one back then that would give the team some time to work with Dr Ramos and try to identify a measure that would kind

075of get at that but one of the pieces that would help us is to know if there's like a spec you know specific targeted Focus for that because what I don't want to do is you know invest 45 hours in coming up with what we think is a perfect measure and we come back and say oh we we're going to measure this and everybody's like yeah that's not that's not really getting at what we're trying to accomplish here so so some of that discussion this evening would help us move forward yeah and um even if we don't adopt the two intra measures because with the feedback that you're getting you might be able to come up with other ideas to incorporate or three I don't know I just don't want to tie you guys down

076to something either that may be able to be changed but I mean we can adopt them depending on how the board feels but I do feel that um special education and obviously a lot of the equity issues that are going around districtwide especially with a specific group of students um has been Ur recurring for years and nothing really has been drilled down or looked down looked at to counter that um whether that's through professional development whether the I I don't know I I only come here as a governing board president twice a month I don't know all the ins and outs but this is the beauty of getting the feedback and having you know you guys as our experts to help us come with some intra measures that are really going to start tackling these

077things down because it's a repetitive thing that happens in the district and um part of that is making sure that our students all feel loved and weled themed in this District so um sorry I don't have this memorized but when we talk about the the um the interim measures how we're adopting those on an annual basis correct correct and so we wouldn't want to change those six months in essentially unless unless you know our cabinet comes and says hey this is really not working we thought this was going to be a good DEA they could be changed in six months um it just depends on how the data happens the progress monitoring in the conversations because we could really run into an issue with saying hey we thought this was a good idea and just

078kidding it's not so we could change it in six months um there is flexibility but I do want us to be intentional and I know the equity issue was a very loud um Community concern that our community had so I I do want to be intentional with that and thank you for bringing that up Miss um Gibson McLean so um do we have any other questions comments yeah Miss MC cheffrey um I'm just concerned I know Jay that you're concerned about the time frame and getting these into to place so that you can um you have goals set for everybody because it's like your goals the principal's goals like everyone's got to follow these so that's one concern I know um and then it just I I I there's I can't imagine how you would

079do it do you have ideas for that I I have some ideas but I'm obviously not an expert I think there are obviously I don't think it would involve Reinventing the wheel I think that there are bricks out there that are already designed for this type of measurement um you just have to find one that works for you or one that you could tweak that would work for you I think what I'm going to do is I'm GNA make a motion to table guardrail number two um only because also when it comes to our monitoring progress calendar we usually do you know guard rail 2 at a certain time and I would hate to adopt something now and it messes up our timeline it's better and nice and cut and clean if everything gets adopted

080together um and then next board meeting or even in a board meeting and a half like I understand it's going to be some time in regathering of going to the cabinet that's fine whatever you know time you guys need but I think I'm going to make a motion to table it and then once we have another intra measure or everything's been fixed we can bring it back to the to the board to adopt um do we have any other questions or discussions yes Miss SS well I just I don't think that like you asked us to discuss it and give you some ideas here right well I I just want to have a sense of what it is measuring because you know we we can develop a bunch of measurements but if they're not measuring

081so so I guess the best way I can describe this is um you know we look at these guard rails they're pretty broad right and so there's a lot of different aspects of them that we could measure so initially we were measuring um looking at a classroom and determining whether we were broadly approaching from the perspective of everything from um you know student uh special education needs to gifted status to you know race to um you know learning disability you know all these different things right so what we what we thought would be the strongest broad measure would be looking at our learning walk data because the thing that levels the playing field is whether the Baseline instructional components are supporting learning if you're a student who has special needs it's even more important for

082you but if you're a regular ed student it's still important for you if you're a gifted student it's critically important for you right so um like one of the things I learned about gifted students is things like not having success criteria um and your learning targets turn gifted students from some of your best students into your conduct problems in the classroom right so so that so that was really what we started with was to create a broad net that captured this entire range um and then when when the concept was brought forward well but we haven't specifically shown that support for dual language we kind of reoriented it and we said well you know this really is the way we would functionally support dual language uh to make a shift towards you know something that's

083more Equity focused um again we would be choosing a set of criteria that would narrow it again so regardless of what we try to retarget we're going to leave something you know in in order to get it down to a limited number of enter measures something coming on means something else comes off um and that was why we initially started from just going Broad and saying we're going to choose measures that's going to impact your child regardless of whether they meet criteria A B C D or E these are these are the ones that are going to you know create that Baseline movement in what we're doing in the classroom that's going to improve outcomes for all of those kids I I just had a thought that like wouldn't discipline data fit in this because

084that is one thing we're we're just like everyone else is we're still disciplining you know black students at a higher percentage of everybody else um and you know we get the the data but it's been a while you know I've you know um you know I've heard things that you know uh suspensions aren't being reported anymore you know this is you know been going on for years you know and so I've kind of like stopped following it because it seemed like it's uh it's just never going to change you know so I don't know I think that could be something we could follow that seems like um too simple maybe I don't know well no I mean it would be a relatively easy data set to pull and it would be a relatively the only

085thing we run into as a problem sometime and and we've had these conversations in the past is you know some of the challenges with furo when your number of students that are in a particular group get small right like if you've got three kids that fit a particular category at a school and you know right then it might be identifying information um but particularly if we look at it from a district level that really tends to solve most of those problems so we could disaggregate by a variety of characteristics including special education um you know race and and those types of things and look at discipline data and it would be it would certainly be a place where we would be able to look at um potential inequilibrium of the big struggles I think in

086our school system right now not just in kraton but Across the Nation there's been a significant disruption um and there's also a lot of things that are happening in our society right I mean we just talked about the social media threats and things right thing things are not okay so when things are not okay those those things end up showing up in our classroom and the and the result of those things showing up in the classroom are those conduct issues that lead to discipline and some of them do and some of them don't right like there's different levels at which those things happen like when I talk to teachers there's some things that are like an in-classroom disciplinary thing and there are other things that are a referral to the front office well regardless of

087whether it's in classroom or front office ultimately all of those disruptions impact every child's learning experience in that classroom so you've got two layers of problem you're identifying when you look at that data one is are we disproportionately disciplining a particular group and does this have more to do with the fact that there are maybe some different societal norms for that group than what the person providing the discipline is looking to apply to the classroom so this comes back to like that concern about whether the um the the rubric that's aligned with the Danielson model like is it an equity-based model or does it disproportionately you know reflect certain things and and where we also see that um really strongly is and and um president Korea and I have had this conversation I think I've

088had this conversation with you as well um like it's one of the reasons we're moving towards more of an mtss model and moving a little bit away from PBIS because of some of the concerns and challenges with PBIS and the fact that it isn't necessarily Equity focused so um so I think that's a data set like we could pull together some measures for again that that's a shift in Focus so you know then then we're targeting a different group of individuals for a different set of inequities so the question ultimately becomes like which set are we going to focus in on again it doesn't mean we take our eye off the ball with any of the other sets of data um we're trying to do all the things all the time but I am a

089firm believer that that which gets measured gets done so if we're intentional about the measures that we're choosing that we're going to be we're going to see a greater impact in those areas where we're where we're creating those measures and you mentioned earlier my concern about time you know last year we didn't get goals until May that's not a criticism because we needed the time to develop the right goals I'd rather them be right than be rushed but you know it kind of really demoralized because we got to the end of the year and we only it was amazing that we managed the one goal right and it was um you know we were just very fortunate that the team had been doing a lot of things in that Arena already anyway um my only

090concern with getting too far into the year with these is just not having a Target that we're aiming for means that the result at the end of the year is not going to be as great as if we could establish that Target are we working in all these areas absolutely but do we know where the center dot on that Target is we don't right now so you know by the time you know we [Music] managed to pull something together at the second October meeting you know we're already um three months into the year of a nine-month school year so a third of the year has passed with with really not having that Target so that's not a complaint we're going to do the work either way it's just another consideration I have another layer of

091consideration that occurred to me as you were talking because I I can see benefits and looking at the discipline data but um also thinking in terms of are we looking for asset-based measures or are we looking to like for de deficit based and so we also need to be careful about that as well because if you're just looking to decrease numbers versus looking to increase consistency which I think you know measures such as these will have a positive impact on reducing discipline referrals um so it's just another consideration I agree I agree because yeah because I don't like hearing things like oh uh you know we're just calling parents to come pick up their kids instead of you know like instead of marking that down as a suspension when that's kind of what it is

092you know like so I agree with you it just popped into my head when when when Jay had said conduct yeah no no and and and it's absolutely look at the discipline data like keep an eye on it while having measures such as this that are much more asset based focused knowing that as you said you know we're also going to be looking at special education um you know these measures AR the only things we're looking at I reached out to a friend just now and asked him he's a senior manager of like Dei stuff at a very large district and um said hey just real quick do you have any rubrics that would be related to this kind of measurements and he said yes I'm not back to to school till Monday I'm out

093of the office I'll get back to you I'm willing to make a personal commitment to reach out to people I know that may be in positions where they have things like this we don't have to reinvent the wheel where we could take things I'm not saying adopt things the way other districts have them but just to give an idea I know it's it's hard to imagine something when you haven't been there before and so I would love to put the time and effort into it that it needs I don't know that a discussion at this meeting is going to get us where we need to go because um I know the five of us while we're I would hope to think that we're all pretty smart and Brilliant I don't know that we're the people

094that would be the best people to have the discussion on what that would look like that being said I'm I mean I'm just going to share I'm personally down with uh Mr man's suggestion about adopting the two and exploring a third um given the concerns that I've heard I I would want to personally like be committed to trying to get resources and provide them to you all whatever I can find third one if if that's something that's doable or even address it you know for keep it in mind for next years inter measures as well and and I know Dr dupin has a lot of connections to people and resources you know that can help with this he's been involved uh with the equity Consortium I think Chandler was like the lead on that originally

095if I remember correctly so so I mean we do we do we absolutely have people we can tap into and we and we could certainly bring a measure back um and you know the only reason I was asking for some clarity was there are a lot of things we could measure so you know I just want to make sure whatever we're bringing back as a measurement that it aligns with you know what the board's you know trying to specifically accomplish within the broader realm of not allowing practices being the one who brought it up I don't know that I have an answer to that question I just knew that I was like Hey I want to see two different things here or at least something that's addressing this other issue um we could look for

096high yield too so that's the other thing sometimes there's 50 different things you could measure but one particular measure really gets you several things so I'll give it example and and part of why we really liked using the learning walk data around um curriculum use and engagement is that there it is pretty clear and and people have heard me say this way too much so I'll apologize I used to tell people one of the reasons you have a lot of conduct challenges in your in the classroom is because not not all the students are engaged and I've changed that because what I've learned is every child is engaged children are amazing in engagement they will find a way to be engaged the question is what are they engaged in so if if you are using

097the curriculum effectively and there is engagement in the classroom and the children know what it is they're trying to learn and how they'll know if they're successful in learning it the likelihood that what they're engaged with is the learning becomes astronomically greater than if a child is sitting there missing one of those key components which puts them into a position to be starting to think about what else can I be doing to engage myself during this time period it's one of the reasons I'm a one of the tool sets you'll see that we put into place um in both of the new schools the most recent builds of our schools our audio enhancement systems and one of the reasons I'm a big fan of those is they are the only technology tool in school districts

098that has unassailable clear decades long data that shows that when you use those systems effectively you not only get improvements in learning but you also get reductions in conduct problems and I mean it's not rocket surgery if I can't hear the lesson content then I'm not going to be engaged with what's going on in the classroom and I'm going to find another way to engage myself and with those systems you know the audio is throughout the space it also causes the teacher to not have to yell to get their voice out there so they're able to maintain a sense of calm so they're not agitating the students trying get their voice throughout the classroom so and only bring that up as an example because it's one of those things that has multiple positive outcomes because

099of the type of impact it has engagements the same way so what we could look for in an equity goal would be something that has multiple layers of outcome impacts you know that ultimately will perhaps have both an academic and a social emotional outcome or just a very targeted Equity outcome that we know is going to solve some problems for us any other questions or comments what I think I'm going to do is I'm going to still table it the only reason why is that I want us to get in the habit of having clear concise procedures and if we adopt two things and say we're going to come back and can kind of get messy when it comes to um you know following through so if we just table this then we know that

100it's out on the raiter that we have to bring it back and there's going to be some kind of I just don't want things falling through the cracks even though I'm perfectly fine with this intrs but if we're going to add one more then we need to adopt them all together and it's just cut cleaner and it looks better so I make the motion to table guard rail number two um excuse me I motion to table interim measure one and two for guard rail two until further notice I'm not I'm not sure I second all those in favor I I I thank you and then I think we had enough feedback and I look forward to seeing when added on intrum would be in there to make sure that we're honoring the inequities that are

101happening in the district um I'm moving over to int measure 1 and two for guard ra number three the superintendent will not allow the district to operate without a system to recruit and retrained St strong teachers excuse me by empowering staff through culturally relevant and different trading professional development I'm going to go ahead and read off intra measure one the number of teachers sponsored by the district through H1B and J1 Visa programs will increase from 11 in 2324 to 22 and 2425 and intome measure two the percent of teachers with three to five years of experience who report positive responsive on indicators of school climate on the Panorama survey will increase from 50% in May 24 to 55% in May 25 I think these interims were very thoughtful and um and actually meet the needs

102of what I thought I think the community was trying to get at when we made this in when we made this guard rail of empowering staff through culturally relevant and differentiated professional development um do we have any comments or questions on these inm guard rails I'm just curious from Mr Man like why why he picked these why we picked these these two so um we had a pretty deep discussion on what's having an impact and the discussion actually had its origins in observations from our new teacher orientation like literally all of us walked into the room and said H something's changed right like this it was the most diverse the most reflective of our community that we serve of any group of new teachers that we've had in the decade that I've been here with

103the district so we were looking at some of the practices that had changed in the intervening time period and one of the things um and probably just let Dr lawren sh about this but you know one of the things we talked about was some of these shifts that we've made with these Visa programs and you know the the draw that that's created for us and in particular it helps with our dual language programs because one of the struggles we have is by literate teachers to support those programs um the but what we were trying to get to is both Recruitment and Retention and so that's where we went to the climate and culture piece on the Panorama survey and one of the things we know statistically is where we lose teachers is after that third

104year so the reason we wanted to measure years three through five as we know that's the danger zone for losing those teachers so that was that's my best kind of recollection of the conversation but Dr Lauren did you have anything that you want to add to that or clarify I think it's just an aspect of exploring further the J1 Visa cultural Exchange program which we think um is going to be beneficial to the district not just for those uh students that are in a dual language program but also students that are in other schools that would benefit from having the cultural exchange experience um we have teachers that are coming to us from Mostly from Mexico but some from uh Colombia I think is the other teacher and then we have a teacher from the

105Philippines as well uh so they're also represent presed with H1B visas and those structures have uh some longevity to them as well so we know that we will retain that group of employees for up to six years depending on the Visa program that they're part of uh and we're happy to help support them in their Journey as they decide at the end of their cultural exchange Visa if they would like to be sponsored further for an H1B or whatever their status is when they get to that point U so that's a really kind of evolving and growing part of our recruitment effort uh we started a little late this year so next year uh we'll definitely pick the ball up a little bit earlier in the school year so we are often running when the

106first day of school starts and they can join us for new teacher orientation yeah I just want to commend Dr Lauren and his team on on sort of knocking us out of the park and one of our principls big Advocate um Dr Gabrielle Ramos at um Mackin school um really put a lot of effort into this herself yeah she has a lot of Connections in msio uh from uh teacher colleagues that she has down there and um people that she knows from the community and uh she's very mindful of what our needs are and we hope to have some opportunities to work more closely with Dr Ramos and maybe even do some recruitment um in Mexico uh personally so that we can invite the teachers that we need to help support our Learners and if

107do I remember correctly she was also she came to us through one of these programs years ago is that I believe so I believe she was part of the DLI uh many many years ago the initial kind of run of that program so we have some rockstar I wasn't gonna Forget You Maestro um Avon Carval is in the back of the room he you know and I hope you don't get mad at me for sharing this like one of my happiest moments in the whole time that I have worked in this District was um being invited to your citizenship ceremony so um but um sorry I'm Ming up um but um Mr Carvajal actually came to us through that program as well we have and there are others within our district still so we have

108some real rock stars what it tells me is like that is a pathway to teacher and Beyond and it and it creates you know we talk about the Katon family but it creates new CR Katon family members so um so it's powerful and I think that's why we really wanted to drill down on that one and as one of those interim measures because like I said earlier what gets measured gets done and we felt like that is a high yield strategy for us to create improvements moving forward any other questions or comments I have one yes go ahead Miss SS I just want to make sure because a lot of the the talk that we talked about was making sure that it's culturally culturally relevant and differentiated professional development so I'm assuming that you're going

109to try to capture that data through this SCH climate um panoramic survey um because that was I think that was really important that we know if they're staying because things are culturally relevant and that they have gotten differentiated professional development yeah so we we definitely are going to dig in on that um what we don't know yet and it's one of the things we're hoping to find out as we go through this process is you know that's an assumption we're making because we really don't have any correlation that shows you know that that's the case we act what we actually have more correlative data for is that certain like when we talk about the teachers we receive through the university there are some universities where the teachers stay longer than the others so like na

110outperforms ASU and UFA so um you know and I I have theories as to why but I don't necessarily have an explanation um but we definitely because that is part of the guard rail we are going to stay focused on those things but the other thing that we really want to be able to do is determine if there's a correlation there so that way we know we're focusing on the right things um we really believe cultural relevance is important regardless um and obviously differentiation always helps with Improvement one of the challenges we've had with differentiation over time is sometimes when we differentiate is a question of are we talking perceived differentiation or are we talking actual differentiation so one of the things I've heard from people is well I was you know I've already taken

111this class and I had to take it again instead of getting to take a different class well the observation data is that you took the class and the skills that were to be developed through the class don't appear to have been absorbed it is differentiation to you remember differentiation is reteach and enrich so um so sometimes the self-reported observation data is different than the sort of reality actual rubber meets the road data yeah and just one last thought I I'm interested and I cannot wait to see the progress monitary data on this because I also feel that when you're getting um individuals from different countries that reflect the community that and the students that they serve that in itself is culturally relevant because there's no other way that you can teach somebody how to teach

112their own culture than somebody that's coming from that place so having this one as an interm goal I'm so excited to see what the data looks like and even what different things those teachers are doing because I know they bring their own culture and I've seen it in the classrooms and it's amazing to have teachers especially in our dual language programs that are coming from countries that speak Spanish and they know already how to bring in that to our students so I'm really excited um about that intome measure in itself any other questions or comments all right I move the governing board approve interim measure one and two for guard rail number three the superintendent will not allow the district to operate without a system to recruit and retrain strong teachers by empowering staff through

113culturally relevant and differentiated professional development second all those in favor I I I I thank you and that brings us to intra measure one and two for guard rail number four the superintendent shall not allow adult convenience or preference to take priority over the academic progress of students students and honestly this is one of my favorite and I think hardest um guard rails that our superintendent has because it's very easy to get into our adult convenience like this is the easiest I'm going to keep these bodies here because it's more easiest for the system when in reality it's impacting and it's a detriment to our students and we as a board and as a superintendent are saying that that's not going to happen no more that our students are the number one thing that we're

114going to be focusing on regardless of how the adults feel in the instit tion and I'm sorry that's just how it is we're here for our students and not the adult convenience so um do we have any questions or comments about our int measures for this guardrail I didn't have any either I think they're pretty self-explanatory and I'm cannot wait to get into the progress wandering of these as well because it really takes a mindset um focus and different mindset to start thinking about how we've been running this educational system so I'm excited to see these entra measures no comments okay I move the governing board approve intra measure one and int measure two for guard rail number four the superintendent shall not allow adult convenience or preference to take priority over the academic progress

115of students all those in favor I awesome thank you so much and thank you so much to all the cabinet and the administrators I know that this is something new and I want everybody to know that this is not a right or wrong thing this is what we can do in the system to actually start bringing in the tools and the services to meet the needs of our students and what I like to say it's the boat that's starting to take off and anybody who's willing to do work can join the boat and other ones can get left behind and that's okay um it doesn't work for everybody and that's perfectly fine but one thing that I do know is that we are all here I believe for our student students so whatever is not

116working for them we're going to make sure that it's not being in the um in the district anymore um one of the last things that we need to look at before moving forward is our progress monitoring calendar we have a copy of that um the only other things that we need to include in here were um this basically gives a calendar of events to the public on we're going to be discussing our goals when we're going to be discussing our inm so for example one of our goals is that our zero black students because we've been filing our black students in the math State standardized test if that's something that you're specifically interested in with this progress monitoring calendar now you will know when the board will actually be talking on certain um goals so

117everybody has a different priority we obviously invite you to come to every single board meeting but if there's certain goals that you have or certain guardrails that are close to your heart and you want to know how the board is moving forward with those with this calendar um we'll be able to know around what month we'll be having what conversation um we have Community Council meetings that will be working with the district but the governing board itself will also be out in the community without the district and um coming out to community and parents and talking about the work that the governing board is doing so we as governing board members need to go out to the community at least twice a year we have a few schools so so um in March we have

118something set up at one of the schools already so the way that I was thinking um I Mr Man were you able to give us the feedback on what months are your heavy testing months oh um I I still owe you that my apologies I did drop the ball on that um the other piece is I think we're going to have to bring the calendar back to a future meeting anyway because the dates for guardrail 2 may change if we change the measure so so keep in mind like if you look at the guardrail 2 components on there yeah they're they're they're listed for the months when we would have the learning walk data if we move away from that learning walk data or we add another subset to it that requires a different data

119set it might be dependent upon when that data is gathered so I will definitely make good on my OT of the you know which months are heavy for testing um and then um we can go ahead and establish those those dates for the two-way communication perfect then just move this we don't have to vote on it I don't have to make a motion just so everybody knows this is what the progress monitoring calendar looks like and we're going to bring it back to the next board meeting so we can go ahead and get a little bit more details on that and the only reason why I want to know when it's heavy testing month is because I don't want to be in the schools talking to community and taking up that space when everybody's really

120you know working on getting these outcomes first students Miss gipson mle um just to highlight since there's folks here and watching online um September you'll see there there's a study session we have our study session on the 28th coming up that'll be all day here in this room it will be on YouTube also so if you're into that stuff it may be a little nerdy but yeah we recommend everybody coming to to that or watching it at your leisure because it's the breakdown of sofg we kind of get retrained again and then we go over into more depth of the stuff that we're doing in the district but yes thank you for bringing that forth Miss Gibson and Dr Ramos will be facilitating the majority of it one of the things we'll be working on

121is progress monitoring and what we will be using at his um recommendation is the for August we have um goals one and two that we were going to look at the the preest results um we will take goal one pre-test results and we will have a progress monitoring instrument for you and that's what Dr Ramos will use to walk you through so rather than using another District's data or sample data we'll actually be using our first set of data to have that conversation so that's awesome we all get to learn together we're going to have our First Progress monitoring session where we're going to go into a pre-test data so that's awesome um and like again once again this is for the first time since the 1800s the Inception of the school district that goals

122have been given so I know data does not look well I know that how that may feel but this is why we invite the community and we're so explicit about the work that we're doing because we're working on making those changes and making sure that your students are being you know taken care of the way they we said we would take care of them um so with that being said any more comments or questions we'll just move over to the next board meeting and talk a little bit more about the monitoring calendar that concludes our student outcomes Focus governance um conversations I want to thank the public for staying here this long and the only reason why we do this before public comments is so everybody has an understanding of where we're going what we're

123trying to do at the dist District so with that being said we're moving over to public comments the first public comment I have is from Juliana Corona and you will have three minutes okay thank you hello good afternoon um I'm just here in in regards with grent because my two kids go there um I speak Spanish and English so putting them in the school that provided that was really something that I was looking forward to um I want to take uh a time to thank you for you know keeping that in mind keeping the community in mind because this is a community that has a lot of families that speak Spanish and English and if we're thinking future-- wise for our kids um it's a benefit that it's good because in many ways it makes

124you get um benefits in this way I use it because employment um I get paid more because I'm bilingual I'm able to assist more people than someone that just speaks one language and they're not able to um you know keep doing the job and continue on um personally I experienced it a lot when I try to call like places and if I'm a Spanish speaker I like to get the information that way that way I'm able to translate it if I'm gonna explain it to my family members or anyone that needs the the help so it's nice that my kids go to school and when they come home they bring homework that is in Spanish so if I'm not able to assist because for some reason um sometimes I don't even understand it even though

125I'm a Spanish speaker sometimes it's easier in English so we go and we go ahead and ask our grandparents or my mother or um a Theo anyone and anyone can assist us but I know that when I was in school dual language was something that had a challenge and for a long time it was removed so I know it was complicated for my parents to assist me with the homework because they couldn't understand or they just didn't have the same education of what we were being taught in school and they were just taught in a different way so now that I'm able to do that for my kids if I'm busy at work or doing something else I know that whoever's at home is able to also assist them with that um another thing my

126kids are also um biracial so they also want to um have to be proficient in English in order to be able to um communicate with their other side of the family so it's nice to see them that even if I speak in Spanish randomly and then out of nowhere I throw English they're able to comprehend it in any way or even if I don't understand some things that they come with school and they say they tell me new things I'm like how did you learn that they're like okay do you want me to tell you in English or in Spanish so it's very interesting that they have the ability to be able to Now understand that some things we are not able to but if they are able to help us understand that then they're

127going to be able to reach a lot of places and be able to help a lot of people and that's something that I'm grateful that I'm able to do as well thank you our next our next comment is from Tess right hi um so I'm a mom U my son is at bmore prep um and I love that he's learning Spanish too and I wish that I had had that that as a child so I'm so excited for him for that um so I just wanted to be a voice today because we had an incident at our school with one of my son's friends we have a bunch of parents here today um and I just wanted to be a voice to say that we really feel strongly that we want our kids to learn

128about racism and inclusivity and all of those things and I think there's been some nervousness about you know how to address that and so I just want to be a voice to say that I think it's important especially in the time that we're and how tumultuous things are right now that our kids are being taught that at school because I think you know our kids are six we're kind of coming into that phase where their teachers are like you know they're huge role models and sometimes they believe what they say even over their own parents so I think school is such an important place for them to learn those things um and just as an example I mean my son um we watch the Olympics and like the ads that come on he gets really

129upset but he asks asks a lot of questions um and all the political ads right now like he told me the other day not to vote for kamla because she lied about the Border like he's seeing this stuff and um I think they're seeing it in lots of ways and it's confusing for a little kid and so I just wanted to voice that I think everything that you're doing to address equity and inclusivity um but talking to them about racism and things that are not appropriate and things that are you know or ways that they can you know make people feel included and loved and cared for is really important so I'm just here to be a parent voice to say that that's very very important to me and I know it's important to a

130lot of other parents at our school thank you I appreciate it next we have Paige Butler yes hello um I am also parent of a first grader at bmore prep and we really wanted to come here and raise awareness with the board about concerns that our families have as Tess just mentioned um we think it's really unfortunate that we're six weeks into the semester and our six-year-old students are experiencing racism in our classroom and it's leading to a lot of hard conversations at home for the kids and we really want our school culture to be a space that is free from racism and bias and we think right now the administration response is inadequate at BPA um we've engaged in a conversation with superintendent man which I appreciate and we look forward to continued conversations

131there but we really wanted to make sure that there was awareness at the board level for what we feel is a need to address in a community broad Community ownership manner on how we can create the school environment that we want the school culture that we want it feels very fitting that we were able to listen to outcomes based um educational goals here with a lens towards Equity emphasis on social emotional learning and really looking at the teacher strategies to bring you know more culture into our classroom through the through teacher Recruitment and Retention um and we really want to know you know how are we holding our leadership accountable to ensuring that our teachers are adequately resourced in our first grade class we have three brand new out of four teachers um to our

132first grade community and we have some language barriers with our Spanish speaking teachers who are wonderful but it's harder to engage in conversations about these types of incidents and we want to know what resources there are to make sure that our teachers have the tools and the training and the resources to address things in the classroom through classroom management and that the principal is actively engaged in supporting students and teachers but also part of the community conversation with parents so thank you for your time and your attention to this important thank you I appreciate it next up we have Brandon Witcher uh good uh good evening everyone sorry it's been a long day um I am here to take uh the call to awareness a step further and ask for a call to action we

133talk talk about these things we write notes we research however my daughter is the one that was in the school and another child told her that her black life didn't matter and it was my daughter that uh was at BPA when someone told her that her skin was ugly it's my daughter that comes home and now asks daddy you know well why don't I go to school with more black kids or I want my hair straight and all of these things so while we are sitting talking and raising awareness and bringing data points and all of these things it is my black child that I have to sit down and say you are wonderful and special and you are enough it's not right and I just want to start by saying that I'm an educator

134I've been in the trenches in classrooms um I currently am a program director I devoted my life to young people so I know what it means and know what it is to Advocate and to speak up on their behalf putting on this hat as a parent it's extremely frustrating that the response to this incident has been what it is I I get it I understand there's competing priorities there's steps there is this politically charged atmosphere that we have to navigate and go around If This Were Your Child would those excuses exist would that be enough it wouldn't 2020 the kraton school district governing board adopted a black lives matter resolution when the streets were on fire and you know you could turn a corner and might be hell hand basket that you saw they you

135the governing board and I'm not sure if any of you all were on that governing board as well um I didn't research that but specifically and I quote the kraton uh School District was to support the superintendent to administer anti-racism training for all employees of the district as part of the professional development before the start of the next school year this was in 2020 they were also to make effort to diversify School libraries and examine curriculum purchases within Equity lens they also to direct the superintendent to create a new policy outlining anti-racism measures before the start of the new school year again back in 2020 this is on the kraton district's website all I'm asking is for you all to honor that commitment where is the anti-racism policy where is the training to support and

136support for teachers um where is the action on making this a truly Equitable place thank you thank you next up we have Nick clamp good evening everyone um I did want to take a moment just to um thank the board for their dedic to the Dual language programs um I understand that it's actually very hard to do that when there are legal challenges facing you um and when someone who is in charge of Education in the state is perhaps against it so know that that's incredibly appreciated I know that my kids have benefited from that greatly um and I I want to speak as well to the um the Visa programs um we did not have a third grade teacher at the beginning of the year my my daughter didn't um and very recently that

137teacher has now arrived in the classroom and I actually think the Dual language program helped that transition because she had a second teacher her non-home room teacher to connect to and the fact that she had two teachers over the course of the school day made the transition from her home room teacher arriving so much easier so I love that those Visa programs are in place as well well um I want to speak also to some of the concerns that have been brought up by uh other BPA parents my my kids are at BPA as well um it is very disappointing to hear that there is not enough action being taken when it comes to acts of racism that happen against students at our schools I think it's easy to adopt anti-racist Frameworks regardless of what

138the political environment is is the right thing to do and we shouldn't let political discourse decide whether or not um anti-racism is somehow an ideological concern it's just a moral concern um I would encourage everyone on the board if if they haven't or if you don't know of this to read um a book by Liz kleinrock which is called start here start now um she is a elementary school teacher and educator um and it is about developing anti-racist and anti-bias curriculum uh and how to integrate it into school cultures uh to make sure that teachers feel comfortable addressing these things when they happen inside of the classroom because it's it's the reactiveness that becomes problematic it's when teachers can deal with these things right away at the Forefront to help those the students in those

139classrooms touch trust their teachers more than anyone else and hearing from teachers in those moments that these are unacceptable comments that they're rooted in his uh problems historically helps them grow from those moments uh even the students who are perhaps making those comments who obviously at that age might not even understand what they're doing thank you appreciate your time thank you next up we have Nicole Marquez good evening members of the board superintendent man um as most of you already know I'm a parent at the kraton Academy and I also I've been leading a a group that has been advocating for dual language learning so I'm here to thank you for keeping our do our D schools open despite the unjust um and personal legal attacks you've gotten from the state superintendent um and our

140Community Values bilingual education as you've heard from some of our other speakers here and we appreciate that you've chosen um chosen to keep our schools open so on that note um I do want to encourage you superintendent man and your team to um continue to actively work to improve our dll programs I know that there have been some challenges to fully Implement um these programs uh parts of the Dual language immersion at some of our schools um I encourage you to seek out the experts and resources that can help our dual language schools um educate our kids in the most optimal way um also I did want to touch now after hearing it on the the racism issues I know that at TCA some of that stuff's come up I've heard from my kids kids

141are you know saying these kind of things to other kids and I know it's been going on for for some time and so I really think this is a a definite call to action to see what we can do as a community to to educate our kids to be anti-racist and also I think part of it is we also need to take it to the parents so maybe there's something because they're not getting this some of a lot of times they're getting this at home and so sometimes the parents also need to hear um to hear it so maybe that might be something for Community Council a future um thing to educate some of our parents or ptos on on how we can be those role models for our kids and and their peers because

142they see us around on campus too so thank you so much thank you and next we have marchel camson good evening um I just wanted to um just piggyback on the other parents from BPA I'm a BPA mom um very proud to be a BPA mom um but here this past week um my student my child was one that was targeted with racial comments um that we just had a meeting with the YMCA um this has become you know was something that was just like you know chatter and then it's becoming very very very frequently that we're hearing comments being made towards kids and so I need to employ that it's really important and it is a call to action because I'm the one at home has to talk to my son about this and

143I have moved hell in high water to get him into this school to make sure that he has a quality education I'm an educator of myself for the last 20 years I've been a high school principal um been there done that for a for kids and so I take this very seriously and when I have a conversation with the leader of our school and not getting the response um I'm very disappointed as someone in this community but also a fellow educator um and a leader of schools and so I know better and so we need to do better there's no reason why parents are not getting responses when things happen on campuses there's certain things we cannot treat like regular discipline issues racism is not a discipline issue we need to add address it and

144really address it where that everyone knows that our campus our community our school district we do not tolerate this and so I don't know who needs to stand up because we're expecting our principal to do such but superintendent man we need your help and so um that's all I want to say today and if you can give any suggestions we have a group of parents that at BPA that we're just on fire we show up for every event it's not like I'm just a parent that sits in the background every event every volunteer since the kid was in kindergarten I show up and so I I demand that my son be serviced and taken care of thank you thank you I'm G to go ahead and move over to approval of consent which is item

145six I move the governing board approve consent agenda items a through m in accordance with policy BC second all those in favor I I I that moves us to Future agenda items Mr man I'm G to add a future agenda item that we look into these issues that have been talked about today um and just give us a report back um can we see that on the next the very next meeting agenda please we can discuss on the date yeah um so future agenda item for these concerns have conversations and um just know that administration's going to work on it so that was a yes or no on the very next meeting agenda okay I just want to be clear all right thank you you're welcome any other future agenda items all right that concludes

146our meeting I move the governing board adjourn W noes have a very great night