001e e e good evening at this time I'll call the meeting to order and we'll stand for the pledge of Alle aliance I pledge Al to the flag of the United States of America and to the Republic for which it stands one nation under God indivisible with liberty and justice for all thank you and let the record reflect that all board members are present uh first up we'll um move to item B1 Dr croo thank you madam president uh tonight we present the superintendent goals for the 2425 school year um as we progress through this slide presentation so if you remember back a few meetings ago the board did review their goals and adopt them so you will see them in the dark blue at the top every student in goal a every student in
002all schools will be prepared with the Knowledge and Skills to achieve colleg and Career Success um if you look at that um one of the goals under that area goal a is Design Systems that promote academic achievement uh academic achievement is the driver of this the engine that drives this District so it's important that we do have something there so our goals for the year and I'll talk about how we're going to um I'll I will offer some changes in what you see here and we can have that discussion as a as a board as a board excuse me so first bullet there is increase the number of students who demonstrate proficiency and their growth overall um one level or two levels on our state testing increase or maintain El proficiency or growth and increase
003or maintain the number of ESS students demonstrating growth um the second part of that is Design Systems that promote college or career Readiness measurement there uh increase the number of students who receive college credit obviously that's through our D dual enrollment AP um and IB programs maintain or increase the number of students who receive seals and or internships or completer status in CTE and increase the percentage of students earning CCRI points um so with that I've handed out a sheet of comparison goals to you from uh to compare to last year and to this year so really the changes lie in the first part of Design Systems that promote academic achievement um and I kind of want to talk about that so first bullet is increase the number of students who demonstrate proficiency Andor growth
004um one of the problems that we are dealing with I'm trying to address is currently um we have a state testing system that does not um or is not built to measure proficiency yet we continue to do that and we continue to have the rhetoric um based on proficiency of our students um that is incorrect measurement um it's incorrect in a number of of ways and so that's why we have built in growth in that part um I am okay to add I know we want some accountability in there um I am okay to add proficiency if we want to add 3% 1% I'm okay to do that it's an invalid measurement I will tell you that but I'm okay to face that um and District growth above 1.0 so what they do is take
005growth of all the students in the state um this is a measurement we will have to get through ad we cannot measure this as a district um I have spoke with them this afternoon they are able to help us with this measurement but they take an average of all growth on a range of 0 to two um and the average growth across the state in any given grade level is about 1.0 um so in speaking with the ad the average growth there um so if you're above average in the growth that would be anything um to have a growth score districtwide above 1.0 um and that is a valid measurement of student growth um and it it's a long discussion about the proficiency I know I've had it with a few of you and um
006I'm just trying to make measurements that are valid and we'll move this District in a positive way rather than making assumptions and um basing our data on things that are invalid so um like that El proficiency um we can increase El proficiency or growth again we can talk about El proficiency we are way above the state um and E proficiency Again by growing by 6 that is standard deviations so you say 6 that's not a percentage you can't think of that as a percentage um that is a standard deviation and that is a rather um large growth so with that we can have the discussion you can ask me some questions I I know I had questions earlier about we left off some numbers um that is why I have been talking with several individuals
007um including Solutions tree including State Department um about our state test and um how we assume it measures a certain thing and it does not so I just want to make sure that I set goals that are attainable for our principles and they set goals that are attainable for their teachers and we're not holding them accountable for a proficiency that for a test that doesn't measure proficiency so um that is why those were left off and I'll be glad to have that discussion um with with you but that is also why if you go down to the next section with Design Systems that promote College and Career Readiness that is another measure so instead of if you look at last year we grow by 3% average on K State Testing in 0.25 um and then
008we participate in four data chats we went with more data and more points to talk about our Student Success and what our students are doing that's why you see college credit that's why you see seals and internships and that's why you CCRI points at the high school level so those are systems that we use it's figured into your state level label um and that's a more overall look of how our kids are performing and what they are doing um across our our district so with that I will stand for some questions on goal a before I Mo to move to goal B and then we can go from there Dr CTO can I ask a question just a general question so our state test is not to not designed to assess proficiency it's designed to
009to assess growth is that correct that is correct so how do we know if our students are proficient um at the state level this has nothing to do with your your in your goals so how do they measure Student Success and proficiency did we just as a state did we just like get rid of proficient and non-proficient and just say just grow just grow I don't care if you can read just grow they do label it and it all and that answer is a little bit complex so the state test is built to measure achievement gaps of certain groups of students across the state and how they were performing um that is how the aasa test is built therefore to put a proficiency number and to look at it in a formal way of how
010we think of proficiency is 90 8070 60 is an invalid measure and an incorrect measure it will never be that it can't be that the test is designed to not be that but designed to look at the different gaps across the State of Arizona identify those gaps and make decisions on how to improve those gaps so the answer to you is even though they they talk about proficiency um it is not a measure to compare schools you can compare that to the state average um because that is how that like group um performs each year so a valid measure would to be how proficient are we compared to State proficiency of all those like individuals that took that same test that year um that is a valid measure on that piece um we are conditioned
011and I say we as the general public to think about at 9080 7060 our kids are not performing we need to increase that that is an incorrect assumption on this test so and that's why I'm working to change that or at least have those conversations I can't obviously single handily change that is way bigger than me but at least have those conversations and get that out there to understand um that we need to look at valid measures that are talking about our kids because we use proficiency and we assume the kids in the state of Arizona are not performing um correctly and that isn't a false statement it's false you you spoke to the rhetoric around this and I know that it's been increasingly political and can you give us like a a time frame
012like when did this change from a from a normal proficiency measurement um if you think back in in um if you think back to ases Ames was built for proficiency and if you look at those scores historically you will see greater scores yes in our test because it was built to measure proficiency there were um essential standards identified we taught to those essential standards a report was made that showed us which what kids do not and how they perform on certain standards down to the student level to be exact on the specific standard or substandard um with that as we went to a merit a merit 2 so after 2016 146 I believe um that that whole concept started to change in that the construct of the test does not have essential standards identified but
013they rather have a placem of Standards um and that we do not have a profile of what a certain grade level student will leave that grade knowing that does not exist rather teach all the standards and we will randomly pick those standards within a band for instance um our tests um now are constructed in we'll say ratios um and it may say on this placem that we teach between 25 and 40% of ratios we will test what you don't know and the general public don't know is inside that ratio standard there are seven I believe in ratio 7 to 10 substandards um and they just randomly pick those year toe and they don't report on um exactly what your teachers are doing or your students are doing so that's the argument I have right now
014and in trying to work with that um and that's why we've kind of Switched more to growth are our kids growing year to year um we can compare that that is a valid measurement um and it will make a difference so it's a shift in thinking I I get that but to answer your question it started to shift right after the as test as we went to a merit and then last two years is definitely with aasa sorry go ahead sorry so so just as a followup so around 2014 then yeah I believe so Shelley do you have that is it 14 or 16 I do hold on just a second uh the first set of data we have for a merit is from 2015 so it would have been the 145 school year and
015I also think it's important to not that historically even when we had as and other test when you look at the difference from daer to the state we were below like in 2005 and third grade we were six points below the state average ever since you look that our Focus has become more I would say academic in nature especially since uh Dr Dean and Dr crotto have been here we are historically above the state average okay you know and I think when he talks about when you look at that how are we doing in comparison with our peers to ATT test also to add to that when you look at the as averages they were in um the 60s 7s and ' 80s and then it drops down with the new test these are the
016state averages it drops down to the 30s 35s and it's because the test is designed for not everybody to succeed Ames was a if you got 70% let's say you passed that's the way Ames was when we talk about proficiency that makes sense to all of us you got 70% you pass this test isn't designed like that it's designed for you'll have kids here you'll have kids in the middle and you'll have kids here and our teachers also used to know what was on aims they would tell us exactly and I would get a blueprint back and they would say your kids really struggled with fractions and now they say your kids struggle to number sense that gives me no data to guide professional development it doesn't give us a way to refine our Curriculum
017maps and it doesn't give kids and teachers a way to succeed and we brought this up to the state you know we're very grateful that Dr Cotto has such a great relationship with the state because we brought it up two years ago and at the beginning of this year saying we don't feel this test gives us the right data and it was well this is the way to test is constructed and one year as we speak for efficiency a third grader might test on oa3 the next year oa3 might not have even be on the test now it's oa5 so we don't have a Target to hit with this test like we did with as so that proficiency the whole proficiency and what's going to be on there and what do we teach you know
018you can teach everything but when kids come to some of our schools they already know their letters they know their s they don't need those essential standards because parents have done that at home and I can teach the nice things but our other schools they come they don't even know what a letter looks like so we need those essential standards and to know what is the most important thing state that you say is going to be on the test if you tell me that I can get proficiency but the test isn't even designed that way where if I did that I could hit proficiency because somebody has to win in this test and somebody has to lose it's not a test where everybody can win Statewide that's concerning because I wonder where that leaves the
019301 pay for our teachers because we are constantly using this test as a measurement for proficiency for them and their pay is based on the proficiency of their students well well the good news is with the 301 plan that starts in a few weeks that is gone um the state testing proficiency you took out and now it's that 40 4020 with being School label excuse me um and there is no testing Proficiency in there the school label has a portion of it but it also has other indicators just like the goals um that go into your state label so um that's the good news for that that's good news for us that's good news so that's good news but I understand why that's a source of frustration for a lot of teachers across the because
020man that stinks there there's and it's not that it's right or wrong I don't want to say that it's not right or wrong um they do have they do have you know statistics that back it up it's the purpose the purpose of the test is the key and that's the miscommunication the purpose of the test is not proficiency that is not the purpose and that's the message that needs to get out is that this test has a purpose the purpose is not to show student proficiency I'm just curious do you know by chance and this again this has no reflection on you whatsoever I just feel like you have a lot of information that I don't know um how does the Arizona state test are there other state tests who are following suit with that
021or are we following suit with other states like is that the new trend for a lot of different states now I do not know that that's a great question I'm trying to figure that out so in my meetings with some of the testing gurus in the United States this afternoon um that we had or actually this morning um I'm looking into those different pieces um and trying to provide some examples and results but again you know the focus is not on changing the state test is much harder than me providing information or arguing that has to go through the State Board that has money implications that has time implications so even though that could occur that's not a overnight occurrence um if and when the important thing is we're having the dialogue right now and
022we have a test in place we just need to make sure the right story is being told and then we don't have assumptions about Arizona kids or diar kids that are incorrect um and and we're going to get more into this on the 26th of September when we do a data study session and I have some of those experts coming um to talk with us they've agreed to um one one specifically from ad um and he has been extremely helpful we've had some great conversations but he is more than welcome um and he is looking forward to to come and speak with you about the design of the test and why it's like that and um show you some of the measurements that we should be looking at as opposed to what we are looking
023at thank you for the information and thank you for including that in your goals so Dr croo and I spoke earlier um and unfortunately didn't get to finish our conversation so I appreciate though you I asked to have his current proposed goals with last year's goals um provided to the board just for reference because I know historically we've always wanted our superintendents to have measurable goals and we've experienced both and uh one of our previous uh superintendents did not have any uh smart goals or measurable goals it was just District's doing well we're doing well I was happy to see us go back to having some of these measures so we can actually evaluate the superintendent on performance and what's what's happening so that's what prompt in my call this afternoon uh is because obviously
024the goals look much different than they did last year I he what's going on with the state I I know this is not a Dr Coto issue by any means so I do appreciate the fact that he has come up with a possible solution here by adding the 3% or the 1.0 um I know Dr Cotto uni also mentioned unless one of these actually addresses that also including like making sure we're above State average as a possible goal that would be something we could measure but my frustration is I don't think there was ever a time that I've been on this board and this is my fourth term that the state hasn't conveniently been revising their test changing their test stopping a different one K12 education Arizona has a lot of work to do and
025it's so frustrating because how convenient is that no one can ever be held accountable on the state level or anywhere because the state is changing their test and then oh we can't really compare because we're changing our test that happens all the time to where it is very clear it's intentional in my opinion and people talk about nowadays how children should not be political ponds they are very much so and this is a very blatant example of that so regardless of what the state is doing and once again they're tweaking or doing whatever with the test so we can actually follow these students and see exactly how proficient they are how much growth there has been I feel like as a district as dice art with our high standards we should be able to have
026some way of knowing if these students are learning because it should not just be about passing them along or you know even that I mean I get what you're saying Crystal like yeah we we want our teachers to have opportunity to earn their 301 money it's not just about it this H cannot be about adult issues anymore I mean at the end of the day our business is to educate kids and it really disturbs me that here we are again and we're not able to say whether or not these kids are proficient why are they coming why everyone is so worried about what's happening to public education well we're we're in the business to educate children but weeren we're just oblivious to the fact that we don't have to have any kind of measure to
027actively show whether these kids are growing and learning and mastering Concepts what kind of kids are we turning out why are we here I mean that is a that is a bigger issue and um I can't keep talking about it because I'm very angry right now about the State of the State and when it comes to K12 so focused on Dr coto's goals I would really appreciate there being some way and she and I talked about this a little bit earlier so hopefully we can finish a little bit of that conversation that with our students and the data that we have we can make sure that what's in our control as as as board members and as administrators in this District we have a way to track whether student a where they are this year
028has shown any growth somehow in how they're performing in in whether it be I don't know mastering Concepts we have different other measures that will determine whether or not they're um a Mastery well that should be able to equate to something to show whether there's growth with that student I mean and even if we can't I guess at the end of the day even if we can't come up with a perfect way to build in some accountability measure for the superintendent I just need to know as a board member and as a as a mother that kids in our school district are learning and we care that they're showing growth and Mastery of Concepts rather than well the state's changing their tests so so I mean you know there's just nothing we can do no
029we have to make sure these kids are getting what they need and if they're not then we better find out how we can do it and could I also piggyback we don't just want growth we want them to grow but we also want that proficiency and that Mastery of skill that's why we're here and that's that's what happens is you got this student who falls behind somehow some way in second grade they don't Master those second grade Concepts they go to third grade so the third grade teacher now has to figure out how to teach them second grade well teach in most of the class third grade but then that kid also has to figure out how to learn second grade well everyone else is learning third grade and then he's got to learn second
030grade and third grade and then they go on to fourth grade and they didn't really master all the third grade because they were still trying to get second grade so now they're in fourth grade with a Midway through third grade proficiency and that's not just one kid that's a handful so as a teacher you've got all these students at all these different levels and you're racking your brain trying all these interventions and things where where do we stop just passing them where do we stop saying okay whatever I'm done with you good just move on just move on that's also a a source of frustration for a lot of teachers too because they they come to me and they don't have any prior knowledge they come to me and they don't know what they should
031know at the end of second grade yeah after the summer there's always a little bit of a review cuz everybody just you know but it shouldn't it shouldn't be like a complete loss they should know they should be able to remember those things and I agree with you we need to make sure that our students are on grade level that they are proficient and I'm not sure how to do that that would be two of us I don't have an answer for you I mean I'm not being flipping and I'm not being funny it's it is not built for that proficiency is important you are not going to see 60s 7s 80s '90s and people growing it's not built that way and they will tell you that it's not built that way so I think
032you use multiple measures to talk about kids success and how they're doing in our district I it's a different form of thinking I get it it's right wrong um but that's where we're at so and I want to make sure we're we have valid and reli ways that we are not or we're we are evaluating myself but also my principles because what comes to me goes downhill so comes to me goes to the principls goes to the teachers they're all aligned and I want to make sure that we are using a system that is valid and that doesn't demean people or think that they're no good it's the tool we're using and again it's not that the tool is not good the tool is for a purpose purpose and to measure proficiency you can do
033that across the state and compare the state average great to put in there you can't do it year to year and expect that build it's not the same test with not the same group of kids that's where I know it's frustrating um I get that um it is why I'm passionate about it why I'm having those conversations um and we'll continue to do so I guess the focus here is you you know how do we make it so it's valid um and will be meaningful to our teachers and we can improve that is what I put in front of you today if you'd like to do that I can also talk about performance uh or um proficiency at above the state level and in ela and math too um I'm okay to add that as
034a bullet point um along with the increase I'm okay to leave proficiency by 3% um it's okay but and or the growth of over 1.0 because I think you have a valid measure it's okay to have aspirations of growing but that's not why the test is built and I will tell you this because it's going to inflame it even more if those proficiency rates get too high um they will ask that they redo the test and knock down those proficiency levels on purpose because that's the way the test is built and that is the purpose um can you explain that a little bit more because so you're because and again we started talking about it earlier but so you're saying that if if then one year a group of students or a school did exceedingly
035well that would well there are some schools that will do exceedingly well I'm not saying that they're not but you have to take into a fact of where those kids come in this is the whole design of test where those kids come in and what skills they have goes to a school B where they're coming in with high skills and their proficiency were is high but their growth may not be high they're not growing the kids where this school has very low proficiency but their growth they come from 20 to 60 and they have 40% worth of growth where this school might have 80 to 85 but their kids are going backwards in growth they're not growing but their proficiency looks High because their Baseline is high in the first place and so the test
036is not made to keep measuring that it's just the focus of it um and so we just have to switch our thinking a little bit to make sure I'm not saying it's bad I'm not saying it's dysfunctional I'm saying it's not measuring what everybody thinks we're measuring and that's important when I hold principles accountable and they hold teachers accountable that we are providing valid measurements of how they are performing in the classroom and how our kidss are performing and that's the key to this whole thing I think um you know from from the outside looking in one of the comments that I receive you know when we have our success stories about a great graduation rate for example you know somebody from the public might say oh well that's great but you know your kids
037can't read um so it's it's difficult to to have that conversation with people who have zero understanding of of how you know the the State Board of Education has has created this this test um so I'm glad that we're having the conversation I'm looking forward to that um to that meeting in September where where we can dive a little bit deeper into this and I hope that people from our community you know are either present or take the time to to watch that meeting so that they can get a better understanding of what Student Success really looks like what a district success really looks like um because because it is frustrating and I I mentioned the political piece earlier I mean in the last six plus years that's all we hear is that we need
038more money to increase these proficiencies you know we're failing as a state our district our local districts are failing and it's because we're not putting enough money into it when really the the Baseline the target is constantly changing so I'm again I'm just really glad that we're having the conversation and getting back to the you know looking at the goals um for 24 25 I'm I'm glad to see that we have um you know something measurable and I would be okay with you know the 3% and or um um 1.0 overall um in growth so I really like the look of this um for goal a what if we take out or what if it's 3% and one 1.0 overall and above the state average if I can remember Richard the state I believe went
039down this year in scores because of their construct and test design so I would be hesitant when the state has a loss in math of one point of 1% to say we're going to guarantee a 3% increase because that's test design well that's what's presented in here it it that's why it says Andor because we still want to grow we can still grow I don't know if we can grow 3% does that make sense so why did we put that in here because it's the chance the state option of a measurement the state could go out could go up it's an option I would always aspire to get 3% but if my kids are growing I would also be happy so I think if you put Andor if we're above the state average for growth
040because it's really about growing kids and I think to member shav's point you you made an excellent point is we have so much to teach we need essential standards going up that they master and why this won't tell that I I think we're headed in that direction but I think growth right now with the test and according to the state is the most valid measure but we also want to Aspire to proficient nobody likes to look and see we got 23% passing I don't I'm competitive I don't like to look and see that or even 40% passing you know and I do like to celebrate when we go up but like Dr Cotto says it's kind of a false confidence like it's a false like hey we went up did the state Trend up did
041everybody go up but did we outgrow other people I think is is important I think we celebrated our aim scores but we were 5% below you know we were 5% below the state I want to be above the state I want to grow above the state so I think we give the and awards valid and the last thing I I do want to say remember denmore or president denmore sorry is to the point of our kids can't read I don't think there's been a lot of discussion on the second part of the goals with students receiving college credit I can have a kid that wasn't proficient in eth grade that get stool enrollment or AP credit and the AP board's pretty rigorous as it ISR community colleges so I think when people say oh well
042that's the test well yeah but I have kids graduating with their CNAs those kids can read I have kids graduating with all sorts of certifications where they can go and make more than I do some some of them at entry level so I think that it's it's a very limited Viewpoint to say oh your kids can't read when they're graduating with certifications in college credits yeah and that's just a general response I do hear occasionally um with with that said though I I I think it's important to that we all always understand that there are kids that just don't test well there are very intelligent adults that don't test well it it's sometimes it's you have to look beyond the test it is it is a snapshot of one day and one time period of
043a student and how they're doing so that's why there's multiple measurements across many different things of how students do and then that's the whole basis behind the whole thing and that's why I was wondering if we didn't have some of those other measures then that we can look at to determine growth or proficiency for our dice art students regardless of what's happening with the date and their test like we we always say we have multiple measures you know back in the day I mean whe benchmarks things and other things we we had multiple measures to determine growth and proficiency so why can't we look to some of those things with this because again goals are my goals are just like we said for our teachers when 301 301 goals back in the day there was
044no they just created them the super the principal approved them and that was it now we're a little more more what with I'll do that's how we did growth too is we had it the hake score I don't know if you remember the hake but it was like an imaginary Voodoo number thing and we said we got growth or we do a pre-post and I see I see you shaking your head as a teacher I give a kid a pre- test and a post test and we do have teachers that say here take the test I I I do think your point is very valid but to do a valid and reliable test like that it would take curriculum instruction and assessment a good year or two to really develop with we would want to
045align to essential standards we would want to test those and we would have to run validity studies on them on the questions I think we can aspire to it but I I have to be honest when I don't know if we can do it this year what my point was was that goal should be something that aren't they shouldn't be easy they should be things that are going to push you and you know where throughout the year you're you they're rigorous you're working toward them so I guess what I'm saying is you know I don't want to I want accountability buil built in we've we've worked years and years to get our district to a district where people know when you work here there's a high level accountability from the superintendent all the way down
046to Any teacher like anywhere any job actually we're just a a high standard district and that's why we're as good as we are so again regardless of what the state's doing with their testing right now I just want to make sure these goals reflect accountability so Dr Coto rather than saying well we don't know what the what the state's going to do so I really you know I don't know what to put on my principles we need to come up with something because those principles need to be holding their teachers and their staff accountable because at the end of the day it drills down to the student and I want High ability so I can ensure those kids are getting what they need in our district and they're learning and I I feel like and
047I hope I'm wrong but I'm feeling like we're kind of like State's doing this and I I we're going to have to it's going to take a while for us to figure it out because then that's what's the statistic Dr asai you know one one bad year for one kid takes them how many years to catch up is three it's impossible to it's almost impossible to recover from two years of bad teaching yes okay I remember that CU we learned that many years ago so we can't just take a break and try to figure out something that's more has more accountability levels built in or measures built in because that's someone's kid that is sitting and waiting and not getting what they need to grow and show proficiency that's all I'm saying so if we
048can just not debat a dead horse I would like to make sure we have some some firm kind of aggressive goals in there with some measure that we that Dr croa then can pass down to his his principles and we can make sure these kids are getting what they need despite where the state's at and and Madame President member Pritchard I think that's what we've put before you um we put growth before you we've put El proficiency we've put performing above the state average in ela and math we've put increasing students in college credit increasing their seals and internships and completers we've com done CCRI points um those indicators are no joke it's not taking it easy um it's taking it accurately um and that's the whole difference behind this easy or accurate or lofty
049goals that look good versus inaccurate and I think that's what I'm trying to say is we can't throw something on here like proficiency of 3% because looks good because it's very inaccurate and it does more damage to this District than having goals that are realistic attainable and accurate and that's what I was trying to display so we're not taking it easy we're refining our focus and making a more pinpoint focus on how we can tell how kids are doing in this district and make them perform um better and better I'm sorry if you thought that I only wanted to change CH this cuz I want it to look good on a piece of paper my point that I was trying to say is I want to make sure our students are learning and I think
050that's getting what they need and I think that's what we've done with what we have to work with so 1.0 that's that's I mean and lofty like I'm saying I I don't I don't know is is is 1.0 overall is that really a growth above 1.0 is considered significant um in the compared with the state average on how schools are performing yes and I have verified that this afternoon with the state statistician on what would be something that's valuable and valid and make uh growth not every school is above 1.0 um but that's where they perform um and so to have that goal is a very lofty goal and a very aggressive goal um to show that we are moving kids and they are learning so yes that would be and and I didn't you
051know I we can take the ESS part because that's really in the growth and we can add in perform above the state average in ela and math in proficiency too that that will still measure that so we can take growth we can take the proficiency out of number one um and do growth um so it say increase the number of students who demonstrate um District growth above 1.0 uh increase in main maintain eel proficiency um and or growth by 6 which is very St statistic um significant and then perform above the state average um in ela and math and proficiency there you have three different measures to look at um to know how your students are doing but you're saying take out the proficiency now now even give it an Andor you're counting it down
052below so if you're going to look at proficiency you're going to look at it as a third bullet if we're per Performing above the state average in ela or math in proficiency that is a valid comparison when you compare our district to um to the state average because that is the same group of kids same group of tests in the same year okay thank you so I would be great with that unless you have other um suggestions with them so y done so anyway the second half those are definitely numbers because increas number of kids with college credit seals Etc so if I this time next year the board would receive a number that says this year yep absolutely and we have the Baseline data for that so is it possible to see just out
053of curiosity well not out of curiosity for the 2223 school year and this school year how many kids received all of this stuff yep you will get all that in September okay when we have that that will be part of the study session in SE you'll have all that data okay and is there a reason why there's you took out a focus on the focus schools um well I believe it's more focused on student grow achievement on the right rather than saying Focus schools we still have Focus schools um but we put a lot more data points in to tell how our students are doing rather than say we have Focus schools and this is is what we're going to do with Focus schools so that is a subset the focus schools are a subset
054to achieve the new goals we will still have Focus schools it's just not the overall goal it is one of the steps to achieve these goals I just want to make sure that they're still going to receive the additional there is assistance that they're going to need in order to meet all of these other goals and growth Etc can I move on to B we're good with B all right goal b um is dier Unified School District will recruit train and retain a highly qualified staff to cultivate the culture of Student Success um first one is by the end of the 2024 25 school year there'll be an increase in diarch recruitment efforts to hire staff as we've talked before um that is an increasing need for this District uh I think it's an increasing
055need across not only the state but the country um and we need to figure out how to uh recruit and hire staff so um we the measurement for that data indicating the number of job fairs and DD what we what dier does and hosts and attends uh so the footprint of getting ourselves out there uh advertising strategies and trackable interaction so social media website University career services digital ads print ads um we have a full-blown um effort on that uh that does cost some money but that is what um we use some of that liquid damages money for is to put back and recruit employees so when they choose to leave we take that money put it back into those efforts um to try to recruit more employees into this district and then obviously a
056huge piece is our um the teacher prep program the EP that you guys approved again for K8 last year so as we increase those um it is it is our goal to increase those and and create teachers from within so we can uh have more teachers in the classroom so that's the first part of that goal uh second part by the end of 2425 school year ders customer service plan dier cares will be further expanded as you know we did daer cares last year um we got it off the ground we want to get better with it um so we're going to have more trainings we going to have um more customer we're going to include now a piece of customer satisfaction so asking people as you see is when you go to other places
057how is your experience you know can you tell us can you rate our experience you go get your car serviced that's the first thing they want to know right how was how was how was our how was your experience how can we do better so um we're going to do that use the care rubric um we are going to have professional expectations we are have having um customer service presentations we are going to get into secret shoppers kind of per se to go and experience what's happening in lobbies or in schools um and get better because one of our things on some of the exit surveys that Miss Ryan did with her department is um customer service matters how they're treated is very important um in this whole piece so we need to continue to
058do that continue to get better I think we do a good job but we can do better on it and so I think that's why this pops up as certainly one of the goals because we want people to have an amazing experience when they come to us so I will take questions on goal B if there is any okay go sorry no question question but I just I really like the idea of the I think you called it secret shoer um because I do think that sometimes our front offices are really the the first you know experience that especially somebody new to the community has so um I just think that that's a really creative way to solve that that problem thank you you're welcome goal c um the dier your goal the governing board
059goal District goal the dyser Unified School District culture will consistently be reflective of a safe and secure environment for all stakeholders this is our safety goal um obviously you take safety very seriously we take safety very seriously so um it is the number one thing in this District I always talk to people about that and you know for many many many years in education academics has become the number one Focus um I I would argue that safety is the number one Focus now it is the number one priority and then academics because kids cannot learn and they will not learn if they don't feel safe and we are in environments that they need to feel safe and then we will deliver our top-notch academics um and I think we have displayed that you have displayed
060that as a governing board um it is important and we take it very seriously and you know we have a department that um you have created to facilitate that and make sure those experiences that we have a lot of safety and secure environment for everybody that comes to um our facilities so with that by the end of the 24 25 school year all campuses uh will have conducted safety checks Audits and inspections um that one is again aligned to last year uh we did eight campuses last year with the full safety audit we did report that out a few times to the governing board and plan to do that again that is part of our three-year implementation cycle um for the campuses to have every campus touch um that is a huge process and you've
061seen that uh you've taken a look at that so again weekly logs to be kept on random safety checks for 68 facilities per week that's our team going out randomly checking um making sure spot checking and unannounced um visits to schools make sure that our protocol is being followed um and um obviously our administrators checking in that all local weekly scheduled drills are complete um that they follow up that they have the reporting procedures and that we stay with those protocols on the campus um additionally by the end of the school year training will have been expanded to ensure all groups are performing safety measures uh successfully with immediate support and feedback um so we have uh School emergency repon response teams our CT meetings uh that's the school people the safety teams on those
062sites that they're taking place regularly um after after action reports so something happens on the campus they are required to do an after Action Report kind of reflect on what happened what went well what didn't go well how do we improve um and that is observed by Jason and Kevin um observations of our SRO and ssos and security guards um that their training practices are being followed um that group is responsible to make sure that we have the training um for there or the expectations for the SRO and ssos and again the heavy training for our security guards across the district uh keeping um going there through the end of the school year 100% of all non non-compliant items that require immediate attention as identified in the safety drills inspections ODS will be addressed that
063was an add-on that we talked about last year uh that's an important one I think that was a great one to track um that the items are reinspected and resolved that we just don't say Hey you missed this and there was nothing done about it so um and that we will continue to do that and then a new addition this year is to identify and Implement additional safety protocols Pro policies procedures as necessary according to current industry standards and practices and why did we add this one this year well I I think one example the ssos are a great example at the beginning when we did goals last year we had no idea about ssos and that was a new uh safety protocol it was a new procedure that we took on and it's something
064that developed and it developed with conversations with this governing board and all that and we found a way to implement that um and I think that's important to know that that should be a measure as new things come about and we take those on and we make them work on our campuses that um we take a look at them so you know that we don't just say well that we're not doing that this year let's take a look at it and see how we can Implement them and if they're good for our campuses so that's really how that goal came about so I'll stand for any questions on goal C all right moving on to goal D the daar Unified School District will identify and maximize available resources to support support Student Success um this
065year we drilled down a lot on this goal um if you look on last year's goal it was about late buses um and um sfd funding again late buses were great we reduced those um but we really I really wanted to look at um are we using our and maximizing our resources and are we doing the right things so looking at these goals um using input from District stakeholders identify prioritize allocate and monitor budget resources to support our district goals so one of the things is maryell and her crew will meet with all Department administrators and Community committees annually to allocate resources best on the needs that will support District goals uh maintain transparent district and site budgets and make them continuously available on finance website and monitoring I think that is very important as
066we talk about transparency and what's required I think we Overlook that sometimes and just assume that's going to happen um but that takes an effort to do that to maintain those pieces and maintain those sites and make sure we are transparent so the public can come in and look at what we're doing it's an important piece and I think that needs to be recognized uh provide district and site Administration monthly budget status reports to Aid in decision-making um so what's really happening taking a look at the data where are we with money um where are we with our budget status and can we make decisions based on them um and develop annually an update of 5-year Capital plan to align resources through a comprehensive planning again being U proactive and not reactive let's look out
067to the Future um and this is new um and it came from a discussion with this governing board too and and um how can we set up for the future you know as we talked about the bond and the needs and all that one of the whole pieces was you know can we project into the future well this does that this gives us a 5-year plan looking forward to the future and saying okay we might need this in five years so we need to start planning for it now and I think that's very important as we develop that um and then maintain fiscal compliance and accountability is EV evidenced by timely budgets annual Financial reports and clean unqualified external audit opinions um another piece that I think we take for granted because our departments do
068very well but it's an important piece um I think it's important because we have accountability and we need to show accountability we need to show that we're compliant and that we do do the things that are required of us that makes us a very good District um and that has very good clean unqualified audits year after year after year and sometimes we I think we take that for granted and I think it needs to come out that we do a lot of things to make sure this happens so you know provide training and professional development opportunities for finance staff and administrators to stay updated on financial regulations compliance requirements bre practices that doesn't just happen um clean unqualified external audits don't just happen they put a lot of effort into it they make sure a
069lot of things are followed um they have State deadlines that they must meet and follow um they have mandated reports required by deadlines um as you can see there um and then somebody then yearly we have people come in and look at all of our files and say you were doing it right or you're not doing it right and that's an important piece it's an important piece to me as a superintendent that the focus and the goal is on doing it right we need to have processes and procedures in place place that makes sure that we have um that we are following the guidelines and doing things right and spending our money appropriately and um so that's why that goal is here so with that I will stand for any questions on goal D I
070do appreciate you looking forward to the future because I feel like that's one of my issues with just distri in general is they ignore things they ignore things they ignore things and they kick things down the road and then all of a sudden we have it becomes a crisis and then oh we need this we need this it's a crisis and we're always managing a crisis and we're never preparing for the future so I feel like it's good for us to prepare for that future and you know just like we do with our personal finance bu budgets okay I'm going to need an AC in a couple years I'm going to start socking some money away that way when the time comes it's not an emergency and I don't have to pay extra for an
071emergency repair so I I do appreciate that piece of it thank you I just also want to want to clarify on your um the document that you Pro provided the board tonight on um goal a under that first heading there's three bullets on this on the online version but there's just two on this just double- checking we're still keeping the increase or maintain the number of esss students demonstrating growth um Madame President member Pritchard my proposal was to get rid of that because that is measured in the four first bullet if we're going to look at growth and then add in the um perform above State average impr proficiency and Ela and math so I was getting rid of that one I can certainly add it have a fourth bullet I I'm good either way
072whatever the board would like me to do I would like ESS students uh to have some extra Focus so I I would I would like to follow that and keep that in there as you wrote it initially I you said a fourth bullet but it's just maintain the three that you have there right well the three and then you would add perform above State average impr Proficiency in ela and math that would be the fourth bullet okay because you already have the E El proficiency Andor growth as the as a second bullet on there yeah that's ma that's a Target just for those kids for our e kids so we're making sure our kids have growth that they are um growing okay I just want to do the same thing for the esess students okay
073but that's we can do that thank you I just I just had one thing I wanted to clarify um going back to goal c um and I don't know why I missed this earlier but it's I guess it's goal three within there but observations of SRO ssos and security guards that trained practices are being followed when we talk about trained Pro uh practices are we talking about training provided by ad or training provided by Dort Dar daart or all of the above what are we looking at there Madam president that's a great question um I would say all the above because we don't necessarily provide all the training for SRO or ssos okay um we do do some training for ssos because obviously they're not have gone completely through the SRO training so we have
074to get them familiar with schools and our requirements and what we'd like them to do and perform so it's a little bit of both uh or all of the above that we're looking at all of that um it's yes there's multiple agencies that do the training okay thank you and I just kind of want to piggyback off of what Crystal was saying um about the the fiveyear plan I think this is wonderful I think going forward we need to figure out what we need to address instead of being you know being proactive instead of being reactive um and I hope that that that these resources will also be for like trans portation and maintenance too it'll be for big big things right yes okay all right Madam president member Drake yes is correct for everything
075across the district so and plan yes as a followup to that question about the the training when you go to the other side where you talked about additional safety protocols because things are always changing we did that apply to SRO and ssos as well because if the the department or whoever offers additional classes or updating who is notified that the SRO or the SEC especially security guards would need that kind of training additional CL I guess it's like additional classes yeah Mr joerger is tied into that um very very well um with our local agencies that provide that as well as his background and his professionalism on what he feels or sees as a need um particularly with our security guards so he stays up on that focus and identifies that and and goes from
076there and then could I ask in that observations piece is Mr Jer um the one doing those observations absolutely in conjunction with Mr serter um Mr jger those two who happen to be the only two but yes they they split it up and they um they are doing those observations thank you I appreciate that I feel like it's important because they know what to look for they know what they're doing so I really like that Mr joerger and Mr starter are doing those and just to clarify if if we if there are any concerns whether it be with an SRO or SSO is is that then reported to the agency the law enforcement agency liaison or how does that work that would um if there's a concern about an officer that obviously works for one
077of our city agencies um and it came to us we would refer them to the lison for the sro's or back to the department for the ssos um because ultimately um they are employed by those agencies so okay um sometimes they do come to us and we and we do that and we funnel that back through the right channels so they can be addressed okay thank you so I think that's um that's all the goals um obviously I I'll stand for any questions or comments as a whole and [Music] um or or the or the approval of the goals and adding our our section to number one um to more Define that and and go from there I'll just make one last comment I love the fact that we're talking about SRO and ssos I
078love the fact that we've got two incredibly qualified safety I guess one is a director um we I love the fact that we're talking about that that's amazing so we we are very lucky um to have both of them so and we try to tell them that all the time I agree I think that we're very fortunate to have both of those leaders um overseeing such an incredibly important program and super grateful for all of our Community Resources our law enforcement agencies that partner with us to make sure that we have coverage in every single school um as you said Dr crto I don't think that our students can can learn until they feel safe so that's that is number one I appreciate you taking that so seriously as well thank you so um assuming
079we're ready to make a motion are we in agreement that we would like to see that change what change the change that you were recommending oh I assumed we were but yeah go ahead is is that the motion on the table then like if if I don't think we've had a motion yet but I know but I mean like I'm okay with that if I make the motion is that including you would need to include I would need to include that okay so remind me it just be a reference to the discussion yeah thank you and you want four bullets what we want the four bullets that we discussed you want to keep esss was the discussion well no she's just GNA reference you want me refresh thank you and we would need to refresh
080as well let me know when you're ready can you just say changes to goal a as discussed that we I could have done that okay can we just get some clarification on what what the changes were sure thank you um so we are going to keep number one to increase the number of students who demonstrate um growth above 1.0 we are going to increase or maintain El proficiency and and or growth by 6 we we are going to keep the ESS um as it reads with let me get there um increase or maintain the number of ESS students that demonstrate growth um and then we are going to add perform above the state average in ela and math in proficiency is what I heard okay just to clarify we're not doing the 3% and or
0811.0 we're not doing that we're just keeping the language as in the presentation and adding the fourth bullet no we are doing the growth of 1.0 in that first bullet okay sorry but the proficiency is going to be in that fourth bullet of a um performing above the state average in the math for that okay you should be able to refresh okay thank you refreshing let me try it again okay okay um I moved to approve the superintendent's 2024 2025 goals and objectives with the changes to goal a as discussed motion carries thank you thanks for the good discussion thank you now for our favorite part I move to adjourn the meeting second I know you're good motion carries we are adjourned