001e I all right we win as noes good evening to everybody we're going to go ahead and getting started the crane school district understands that our community of schools is located on the ancestral land of the oam jimam people who descended from the hokam and have inhabited these lands since time in Memorial the oam whose name translates literally to people are a vibrant culture in community sping countless Generations into the past continue to thrive in the present and carrying a powerful Legacy for Generations into the future with this acknowledgement the Katon School District formerly recognizes that the traditional care in keeping of these lands by indigenous people is an aspirational model of community stewardship that we are committed to honor with practices policy and human relations and with that Dr dupin do you mind leading
002Us in the Pledge of Allegiance please I pledge Alle to the flag of the United States of America and to the Republic for which it stands one nation God indivisible thank you with that brings us to roll call we have everybody here we have Miss Gibson McLean Miss SS myself Miss MC cheffrey and miss miss Caleb and we want to welcome everyone to tonight's meeting and remind the audience of the request to um request to address the board cards that must be completed and submitted to the board secretary if you wish to speak to an agenda item those cards can be found over here to the left um board policy provides for two cards White cards to be submitted in order to speak to an agenda item and blue cards to be submitted in order
003to speak during public comments due to the open meeting law board members are not allowed to address items that are not on the agenda and that's part our policy B e DH and with that that brings us to the approval of our agenda I move the governing board approve the agenda as presented second all those in favor I perfect and that brings us to governing board reports and Miss MC cheffrey you want to go ahead and get us started just um real quickly I really enjoyed going attending um the Katon kids Congress a couple weeks ago um and getting Fe feedback on our student outcomes Focus governance from the students um uh they were a little quiet and shy in the beginning but then they really warmed up and um were their feedback was um
004invaluable I would say and I'll talk about it more when we get to the sofg part thank you Miss MB yes um well first of all almost made it through quarter three um good luck at parent teacher conferences and I hope everyone has some relaxation and self-care time scheduled for Spring Break um I wanted to take a minute to share a tough decision that I recently had to make um some of you that work in cronar in the role I'm in I am Esser funded and so I am currently faced with a what's my next step next year and so I decided to apply for my PhD next year to start doing it next year and I was accepted um yes it's very exciting that being said um I know that a lot of my
005classes will be evening classes and I won't know from semester to semester what my schedule will be and as I got more information about the program I realized that I will not be able to commit fully it will be out of my control and there's a likelihood I would miss a lot of board meetings so and I'm trying to not get emotional but um so with that um I am had to make the decision that I'm not going to run um for my for the next fouryear term that being said I just want everyone to know how much I absolutely love this district and I've been a part of this District in some capacity for the last decade um and you're not getting rid of me Jay will wrote me into some committees and things
006and maybe doing some research in the district um so but I wanted to make sure that the board has a Clear Vision going forward we've done so much amazing work and I just knew that knowing that I will probably have conflicts I couldn't commit to this so um also by next meeting I will also be married so I have a lot of life changes happening right now thank you uh Miss SS yes I'll make it sure as my voice is still not at full capacity the sickness has really been kicking my butt personally and it didn't really help that I went to a concert this weekend and I tried really really hard not to scream and yell but I can't help but sing along it's Dave Matthews I knew you were gonna say what can
007I do I knew you gonna say day Matthews Noah con it was amazing um so just enjoy your break um I think I'm probably going to end up sleeping for like half of it because I'm just so exhausted um so I made like no plans really um to do anything so enjoy your break and um I hope that you get to do something fun and relaxing thank you Miss Gibson McLean um we just had you know we're still chugging along on our student conduct committee honestly we thought that the uh dress code was going to take a lot more time than it did uh we really just breezed right through that and I won't say Breeze we had some really good conversations um and it's really interesting to see how where all of us are
008at um and you know we all have different perspectives on things and so it's really interesting to hear everybody's perspectives and see where we're at on that and so one thing that I will mention if you go back and watch and you look at our policies I'll just make this transparent as of now you know we have a district um dress code policy and there is a uniform policy however it really it really delegates the um guess the implementation of what the What the uniform looks like at a school or if there are even uniforms to the schools themselves and I I know there's been like a little bit of a misconception over the years that the district has a districtwide uniform policy and so I just want to bring that to folks attention you
009go to our policy you'll see that it's actually you know kind of left up to the schools themselves and so that's something to take note of um and uh so we had a really fruitful discussion you can go back and watch that um and see our disc discuss on that next meeting we are um I'm blanking it's a big topic Yeah March 18th yeah yeah it is March 19th but I'm I'm forgetting jic I think but I'm trying to remember remember what that is yeah not great we just know the letters um it is a big one so pay attention to that I think it's if you go back and watch our video we discuss or watch our video of our meeting we discussed it at the end um just a reminder we have public
010comment at those meetings as well you're welcome to come attend in person or watch online um and so yeah we don't have another meeting until after um after spring break and yeah I mean on a personal level just uh I also went to a I went the day before because I love Chris Stapleton I also went the week before and saw the r chili pepps I am a concert person um luckily it hasn't interfered with these meetings very often so good the food Fighters responsible for that um so yeah and they just going swimmingly at work and then I also you know it's the legislative session which has also been very interesting to be in the middle of as well and so just ready to get to like a place where you're in the roller
011coaster of these things that's not so slammed because I have like three trials coming up now so yeah happy to be here it's always a a step outside the normal to be here and it feels refreshing even if that sounds strange thank you I don't have a governing board report so I'll differ it over now to Mr Man thank you very much Madam president um so I am going to start off by sharing um that it is women leaders month and so I you know kind of looked to my right and realized I have the Good Fortune to work with five very important women leaders um and we have a lot of very important women leaders in our district in fact one of our agenda items tonight will be about potentially adding another woman leader
012to our district so um so I just you know as I've thought about that I think I've shared the story with a few people and I'll try to keep it brief but um was very close with my maternal grandmother and when I was a kid um one of the things that she always told me was that she would always be very proud proud of me but she'd be even more proud of me if I helped women break glass ceilings so that's always been part of my lens as I've worked my way through my career um getting to work with these five amazing women leaders that lens has grown to a broader spectrum of equity than just um you know doing that to help support bringing more women into leadership roles and so um I guess
013I kind of wanted to leverage women leaders month to she's passed but to give a shout out to my grandmother for setting me on the right path all those years ago what was her name Jay her name was Gert it was one of those good oldfashioned names so and um and then we there is an item and I know I'm getting ahead of the item but this is just a very touching story so um we have a donation that's going to be on our consent agenda and um I kind of wanted to read this letter that went along with the donation because it has to do with um sort of the dedication in the life of someone who was who was one of our staff members for period of time and so the letter reads
014excellencia of school is requesting permission to accept a gift of 40 plus pairs of shoes and socks to be distributed to our students through the Welcome Center this gift is from The Truman family in loving memory of their sister Terry Truman we had the privilege of having Terry on the excellencia campus as a long-term substitute this year and she was preparing to transition into our Middle School Ela position she passed away suddenly a few weeks ago Terry retired from teaching only to return to the kids and the learning she loved she wanted everyone to have a good pair of shoes so her family and friends wanted to honor her memory with the gift of remembrance and share it with the community of students at excellencia so I just thought that was too touching and important
015not to to share that with everybody and you know it makes me think of again there's another example of a woman leader but it makes me think about how hard and how dedicated all of our staff members are to supporting our students and our community so as others have already expressed take some time for yourself the spring break we're always very busy filling the hearts and souls of our students and um please take this time to regenerate spend some time with family do what you need to do uh to fill fill your bucket so that way um you're not coming back after spring break working from a deficit and that was all I had to share this evening thank you Mr Man all right that brings us to our student outcomes Focus governance Tab and
016this time I am super excited because we're actually going to have some Benchmark data that we're going to be sharing talking about um before we get into that data I do want to share a little bit of community council um meeting that we had and also the site Council meetings that we've been having at some of the schools we started off with our community council meeting on a Thursday and we brought the student outcomes focused governance framework to the community and it was really neat to see um different community members parents even Grandparents were in the room saying that they were really interested on what was going on and they've been hearing these kind of different things so that's why they decided to show up and thanks to Loma Linda for hosting us out there
017um it was really great to see everybody engaged talking about you know the guard rails the board goals and getting the really the feedback because one of the most important things that we're doing in the district and adopting these new goals for the first time is we really want to make sure that it Envision and encompasses what the community wants we have to work with um together with the community and our staff to make sure that we're um giving the best outcome to our students because at the end of the day that's what we're all here for right I'm up here because of the kids I believe all of us are staff speak of the kids and we just want to make sure that we they have all the support and resources so um we
018got a lot of feedback so that's what we're doing we kicked it off at the community council meeting and then last week I along with um Mr Man and Miss htis was able to accompany me at some other cafos we were at excellencia we went to Mackin and we were at Loma Linda again to give those parents that weren't able to go to the community council meeting in the evening sometime during the day like they usually have their coffee seos and it was a whole bunch of other parents and community members that came to those so it was really neat to see that and have these conversations um we had three um different families who had just come to the United States for the first time and for them to for us to get the
019feedback from them was really neat because they were saying that for the first time and being in an unfamiliar place and knowing that they're prioritizing their children's learning even though they don't speak the language that made them feel really included and like wow you guys really know what you're doing and it was just so cute to hear you know a parent say that like it it was gratifying that we're kind of working together in the same way so um I'm not sure if we've gotten the feedback yet or when the feedback will be shared with us because I know we have a couple more um schools that we have to go to some of it's attached yeah it's in here okay yeah perfect oh yeah I see caito's feedback so this is some of the
020feedback that um we can go over and look I'm not it's been on there so I don't know if you guys had an opportunity to look through it but for the majority of the part you know a lot of the guard rails they really thought that that was an important thing and the important feedback that I'm that keep carrying back is that everybody feels appreciative that they know where the district is moving as a whole now they know what the goals are now they understand how it's going to be measured and I think that's one of the most important things about this framework is now we have the vision once we adopt these goals we'll be able to discuss this and a fluid conversation going back and forth on where we at what's working and
021what's not working what changes need to be made so out of the comments or the feedback that you guys had from Community Council or from any of the site councils you guys have any questions any feedback remarks thoughts wonderings so I was reading through the caco notes you said that was just from Friday three different schools it was three different schools um I just thought it was interesting um some of the feedback that we got back was mostly about like behavior and teacher raises and yes some of that does play into some of the goals that we set but I wish it would have been a little bit more streamlined to like our goals and not things that sometimes are out of our control like teacher raises um and I think maybe that's a conversation
022that we need to think of start start having with our parents um as to how that whole system works because I don't even think like some teachers really understand how racis and things work um I'm not sure that they know that we don't get like an unlimited amount of money and then like just say oh you're going to get this much or whatever um and I think it would be great to have like parent advoc along with teacher Advocates to go down to the legislature and um advocate for those kind of things because I feel like they want them but I don't feel like uh it's necessarily something that you know we always have um control over so that was just kind of the one thing that I was looking at when I saw it
023along with of poorest behavior in schools which I know is being discussed in that committee y um yeah and I think what part of the feedback for those is because part of this framework is like yes the board has their five goals that we're going to focus on at the district level but those to us as board members are more the Academia portion of it right like what are students learning what are they not what's working what's not when it came down to the guard rails I think that was really important for us to hear because then we in return can set up the system of saying hey you know obviously our community things behavior is a huge issue that conduct so then we set a guardrail for superintendent regarding you know conduct and then
024it's up to them to come back and tell us within the intrm guardrails hey you know this is how we're going to start working towards conduct is it working is the CGA working is the new curriculum that we just bought on social emotional learning working and that's I think the beauty of these kind of comments because now that we're kind of hearing what the majority of the community wants we can come put it as a guardrail and then have our Administration and our principles work back with us and tell us hey this is how we're going to be following this conduct this is how we're going to make sure that it's lowering getting high I don't know what that looks like but I think that's what's so cool about this kind of feedback and in
025one of the um cafesito that we had that actually was a really good point that was brought up because the first question I asked was hi I'm the president of the governing board how many of you guys know what the governing board is nobody raised their hand so there's a very big education component there too and the ptos were so excited to even because I told them if you guys want to have a PTO governing board 101 then that's what we can do right we can do US sofg 101 at the PTO level so those were some conversations that we're bring brought up to and how we can mobilize our parents to to help us because part of this is too is having these conversations with the community because when we empower the community of
026what's going on at a district and they feel empowered in their students learning then that's when they get activated and in return hold us as the system that's telling them that we're going to take care of their kids and we're going to have them produce when they go to high school this is how we do it the more parents and Community more know the more they can in return come back and say hey no you said that you were going to do this what's going on with my kids math or what's going on with my kids Ela so um I just love this and I know I get super excited because I I love to hear this feedback and I want our parents to know and feel or Guardians whoever it is that's the caregivers
027to feel empowered and that they can work together with us to get these um outcomes and results for their students any other comments questions anything um Miss yeah go ahead Miss MB well I was just gonna comment um I'm super happy that we kind of paused and then circled back to do the CAF SE I'm sorry I haven't been able to make this round of them um but I really really enjoyed Community Council um I we've talked about sofg at prior Community Council but I really felt like a lot of the misunderstandings that we saw in the previous feedback were really addressed and the conversations at the tables were so rich that we really went over time um sorry Mr carbal um but it was worth it you know it was really valid deep just
028it was really amazing to listen to and and some of the concerns that I heard brought up about some of the goals um were concerns that we had shared too and things that we had grappled with and being able to provide some clarity on kind of you know how did we get here because not everybody's been able to watch or attend every single meeting right um so I just thought it was a really really valuable use of time um and looking through the recent feedback I think think I'm starting to see that Clarity come through and I'm starting to see alignment from more and more people um which is huge because that's the ultimate goal here so um I just it's a really exciting process and to see it all really start to unfold um
029but I think definitely like you know continuing to follow up not just caitos but PTO and and what are the different touches we can do and we talked about you know getting in front of the teachers and things like that um I think it's just going to keep that momentum going yeah and I think that's one of the most exciting things too because even when we get these progress monitoring once we're at that level we have to go back out to the community and tell them hey six months ago we came and asked you your feedback this is what you said was true to yourself this is what we're doing and it's this continuing relationship and commun two-way communication between us and the community it's up to us to let them know what we're doing
030to make the system work for their kids so they were really excited about that because they're like when do you guys ever come and tell us what's going on at the district level and I'm like well now this is when it's happening and continue yeah Miss mcrey yeah so I just wanted to share what happened um at kraton kids Congress we don't have the notes captured from that right we have them they're not available in the materials tonight we absolutely could get those out okay I'll just share the things that were highlights to me and um those of you that were there especially Mr Man please chime in I'm going to share the story that you told without using the name y um but so two big I would say the two issues that the
031kids had um and there was one young lady who really had an issue with the present of eth grade black students that score proficient on aasa math and so what do you mean when you say had an issue she I think was offended by calling out black she said do not call out race or ethn ethnicity and another student said they're not calling out ethnicity they're just calling out race you know I mean you know it was a really great conversation but I said look the reason my takeaway of why we chose that is because it is so unacceptable to us that it is 0% um and Mr Man um is so good at phrasing it in a way that we don't think these students are failing we are failing them there's something we are
032doing wrong as adults that this is happening so we want to fix it um that was not good enough for her um um we didn't get in this depth of the conversation I you know there may be opportunity to do this moving forward but she may identify as a black person I don't I didn't ask her that um but she she's like I'm not going to be the maddest person about this by the way away um and so you know at first I was like well we're not going to change you know in my head I'm like well we're not going to change it but thank you for your feedback and I have been thinking about it ever since then and she was obviously it bothered her a lot and I shared it with Mr
033Man and he shared another story with me saying well that and he overheard a couple kids saying well that means that Kevin didn't pass math his math thing so it's there's a privacy issue too because um we know who the we don't know but the students know so if we're calling this out that means that their friends who they think are black is all public though on the ad website okay that's what I'm saying like right like there's no way to hide it okay so us having this goal isn't hiding or like exposing anything is what I think I was wondering how because I had heard at the conference that um other districts are doing who goes on the ad website looking at all this in their free time who knows but yeah it ain't
034us the students yeah so my takea away from it was you know I don't want to unintentionally contribute to um a stereotype you know um and make kids feel bad about it so I think it's something we should think about and maybe even bring the kids back and you know have a deeper discussion about it um and then the other one was um the percent of third grade El students that score proficient on a Zella they thought that was too high of a goal because um they think the supports for those students who are trying to learn English is not enough um and so um you know the group's answer to that was like well then maybe we need to increase the supports and not lower the goal which I think is absolutely right but
035I think it also means that that's something we really need to look at and the student who talked had so much insight into that that I had never heard about um it's just these kids are really struggling and it's challenging being in Arizona where you're not I mean I don't know that teachers really know what to do in this situation when they have so many kids that are learning English so but the kids really recognize that it's a it's a problem that we face so and and I think they were saying it's mostly I mean it's people coming me they've just arrived at the country so it's just um they recognize it as a huge challenge thank you and I think that brings an important um conversation too on the long road on how when
036we're speaking to our students too because it's different when you're talking to students and adults and bringing this data on how we got it and why and how we process things right but it's also um a good conversation to have with their youngs on how systemic issues are started right and for us the only way that you fix issues is where you go to the most directly impacted and and that that's in any in any scene right it's not just race or job is you always want to go to who is the most vulnerable and who is the most hurt and who is the most that doesn't have the support and resources so I think when we bring this information to our students too because they have such a different lens our our our dialogue
037with them has to be very different from when we're out in community council and just saying well this is it because their understanding of they're looking at it like oh my God my friend of course they are because they're looking at it a child mentality basis so I think and this is really good feedback that when we're are having kids Congress maybe we're bringing this information to them more on a at at a their level that way they're not feeling that and why we brought this too um part of this process is not just giving Community Information and saying this is what we think is good good is how did we get here and why so we're all on the understanding of this is what we have been doing that's failing a a certain demographic
038or whatever and this is what we're going to do to get it to what the space that we need to so those are good conversations that maybe we can reshift our presentations when it comes to the student portion of it and I'm not sure it even needs to be reshift it I I think they they understood it and they wanted to talk about it and it because it's about them you know so um I really felt like there was a there was some feeling of offense you know um and and that troubled me um so I just think we need to be careful because it's yeah it's us from from up above saying this is this is how we're going to do it and they're like that that's not how we want you to do
039it that's not how we want you to look at us you know right thank you any other yeah I have a few things one um which I um had already brought up at the previous meeting um we need to have these cafesito times at least some of them all of them are still inside business hours we have to have something outside of business hours I can't attend any of these I'm sure there's plenty of Guardians who can't go to anything that's not outside of business hours I do understand that there's a lot of people that work nights or that are at home or like this these times do work for them but I'm considering workingclass neighborhood there's probably a lot of people that this does not work for them at all so I just want
040us to be cognizant of that um and then also getting more notice out about the dates and times of these events um I think some things that I noticed uh that I wrote down is make sure we're covering our roles within these goals I think there's maybe a few disconnects and this goes to like laying the foundation when we're doing these presentations is addressing like you know here's the board here's the District administration here you know kind of going going through and saying well we're setting these goals but the board is not the one who then is deciding what supports right it's going to be up to Jay to figure out if he's Implement like how he's going to implement these goals to get us there right and so I saw a few comments where
041it seemed like maybe there was a disconnect in understanding exactly what everyone's role is in achieving these goals and so that seems like something that we could do better at um I would also encourage folks because it seems like there is a disconnect and understanding how we came to these goals um I it's we can do a better job explaining and if you really want the detailed version our study sessions are online on YouTube go back and watch it I know it's not that entertaining but if you really want to understand why we came to certain issue or like certain goals and we've had it's not like we just you know closed our eyes and put our finger on something and decided it we had a we had robust like conversations about these and so
042they're not just from like willy-nilly like let's just set these goals okay so please go back to our YouTube if you want to understand more comprehensively why these goals and then the very last thing I'll touch on is kind of going to um you know some there I mean there's some qu some feedback in these as well as what we're hearing from the kids Congress um I think Sophia is like right on I when we have those um issues be brought up we need to like step in to the um actual issues which are the systems which is race-based conversations and so like have it's like stepping into those without walk stepping around them and in our reasoning and why we decided on these goals right I think it's hard to not address I mean
043of course there's going to be a disconnect especially if we're not addressing those the systemic issues uh the historic issues Behind these goals and that sort of thing and um and and that's something that we need to start being very comfortable stepping into I don't know I know we have Equity work in this District but um if we're not comfortable having like stepping into race uh race centered conversations where we're decentering whiteness and focusing on some of these things that's going to be difficult and I'm coming from working in Portland Public Schools where I was in a program called courageous conversations around race and I was a facilitator and that's something that we'd probably get skewed for having if we had it here in Arizona at our school district but like that's that's kind of
044like the school like that I'm trained in and so when I hear a comment like that we got to step into the discomfort and explore that that conversation in that moment and not let it fly like not let it pass um because now we have a kid sitting there that maybe doesn't have the full picture and it's still feeling frustrated or confused or doesn't you know what I mean isn't feeling like things are resolved and that's another element that things aren't always going to get resolved right but I just want to make make sure that when these issues do come up that we're explaining them in the best way possible and giving as much uh context and foundation and the appropriate topics in those as well and so I think that's going to help tremendously
045um you know it might not fix everything but I think it's a start yeah and one of the things that I'm going to wrap up with this before we get into our actual Benchmark data is that this district has been built since 1884 and for the first time since 1884 we've adopted District goals that have something to do with this so it's new language new everything and it's going to take time then I think we're going to get opposition we're going to get well what do you mean what does this mean and as we continue going through this having these conversations we'll adapt more to it it's a growing face for everybody so we're not going to have it you know perfect right off the bat it's really really hard to move institutions especially when
046you've been doing the same thing for years and years and then you throw in this new thing and it's a reshing of funds it's a resif of administration and it's a whole new mindset as well I mean one of the biggest things that we're adopting right now is student outcomes don't change until adult behaviors change and that's really putting the the blame not the blame but the the responsibility back on us as adults in the rooms with students from the governing board on how we present ourselves as board members to the administration to the teachers to the classified to everybody you know in the system so it's going to take some time this is why I think it's so awesome that we have this feedback and yes I do believe that we could be a
047little bit more flexible on time but those caitos have been standing for a long time so a lot of those community members already have that kind of system set in in mind in Mackin the other day had 65 parents at their cafo I'm saying maybe said 65 parents that's so exciting we don't call it a capito maybe we have an actual outside event for this person I showed up to a caito at 2 p.m. yes I drink coffee and there was no coffee I was so sad but it's okay but anyways it's a growing process and um I'm just really excited that we are actually getting all this feedback I mean we have hundreds of parent surveys already and usually it takes weeks to us for us to get 20 30 pages turned in so
048the parents are parents are excited community members are excited and I think our staff is finally in that ignition point too like oh this is something new so um it's working together we ask for you know this collaboration and as we go we can adjust but we're we're finally getting to one main um Target basically which is making sure our babies all of them regardless of social it doesn't matter I don't care how much money you have what race you are we should all be able to have the same tools and accessibility to learn it makes no sense that depending on the ZIP code you're in within a seven mile radius that you're learning more than the other zip code that's just not negotiable for me oh I was GNA say and I think it
049two miles down the road well yeah but I'm thinking of our whole District as a seven mile radius you know um but with that being said we're going to go ahead and get into The Benchmark information so I'll go ahead and turn it over to Mr Man yeah and I um I'm gonna add one more comment just because um and it's gonna sound like I'm pushing back on on on what you said but I'm not really pushing back it's actually a celebration um I don't think five years ago when that student had that concern about that particular goal that we would have stepped in deeply like we did with her in that meeting so I think you know the work we've done around Equity has emboldened us to have those conversations and I think students
050are some of the most the people I'm most uncomfortable you know having those conversations you're always worried about like age appropriateness and all those things on top of the conversation itself so I just wanted to give kudos to miss MC cheffrey because and Dr dup and and um actually Dr pombo all of us I think took time at that meeting to engage with that particular student in the hopes of more deeply understanding their concern but also you know trying to help them understand what the direction of the concern was that it really wasn't about laying blame on a student or trying to to place it there but it was really about the board's work um when they look at statistical data and say this is unacceptable and how we move a system forward for that
051um I I had the opportunity to talk with some parents at Gateway this morning and um it was really really powerful to see you we've talked a little bit about things that maybe aren't clearly understood um it's really powerful for us to engage on that too because we haven't had a Common Language and we haven't had a framework to engage parents around those conversations in the past and like one of the best examples I can give from this morning was that there was a parent who was looked at the goals and was very concerned because they read that eighth grade math goal for all students they said so what you're saying is anyone who doesn't get above minimally proficient you're holding them back they're not going to high school so that was a really important
052opportunity to be able to clarify that because a lot of these things a lot of these goals I mean they're they're written in a very specific format Dr Ramos was very clear with us about why they had to be in the format they're in um you know AJ Karel I've heard him speak about why it has to be that way right so we're doing it that way to make sure we're doing the work the right way but it isn't necessarily a very accessible format for our families and so these opportunities to engage and and create Clarity around some of those things I think are are really really important so so I just want to appreciate um the board for moving us on this pathway because I don't think we'd be having some critical conversations and
053we've even Unearthed you know we talked about the teacher pay things about uh um Behavior you know what I what I've been trying to do in those cases is say thank you for that feedback we're going to capture that that isn't what this work is or attach it to a guard rail because some of those things do fit within those guard rails so kind of helping to guide them back to the framework and where that lives but regardless that feedback is really invaluable and we can use it in a lot of different ways to make certain we're we're meeting our students where they're at and we're meeting our community where their desires and needs are so talked way too much yet again you already have a plan for like followup on how to then make
054sure there is more connection on like what like what like you're saying like the thing the issue about holding kids back like making sure there's understanding and Clarity I think one of the things that we'll need to do and all is said and done is create an FAQ so like a frequently asked questions document that we can go ahead and post along with student outcomes Focus governance you know goal guard rails and and you know our whole what we ultimately want to get to is a dashboard so um I think that dashboard could also have frequently asked questions attached that would help but one of the things that and I'm still very early in my learning but if I understand Dr Ramos correctly this isn't just this one round of conversations we're supposed to be
055going back to the community and telling them you know how we're doing where we're at and all those things so turning this into an ongoing series of sations will also give us an opportunity to re-engage with those families and say so how are we doing on this now are we making movement are we some of the feedback we've gotten has already shown movement we've made already this year even though we're just in the early stages of this conversation our parents are seeing the difference so but we need to maintain that ongoing conversation so that way they're letting us know how we did or how we're doing because it'll help us to adjust as we move forward to make sure that not only are they seeing it but that we're making certain that the data sets
056we're looking at are we even interpreting them correctly because sometimes data can hide reality and so you could say oh look these numbers are better but then when you talk to parents they're like well bullying's doubled not gone in half right our scores are up um and but we we want to make sure we're hitting not only the goals but the guard rails too and that's one of our best places to get feedback on those guard rails not to get to into the weeds but I think one way to also try to do this in real time is when we're facilitating especially at the community council or larger groups when we do these um small group breakouts for the feedback is in real time like okay let me have somebody do a walk around and
057assess it seems like there's a common issue at all these tables let's talk about it right now rather than oh we're now looking at these maybe three months later we're going to address it well we didn't happened at the community council I went to is what I'm saying the first one did at the second yeah that's part of why we went over time because we did start to see some things come out um and I think that's what made this a different shift than the last time like it was definitely meteor um we also had groups sharing out too and kind of bouncing off one another um I really like the idea of FAQ because I think there have been questions that have emerged um from that meeting from some of this feedback um so
058I think that we're we're moving there yeah and there's even a board calendar that will get adopted at some point and within that board calendar it will tell us when we're progress monitoring what goal we're doing when we're supposed to be going to the site councils back to the community to give them updates there's like this whole system but like I said we're in the beginning faces of it so it takes but yes you're already ahead and that's exactly where we're leading to it it's just takes some time to shift over these big old you know um changes that we're making but that's exactly where we're heading and what we're going to do with the framework um so early phases is kind of going to be my introduction to this next part because um we
059we had kind of two things happening at the same time you know we had an opportunity to meet with Dr Ramos um a little over a week ago but during that same time frame our team had already been preparing data sets so they've tried to adjust as much as they can to that feedback what you will see tonight is not in the ultimate format that we will get to um and and they'll talk a a little bit about how we don't even have all of the data sets we want to be able to give you at some point because one of the things we discovered pulling this together is that some things happen on a quarterly basis and other things like gazella as an example we we don't get that data until a certain point
060in time and some of our goals require you know some of that Isel data so um so we're this will be an ongoing work in progress as we develop the metrics and more finely tune them and create better ways to be able to present them to you but also in that conversation with Dr Ramos he said it's important for us to start now doesn't have to be perfect don't wait for the perfect don't what's that expression don't let um great be the enemy of good or good good be the enemy of great or whatever it is so um so with that I will turn it over to my esteemed colleague Dr dup thank you Mr Man and just real quick one more celebration from the kids Congress the way the goals and guard rails are
061structured is really elegant because we had a board member who really did a really nice job of facilitating the whole group plus took we did a gallery walk around the room and our Board member Miss M cheffrey did the part about the board guard rails and then our superintendent did the part about superintendent guard rails and Dr pombo facilitated the academic Excellence piece and then all the kids had a chance to rotate and ask their questions and thought that it worked really really well and I think as a result we can expect some board members who will be ready to run for office in probably about how old do you have to be so you know they'll be ready when the time comes very I was going to say one of them is in the
062audience right now from kids Congress one of the students excellent so she might want to add to her comments when the time comes um so if we can go to the next slide Dr pombo as Mr M Mr Man mentioned Our intention this evening is to report progress on the um the Strategic goals that we had established at the beginning of the year that are aligned to our strategic plan that were kind of in motion and then bring with those in alignment our student outcomes focused goals progress particularly on the first and second goal and so um just I think we can skip that one actually go back to that one so just a reminder our big strategic goal is that we are able to prepare and inspire all of our kids to graduate from
063any high school they want and be successful in their future endeavors so that's what we've been trying to track for across the last couple of years of the Strategic plan and those that works very well in support of the student outcom focused goals because those provide Clarity and specificity around what it means to be ready U and prepared to graduate from high school upon leaving gr and School District this year we have been focusing on an interim goal which is that 80% of our students will show 10% growth on on each all alt together over the course of the year on their interim benchmark assessments as indicated by a 3% increase on each Benchmark they take so growing from three 3% from the interim base like the the preest to interim Benchmark one and then
064another 3% to between inter and Benchmark preest and Inter and Benchmark 2 and then ultimately by the end of year to have increased by 10% no matter where they began so I'm I'm going to just go over the tables the data with for each goal and then obviously if you have any questions but the first one is the student outcome goal number one the percent of eighth grade students that score minimally proficient on the state assessment in math will decrease from 73% on August 2023 to 48% by August 2028 so if you look at the first uh first part of the table MP stands for minimally proficient on the pre test so we're talking about our Benchmark assessment we do a pre-test in August uh uh the first assessment in October and then we do
065another one in January and then again at the end of the year so we've taken the preest and the first IBM Benchmark and the second IBM Benchmark so the first row is um this school year and we're looking at eth grade and so for the first preest we had uh 521 students take that assessment and 95% um were minimally proficient and then in the next column you can see that uh the second time they took it after the preest we had 92% so um 535 out of 551 students were minimally proficient and then this last one in January we went to 90% so 526 out of 557 students and then right below that we can compare how we did last year at the same time so the preest um in 23 you could see there
066it was 97 and then the first one was 90 the first Benchmark was 97 and then the last one was 95 so we look a little bit better than last year and we know that we're just beginning this work and so we um these are not what we want or what we um but we this what we expect as we're just starting this work together and so that's the first part before I talk about the growth goal do you have any questions about that First Column ver two okay then this next one the next one is looking at our um growth goal of that 3% each Benchmark and so um the first one for eth graders you can see that 40 40% of the students met their growth goal and you know our goal is
06780% of them will meet the growth goal but 40% of them met it for that 3% um from the pre-test to the to the first um test in October and then the second column is comparing the preest to the January assessment and you can see it went from 40% to 42 showing growth and then we compared the same thing uh from last year just so we can compare apples to apples and you can see like in the in 23 from the preest to the first Benchmark it was 60% and then the preest to the second Benchmark was 39% um and then by the end of the year it was 33% we don't obviously have that one for the second goal uh the percent of eth grade black students that score proficient on the state assessment
068in math will increase from 0% on August 2023 to 28% by August 2028 and so this one um is the the you can see the endc count or the number of students that we have for the 24 school year and the in the pre-test was 24 students and we have 0% and then in the first um I M we have 26 student 0% and then and the the one we just took in January the same so you could see across that for the last year as well and then we just put in there just all Races and just to see the proficiency and you can see that it's Z 0 and 1% and then the previous year was one one 2% um and I know that this is a learning phase for for everybody so
069I guess when we're going to be looking at these goals right um passing pre tests passing IBM first of all what does IBM stand for um Benchmark what does I stand for interim Benchmark okay so one of the things just as a side note um part of this framework is that all of our stuff needs to be at a sixth grade reading level and I know that we use a lot of acronyms in our um field of education so just whenever we're putting like IBM on stuff if maybe we can put somewhere like what it means because this is access this is eventually stuff that we're going to go back to the public when we're ready to give monitoring and I want to be able to make sure like if I had to ask IBM
070I'm pretty sure our parents are going to be like what is an IBM so in order for them to understand the data that we're giving them um and I know it's a little bit of more work but the more you know we can be without using the acronym so people know what we're talking about the better but I guess the questions here too is what I would like to see on these goals so we know as a board if stuff is working like questions that I would ask based off of this would be well what are we what's what are we doing right now that's that's working currently or what's not working like the 0% and we still don't know what actually is happening with that 0% that would probably be a question that I
071would have for the team like okay we the preest happened 0% what happened from the pre-test to this middle test to the end test and we're still getting the same results so what's happening between the pre and the middle that we haven't caught on yet that's still giving us that same result I don't know if that makes sense oh that's a great question and later in the slideshow I talk about what we've been doing and we're not seeing the results yet but we will over time okay um got it okay that is a great question yeah that's a good question and we appreciate the feedback too about just for formatting and Clarity and word choice and everything and I I'm I'm I feel confident that with more practice and more dialogue we're going to get
072to a format that is just perfect in terms of all of those pieces and so we're committed to to providing that information in a very understandable format for every I Echo that too we want to make sure that it's very understandable and acronyms and that's why we're reflecting later like oh we should have fixed this or fixed that so yes definitely thank you I say I appreciate that feedback because I IBM and I'm just used to it like I don't even think about that so it's almost like there's things that we and I think this is in a lot of ways this reflects an equity lands and the perspective of privilege there's things we just don't see when you live this every day yeah and and that's why it's important to have this kind of
073like when I used to work at the pediatric dental office I know how was I going to go tell a parent hey your kid's tooth F was knocked out they look at me like what oh okay I got to take take off my Pediatric Dental hat off and talk to my parents so they understand oh the front baby tooth is the one that knocked out so if we can just make it a little bit clearer so we have that common language and we all know what we're talking about that's the only reason why I brought that up um but yeah when we go to the goals and we have those questions maybe like helping us letting us know within that slide of goal two like what's happening what are you guys doing to monitor that
0740% or give us and I think there was a phoenix l um kind of like example of what they're doing and I'm going to reference Phoenix Elementary a lot just because they're a little bit ahead in our progress monitoring that we are and just the way that they've been giving the information to the board and the the conversations that they've be having back and forth It's just amazing it just makes my brain go woo um so those were kind of the questions that I would ask on this that are not here but I'll let you proceed maybe I'm jumping the the gun um so this is the the growth goal for the same uh for our same governance goal number two with um the percent of eth grade black students at score proficient on the
075state assessment will in math will increase from zero um percent in August 2023 to to to 28% August 2028 so this is the looking at the growth goal and so the eighth grade black there's um 43 P 43% of the students met their growth goal in the from the preest to the first Benchmark and then on the second Benchmark 41% met their growth goal and then obviously on the next line you can compare last year um in 23 the first Benchmark 33% it and then the second Benchmark 40% Med it and then at the end of the year 19% from last year so it looks looks a little bit better from previous years not not much basically the same but it but um the next one is looking at the same thing the growth goals
076but for all Races and so we look at um school year 24 the first Benchmark 40% met their growth goal and the second Benchmark 42% met their growth goal and then you can see the previous year first Benchmark 60% second Benchmark 39 and ended with 33% do you guys have any questions or comments as she's going through this data this is the perfect time to oh sorry go ahead stop me any time if you just going to say like um just kind of to increase our awareness too like when we're looking at goals that are very specific to subgroups um percentages are great but we also just need to keep drilling down like the 43 to 41 is nine out of 21 students versus nine out of 22 so like yeah the little things count
077it was just kind of a reminder for all of us to look at all the ways that like you said earlier the data can be deceiving so yeah especially when you're working with small sample sizes so I appreciate you having the counts on there because it gives a very different perspective and and that was carried forward from the feedback from when the sofg work was put together so my appreciation to the team as well that I think it's something we should definitely continue to carry through because um sample size has a significant impact on what the data actually means so and I think that was also Illuminating when we were setting these goals to hear from you Dr pombo about how attainable things are based on the actual numbers and not necessarily I think the
078percentages are scary for a lot of people without knowing the actual numbers behind some of the things there five kids or 50 kids yeah and this is the this is just you can see overall our growth of 10% um that we've been working on this school year and so it has all the grade levels in the First Column and then um each IBM so it has let me let me explain so the second column has la which I in explain means um English language arts and that is from the first Benchmark in just English language arts the kids that made 3% you can see in third grade it was 36% fourth grade 36% and obviously you can continue to read um down that column then the second column for English language Arch was the was
079the second Benchmark that was taken in January how many kids meant 6% growth and you could see third grade again 59% met that growth goal all the way down to 8th grade which is 35% and then the next column over is how they did on math on the first Benchmark for growth from pre to to the first Benchmark so 56 for third grade and then all the way down to e8th grade how they did on that first one for Math and then the um comparing again the preest to the second Benchmark in January how they did oh it should be math um for the last column 57% to 43% what um tools or what assessments are we using as Benchmark data like it's it's called the um DNA assessment okay and it's this is the
080first year we're fully on DNA okay um last year we ran it in parallel to our old system we ran it for two years in parallel to our old system so it's based on that grade level standard and it gives us it's close to give us an indication how they would on the state assessment and the pre-test is like what they're supposed to learn that year so we want them obviously getting better throughout the the school year so we would assume that whatever they score on the May would probably be very closely what they scored on the state assessment in April I think even including information in here like what Benchmark data we're using and that stuff so we can get familiarized what the names of it is too just know um because it's not
081everybody uses DNA right correct yeah I mean there there are other neighboring districts that use it and there are other neighboring districts that use other tool sets got it and so I so maybe just getting to know the tool sets that we're using to just so we know as well that that would be good information to have on these slides okay any questions on this slide okay so to go to your to to help answer that your question um president Kio doll student outcomes don't change until adult behaviors change and I hope that's a correct quote but we've been looking at how um as a team all of us as a team what are we going to change um to improve instruction so that our students can be successful and meet all the needs of
082our students um and so we want to look at all of our students from all different perspectives and different types of data not just Benchmark assessment or just the state assessment so kind of those little bubbles like what are their um talents you know what's their attendance what's their home life what are their strengths and how are they doing academically so we can support them in um whole group instruction and also in small group instruction um so we've been using the data wise cycle and the data wise cycle is a systematic way to make data form decisions and the collaborative uh school team approach that we're doing this together that we take ownership of what we're seeing as a our student centered problem and our problem of practice and working on that together to create
083an action plan so that we can meet the needs of all of our students and the data wise cycle is based on the ace habits of mind which is we have a shared commitment and we've been working on this with our leadership team all year since July to action assessment and adjustment that we have intentional collaboration that we plan for a collaboration to support ongoing adult learning and that we're Relentless focus on evidence and all conversation so we're not talking about kids specifically we're saying this is the evidence that I see based on assessment data attendance data what we're seeing in the classroom so when we go and do walkth through we're just looking for evidence so we count how many kids are in the class classro we see how many kids are engaged and
084uh we try to do least amount based on opinion but using evidence and data Dr pombo if I may one of the things that's so valuable about this in connected in connection with our sofg work is the relationship with the mindset work that we as executive team did with Dr Ramos in that early those early days so we have the work happening here in this collaborative team the mindset work happening with the collaborative team that's Administration and teachers and all that's merging together to help guide our our Collective efficacy I think that's a good point I'm sorry to jump in but I think one of the most powerful things is that uh in this process the thing that you set aside is the things that are outside of your control just like we talked about
085with Dr Ramos and you're not blaming the students for where they're at you're looking for the problem of practice and so the team's done a great job with kind of trying to develop and maintain that mindset but it's very interesting that it's a very parallel process to the mindset work that we've been doing with the student outcomes focused governance work so when I show that picture of the student looking at all different types of data these are the four types of data that we're looking at to make um decisions on our action plan and what we're what we're doing each quarter and so um and these are just examples of what we look at but this just give over over overview is the blue circle is student information so looking at attendance data and then
086the grain circle perception data so an example would be our Panorama surveys um that we give to students and families or um then the most familiar one which is a purple circle is looking at the student learning data from The Benchmark data DNA we look at the English language arts and math and then the last one which I'm going to talk about next um is the red circle which is looking at our systems and so looking at a curriculum instruction and learning walk um data Trends and that kind of goes back to what you were saying uh president G looking at is our curriculum working is our instruction working like what kind of supports do we need to help our students be successful so looking at our school systems um through learning walks so this
087is the learning walk um rubric and I'm not GNA I shouldn't go in detail right for a little bit want to see the learning walk rubric I I saw it beforehand I'm but I mean you can just pop it up real quick and then so the public can see it but yeah I went through it and this is yeah areas that we're looking at based off our strategic plan and based on our Danielson framework and and research of what makes an effective classroom there's a lot more than this but these are just the main areas from our strategic plan and so first just looking at we we have spent a lot of money on our curriculum resources and looking to see if the teachers are using the resources and the pacing guides and things that
088were're developed to um help them help give resources for the state standard so this is part part of our learning walk and then um based on the top part is the success criteria of being successful with this indicator and then they get a rate there's a rating between one and four so I can go in that detail or just I can go to the next no that's fine just I have a question um just on and I know that this is our first year using data wise right um how how is it being received just generally by teachers is it all over the place would you say or are they um kind of like like the inquire for instance um what stories do we tell whose stories do we not tell what assumptions do we
089make about students when we look at their work like what kind of feedback are you getting from teachers well well first we started um doing the training and building capacity and understanding with our principles and our instructional coaches and our assistant principles so we spent most of the first half of the year really working um with our leadership teams and now this is the first quarter that we're really bringing it back to um to the school I mean we've started but bringing it back to the teachers and when we've been meet visiting with schools every um we meet every quarter a couple times on the campus the feedback has been is very collaborative they like the process they like how it's very systematic and how they can create goals and action plans um from that
090so it's been going we've been getting really positive feedback and that they like the collaborative part of it and also that it's everyone's responsibility no one's like taking blame that this is our problem and that we need to address it together okay so it's been positive great I I think the harder piece has been um with the walkthroughs there's certain look fors and so I think the the bigger challenge has been you know there hasn't been a lot of accountability around some of those components being integrated into learning prior you know I'm not saying ever but prior to this year there was less accountability around that and so sometimes and I'll just speak for myself you know even as an adult when my wife and son hold me more accountable to something than I'm used
091to being held accountable I may know it's what I should be doing but I still chafe at it a bit you know so um so I think I think for for our staff members it might feel like something extra and so we really need to um not only be um you know maintain the importance of it but we also you need to be working with them that we're we're trying to help them grow and develop it's not a blame thing it's more of a you know let us let us help you to a pathway to be more successful because what feels harder in the beginning when you feel like you're doing something extra becomes easier later on when the engagement in the classroom improves and then that kind of is one of the many things
092that helps with some of those um you know student conduct issues that we experience what's like an example of one of the collaborative aspects I'm just cu curious about what that looks like um so to give an Give an example is just first looking at the research what makes an effective team so there's like seven characteristics of that and one of them um and then so we kind of just study those and see what what what um are we doing and what are we not doing based on this and it's it's based on a book like what these seven characteristics are and then looking like how can we address those if we're missing that part without getting too much detail it so there's a lot of every single time we meet we do something that
093helps build that collaborative work um so I thought the learning the purpose of the learning walks part of the datawise cycle it's the fifth step because we're not going to meet um have students are not going to grow without effective instuction we know all the research says the most important thing is the great instruction they get in the classroom from our teachers to have that growth um and so we're really looking closely at what's happening in the classroom to support our teachers and our and our school teams and so the first order um I'm going to just we went and I didn't put the number on here but we did 150 learning walks we went in 150 classrooms in that first quarter and then the second quarter we set our goal between 150 and 200
094and we got into 198 classrooms and gave you know gave feedback working with the leadership teams um and this quarter we're like at 170 so like trying to get between 150 and 200 so I wanted to share with you um these are the areas that we're looking for on the learning walk and um the first one uh these are percentages so um the first one curriculum resources we didn't really have a good way to measure that on the first quarter because we we created The Learning walk tool the second quarter after we saw it was happening in the classroom so that's why there's not a blue uh where you could see the difference but you can see from first quarter and second quarter that our instruction is improving in those um areas um after having
095the meetings and the and the school leadership teams communicating to the teachers and providing coaching and PD on these areas that they're improving um they're definitely not where we want them to be but we're seeing progress in the classroom and instruction so I just wanted to share sorry just to understand more the percentage here is the percentage of the learning walks you went on that are meeting these criteria yes components but there's a one through four so these are based off of um the the score between one one to one to four it's hard to explain without sh the exact thing but these are the percentages that are meeting the some of the criteria not all of it yet I guess I'm confused on why they're decimals so we're not even meeting it in 1%
096of the learning walks that we're going on I guess that's why I'm getting confused with this yeah the 0 2.4.6 okay so it's really low is what I'm getting out of this just making sure I'm completely understanding so what I'm hearing is quarter one you went onund and tell me again 150 learning walks what I'm hearing is that of those 150 learning walks 0 five% of them have met some or a quarter two 0 five so it's like 20 something percent like this is 40% sense to me G to say doesn't mean 20 46 80 learning targets would be like 64% thank you I thought those were the actual percentages and I was like oh no no sorry it's on a scale of zero to one okay patience 4% and I thought we have a
097lot of work to do yeah it's it's labeled as a percentage but it's represented as I was like this is really scary yeah well here's some here's some numberers these are um little little tweaking in the presentation this this is a represent a little bit different way so the the rubric is one to four so this is just from Quarter Two um so we're looking at curriculum resources and I don't know we must not recorded 195 all of them are 198 total it'll show you we had 37 classroom score one 52 classrooms score two under curriculum resources 50 classroom you know 65 for three and so on so that's the exact number so you could see the average for teachers using curriculum resources is um two and 5600s and so that's that that's probably better
098way to see the data too no no no I just feel way better now it said percentage so I imagined that the numbers were expressed in a percentage and that's why I was very confused because they are not so that's why I was like whoa okay I get it now and our goal is for all you know all of our classrooms to be to have these areas out of three because that means they're meeting most of the criteria so you can see that the curriculum resources learning environment learning targets we're um getting closer we're working on that and then the other areas are still red so we're working on that but just an overview of where we are that were in second quarter and then a lot of those how many of those you've visited
099more than once or are you trying to get like we're trying to get a wide range and our spe our specifications are for each visit we want to do a reading a math a science or a social studies and a special education or intervention so a typical when we are together it's those four when Dr pombo goes with the coordinators they usually see with seven or eight classrooms but following that same um kind of breakdown and when we started at the beginning of the year we were much more like we're coming be now the dates are scheduled and the principles know but for the most part the schools it's it's it's a little bit more of a I would say a typical day and then for like you both of you Dr D and Dr
100pombo and then the coordinators within you like your own role how much of your time is now being spent on these curriculum walks just out of curiosity oh that's a great question um I mean we're out I would say my goal is to be at every school twice each quarter okay so it's a lot and we'd go together once each quarter we go together once and then I go once with the coordinator that is supporting that school and and when we go at shorter period of time in the coordinator we spend more time making action plans and what we're going to do to address what we saw in our kind of our snapshot and the principls and the instructional coaches at the campus they're with us when we're together they're with Dr pombo when she's
101by herself so and they also do their own so there's a substantial I would say yeah I just ask that because you know this is obviously very important to the goals that we have right but at the same time if all you're ever doing this this and you can't ever come back to the actual like drawing board of trying to assess and readjust it's like when my clients want to talk to me all day long and I say I can't do any work on your case if we only talk on the phone all day um and so like that's kind of what I was getting at like okay well is there enough time for y'all to like also then assess and adjust or is this taking up a lot of like the majority of of
102your time I would say for me it's probably about 20% of my time okay I think for Dr Pomo it's probably closer to half at yeah I would say 50% for me okay and I know that sounds like a lot but this is really you know yeah I mean it's if you think about it it's like and I hate to use this example because everyone's always used Factory examples with schools and we are not a factory but you know if if you have if you have someone who's managing a factory and they're not spending at least half their time seeing how The Works getting done how are they able to properly support the people that are doing the work so I think that that visibility um and that um opportunity to interact is is critical
103um and then there's different ways we interface with sites so it's always been you know for me personally as a leader my goal to maximize the amount of interface there is with wherever the wherever the kind of contact point is for support and so you know it's we try to make sure that that we're giving our principles access like our um business operations and development team as well because they need a certain amount of access to be able to get um you know basically ensure that their needs are being met related to physical site and transportation and nutrition and all those things um but this is really I mean at the end of the day if the sofg goals are going to move forward this is where that work is what's actually happening in the
104classroom is really what's going to determine whether we're successful or not when I think um like Katie you make a good point because we do want to make sure that they have the time to do something with the data but I think this is really powerful to be spending 50% of your time um as a teacher even as a coach I wished that um I had more um people from the cabinet at the schools right it's something we hear all the time and I think another facet to it is because you're spending so much time like anyone can not anyone but you know you could send out a team to go collect these numbers right and have a table on the page but that time you're spending is also giving a lot of perspective Beyond
105just the numbers here too which is where then that real meat of making acual plans can come from certainly and I think it also goes to um you know building culture and a more of a culture of like an Open Door culture an accessibility culture I know that that's something we need to work on overall as well and I think that this is good for that as well and if I may one of the additional practices that has come along with this this year is Miss Wasola comes along on on the learning walks when Dr Pomo and I go and it's it's a it's an interesting opportunity to share the story of learning in school district so she takes pictures of the kids sometimes the activities that the teachers are leading and then we put
106out in our Friday crat and connection new newsletter just a little summary of what we did in the learning walks and what we saw and that allows us to kind of celebrate what's happening and also to reinforce a message about the importance of learning targets and success criteria as an example so that helps to keep the narrative going for everybody even though in a given week we might only be seeing certainly you know 40 or 50 rooms and and we do share some of it out with the community Through the community newsletter as well and I think it's important that our community has a window into what's happening in our class classroom so um and it sometimes is amazing what happens when you I used to be more of a lay person when I first
107started doing learning walks at a prior District it's amazing what people who don't have all the training and experience see going on in a classroom and so some of the things that molik shared with me I'm sure she shared it with the team as well it's very interesting to get that other perspective because sometimes you you capture a completely different way of looking at things this is really helpful for me this particular slide um because I think the success criteria and engagement rigor you know just the low numbers at number four kind of explain I think some of the behavioral problems that we're having you know um so it's just it's very helpful to see this all right next slide so we know that there's been a lot of feedback that you've as a board
108receiving about the goals and so we as admin have taken that feedback and provide just for consideration some thoughts about potential adjustments um if you wanted to consider these so the the rationale for these goals um as considerations is that they kind of they are tightly aligned to the a through F letter grade formula which looks at our eighth graders and their math which is our first goal that we already have which is awesome athf also has a literacy goal tied to move on when reading and third grade literacy it also focuses on English language Learners which is a pretty substantial chunk of our population and then a special education component because school Improvement status for most of our schools will be in targeted School Improvement based on on the achievement of our students with
109IEPs so we were just kind of thinking like how can we leverage and maximize our sofg work in alignment with a through F and the other parameters around school Improvement at the state and federal level so they're we've eded them out using the same kind of process where we looked at the last three to five years of available data to try to create projections so we simply offer these and we're happy to ask any questions and of course you know they're yours to to do with what you would like like one I'm not opposed to making some adjustments I would like for it just because we took so many time like or we took time to process and like iterations of the other ones so like my ask would be that we kind of get
110to process this compare these goals looking back at the feedback um and be able to discuss it at our next sofg um also for me it would be visually helpful to have these just like right next to each other and and that too but what I do like about like just on first glance is I did at Community Council we did get a lot of feedback and even in the written feedback right about one literacy and then two um there was a lot of discussion about our zel goal and so I really like bless bless bless you um that this just kind of hon it in a little bit more um because there was conversations about if we're like we know why we came to the eighth grade right and we were kind of hoping
111for you know those interims is going to mean it trickles down but there was a really good point brought up about when we're looking at our eighth grade e and I saw some written feedback on this too like one how many of them have been with us you know for so many years and also we often see um that by the time they're you know taking that in eth grade what else is going on that's prohibiting them from passing it so there's just a lot of variables when you just look at the eighth grade Aela scores in isolation so I like the the rewarding of the language one specifically and we got a lot of feedback on including special education as well so that was just kind of a general first impression I appreciate and
112can see where the thought and the feedback from all multiple places is tied in here and we'd be happy to put those in a side by-side format so you can just look at them and um you know one of the things we're especially concerned about and Miss mcaffrey kind of touched on it with with end count the by eth grade the number of kids who've had continuous exposure to learning Target success criteria and all the other things that are in our instructional Focus that number can get kind of small so it's just something to think about in terms of long-term goals achievement for as for a large population within the district and regardless of what the board settles on you like if if you choose to implement any of these into the mix versus others
113or whatever that looks like I think um whatever is kind of left as the odd goal out could be recaptured as one of our interim goals because all of these things kind of fit into each other in different ways so um you know just just because you know if the board may decide okay based on the feedback we want to make this adjustment or whatever doesn't mean we completely lose the other lens we can find a way to capture that lens in our conversations moving forward yeah I think this is a good takeaway it's just yeah let's just capture it and bring it in with the others as yeah so we can more visual people yeah compare side by side and and like Lindsay said process it a little bit yeah thank you so much
114I was just going to say I want to thank you for the opportunity to talk about data and instruction academics and I'm excited for us to be on this team together and I also want to thank Tyson Myers our data person over here helping us put everything together yeah um I have one more comment sorry before you go nobody else has questions or comments real quick so I love this Benchmark data um but this is going to be considered progress R monitoring so I just want to make sure that we're changing the language too so it's adapting to the framework so moving from Benchmark to um progress monitoring and one of the things that I want the board to know is that when we're doing this progress monitoring We'll be asking questions but eventually when
115we get to this point is if we're going to have to be adopting and voting on these progress monitoring tools saying okay you know the the primary things of the progress Mary is does the reality match the vision does the data match the vision is the growth towards the vision and is there a strategy and plan sufficient to cost growth towards div Vision so those are some of the questions that us as the board it's like what is your game plan if there is no game game plan from quarter one to two where we have that 0% and we're being presented the information and there is no feedback on what happened or what we're going to change to move it differently that's when we as a board cannot reject the progress monitoring report and it
116would be up to admin and the superintendent to come back and say oh now we're going to answer these questions and then bring you back to another board meeting if we continue rejecting progress monitoring reports that's a whole another conversation that we need to have on why is our employee not following through with the goals of the board um so this is going to live in every single board meeting I'm going to pass out um eventually in the board too information on progress monitoring and hopefully we can have this up on the website at some point or attached to these two so the community knows what questions or how this process works as well um but given the information I love it I know that we're working on it but we didn't really get a
117strat or a plan sufficient to see how we would get that growth so that's a little bit of more information that we're going to start seeking going forward and as we adopt these goals um just so everybody kind of has a clear of where we're going to be going and asking questions but thank you so much and yes I'm so appreciative of all this data and that we're finally having these transparent conversations to see what we can actually start doing to get our kids to learn what they need to learn so thank you thank you okay and that brings us to our next agenda item which is public comments it looks like we have two and we're going to go ahead and get started with Valeria venor hi Valeria thank you so much for being
118here good evening Madame President governing board members my name is Valeria venzor and I have been I am currently a seventh grade student at Kennedy at lominda and I've have been a student at the lomalinda campus for my entire education seven years now and I've enjoyed much of it during my time here however I have noticed some things that I think we could change to better our school community and one of those things are uniforms I have a brother who's currently in second grade and struggles daily with our school uniforms he has always had sensory issues and struggles with textures and loud noises on some days I hope him get ready for school and he always asked to change clothes before we go he says that the texture bothers him and he thinks they are
119itchy I feel bad that I have no solution for him and that he has to wear clothes that physically make him uncomfortable daily for eight hours I canot do that buying many different pairs of pants to see if there are ones that work better for him really isn't the option because of the cost which brings me to my next Point our uniforms are expensive even at the cheapest of places our uniform pants still cost around $16 a pair I still wear clothes that are years old and some of my uniforms are hand me- down to my older brother the costs of the uniforms are expensive and families have to buy new uniforms each year because we are constantly growing and changing I understand that the idea of having uniforms is to help families not worry
120about buying other clothes but the reality is is that we still buy non-uniform clothes to wear outside of school and those clothes are often less expensive finally getting rid of school uniforms would give students the opportunity to more freely Express themselves right now uniforms Force us to look relatively the same switching from uniforms to a dress code would give us the opportunity to wear clothing that represents us students would feel more comfortable and have more confidence in themselves if they were clothing that they felt confident in the truth is is that many students come to school wearing clothes that make them feel uncomfortable and they think about this a lot during the day they worry about how their clothes fit if their peer peers notice that their shirt that the shirt they have on is
121too small or ripped they worry about others judging them or saying something about what they are wearing getting rid of students are thinking about this in class instead of listening to the teacher getting rid of uniforms would prevent students from having these thoughts we could then then focus more on the lesson and learning it would be one less thing to distract them from their learning I understand that the change would come with responsibility and that a dress code would stay in place however I strongly believe that uniform should go away I don't think there are any obvious benefits that make uniforms a better choice I ask that the Schoolboard revisit the policy that is in place and consider AOS code thank you for your time and consideration thank you so much and although I cannot
122directly say anything I just want to say that you should be so proud of yourself for being here speaking in front of a board you did amazing I'm assuming mom felices you have a bright awesome courageous child next to you so that's that's awesome so thank you for being here tonight listening and thank you for using your voice to to empower whatever change it is that you think is needed so thank you all right and that brings us to our next public comment which is Mara Ortiz Madame President members of the board uh good evening my name is Marta Ortiz I am a special education teacher and I have been a member of the cranon district for 30 plus years I'm currently teaching the Stars program at Kennedy at Lolinda I am here this evening
123to request that the district rename the school library at lomalinda the Lisa Jacob Eisen School library this request is to honor Miss Jacob Eisen a former student Middle School teacher and Title One coach Miss Jacob Eisen worked in our district from July 2001 to October 2022 for over 21 years she worked at Several of of the district sites her last position was at Kennedy at Linda as the title one facilitator throughout this span of time Miss Jacob Eisen shared her knowledge time and care with our students and Community during her time in the district she taught a wide range of students Miss Jay exemplified what we need in a teacher today she had a genuine love and dedication for all students and their education this was true regardless of the age of the student young
124or old more importantly she loved to teach and found joy and satisf action in gaining new experiences and knowledge from those that surrounded her young and old Lisa was a kind loving friend who was always there and willing to support all whether it was teaching in a classroom or providing an empathetic welcoming ear to a friend in need renaming the lalinda library would not only be a long- lasting way of remembering her as a friend and a continued member of our community but would also be a poignant way of honoring her commitment as a teacher in our district District thank you for your time and attention to my request I look forward to your response in regards to renaming Loma Linda Library the Lisa Jacob Eis School library thank you thank you so much can
125I just say thank you for your 30 years of service and also I'm sorry for your loss yes that brings us to our next agenda item which is six approval of consent I move the governing board approve consent agenda items a through G in accordance with policy bb- e second all those in favor I I thank you that brings us to Educational Services and our conversation about the future of our cron Virtual Academy and Dr dupin thank you Mr Guyer has continued to explore option and um services that are available to support continuity of virtual learning so I'm going to invite Mr guy up to get us kicked off we have uh two uh presenters here with us this evening who will speak about options available to us through proximity learning and through ASU Prep
126digital Madam president members of the board Dr dupin said we'll get some fresh information tonight some perspective from two different organizations and they're presentations will focus in on how they could manage fluctuating enrollment which we see a lot of in online schools and also information about the teachers their qualifications their certifications and also information about what a typical day would look like asynchronous time synchronous time and what some of the extra services are that are offered for the families and the students um we have the vice president from proximity learning Dr Michael Robinson and he's coming up first come on up Dr Robinson going to try and get this guy going you can just go to the next slide yeah all right good afternoon everyone my name is uh Michael Robinson I'm the senior vice
127president of strategy for proximity learning I've been with proximity for almost eight years working around the country helping people to solve the teacher shortage and also working with them in regards to virtual classrooms and virtual schools what I'm proposing for you guys is a virtual school and what we would be able to do is handle the academic social emotional and personal interests of your students a student can attend a virtual school full-time part-time or even in summer school that all depends on how you want to set up your virtual school so in order to have a good virtual school you have to have a team that would actually service your school so we have four people first one is a client success manager their job is is to be kind of like the service person
128in the development and setting up the school then we have H another person that actually handles the Staffing all of our teachers of State Certified we would make sure that they would have Arizona State certification and then I was very interesting because I come from the background of instruction rounds walkthroughs I'm a Danielson nerd and I was just listening so we have a person on our team that handles walkthroughs and evaluations just like what you would do in your school but most important we have a parent engagement person so that person would work with the community and your parents now when we put together a virtual school we have what we call Seven Pillars of Excellence the first one is understanding the leadership and policy of the district also we believe in equity and accessibility
129for kids regardless of where they are on the Spectrum or what ZIP code they live in or who they are what color they are and so forth next thing as far as technology and systems we have our own systems that we have that we're real comfortable with but if your district has a learning management system I also heard talk about curricular instruction we can take your curricul culum and put it into our program then also we can de develop an organizational staff around what you need not only the teachers but I also talk to you about the Pod but any other things as well um when it comes to implementation we have a process for evaluate assessment and what we want to do is like I was listening to that whole thing about Ace I
130like that I'm have to still that itself but this continuous Improvement model so when we work with school districts we go come back we say okay what is the data telling us what's going on with students if they're not showing up why is the student not showing up in class why is this student not engaged and so forth and also the entrepreneurial initiative and what I'm talking about that is you might have X number of students who are being homeschooled who are in a charter school what you might want to do is repatriate those students back to your district and those students can participate in sporting activ activities even though they may want to be homeschooled their parents may want to be homeschooled so that's one thing that we also do our teachers which would
131become your teachers one thing teaching instructionally in a classroom versus teaching in a virtual environment is two different things so all of our teachers go through nvta what that means is National virtual Teachers Association and at that that's where they actually learn how to teach virtually if they do not know necessarily have the skills so if you remember during Co we took a lot of teachers from the brick and mortar environment we forced them into the virtual environment and it was a disaster because they did not have the prerequisite skills to deliver instruction virtually when our teachers go through mvta they learn about classroom preparation that we make sure they have the content knowledge and instruction and that goes into their licenses even though this would be probably a a grade 3 through eight implementation
132but we can go all the way from grades K all the way up to 12 and um and so forth skip to this our teachers come from all over the United States so what we would do is when we get a teacher we would make sure we would use the reciprocity laws to make sure that they have their Arizona certification when we place them with you some just some quick facts about our program in this last quarter 90% of our students are actually passing I work with Shelby County Schools which is Memphis city we have over 100 uh teachers there we actually service over 10,000 students that's brick and mortar but the one of the reasons why we do have done so well there is because we're platform agnostic we actually use their systems we
133use their curriculum and we take on their school approach whether it's they use Mastery connect for their Benchmark assessment our teachers actually deliver Mastery connect and we would do the same for you what we do at proximity U um is in our virtual schools we serve different types of students it doesn't matter if this kid has an IEP or 504 as a special education student we'll take we'll look at their IEP and their 504 at a glance and see if they are a good uh candidate for our program what we also do is int planning we sit down with you and your instructional team to make sure we're doing what needs to be done when our teachers come on and also with the district and parents we have a lot of support so we do
134extensive onboard training and we have multiple tiers of student support so whether you're using uh RTI or whatever we can actually help you with that as well and most important being able to partner with families so that students and parents they have portals that they can go in they can look at their grades we can also attend plc's we can attend parent nights as well now these are some of the Mis uh misperceptions of virtual learning virtual Learning Works in isolation that is not true so when you have kids in a classroom who are receiving virtual learning even though this kid is way across town and this kid they build a community with their teachers it's just another medium for actually accessing uh learning virtual learning is not challenging is face to face as a
135young kid I was a brick and mortar kid got my colle my first college degree as brick and mortar second one it was a hybrid program when I worked on my doctorate it was all virtual and it is challenging and it can be rigorous because what we're going to do is follow your curriculum and what you have in place and the other thing is any teacher can thrive in a virtual environment that is not true you have to be trained in Virtual instruction um and then the other thing is that parents must play a very significant role in the virtual environment that's not necessarily true as well because what the teacher has to do is engage the students the instruction the learning is between the intended learner and the uh instructor which is a teacher
136I'm loving how you're already putting the adult behaviors that the student outcomes don't change until the adult Behavior change so we're taking the problem off of the kids of not learning or the parents and putting back on the instructor of who's teaching the kids so I love that mindset already sorry I didn't mean to interrupt you okay no that's great I need a little pause so when we talk about customization if you look up here these are the levels of customization we can use our canvas art which is complete turn key if you are happy with that or we can use your learning management system and our virtual and our Zoom or you can say our canvas and zoom or you can just say your LMS so it all depends on what works best for
137you it's not canned it's not prescribed so we don't have like less we we have our own curriculum as well if you didn't have a curriculum but I clearly heard your research and evaluation person talking about curriculum instruction and I think that's and I think that when we come to someone's home we should use what they already have in place um so I kind of talked about this customization but plc's your professional learning communities we want our teachers to be a part of the fabric of your District so if you have professional learning communities we want them there we are going to adopt your grading policy so whether you use fourpoint scale or use a percentage or use letter grades that's what we will do also your calendar we follow your District's calendar so if
138you're out for two weeks at Christmas time our teachers are not there two weeks but let's say you have a professional development that you require all teachers to be at and this during the regular instructional time we will do that and most important uh Mr Man and I we kind of talked about this like your bell schedule we follow the district's bell schedule um so there's a lot of debate about asynchronous and synchronous instruction asynchronous is self-direct student instruction synchronous is where a teacher actually takes them through their instruction our teachers are with the student from the beginning of the class period to the end of the class period say that one more time our Stu our teachers are with the students from the beginning of the class period to the end of the class
139period so if reading is taught from 9:00 a.m to 10: a.m. our teachers actually in the class class they're actually delivering the instruction okay so now I want to just show you I'm I'm not going to show you the whole video but I'm going to show you a part of a video of a virtual school that's actually powered by proximity this is actually Mogi uh Georgia and it's called Lighthouse academy you know what I think when we transfer itation mode to click on it let's try that seem to be linked sorry Dr Robinson not okay so let me just tell you Bob mcco I'm not gonna let hold it against I'm not going to let it stop me work this is over but at uh uh at Mogi we actually built their virtual school for
140grades 9 through 12 and I know in this particular application we're talking about three four five six seven and eight doesn't matter we've got teachers that can teach all the way from K to 12 but the beautiful thing in this video what I wanted to show you was the parents how happy they were the students how engaged they were and one student talks about the ability to be able to do all the other things that they have in his schedule if they did not have the virtual school they would not have that then you've got some students who just cannot adjust to being in a brick-and morar environment so they need that option and so this that's what's pretty much in that in that video talked about scheduling not going to go belor that but
141we can meet any kind of whether you're on Flex block block whatever that's not usually in the elementary school you with pretty much traditional schedule uh one thing I do want to talk about is support for the program so okay the first thing is when we come in we're going to have an orientation for the students there's a technology help desk you wanted after school enrichment whether you want that to be asynchronous or synchronous we could do that we do the teacher walkthroughs also our TLS team does the one-on-one coaching so let's say for instance if we notice something that's happened in the classroom through our evaluations and walkthroughs we actually address that right away see let's go can I ask a quick question you said um you do orientation for the students so actually
142two questions for that one is that just the beginning of the year or is that provided throughout like for Rolling enrollment and two what does the orientation entail okay so the first of all we can do orientation whatever so we have X number of kids coming in with a kid first com in no matter what we'll figure that out but we also I should have said we also do orientation for the family because we want the parents to understand the process of what we do at proximity learning and what that includes is of course learning how to use the LMS accessing uh their their instructional materials within it grading policies and also breaking the ice to meet the teach room and as far as technology what's expected what kind of Technology if they don't have
143Wi-Fi or Internet access at home they can't do it and then they need a onetoone Computing device as well and then also what behaviors are expected in a virtual classroom okay and so here's a family engagement every parent would get a welcome kit uh we could also develop a parent kickoff night uh that could be done in person in the district if if you guys wanted us us to come in and do that and each parent if they use our LMS or if we use yours with our LMS we would be able to give them a parent Observer account that's where they can like look at the grades monitor the grades and also when the teacher has their planning period time that could also be a time that parents could actually speak with the teacher
144in regards to the things that they need is there some benefit to uh your LM using your LMS over our own is there some Gap there that that needs to be filled if we were to use our own that's a good question uh Miss Gibson CL um one of the benefits of using our learning management system our team can go in immediately and observe what's actually going on that means with the grades and that's also with the virtual software piece for the delivery like we use zoom so if we were to use your learning man management system and your virtual uh video conferencing you would have to give us our team access and the right to be able to be administ within it and if you wanted a quick TurnKey solution our systems are ready
145to go we know what to do bang bam up and is there reciprocal access obviously through your LMS with our absolutely so let's say for instance we would give whoever the district would want say Mr Man and his administrative team needed to go in and say Hey I want to go in and view the classrooms we would actually do that as well if if the district um decides to use your canvas instance do you sync that instance with like greaton uses Synergy for example for the sis for automatic cross strin okay so do you use a system like clever or anything like that class link clever yes clever okay so what we could do is we could integrate with clever and as far as rostering now grading that's grades that's coming so normally what we
146do at at present just for right now we just create a CSV file it's usually transferable into your student information system sorry that was a really techy nerdy question oh well hey look I'm glad you asked that question very good question um you said um obviously if a student has an IEP you would um you can accommodate that but it would you would need to see if it if they're a fit right how what what does that look like so first of all there are different levels in special ed different people have different accommodations with IEPs so for instance like in the Virgin Islands we do a virtual school for them and they had a kid that was blind and they wanted to put them in the program well in order to navigate a laptop
147you know our special education um experts said hey that's just not going to work and so usually what we do in a virtual environment kids that are mild to moderate like your level ones level twos but if they're profound and severe you know the accommodations wouldn't lend to that now a kid could have you know say hey they're in special AED because they're BD behavioral disorder right if that's the right acronym it's been a long time but but they can actually be in the program because that we can make that accommodation okay any other questions or comments I have so what I'm understanding is ADM would still stay with us if we went this route with proximity but what I'm hearing is that you guys do the majority of the training you do the onside
148the community kind of leaves that off pressure from our staff to doing all that you guys kind of handle that but our students are still registered as our students and we're getting the ADM for them that's my understanding is that correct understanding yes yes so what happens is it's your virtual school we are just you're Contracting with us and what are the teachers would become your teachers of record right so they would have so you could put them on as the teacher of record in the classroom and so forth so that's pretty standard operating procedure pretty much in every state now uh we already have teachers that are contract we do have we do have some yes because I was going to say like I know a lot about your program I like it and
149I actually was oh trying to get I'm a principal of an online school in a neighboring District so I was looking at using proximity to fill in some of our harder to higher positions yes but I guess and this you might be able to answer but it's probably a between you would there be a cost savings because we're doing a lot of these things but with our own teachers I guess would be my question yeah I think I think when we talked originally there was a there was a small cost savings comparatively because of some of the differentiations and the way the benefits are handled so these teachers um wouldn't be on State retirement we talked about um you know that's like 11 point something percent um of a cost model so um so there's
150there's potentially some savings there but it's not I don't want to create an illusion that it's like 10% of the cost or something like that you're still paying teacher salaries health benefits for them no it would actually be covered um through proximity so the amount we're being charged would be like a a packaged amount that would have Mr Man packag can I just um step in real quick I wanted to just make sure that we knew tonight we're looking at models yes um so procurement in this situation would come after in next steps and I just want to be careful that we're not discussing procurement items at um at this particular presentation uh because that would be a piece afterwards appreciate that thank you m apology sorry I think about all of it together it's
151hard to have separate Miss MC Jeffrey um I I don't really understand how special ed would work within um a Virtual Academy um in any of these models but so um who would work with the parents on an IEP would it be would you guys work directly with them or would that be the the district special ed Department first of all it still has to be the dis District special ed department so our teacher would become the teacher of service and the teacher of record now that teacher if it was a straight special education program I'm not talking about a kid that's just sitting you know that's been mainstreamed and put into a class the IEP has to be written by a team now our teacher could attend the IEP meeting and make contributions that's
152the way it goes okay because a lot of times what people get confused is hey can your teacher write the IP no teacher can't write the IP because it's a panel it's a group of people that's done in consultation with the parent psychologists each pathologist it's I mean it's just a whole bunch of people that are involved in it right they can do progress monitoring okay thank you yes any other questions or comments all right thank you so much Dr Robins appreciate it thank you for having me okay thanks and we also have Meg grosman and Mario Mali from ASU Prep digital do you need to change the slide de Jeff oh look at that that might be ASU gold hi everybody Welcome um I am a little chatty and a little noisy and so
153if anybody needs to stretch a little bit feel free um again my name is Meg growman I work with Mario Mali we the Arizona impact team for ASU Prep Academy um I am a lifetime educator Middle School and high school mathematics is the name of my game um and then I worked in administration and school Improvement in districts throughout the valley so and Mary go ahead good evening um I'm Mary Ali with ASU Prep and like Meg said we work as part of the Arizona impact team we partner with over 180 schools and districts around the state and I've taught and worked in schools in Arizona um since 1993 so we're really excited to be here tonight um so we want to give you a little overview and share um some of the ways that
154we can partner with uh kraton to support your um virtual school and online students um so our ASU Prep Digital Academy has been uh in in place and with proven success uh for close to 10 years um you might be familiar with our brick and mortar schools around the metro area those have been in place for about 15 years but our fully digital online program has uh been here and supported by K12 um teachers highly qualified and certified teachers digital curriculum um and lots of university-based resources um that support K12 Learners um inside of Arizona and um across the country too so we've shared with you too a few of the ways that we partner with schools and that we can support your students um so amongst the schools we work with no implementation looks
155similar because we really look to be flexible and bend and support you know your community and your students best and so we want to um bring our rigorous and College Prep based um teaching and learning resources to support your students in the best way that's possible to um so our support model really is focused on your students so you can see here that the ASU team provides that highly qualified teacher we also provide a partnership or learning success coach who's an extra caring adult in this virtual setting who's has eyes on your students to make sure they're being successful they're staying on track they're attending those live instructional sessions with our teachers they're communicating with your parents and um your district and local school staff um to see what's working what do we need to
156change or improve upon and make sure that there's a good flow of communication and that students are being successful um as well yeah and I would add for this model that particularly in the conversation that we're addressing tonight which is serving your learners that are choosing an option outside one of your buildings is that they are not choosing to not be kraton students right and it's really important to understand here that in the way that we've thought about how we can serve Learners in this capacity we're not trying to make them all Sund duffles that's not what's happening maybe in the long term sure president Crow is going to say yes please um but right now they're your students and we really know that students thrive in the communities where they live and so the
157services that you saw in the prior slide really serve as an underpinning to you all you don't need someone to take over your program you need just the underpinning to prop up and and serve Learners in all the unique ways that they have and so I just want to really preface that with the way that we work with schools because it can be a little awkward no I heard you mention this but are all of your teachers highly qualified or yes absolutely so and all of them hold a certification around the United States we look for the rest of procity oh good you're still here um we look for the reciprocity as well and if we're looking for um you know teachers to obtain specifically Arizona certification we can make that happen so we included
158um in your resources too a sample day in the life of a K5 student um at ASU Prep digital with a little sample lesson so you can see how our teachers interact with students what that livetime looks like um but you can see the schedule here that includes both the asynchronous or students working on their assigned um projects work collaborations with other students and then that live time with our teachers but also building in time for personalized learning uh between the success coach or and our teachers and your staff and also for the younger students those specials so at ASU Prep digital students will have access to uh nine weeks of Music nine weeks of art nine weeks of stem uh and physical or PE sure and I will speak to a little bit of
159what that model looks like we in K5 do not Flex for different BT schedules around for different schools and things like that they exist within our K5 community of digital Learners from students around the state what we would strive to do is put all crat students in first grade in the same class with the same teacher so that can be their own little small pod as well um and the learning success coach would be shared um they'd have the same one all Craton students so that when we're collaborating with folks from your team there's one person that has an eye on everything um but what we see a lot in online learning and I think Dr Robinson spoke to this quite a bit I think a lot of our principles align is that we do
160need to have that connection virtually with students it's very important and I know it was mentioned before it doesn't look the same as it does in a brick and mortar classroom I would really challenge all of us to think about a student who's sitting in even a virtual lesson with the teacher for 45 minutes over and over for eight hours when are students doing the thinking when are students engaged with the content when are students doing the work if they're just sitting in a lesson all with a teacher even collaborating when is that evidence of students working um and really what you'll see in this schedule is a very thoughtfully designed way to ensure that adults are facilitating experiences that are both offline and online throughout that school day in addition to the younger student
161sample schedule we included a day in the life for your middle school or older students too and so that will Pro pull back a little bit on some of the live sessions with the teachers um but and we're advocating teaching the kids how to Advocate too to ask for for the help to schedule that personalized learning time with their teacher and their learning success coach um the older students have a little more choice in specials or electives that opens up to career Explorations World languages um stem and career-based um coursework as well yeah and I would add so you'll see more time for students to um choose when they're working with their teachers because we don't have a rigid schedule teachers are open to work with students in small group or oneon-one as often as
162they need it we'll hire an extra teacher if we don't have time for a kid that week it's just not going to happen that's the way the model set up um I will include as well I know we've got sixth through eth graders here to serve um but all of our students that are full-time with us that we're serving in a full-time capacity of access to two ASU courses that are credited um a year and we actually do have some middle schoolers that decide to take a course to so um there's so many different things that we can really you know work with kids to find out what what's best for them and no matter what grade level or age we do support the rolling enrollment so as you have new students coming into the
163district or to your school we're able to accommodate and get them started um assign them that their teachers and learning success coach um and bring your parents and families into the fold too so that they're supported they know uh what students need where they need to be and when and who their teacher and who their contact and ASU supports are for that um so we also included here just kind of a comparison so you could see side by side what the K5 um experience and those uh the benefits of um those age specific learning experiences look like whether you're a K5 student or middle school student we also included here too that um we are an approved provider through the Mojave Cooperative purchasing um contract too um so yeah so and again we are not
164um impacting your local ADM because we are charging tuition that's how we work with school Partners too so that the funding they're your students we are providing the instruction and the virtual school supports for you yeah and to address special education as well for um exceptional students um the IEP services are done within the district so what would happen is when you decided with the panel of folks and team um what students need you meet with us and our team we have five people on the ground here in Arizona like we'll come knock on your door whenever you want to um call us up and and want to talk about something or even meet with a family that's what we're here for um but we take those uh recommended Services accommodations and modifications and things
165that are um able to be addressed online we take those into account with our teachers for specific minutes for a plan with someone that is through you all right um as again when we look at very unique situations we don't have a checklist or of okay a student with these IEP needs we can't serve we we don't have that um we're going to be working with the district to find out what are those things how do we team up together together to make it happen um nothing really is impossible we're like Mary said there's not one copy paste thing that we've we do every time so yes so we try to we work really hard to be responsive and to work alongside and be respectful of how things run here in your District um and
166what's the ultimate goal of Student Success are students feeling empowered are they being successful academically are they moving as quickly as they're ready to or do they have the necessary interventions and supports from our team um if they're struggling too um and then for parents parents and any of your staff would obviously have access to um the curriculum to an observer account so that from their phone or any device parents or your staff can see which students are taking which courses or different classes teachers and opening up those lines of communication so that if as you have questions or you want to be in contact with any of us and the local team that you have that too um and having access to a wide variety of courses and classes so again if students are
167very Advanced and ready to move on we can help support them if they're struggling and need some of those more targeted interventions then we've our teachers and our staff are ready to provide that too and so at this point we'll see if there are any questions thank you for that do we have any questions comments I just had a clarification on the special education so you said um obviously you know work with the teachers to provide a in class accommodations and modifications um but you said they can't provide provide minutes does that include like instructional minutes like this student needs instructional minutes specifically in math or are you talking about like otpt speech otpt speech in terms of minutes that are specific with someone who has the Special Education certification we aren't able to provide
168those minutes now is it like a hard no no let's see right but it would add on to the price of services because we would hire someone to with that appropriate certificate do you have any questions I feel like your gears are turning I know me too that's why I pause gears are turning that's a good thing should I keep talking and then no question um how much um asynchronous time is spent or is that up to us to decide yeah so asynchronous depends on the student right I think some Learners are very successful working through content at their own pace um I was a middle school teacher I know that doesn't happen the first day of school and so what's happening quite a bit is the learning success coach um puts out a pacing
169chart of recommended pacing of how to complete your course within the allotted amount of time we have the ability for students to take longer than a semester we're not bound by dates but we understand districts off and are so we can help with pacing a learning success coach is going to be helping students understand how many assignment they need to complete um to you know finish in that amount of time what starts to happen is every single week for middle school I'm going to talk just about middle school because I think that's where we see more asynchronous time for middle school they're going to have one live session with their subject main subject area teacher that's on the calendar like every week it's at this time they don't have to go to it we're tracking
170it so you all will know if they do or not um and then outside side of that time the child can meet with the teacher oneon-one or in small groups so what you're going to see happen is the teacher is going to notice a certain you know a set of students is working on a certain assignment we're going to reach out and hey can you be on Zoom at two o'clock today or tomorrow and plan for that time and the learning success coach is going to help with that as well again when we see with our students getting into Zoom all day the production of work the things they do and produce it's very very small and we're constantly looking for actual student evidence of learning and that has to be done either one-on-one small
171group on their own not in a large group of students on Zoom I understand that it's just that one of our biggest feedback from all the parents majority is that they are not okay with the asynchronous learning so that's why I want to know how much asynchronous learning you guys are giving but I didn't really get a straight answer no from that because there's not there's not a straight okay not plugging kids into classes every hour of the day so what it looks like is it can be quite Hands-On where if you want to see your math teacher every single day you can see your math teacher every single day and I know that it sounds so wishy-washy but it's because we have a model of hundreds of teachers and when we put with uh
172teachers with students and you're not standing and taking attendance every day and monitoring hallways and doing all these things it leaves a lot more time for actual student interaction and one of the things our teachers love the most is getting to work with small groups of students so we've really shaken up the model of having whole group 30 or 40 or more students in a live lesson where we're not seeing that and I think when we have parents who are struggling with that we know we know it because students aren't completing work and so that's when the model changes for them okay that makes me a little worrisome but that understand that I do and I really you know I think the the followup here could be even talking to some families that are currently
173in the model I'd be happy to you know at least facilitate something like that if it's worthwhile I think in general we don't want to see kids on a computer all day by themselves that is not the model that we are trying to communicate to you but what I am trying to communicate is not a rigid learning environment of every hour year in math at 9:00 A.M on Monday Tuesday Wednesday Thursday Friday when they do have the um live group lessons not the small group how many students are typically in those um typically 25 to 30 students at the most again because they're optional and kids sign up for their own times with the teacher um you know they might not go to the whole group lesson if they just saw their teacher the day
174before any other questions or comments um can I clarify really quickly just about the K5 environment looks a lot different than that if you look at the schedule there's much more synchronous time class huddle in the morning live session with a teacher for math K5 looks a lot different than 68 because obviously a Kender third fifth grade doing this all day that's not what we want it's not what we want in 6th through eth either but 6th through eight we started teaching that autonomy to schedule time with your teacher and work with them any other questions or comments thank you so much thank you appreciate it have a good night thank you we also wanted to provide um an overview of the procurement process if the district decides to go forward with full solicitation um
175just to remind us of that the the biggest most important part of a full solicitation this is when we go over $100,000 uh we develop a scope of work and there's a team that gets together to identify what is important to us and for our students and families and what do we need to see from people who could provide for us and then a formal evaluation committee goes forward and starts to obviously evaluate some of the submissions for that and then finally um if we if the evaluation committee agrees on a product they send forward a recommendation to the governing board I know that's a pretty quick flyby view of what a full solicitation looks like but um Vanessa anything else that you might add to that what does a timeline generally look like for
176that kind of process um I apologize I don't know exactly I can look those stes up saying like is this feasible before budget time or is really what I'm getting at yes okay yes I think it's like uh they have like 10 days to respond we set the date that they have have to we can um we have minimum requirements and then sometimes we want to give an extra amount of time depending upon uh how many vendors we're sending it out to um and a lot of it is the scope of work because if you have a very complex scope of work a lot of detail that you're expecting the vendors to respond back to you will give them a little more time uh and before their uh procurement cut off deadline and this obviously
177wouldn't be limited to the three vendors we've heard um or would depend on which vendors are out there a lot of different factors of who we would send it out to um and who's on contract who's not on contract um yeah and what of the three that we've heard about are they because mldp my understanding is it's more of an IGA is that still follow the procurement so there are exceptions to solation which includes an intergovernmental agreement also state approved cooperatives such as Mojave or one I one GPA um so there are some exceptions to that but typically when we develop the scope of work and we put out kind of the advertisement which even goes to the Arizona Republic we see who responds and see if they meet the criteria and that goes into
178the evaluation pool gotcha and that's how we kind of narrow it down to what we would like to propose for a selection so but to get to that point we need to know what we want our model to be right which is why we wanted to look at some of the model options tonight so what we what we'd like to bring back to the board on the 26 is giving you some time to kind of digest all of this is to have a conversation about that model so that way we can get that guidance from you which would allow us to then move forward with figuring out which of those procurement models are the best fit and then finding out who that best fit vendor is either by virtue of solicitation or cooperative contract or
179whatever that is so um this was been a little weird and I apologize I we probably could have handled it better from the beginning if there hadn't been some misunderstandings but you know typically we might have sequenced things a little bit differently um but I think we're still in a good place because now the board has a sense of what the different options are that are out there um an opportunity to have a conversation about what we want this to look like moving forward and then we still have enough time uh to be able to make that selection get that in place and get our families in the loop prior to going away for the summer I guess my biggest question is like you know we've received feedback like we know what the ideal models
180are part of the struggle was financially sustaining those models so I guess my question would be are all of these options like is that has that been played around with in the budget it's a it's a great question yeah and it and it really genuinely depends on the number of students that sign up and the ability of the partner to scale so because different models scale in different ways and so as you saw with with ASU Prep digital as an example it's a per student cost right so we that's easy to model out um when we when we deal with what we've been doing in District or what we might do by Outsourcing with a vendor providing teachers it really depends on the ultimately the teachers that are in their model their flexibility because if
181you end up with 40 kids that's you know you know a stretch would be two teachers to make that affordable so the question becomes if those kids are three through eight you know are we able to have a partner who can provide us two teachers that can support that span of grade levels or do you all of a sudden need you know six teachers if you need six teachers then you're going to be spending somewhere in the neighborhood of a half a million dollars to support 40 kids which means you're going to be taking resources away from the other kids in order to support back are we just because it's been brought up a lot of the third and up is that set in stone because that's what CVA currently is or are we considering
182depending on what model we go with and cost and all the things going back to ka8 I think model and cost would really would really ultimately off the table to bring K2 back in I mean I think the main reason and correct me if I'm wrong Jeff that we rolled back to third was because of low participation in k12 and some challenges with those students operating in the virtual environment that and also the way you described it you know with the number of teachers we had and a K8 span it's just really hard to make that happen with four teachers so difficult yeah um I'm trying to think of the best way to word this question if we have a conversation next about what model to go with but we're going to run into issues
183if if we get too much into what would be procurement issues for me it's going to be hard to make a decision if certain vendors are not you know what I mean the Mojave issue the intergovernmental I need to know like I know cost should is not going to be the sole Factor but it is a factor right and if I don't have an idea of the differences that would be incurred from the IG versus the Mojave versus like a whole holy private contract like it's going to be hard for me to compare them and then say well I think this model is the best one to go with because I think that's a factor that's really important in making that decision how can we have those conversations about what the difference necessarily cost-wise might
184be if we went with it with this model that has an IGA versus somebody who's under Mojave versus a fully private organization kind of what I was getting at too like I think first we need to create that scope of work that allows us on the procurement side to kind of see what's out there so if if there isn't an entity that we could enter into an intergovernmental agreement because they don't meet the model at all then that wouldn't be on the table as an option so I think once we get that scope of work built out we'll be able to bring some more information in as to we feel like we could go out on contract we have to go out for bid or we potentially could have an an IGA situation but I
185think one thing that could help for the conversation on the 26 is we could give some sample models of what different types of build outs look like right so so we you know we already have a cost model for that asynchronous model we look like I know it's not the board's preference I think we bring It Forward though anyway just as a comparative so that way you have that data um we could bring through we could bring for we could make an assumption of a model of X number of students and then show what that looks like in that per student cost model and what that might look like in a teacher model then and then the question becomes the spe because we're not saying who or how but then it it gives you a
186sense of sort of where the broad spectrum numbers are but then the specifications that that Miss shapir referred to would need to specify that the partner we're looking for has to meet this criteria in order to fit within the model let speak and you know really the the the piece constraining us here is if we do go out to bid and so that's why we can't really discuss a lot of the procurement ahead of time because you can't share that information out if you potentially could be going out for bid yeah so I would say that the district's common practice is to look for uh vendors and entities that are already on contract and um and obviously those intergovernmental agreements tend to be a better path for us procurement wise um we could give some
187I would say that we would um have our procurement specialist work with us to provide any um procurement information when it comes to costing things out that wouldn't put us in conflict if we did have to go out for bid I would appreciate that like I know it's a like very fine dance don't talk about it no no it is very dance but it's it is a part of a model as well so just yeah whether it's hypotheticals whether it you know yeah exactly obviously yeah the board has worked with Mr Martinez in the past and they find him very competent so I was like I bet he could do this he got the little parameters he's probably watching right now because I promised that I would step in if I thought it was going
188over any line sorry and I appreciate you doing so thank you fine we have it's a gatekeeper table over here you don't need any more process service showing up here okay any other comments or questions um okay um the only thing that I'm going to leave with is that we have parent feedback so we really need to look at that feedback and one of the things that I want to get us away from doing is we already have feedback that's saying asynchronous is not an option I understand just for number purposes but I think that when we're giving information of something that we already know we're not going to move toward it causes confusion if we're putting out way too much information out there so we already know that our community does not want an
189asynchronous model so bringing information to us that already eliminates that is to me I think easiest and more transparent for us and for the community too if you start throwing out all these models and then they just told you this is not the model that we're looking for then why did we even go back out to ask them what they wanted if we're bringing information that's literally going against what they just told us and it's not a big group it's 37 that we first so I get the comparan is but it just causes a lot of I think followup question that and it was spurred by the presentation just now from ASU and I guess my question is this when the these parents are saying asynchronous I'm thinking well my question then is what was
190their experience what did asynchronous look like or mean to them and was it the same as what was just communicated to us as what would look like in a 6 through eight program through a program like ASU where you're not going to necessarily be in a 30 40 person or like where there's these other opportunities for small group learning and all of that is that exactly what our parents have you know experienced because I would hate to say no to something that's like different than what they're saying they don't want I think at that point you're just getting in the weeds of a lot of questions and the plain question was do you want your guys to have kids to have live instruction or not I'm assuming that's what asynchronous is versus not and a
191lot of the parents feedback was we want there to be more live instruction versus asynchronous on your own and what I want us to start getting away from too is kind of like the presentation that we had with Mesa a big issue was well where are these third graders going to go historically this is why we end up with 0% black students not learning anything because we keep pushing it down like oh we'll figure it out um ASU oh we're going to figure it out it's tailored to each child that still doesn't make sense in my head because it it they're basically saying once we bring them in we'll kind of figure it out they couldn't give a straight answer of what exactly they were going to do to get that not asynchronous or whatever
192it is it was a lot of well once they're in the program we'll figure it out and that's what has gotten us to these data points so that's another whole aspect too that we can't continue to think oh we'll just figure it out no we have these teachers this is what we need to do and we heard it from the community the beginning when we were looking at her feedback that the Virtual Academy was something that our community really held um as a value to them so if we already have this information it's up to us to figure figure out how we can get there without adding on information that's going against what we're hearing as the feedback that's all I'm saying yeah maybe it's where I'm coming from where does this feedback live and
193have I seen it before it was in the board report and in the last board meeting that we had it was added as attachment to the agenda the very last board meting I whenever we had the first conversation where they tried to make us make the decision and we said wait a minute no okay in January I believe it was don't I don't think the full parent survey was it was requested at that point in time so um so I um I believe it was in a board update that information was shared out because we were it's hard for me to keep track of that stuff I'm just gonna be honest I get bombarded with stuff all day long and I know it's very important for me to look for that I just didn't see
194it and so like I I trust obviously that this is what it said it's just hard for me to know what they're saying if I haven't even seen like what the feedback we can do two things we can send it out again and we can have it available for the conversation 20 and we can just share the DAT you don't have to resend it's there I'll go look for it right now well I think it would be helpful to have that public also as part of the conversation um yes if we add it on the 26 it'll be in the public record we don't really have a way to distribute the board update to the community no no but I think the feedback just like we've shared yeah like um and I think when I
195saw that that part of the board update and just the comparisons of cost I mean oh it was in that one yeah okay well I I don't remember either Katie if they were if it was in the same board update but um I mean it there is a matter of cost for 40 kids and it it it's not all the models are not Equitable I mean for all of our other students so um that's the concern I have we we still still have to do you know it's it's one thing and I agree I mean I'd like I'd like to hear even more from from the parents and see if if that's something that they're 100% set on because we have no guarantee um that they're going to even stay with us um and I
196just feel like we can't we can't be spending like three times a student to get them a Virtual Academy when it's like just 40 kids and I I don't mean to say just but it we're taking money from our other kids with we're doing that so I think we do need to find the model that's right for our district you know it was in the January 30th okay I was looking at the December 5th one thank you um any other we can I guess move the discussion more for um going on in the 26 when we make a decision but I I really think we need to work on this as soon as possible yeah no we we can do that and um and we don't have to bring back the original like the pricing
197model from that original asynchronous that was not desired there's no there's no reason to bring that back again I I offered as a comparative but it really is meaningless I think the points well take okay um and just one other comment um housekeeping thing so the ASU presentation had a the student schedule but it's a Google doc and so those are hard to um I this I don't have a sign in on here so if we could do like just a PDF of stuff that is a Google doc and also I think that's easier for public to see it too and sorry one more time I'm not trying to harp on this this is what we're referring to as the one slide in this presentation on January 30th that's a summary of the parent feedback
198okay so I was like where's the actual feedback because oh the actual feedback sheets or whatever and I'm not saying I need that I'm just saying like if this is some it'd be interesting if there was like commentary you know what I'm saying like if there's Trends or if we're like summarizing and then like generalizing I don't know you're you probably are the one that went through it all Mr guy yeah is there anything that you know that stood out to you when you were summarizing all this I guess it's just it's very it's very succinct and to me it feels interesting that it's like I don't know we're used to seeing like the feedback form so I just don't know if there's something we're missing and I just want to make sure I thought
199I missed this whole thing entirely but I no sure I did this over the phone and so them in person and met with all the parents and we talked about it uh there were some that were in Spanish and I had a translator and we talked about kind of those four different elements you know what do you value most about your current experience with cring Virgil Academy um how would you feel about having a different service provider you know different set of teachers for your child but your child would remain as a kraton student how would you feel about asynchronous time only versus is having synchronous and asynchronous and just overall perceptions about um about online learning and also what are your plans for next year gotcha okay some of the students are eighth graders
200so we knew the answer for that one but we wanted to talk to them about what do you already have an idea of what you want to do next year you already think are you already thinking we're going back in person and some of the parents did say that yes we're going back in person kind of no matter what you do others said we want to wait and see and that was the General trend of the feedback from the parents we would like to wait and see right now we're happy with the way things are going keep us informed and then what I'm seeing here is almost all parents prefer the synchronous and asynchronous hybrid is what you're saying they would yes they prefer to have a teacher who their child can say Miss Higgins
201is my teacher Miss R is my teacher and I see that person on camera and we're we're interacting live on camera with each other every day so that that is what they prefer but it is it is not even under its current format which is their preference it is not 100% of the time synchronous they're right synchronous synch makes sense well and I think that's like I know we can't get into full cost comparisons but like pulling the async out like that is important to look at the model we have now versus other possible models too and that's what I think I was trying to get at like if they're answering this question based on our model what is are you know model versus what are these options right and I think the board can
202direct in a in a costing model um just some guidance that we're looking to reduce the current cost or ensure that per pupil spending stays below a certain threshold or I mean we can have some generic conversations about cost I'm not saying that cost is it's just this vendor cost this and this vendor cost that yeah so that that's the place that we have to stay away from but when we talk about cost we can talk about the cost of it especially what what we currently uh what it currently cost us um and and get guidance on if we're looking for a the most reasonable costing model that meets the criteria of the scope of work that we're looking for certainly and then we would find all of the ones that meet the scope of
203work and then that's when the cost Factor would come into it if we went out for bid got you if it was something that worked in a different procurement model uh that we would bring that information forward and thank you for clarifying I think what I was really trying to get at is when we do this scope of work you know I think we're going to have to come to some agreement like a a syn async hybrid is very broad right what do we mean by that how What percentages are we talking right and that's where I was trying to figure out well what were the parents saying there and what I'm hearing you say is that they like want a teacher that they know um beyond that there's not really a percentage number we
204can put on we wouldn't say that there's like a percentage of time that we could put on these like a proportionate percentage for closest thing we would have is our current model okay so clearly there's High satisfaction with our current model and so we could use our current model as the guideline for for what the expect when I think things like um because there's a lot of different programs out there there's other districts doing programs and so you can even look at like you mentioned daily versus weekly right because some models have you get one live session weekly per subject area versus maybe smaller chunks of time but daily live yeah okay so I think those like any feedback you have on that from the parents is helpful as well any other discussion all right
205I appreciate you thank you so much thank you for all of your work on this I know I know it's a lot all right and that brings us over to our science um adoption progress update thank you president Kio as you are aware we are currently in the on the hunt for the very best instructional resources for Science and we intend to bring a recommendation for adoption to you early in May I think May 7th first board meeting but we thought it would be wise to provide you with an update and opportunity to ask questions about where we are in the process of this evening so with that Dr pombo and miss ernandez our special projects coordinator for innovation in the Arts and Science we're very excited to bring you a quick update of the
206work that we've been doing this P last uh quarter and this past quarter and as we shared before our goal is to bring the best resource for our teachers and our students in the classroom for Science and this is a picture of we have about 25 committee members but we this is this picture of us working on a Saturday um looking at the different types of uh rubrics that we wanted to develop and to be able to pick our vendor and this is these are the committee members and we took your feedback and from last time make sure we try to get um distribute the elementary group from different grade levels try to get more community and parents involved and also students these are the meetings that we had so far and then also some
207upcoming meetings to continue the process this is the overall timeline that we presented in the first uh the first part of the year and then this is just kind of our work since January 10th we just we um analyze the vendors that uh that sent us information based on our rubric and we invited some back to present to us on January 27th we invited three vendors and on that day we had that the committee members fill out a rubric and we determined BAS on that on January 30th to invite two vendors back and right now we are we just completed training the pilot teachers and we're in the um 60-day review and piloting of the two vendors that were chosen this is just an example of the rubric so the two vendors or the two
208finalists are hmh into science um and savis and then um Miss herandez is going to talk about the pilot teachers and what's happening right now good evening everybody um so we have 15 teachers piloting Savas and approximately 641 students and that's across um all sites for um H Mifflin um we have 14 teachers we originally did have 15 um but one of the teachers um couldn't continue and then we have 5 106 students piloting we are also in the 60-day public review we have digital access um if you go to the cran website you'll be able to find this beautiful um banner and then we click on the science adoption website and you will find this beautiful notebook and you have a letter from Dr pumo English and Spanish and it talks about the process
209and then you'll be able to see um evaluate hmh which is um what we have for math right now and then Savas is going to be the second one and then you can provide your feedback in a survey and this is accessible we have Flyers up in um every site's office and then we are sharing this with our with our um principles um and then with our crane um connection every week and then just sending reminders to families we also have physical sorry I'm like losing my words here it's 9 o' oh my God it is nine o'clock okay so uh we also have physical review I'm usually this non monotone I'm usually like excited about things I'm like who I just heard myself like this is not me three days until spring break that's
210why wow so we also have a physical uh physical access where our parents can go to uh the family center and we have a rotation cycle and um there's actually also physical books at each site where teachers can go and review them and they have access from kindergarten all the way to 8th grade and so we'll do that throughout those 60-day review just for the Public's knowledge if somebody were to want to have some conversation in in Spanish or another language about the curriculum they could reach out to somebody at the district I know there's the one letter at the beginning but just about the curri cul itself yeah definitely yes um we also went to ks Congress um a couple of weeks ago and they had access to the uh physical resources and they
211had conversations so they had the opportunity to review um both resources and these are just examples of their feedback this is just the beginning um this how do you learn we spark their curiosity and started um you know just having them think about like how do they learn science and engineering invest and then what do they need to be successful so as we sparked that conversation they were able to really just engage deeper into like the resources so some of the feedback was um as you can see many visuals half and half there was a balance Savas they you can tell it's they said it was a little confusing there was way too many notes for the teachers and students they had access to teachers um resources and um also student resources just want to
212say I really appreciate the student feedback because I don't think I've seen it portrayed like this in any curriculum adoption in kraton or otherwise so yeah this was really a great I didn't want to stop the conversation Dr pumo and myself were really um facilitating this conversation and we kind of kept them maybe 30 minutes extra but they were so engaged and looking and they were like this is what we need and we need this and we need that and they also talked a lot about their teachers and what their teachers are doing already and they wanted to continue that I think like too like it was mentioned earlier right we get lost like we know the acronyms we know the and I think even as teachers and you guys have a you know a
213vast team like looking at all these resources but it's easy for us to get hung up on the like we're in our educator brains versus like the Simplicity of learning that kids just see and know and recognize yeah one of the TR friends from the data as you can tell and this was only three examples but was really Hands-On learning and guided notes they thought that was very important for them as Learners and then another thing is how do we support our second language Learners with the terminology being so um tier three and hard so what kind of support are we going to be giving our second language Learners this this was the same one that I attended and were it was really cute because they were they this was like part two this was
214after the sofg and they were like jazzed up they were they were into it yeah yeah thank you um and again our 60 day review um we're here just to remind you guys to share with schools teachers parents everybody that's listening right now um encourage all of our stakeholders to visit the Family Resource Center to review the resources um or the digital handbook how many days left in our 60 days that is a good question so about NOP last Friday I would say they are about 40 46 days we've done no maybe no no we have 46 days yeah and our next steps will be to continue when we are doing our learning walks during site visits um we are asking to visit science pilot piloting teachers so we can see how this is um
215being implemented I actually got to visit manav Vista last week and got to see the implementation in a fourth grade class um continue to get student feedback is specifically for our pilot pilot classrooms um um continue to encourage stakeholders um I did finish a podcast with um J Mr J Man a couple of weeks ago that's out there it was in our community um cing commun or creting connection so if you guys want to listen to it I give specific um recommendations on how to support um how to bring in your students from a parent perspective because I am a parent and then from a teacher perspective and then final meeting with vendors on April 30th super excited and then then our committee meeting is going to meet on May 1st to review feedback rubrics
216and select a vendor yeah any questions questions comments the only thing that I want to say is that I'm really thankful that you guys are giving this update to us but I have full confidence that with the community feedback that you guys are doing and the work that you guys are doing hand inand with Administration that you guys will pick the best curriculum that there is for students I do see already that ties into the FG framework you know dual language is very important to this community so the fact that we're picking curriculum off of the bat that's in dual language is obviously a big yay for everybody um so yeah we're doing all the right things I really appreciate it and um I really really like how intentional we are I'm making sure that
217the community knows because I've seen this blasted everywhere on the newsletter the podcast is a great idea to send out to our community members so they know what's going on in the district and then we just approve um whatever we need to approve after you guys have done all the feedback and everything so thank you guys for doing that I might have bragged about this process and you might be hearing from somebody in another District as they embark on some future adoptions because it really has been really well thought out and intentional yeah and if we've only been doing this for 16 days I have seen this a bunch of times so somewhere oh we're doing it we're doing it right use natural I just quoted a song I don't know if you guys know
218that I'm the one who's overloaded by yeah yeah thank you so much I appreciate your time thank you thank you and that you made it [Laughter] fast all right and that brings us to our next agenda item which is um personnel and that brings us to um the position of principal of Kennedy Madam president members of the board I think there might be an arm wrestling match over who gets to run with this one I am going to let um Dr Lauren do it but there's a lot of people who are excited about the recommendation that you're about to receive um I just wanted to share this for us was a very important selection because you know it's critical to the success of the reimagined Larry C Kennedy School and and you know we're fast
219approaching the August opening of that school so with that I will turn it over to Dr Lauren thank you Mr Man uh president kuo members of the board uh we again conducted a search for the candidates that would be most appropriate for the principal of Kennedy School we advertised through our typical providers for advertisements Arizona Department of Education employment board the aspa job board as well as indeed we had 13 viable candidates uh that were in the pool for the position and paper screened uh to a total of eight candidates that we invited to participate in the in basket process uh and to sit for an interview um we did have an interview panel that was made up of 12 participants including administrators uh support staff teachers a parent who is instantly a former Kennedy
220student um as well as a a student that was part of that group and that panel recommended two candidates to the finalist interview uh Mr Man Dr dupin myself uh Miss Shapiro and Miss bosle uh sat for the final interview process and we are so happy and thrilled to recommend olena LeBron as the candidate for principal ship of the Kennedy School so in case you aren't familiar with Miss LeBron uh she had currently serves as principal CJ Jorgenson School in the Roosevelt School District overseeing the development of a signature program and successfully elevating the school's academic standing from an F School in 2020 to a b School in 2024 prior to working for Roosevelt Miss LeBron was part of the kraton family she began her career in kraton in 2002 as a middle school teacher
221at excellencia worked as a student achievement teacher at kraton school and then as an assistant principal of both crat and Mack schools her experience in the classroom and supporting teachers in campuses has earned her the reputation of being an effective well-rounded leader Miss LeBron holds a masters in educational leadership from Grand Canyon University and a Bachelor's of Arts in elementary education from Arizona State University and I just want to add that Miss LeBron inspired me when she was in Roosevelt to get holiday gifts for every single student you haven't been here for the other meetings where we've volen told people to come on up but if you have anything you want to say we have to do oh that's right I was like I forgot I move the governing board approve Miss Elena LeBron for
222the position of principal effective July 1st 2024 I second all those in favor I I yay now we get to invite Mrs LeBron back up for a few words back I just wanted to come and say thank you so much for the opportunity I'm really really excited to uh roll up my sleeves and get in and get the work done and and learn about the vision of lck reimagined and hoping that I live up to the expectation and know that I'm going to work really really hard to serve um the community and just do great things so I'm really really excited yeah thank you we really appreciate you and it's heartwarming to know that an ex-employee is willing to come back and serve to this community because you already know it you left but now
223you're back home so we're so happy to have you yes thank you are there any questions for me no I was gonna say my dad and all my aunts and uncles went to Jorgenson and I'm sure I mean to hear about that turnaround is amazing and congratulations to you and I'm sure that you've built a team there that's going to carry all that on but we're obviously happy to have you back and hanging with us this late in a meeting shows your perseverance which we already it's been eved tonight as well all right thank you so much and welcome back you congratulations all right and that brings us to Future agenda items do we have any future agenda items all right um yes go ahead something for I don't know if this needs to be
224a future agenda item um for a library naming is that something we that needs to come to us for approval yeah there is there is a um there's actually a policy around it and there's a a process upon the request so um we we can um Miss Warz and I can provide you with what that process and proceed okay that would be great and then is there this isn't a future agend item but maybe some way maybe you can talk with Mr Man about following up with um Valia about a conversation about what she like what the discussion was tonight maybe someone can follow up with okay regarding the dress code our student oh yes yes yes I am so sorry specifically for I mean accommodations for kids who have sensory issues that we should
225be able to accommod there were multiple layers there so we we will definitely follow up on on that from a couple of different angles you know the one that you just mentioned of course but you know the other thing is we are ironically you had shared in your I was wondering if it was an alignment yeah so so we we will um we'll be attacking it from at least three layers so we'll definitely get on it awesome thank you so hearing no other future agenda items that brings us to our last and I move the governing board adjourn second all those in favor muchas safely thank you thank you everyone